Running head: THE EFFECT OF SHELTERED INSTRUCTION OBSERVATION

The Effect of Sheltered Instruction Observation Protocol Model on English Language Learner

Academic Success

Yoli Vega

Concordia University Texas

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THE EFFECT OF SHELTERED INSTRUCTION OBSERVATION

Abstract

This paper explores whether the Sheltered Instruction Observation Protocol (SIOP) method of

instruction for English Language Learners has proven to be beneficial to student academic

achievement. This paper examines Echevarria, Short, and Powers (2006) as well as Daniel and

Conlins (2015) research on student instruction through SIOP. Both articles suggest that SIOP

method of instruction does enhance the academic success of English Language Learners;

however, the improvement may not be as great as it could be due to teacher training or lack of

training. All articles researched, including the data collected from the Judson Independent

School District (Texas), suggest that English Language Learners are improving in their academic

success as reflected through the State of Texas Assessments of Academic Readiness (STAAR)

Report.

Keywords: Sheltered Instruction Observation Protocol, English Language Learner

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THE EFFECT OF SHELTERED INSTRUCTION OBSERVATION

The Effect of Sheltered Instruction Observation Protocol Model

On English Language Learner Academic Success

The Sheltered Instruction Observation Protocol (SIOP) model started out as a research

project in 1997. Teachers were given professional development training in SIOP consisting of

two 3-day trainings. Teachers were then observed using the SIOP method in instructing Limited

English Proficient students throughout the 1997-1998 school years (Short, Echevarria, 1999). It

has been 18 years since teachers began training using SIOP to help close the achievement gap

between English Language Learners and native speakers. Has the SIOP method of instruction

been as beneficial to students new to the United States in learning English while also closing the

academic achievement gap with their native speaking counterparts? To understand whether the

SIOP method of instruction has been able to close the academic gaps between English Language

Learners and native speakers, this paper examines the research conducted by the developers of

SIOP (Short & Echevarria, 1997) against data from a local school district (Judson Independent

School District) with an eight percent English Language Learner population.

Literature Review

Daniel and Conlins (2015) article explores how providing teachers with professional

development in the Sheltered Instruction Observation Protocol method of instruction supports

English Language Learners in improving their academic knowledge in core subject content areas

thus improving the academic achievement gap reflected by state standardized testing. They

describe an example of a preservice teacher who focused on developing her lesson plans and

preparing her lessons using SIOP to make sure she hit all eight components of the method. The

eight components of SIOP are

preparing lesson with content and language objectives and meaningful activities
and materials;
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THE EFFECT OF SHELTERED INSTRUCTION OBSERVATION

building background knowledge of students through linking concepts with prior

knowledge and emphasizing key vocabulary;

providing comprehensible input with clear speech and a variety of techniques;

using strategies to scaffold and question learners and get them to practice learning
strategies;

providing opportunities for student interaction;

developing manipulatives and activities for students to practice and apply content
and language knowledge;

delivering the objective-aligned lesson with appropriate pacing and high student
engagement; and

reviewing key concepts and vocabulary and assessing student comprehension

(Daniel & Conlin, 2015, p. 171)

It was found that just hitting the eight major components of the SIOP method and

ensuring the key 30 features reflecting best practices was not sufficient for closing the academic

achievement gap of English Language Learners. Being that SIOP primarily focuses on what a

teacher does in the classroom to deliver instruction, it doesnt take as much consideration into

what the students do, how they think, and how they interact with one another in the classroom.

Using the SIOP method as a checklist instead of as a true guide in best practices tends to keep the

focus on teacher-centered versus student-centered instruction. Another concern was to whether

the teachers using the SIOP method were using it with fidelity. When teachers are not given

sufficient training or support in the SIOP method, often fidelity wanes. Teachers often

misinterpret the method as being teacher-centered instead of student-centered. More

professional development in SIOP should be given with needed support throughout the school

year with the primary focus on reflecting upon students perspectives.

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THE EFFECT OF SHELTERED INSTRUCTION OBSERVATION

Echevarria at el.s (2006) article tested what effects the SIOP method of instruction had

on English Language Learners in meeting their standardized test scores in content areas through

a 7-year research project. Due to the No Child Left Behind (NCLB) Act of 2001, (Echevarria at

el., 2006, p. 199), there has been a greater focus on improving the level of academic achievement

of English Language Learners. Although highly qualified teachers are required in all core

content-area classrooms, not enough teachers are receiving adequate training in teaching students

whose primary language is not English. The SIOP method was developed as a way to bridge the

achievement gap of English Language Learners and native English speakers. It provided a

theoretical framework based on best practices in the classroom. The SIOP method was to be

provided to teachers of English Language Learners through professional development. Teachers

in the program (SIOP) were videotaped three times a year and given feedback on their lessons.

Teachers in a comparison group, without SIOP training, were videotaped twice a year and not

given feedback on their lessons. Overall, the students with teachers who had been trained using

the SIOP method showed gains in their scores. Data showed students performed slightly better

than those students whose teachers were not using the SIOP method.

Methodology

The researcher will address the question, is the Sheltered Instruction Observation

Protocol method for teaching English Language Learners working? The researcher read through

various articles on the SIOP model (method) for instructing English Language Learners and

researched data from Judson Independent School Districts Bilingual/ESL Performance-Based

Monitoring on STAAR 2014-2016 school years to determine if SIOP was working to improve

the academic success of English Language Learners.

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THE EFFECT OF SHELTERED INSTRUCTION OBSERVATION

Analysis

Since its implementation in 1997, the use of the SIOP method of instruction has improved

English Language Leaners academic success as indicated by standardized test scores. Although

many teachers are not using the method with fidelity due to lack of in-depth training through

professional development and/or administrative support, student standardized test scores are

improving. In Echevarria and Powers (2006) research data, the test groups academic literacy

development in an expository writing assessment increased. Daniel and Conlin (2015) state the

SIOP model has had positive results in improving student performance; however, the

improvement gains have been marginal. The data derived from Judson Independent School

Districts (JISD) 2013-2016 Performance-Based Monitoring Analysis System for students in

Bilingual Education/English as a Second Language indicate students in the Bilingual Education

program are being successful. State performance levels in Mathematics 70%; Reading 70%,

Science 65%; Social Studies 65%; and Writing 70%. Students in JISDS Bilingual

Education program have shown steady increases in Mathematics and Reading at over 70%

between 2013 and 2016. There werent significant increases in the Science scores and no data

indicated for Social Studies. The districts writing scores increased significantly from 2013 to

2015 (63% in 2013, 75% in 2014, and 73% in 2015). Writing scores in 2016 went down 5%

from 2015 to 2016.

Results/Conclusion

As noted in several articles researched, the Sheltered Instruction Observation Protocol is

not the be all and end all in instructing English Language Learners to increase academic

achievement. It is however; an outstanding tool for instructing students who are acquiring

English as a Second Language. It focuses on best practices that every classroom teacher should
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strive for implementing. The major problem with SIOP is that many teachers are not adequately

trained in the SIOP model/method. For those that do receive more than a half day of training

(teachers were originally given two 3-day training sessions in SIOP), administrators often do not

follow-up with teachers to ensure that they are teaching SIOP with fidelity. When teachers are

allowed to pick and choose which aspects of SIOP they will incorporate in their lesson planning

and daily instruction, students do not receive the full impact of the instruction as it was intended

through SIOP. More than likely, students arent interacting as much as they should be either.

The promise of what SIOP could be is still there. Limitations of SIOP are maintaining adequate

professional development in the SIOP model of instruction and ensuring that teachers are

teaching SIOP with fidelity.

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Performance-Based Monitoring Analysis System

Bilingual Education/English As A Second Language

Judson Independent School District 2014-2016

Indicator 2014 2014 2014 2014 2013 2013 2014

PL O DISTRICT NUMERATOR DENOMINATOR NUMERATOR DENOMINATOR INDICATOR
CUT RATE PERFORMANCE
POINTS LEVEL
BE STAAR PASSED TESTED PASSED TESTED
3-8 PASSING
RATE
Mathematics 70.0 77.4 363 469 329 430 0

Reading 70.0 76.6 360 470 328 429 0

Science 65.0 68.7 90 131 65 112 0

Social Studies 65.0 * * * * * No Data

Writing 70.0 75.3 125 166 94 150 0

ESL STAAR PASSED TESTED PASSED TESTED

3-8 PASSING
RATE
Mathematics 70.0 53.9 132 245 167 271 2

Reading 70.0 52.4 129 246 141 271 2

Science 65.0 44.4 32 72 36 70 3

Social Studies 65.0 22.6 14 62 3

Writing 70.0 36.0 32 89 37 89 3

LEP (NOT PASSED TESTED PASSED TESTED

SERVED IN
BE/ESL
STAAR
3-8 PASSING
RATE
Mathematics 70.0 62.7 96 153 81 126 1

Reading 70.0 65.4 100 153 77 126 1

Science 65.0 69.4 25 36 18 40 0

Social Studies 65.0 20.0 * * * * NA

Writing 70.0 58.0 29 50 19 36 2

Indicator 2016 2016 2016 2016 2015 2015 2016

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THE EFFECT OF SHELTERED INSTRUCTION OBSERVATION
PL O DISTRICT NUMERATOR DENOMINATOR NUMERATOR DENOMINATOR INDICATOR
CUT RATE PERFORMANCE
POINTS LEVEL
BE STAAR PASSED TESTED PASSED TESTED
3-8 PASSING
RATE
Mathematics 70.0 77.1 445 577 378 528 0

Reading 70.0 72.0 415 576 381 528 0

Science 65.0 64.7/55.8 110 170 92 165 0 RI

Social Studies 65.0 * * * * * No Data

Writing 70.0 68.4 132 193 122 168 1

ESL STAAR PASSED TESTED PASSED TESTED

3-8 PASSING
RATE
Mathematics 70.0 56.9 169 297 164 298 2

Reading 70.0 53.1 162 305 170 304 2

Science 65.0 45.6 41 90 37 96 2

Social Studies 65.0 25.3 20 79 15 89 3

Writing 70.0 37.2 32 86 37 87 3

LEP (NOT PASSED TESTED PASSED TESTED

SERVED IN
BE/ESL
STAAR
3-8 PASSING
RATE
Mathematics 70.0 65.3/57.8 109 167 96 166 0 RI

Reading 70.0 60.2 103 171 105 167 1

Science 65.0 48.4 30 62 27 49 2

Social Studies 65.0 18.0 * * * * NA

Writing 70.0 51.3 20 39 39 63 2

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THE EFFECT OF SHELTERED INSTRUCTION OBSERVATION

References

Daniel, S. M., Conlin, L. (2015). Shifting attention back to students within the sheltered

instruction observation protocol. TESOL Quarterly, 49(1), 169-187.

Echevarria, J., Short, D., Powers, K. (2006). School Reform and Standards-Based Education: A

Model for English-Language Learners. Journal of Educational Research, 99(4), 195-210.

Echevarria, J., Richards-Tutor, C., Chinn, V. P., & Ratleff, P. A. (2011). Did they get it? The

role of fidelity in teaching English learners. Journal of Adolescent and Adult Literacy, 54,

425-434. Doi:10.1598/jaal.54.6.4

Texas Education Agency. (2016). 2016 Performance-based monitoring analysis system,

Bilingual education/English as a second language. Judson ISD. Retrieved from

https://rptsvr1.tea.texas.gov/perfreport/tapr/2016/

Texas Education Agency. (2015). 2016 Performance-based monitoring analysis system,

Bilingual education/English as a second language. Judson ISD. Retrieved from

https://rptsvr1.tea.texas.gov/perfreport/tapr/2015/

Texas Education Agency. (2014). 2016 Performance-based monitoring analysis system,

Bilingual education/English as a second language. Judson ISD. Retrieved from

https://rptsvr1.tea.texas.gov/perfreport/tapr/2014/

Texas Education Agency. (2013). 2016 Performance-based monitoring analysis system,

Bilingual education/English as a second language. Judson ISD. Retrieved from

https://rptsvr1.tea.texas.gov/perfreport/tapr/2013/
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