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OREGON DEPARTMENT OF EDUCATION
Public Service Building, 255 Capitol Street NE, Salem, Oregon 97310
Phone (503) 947-5600 • Fax (503) 378-5156 • www.ode.state.or.us
HOW-TO GUIDE
IMPLEMENTATION OF SHELTERED ENGLISH
INSTRUCTION IN CLASSROOMS
How to integrate the collection and use of specific data to support the implementation process of
sheltered English instruction at several levels: the classroom, the building and the district.
How-to SEI Guide – Title III Resources – 1-24-12 rev.
Page
Introduction
3
Critical Role of School Leaders
4-5
Six Possible Purposes for SEI Data-Collection
6-10
Self-Assessment & Progress Monitoring Tool Description
11
Collecting Data
12-13
Tabulating Data and Progress Monitoring
13-15
Appendix
2
A. INTRODUCTION
The “How-to” Guide for Implementation of Sheltered English Instruction
in Classrooms is a companion guide to the ‘Self-Assessment and Progress
Monitoring for Sheltered English Instruction Classrooms’ tool
(http://www.ode.state.or.us/search/page/?id=2594) . It represents a
collective effort from practitioners across the state of Oregon with expertise in
the education of English language learners. This statewide advisory group
convened periodically over twelve months, under the leadership of the
ESL/Bilingual office at the Oregon Department of Education (ODE), to produce
additional support materials and resources for districts and schools that
endeavor to address the educational needs of English Language Learner (ELL)
students.
In August, 2005, the ODE published Guidance for Implementation of
Content Support Programs for ELLs
(http://www.ode.state.or.us/search/page/?id=2532) to promote shared
understandings about sheltered instructional models and programs that serve
English learners. It is our hope that these tools underscore the importance of
using data to guide program decisions at all levels, and that they prove of high
utility as they become an integral component of the sheltered English
instruction program and school improvement efforts in schools serving ELLs.
Note: Sheltered Instruction (i.e. SET, SI, SIOP, CALLA, SADAIE, GLAD) models are content teaching and learning
approaches that should be implemented in conjunction with other services to address the specific linguistic needs
of ELLs. Sheltered instructional approaches, in and of themselves, do not satisfy ORS 336.079: Special English
courses for certain children.
3
B. The Critical Role of School Leaders
Diligent efforts have been made to provide professional development
opportunities for core content teachers in sheltered English instruction for
several years and through a variety of delivery models. However, the actual
transfer of such trainings into daily instructional practices continues to be
elusive and challenging to quantify. The Self-Assessment and Progress
Monitoring for Sheltered English Instruction (SEI) Classrooms is a data
collection tool that quantifies specific teacher and student behaviors in the
classroom over time to gauge the degree of SEI implementation and
integration in the teaching and learning process. (The Big Four: A Simple and
Powerful Framework to Dramatically Improve Instruction
http://www.pps.k12.or.us/schools/gray/files/bmadison/BigFourStrategram.
pdf )
The critical role of school leaders in supporting implementation of
sheltered English instruction strategies in the classroom ranges from
encouraging classroom teachers to self-assess and reflect on their practices by
collecting data using the Self Assessment Tool to training school or district
teams in its proper use for peer observations, coaching, or instructional
rounds (A Primer on Instructional Coaches by Jim Knight
http://www.instructionalcoach.org/images/downloads/articles/Knight_PL20
05-05.pdf) . School and district administrators set the tone and expectations
for the transfer of sheltered instructional strategies to daily classroom
practices. The Self-Assessment Tool provides administrators a means to gather
detailed SEI data for determining professional development needs
assessment, alignment with school improvement goals, and/or programmatic
evaluation at the school or district level.
The SEI tool bridges teacher training and implementation of the skills
learned. The SEI data collection tool has been field tested in a variety of
contexts to gather feedback from users. This How-To Guide is a companion to
the Self-Assessment tool and was developed in response to recommendations
from the state’s SEI advisory group.
4
The How-to Guide for Implementation of Sheltered English Instruction in
Classrooms is organized in two parts: I) The Role of School Leaders in the
Implementation of SEI in Classrooms; and II) The Self-Assessment and Progress
Monitoring for Sheltered English Instruction Classrooms: Tool Description.
These resources are designed to integrate data collection for specific
purposes: to inform practices in the classroom, school, and district level. Datadriven decisions are essential in supporting quality teaching and learning;
(Data-Driven Instruction by Fen Fenton and Mark Murphy
http://www.ascd.org/ascd-express/vol5/508-fenton.aspx) particularly datacollection processes designed to specifically address the linguistic and
cognitive needs of English language learners. The growing K-12 ELL
population and a persistent achievement gap between ELLs and non-ELL
students continue to demand effective teaching and learning practices based
on objective data. ELL student success is predicated on teacher expectations
(Raising Expectations to Improve Student Learning by Jerry D. Bamburg
http://www.ncrel.org/sdrs/areas/issues/educatrs/leadrshp/le0bam.htm);
therefore, active involvement by school leaders and administrators in creating
appropriate expectations seems essential to successful implementation.
It is highly recommended that the Self-Assessment and Progress
Monitoring for Sheltered English Instruction Classrooms (SEI) tool be used
by district and site administrators prior to its deployment in schools to ensure
common understandings of purpose, expectations, and use over time.
The tool is not intended to be used in its entirety during a single
observation event.
Rather, it is recommended that special attention be given to individual
sections and subcomponents monitoring progress of implementation over
time as reflected by data.
As seen in Figure No. 1, there are six possible critical applications for the
use of SEI data collected through various observations of teaching and
learning in sheltered instruction classrooms: 1) Self-evaluation; 2)
5
Professional Growth Model; 3) Coaching; 4) Teacher Evaluation (Pre-Post); 5)
Instructional rounds; and 6) Program Evaluation.
C. SHELTERED ENGLISH INSTRUCTION IN CLASSROOMS
MULTIPLE PURPOSE DATA COLLECTION FOR THE IMPLEMENTATION OF
SHELTERED ENGLISH INSTRUCTION IN CLASSROOMS
6
Figure No. 1. Six possible purposes for SEI data collection.
1. Self-Evaluation
The Self-Assessment and Progress Monitoring for Sheltered English
Instruction Classrooms tool is highly recommended for use by all teachers
who have received training in sheltered instruction beyond the introductory
7
step. While we often hear the phrase ‘good teaching is just good teaching’ and
it benefits all students, we need to emphasize that acquiring a second
language and the content delivered in that language requires addressing
specific linguistic needs of English Language Learners. (Sheltered English
Instruction http://www.alliance.brown.edu/tdl/tl-strategies/mcprinciples.shtml) ELLs face a double burdened in regular education classes: to
acquire rigorous academic on-grade level content (a challenge for native
English speakers) and to further their knowledge of the English language
within the context of each core academic class. While good teaching is the
basis for good instruction and learning in every regular education class, in a
Sheltered English Instructional class, teaching strategies for comprehensible
input that adjust to the English language proficiency levels of ELLs is
indispensable. Sheltered instructional approaches are an enhancement to
‘good teaching.’ In fact, it is almost impossible to have a sheltered instruction
classroom where such strategies are not precluded by general best practices.
The SEI data collection tool allows classroom teachers to collect baseline
information on their own practice and provide insights into areas of strengths
and areas of growth.
According to research, change in teacher practice does not always occur as
a result of receiving training, a rational-empirical approach, based on the idea
that because the content of the training is research-based all participants will
simply transfer such training into daily instructional practice. (Five Paradoxes
and Three Big Ideas for Instructional Coaches by Jim Knight
http://www.instructionalcoach.org/images/downloads/presentations/justre
ad.pdf) We know all too well that that is not the case. Another unsuccessful
approach to changing teacher practice is the top-down punitive approach of
‘thou-shall.’ We also understand the unproductive results of such approaches.
The change in instructional practices must be grounded in teacher intrinsic
motivation based on the belief that knowing what innovative strategies work
and why and understanding what impact teachers want to have on learners
will result in increased student achievement (A Conversation with Thomas R.
Guskey – Evaluating Professional Development
http://www.hfrp.org/evaluation/the-evaluation-exchange/issuearchive/professional-development/a-conversation-with-thomas-r.-guskey). The
SEI self-assessment tool provides teachers with the opportunity to examine
the degree to which they have internalized newly learned strategies and the
degree to which they see those integrated in their every lesson. Thus, SEI self-
8
assessment data can provide an objective starting point to discuss continuous
improvement in the teaching and learning process overall.
2. Professional Growth Model
The application of data to guide professional development decisions for
individuals or groups of individuals is a sure way to provide relevant training
in areas where there is an evident need. The selection and development
criteria for professional development requires a thoughtful process based on
data collected with the SEI tool in a specific content area, grade level, school
site, or even district wide. Patterns and trends in data collected over time
shall point to strengths and weaknesses in the program and allow for targeted
professional development design.
The impact of teacher professional development can be measured as
reflected in positive student learning outcomes, the highest level for
evaluating professional development in Guskey’s professional evaluation
rubric.
3. Coaching
The SEI tool provides teachers and coaches with a consistent approach
to collecting data on the teaching and learning process that offers factual
information on sheltered English instruction classroom practices. Results of
the data can be used to focus further professional development or coaching on
areas that are identified as needing improvement. (Instructional Coaching by
Lucy Steiner and Julie Kowal http://www.readingrockets.org/article/25980)
9
4. Teacher Evaluation
District and school administrators who want to support school
improvement efforts and realize the goals of increased academic success for
culturally and linguistically diverse students, have the opportunity to fold the
SEI tool into the teacher evaluation process. The SEI tool offers flexibility of
selecting specific areas in a pre-observation and post-observation conference
as a way to support improved teaching and learning.
5. Instructional Rounds – Walkthroughs
The implementation of sheltered English instruction in classrooms in a
school is dependent upon consistent best practices that are evident during
instructional rounds, either by grade level, content area, or school. (Southern
Metropolitan Region Round 2, Balnarring Primary School
http://webcache.googleusercontent.com/search?q=cache:ClwUbutDd5cJ:instruc
tionalrounds.wikispaces.com/file/view/SMR%2BRounds%2BBalnarring.ppt+instructi
onal+rounds+in+education+powerpoint&cd=8&hl=en&ct=clnk&gl=us)
(Research Report: Using Classroom Walkthroughs to Improve Instruction by
Nancy Protheroe http://www.naesp.org/resources/2/Principal/2009/MA_p30.pdf)
6. Program Evaluation
The use of sheltered English instruction data can provide the basis for
an effective program evaluation system that uses evidence of teacher and
student behaviors over time as factors that either hinder or promote student
success rates.
It is recommended that district and school leaders become adept users
of the Self-Assessment and Progress Monitoring for Sheltered English
10
Instruction Classrooms. The implementation of a comprehensive approach for
using data on the implementation level of sheltered English instruction
teaching strategies that range from teacher self-assessment to program
evaluation has significant ramifications for overall school improvement
efforts. (An Introduction to a Program Evaluation for Classroom Teachers by
Howard L. Fleischman and Laura Williams
http://teacherpathfinder.org/School/Assess/assess.html#chap2)
11
SHELTERED ENGLISH
INSTRUCTION CLASSROOMS
SELF-ASSESSMENT AND PROGRESS
MONITORING TOOL
12
D. THE SELF-ASSESSMENT PROGRESS MONITORING
FOR SHELTERED ENGLISH INSTRUCTION: TOOL
DESCRIPTION
The Self-Assessment and Progress Monitoring for Sheltered English
Instruction Classrooms (SEI) tool is designed to collect observation data in
three major components of the teaching and learning process: 1) Teacher
Behaviors - Lesson Preparation; 2) Teacher Behaviors – Instruction; and
3) Student Behaviors. Each of these components are described and grouped
by observable behaviors in additional subcomponents as indicated below.
The Teacher Behaviors, ‘Preparation’ and ‘Instruction,’ share the same
subcomponents: Content Objectives; Language Objectives; Social-Affective;
Lesson Delivery; and Assessment. The behavior descriptors align specifically
to each of the major components, respectively.
Student Behaviors’ descriptors are grouped by: Content Objectives,
Language Objectives, Lesson and the Learners, and Social/Affective.
Given that the transfer of sheltered English instruction training into
daily instructional practices takes time and is not a sequential process, the SEI
tool provides opportunities for base-line and progress monitoring data
collection. This tool is designed to be used by/with a teacher who has received
training in sheltered English instruction. Trained teachers can begin to
quantify the practices that have been established in their classroom and those
that need improving. Setting professional growth goals can be facilitated by
the use of this SEI data. In addition, the SEI tool may be used as a collaborative
effort in peer observations or in school wide improvement efforts.
The tool is not intended to be used in its entirety during a single observation
event.
Rather, it is recommended that special attention is given to individual
sections and subcomponents monitoring progress of implementation over
time as reflected on evidence data.
13
E. COLLECTING DATA
According to research teachers are the single most influential factor
impacting student learning:
“Effective teachers appear to be effective with students of all achievement levels,
regardless of the level of heterogeneity in their classrooms” (Sanders, 1997,p. 63).
Teachers who have been trained in sheltered English instruction can
demonstrate the transfer and application of these skills in the classroom
through behaviors in two areas:
Evidence of Sheltered English Instruction
A) Teacher Behaviors: Preparation
B) Teacher Behaviors: Instruction
Each of the above areas of teacher behaviors is comprised of the same
five subcomponents as follows:
a)
b)
c)
d)
e)
Content objectives
Language objectives
Social/Affective
Lesson Delivery: Instructional Strategies
Assessment
Evidence points can be gathered in each area by following the specific
behavior descriptors that add up to a possible forty (40) points in each area.
Evidence of SEI Student Behaviors
According to cognitive theory and best practices, active student
engagement precludes student learning; data gathering on specific student
behaviors can provide valuable information related to effective sheltered
14
instruction. The subcomponents for student behaviors that appear on the SEI
tool are as follows:
a.
b.
c.
d.
Student can explain content objectives
Student can explain language objectives
Student demonstrates use of learning strategies
Students demonstrate appropriate cognitive and social skills
There are fourteen (14) evidence points for student behavior. The
performance indicators allow tool users to identify student behaviors that
have been established in the classroom based on evidence data and which
student behaviors remain areas of focus.
The tool is user friendly and can be utilized during pre-observation
conferences to focus on collecting specific data.
F. TABULATING DATA
The Self-Assessment and Progress Monitoring for Sheltered English
Instruction Classrooms (SEI) tool is designed to collect observation data in
three major components of the teaching and learning process: 1) Teacher
Behaviors - Lesson Preparation; 2) Teacher Behaviors – Instruction; and
3) Student Behaviors. Each of the components contains several
subcomponents with observable behavior descriptors.
The tool is not intended to be used as a summative evaluative tool which is
used in its entirety during a single observation. Each component and
subcomponent provides opportunities for specific targeted observations. The
SEI tool is intended to assist practitioners with data collection for specific
purposes and to monitor progress over time towards stated individual or
collective goals to increase ELL linguistic and academic success.
1. Instructions
A check mark should be noted for each of the behaviors that are evident
during an observation, focusing perhaps on just one of the major areas. A
‘Summary Chart’ is provided as part of the tool for recording the number of
evidence points earned during an observation. Progress monitoring towards
15
full implementation is tracked by placing the number of evidence points
earned during an observation on either Tier 1, 2, or 3 according to where the
earned points fall in relation to the range within each of the Tiers. See the
example below.
Summary Chart
Points Earned: Total score from each of the three sections.
Date of Visit/Self Assessment
Teacher Behaviors—Lesson
Preparation
Teacher Behaviors—Lesson
Preparation
Points Earned Student Behaviors
July 30,
2010
28/40
35/40
9/14
Tier Designation
To place an observation on either Tier 1 (recently trained, demonstrates few
observable behaviors), Tier 2 (demonstrates some observable behaviors), or
Tier 3 (demonstrates nearly all observable behaviors), check the box that
corresponds to the points earned under each section.
Date of Visit
Teacher Behaviors
Lesson Preparation
Tier 1=0-18
Tier 2=19-31 (points
earned=28)
Tier 3=32-40
Teacher Behaviors
Instruction
Tier 1=0-18
Tier 2=19-31
Tier 3=32-40 (points
earned=35)
Student Behaviors
Tier 1=0-6
Tier 2=7-11 (points
earned=9)
Tier 3=12-14
16
Overall Rating
For the overall rating, assign a point to each of the three tier designations as
follows: Tier 1=1 point, Tier 2=2 points, Tier 3=3 points. Add the points and
check the box that corresponds to the total number of points.
Example: Teacher Behaviors Lesson Preparation=Tier 2=2 points, Teacher
Behaviors Instruction=Tier 3=3 points, Student Behaviors=Tier 2=2 points.
The total (2+3+2) is 7. A score of 7 indicates this teacher is at the top end of
Tier Two.
Tier One = 3-5
Tier Two = 6-7
Tier Three = 8-9
The goal for any sheltered English instruction classroom teacher should be
Tier Three. Using the SEI tool either as an individual self-assessment or as a
program assessment, allows for teachers, schools and districts to understand
how they are progressing toward providing quality sheltered English
instruction for ELLs and to identify both areas of strength and those needing
improvement so students will receive quality sheltered English instruction
that results in increased student achievement and success for ELLs.
Progress monitoring towards full implementation of sheltered English
instruction in classrooms requires ongoing observations and the use of data
as an integral component of school improvement efforts and support for ELL
student success.
17
How-to SEI Guide – Title III Resources – 1-24-12 rev.
Summarize
information from
graphics or notes
names
names
names
names
Conduct research to
glean information
from multiple
sources
names
Find details that
support main
ideas
Express and defend
point of view
names
names
names
names
names
Describe events,
people, processes,
procedures
Offer creative
solutions to issues,
problems
Level 5
Bridging
Draw conclusions
from oral
information
Apply information
to new contexts
names
Produce
drawings,
phrases, short
sentences, notes
Sequence pictures,
events, processes
Level 4
Expanding
Compare and
contrast functions,
relationships from
oral information
names
Label objects,
pictures,
diagrams
Identify facts
and explicit
messages
names
names
Match icons and
symbols to words
Retell Stories or
events
names
Ask WHQuestions
Level 3
Developing
Categorize or
sequence oral
information using
pictures, objects
names
names
Level 2
Beginning
Match
information
form oral
descriptions to
objects,
illustrations
names
Name objects,
people, pictures
names
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Level 1
Entering
Point to stated
pictures, words,
phrases
names
Can Do Descriptors