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SIOP Research

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SIOP Research

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SIOP® Research Reference

• The SIOP Model was developed during a seven-year research project (1996-2003) for the Center for Research on Education, Diversity & Excellence, funded by the Institute for Education Sciences, U.S. Department of Education.

• After several years of field-testing the SIOP, a validity and reliability study of the instrument was conducted. Findings showed the SIOP is a highly reliable and valid measure of sheltered instruction (Guarino, et al., 2001).

• Researchers compared ELs in classes whose teachers had been trained in implementing the model to those who had not been. The results showed that those students whose teachers did implement the model had higher narrative and expository writing scores.

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New Jersey SIOP Study Results

Teachers can reach high levels of SIOP implementation after 1-2 years (1 year with more support). Sustained, supported profes-sional development (workshops + coaching) works.

After 1 year, students with SIOP-trained teachers outperformed non-SIOP students within the Clifton district on mean scores for oral, reading, writing IPT tests and for total IPT to statistically significant levels. Same results for Year 2.

After 2 years, with SIOP-trained teachers in Clifton, students outperformed non-SIOP students in comparison district on mean scores for oral, writing IPT tests and total IPT across districts) to statistically significant levels.

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CREATE (Center for Research on the Educational Achievement and Teaching of English Language Learners) 6-year study (2005-2011)

The higher the teacher rating on the SIOP protocol, the better the students performed.

This was true for all subgroups: English Learners, Fluent English Proficient, English Only, and students with disabilities.

This is true of both SIOP and control teachers.

The Impact of the SIOP Model on Middle School Science and Language Learning

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The SIOP Model:

A professional development framework for a comprehensive

school-wide instructional model

2009-2011http://www.cal.org/create/resources/pubs/professional-development-framework.html

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Select Research ResourcesYoon, K. S., Duncan, T., Lee, S. W.-Y., Scarloss, B., & Shapley, K. (2007). Reviewing the evidence on how

teacher professional development affects student achievement (Issues & Answers Report, REL 2007–No. 033). http://ies.ed.gov/ncee/edlabs

Echevarría, J., & Short, D. (2011). The SIOP® Model: A professional development framework for comprehensive schoolwide intervention. Washington, DC: Center for Research on the Educational Achievement and Teaching of English Language Learners. Retrieved from http://www.cal.org/create/resources/pubs/professional-development-framework.html

Echevarria, J., Richards, C., Canges, R., & Francis, D. (2011). Using the SIOP Model to promote the acquisition of language and science concepts with English learners. Bilingual Research Journal, 34 (3), 334-351.

Echevarria, J., Richards-Tutor, C., Chinn, V., & Ratleff, P. (2011). Did they get it? The role of fidelity in teaching English learners. Journal of Adolescent and Adult Literacy. 54 (6) 425-434.

Echevarria , J. & Short, D. (2010). Programs and practices for effective sheltered content instruction. In California Department of Education (Ed.). Improving education for English learners: Research-based approaches. (p. 250-321). Sacramento, CA: CDE Press.

Echevarria, J., Short, D., & Powers, K. (2006). School reform and standards-based education: An instructional model for English language learners. Journal of Educational Research 99 (4), 195-210.

Himmel, J., Short, D.J., Richards, C., & Echevarria, J. (2009). Using the SIOP Model to improve middle school science instruction. Washington, DC: Center for Research on the Educational Achievement and Teaching of English Language Learners. Retrieved from http://www.cal.org/create/resources/pubs/siopscience.htm

Short, D., Echevarria, J., & Richards-Tutor, C. (2011). Research on academic literacy development in sheltered instruction classrooms. Language Teaching Research, 15(3), 363-380

Short, D., Fidelman, C., & Louguit, M.(in press). Developing academic language in English language learners through sheltered instruction. TESOL Quarterly.

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SIOP® Results Snapshot: Brockton High SchoolBetween 2003 and 2009, Brockton High School increased the percentage of English language learners (ELLs) passing the Massachusetts Comprehensive Assessment System by 255% for language arts and 158% for mathematics.

Brockton school leaders cite the adoption and training of all teachers in the SIOP® Model as one of the key factors in its success.

“Why does SIOP work for Brockton? It gives ALL of our teachers, our ESL teachers and

our general education teachers, a structured and reliable format that can be implemented in their classrooms, and it increases the achievement of all of our

students, particularly our ELLs.”

-- Sue Szachowicz, Principal

Brockton High School