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The Evolution of Sheltered Instruction in Pflugerville ISD

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Cody Fernandez

on 24 October 2012

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Transcript of The Evolution of Sheltered Instruction in Pflugerville ISD

The Evolution of Sheltered Instruction
in Pflugerville ISD
Cody Fernandez and Donna Layton Let's build some background... Lessons learned in year 3... District personnel trained in SIOP in November 2008:
Multilingual Team
Core Content Area Coordinators
Some Special Education Staff
2 middle school campuses and 1 high school campus
26 teachers.
Participants were chosen by their principals and divided by content:
ELA and Social Studies
Math and Science
The training was set up to be a 3-year training
Training for level 1, cohort 1:
4 full days during the school year
2-3 observations with one of the trainers
Started May '09 and ended December '09 Year One 2008-2009
Cohort 1 Year 2 2010-2011
Cohort 1 & 2 1 middle school campus joined and 49 teachers were added for cohort 3
Continue level 1 as it was last year
We eliminated level 3 and completely redesigned level 2 to focus on"Navigating the ELPS" by John Seidlitz
Coaching began at the start of the year
Observations continued to be teacher owned and more structured
After-school sessions had a consistent focus on language objectives in addition to one component of the SIOP Year 3 2011-2012
Cohort 1, 2, & 3 Lessons learned in year 1... Two high schools joined and 21 teachers were added for Cohort 2
Level 1: 2 days in the summer with 3 required observations
Level 2: 2 days in the summer with 3 required observations
Classroom Instruction that Works with English Language Learners; Jane D. Hill & Cynthia L. Bjork
Stipend for completion
Continued trainer collaboration in 4 after-school meetings led by the content coordinators with support of a Multilingual team member
In Spring 2011 a Multilingual Team Member was tasked with coordination of training & coaching of teachers Lessons learned in year 2... Newcomer Program located at Connally High School, which is one of three PISD high schools
CHS is a secondary campus for ELLs attending Newcomer Program from other 2 campuses
Most Newcomers return to home campus after one year
Students receive ESL support in four core content areas PISD High School ESL Program All high schools offer ESOL I and II bundled with ESL Reading I and II that are taught with the guidance of a district-created curriculum
Attempt is made to place ELLs with a SCALE trained teacher in at least one of the four core content areas
Short-term goal is to have a least one SCALE trained teacher in each core content subject per grade level
Long-term goal is to have all teachers trained in SCALE so that ELLs have a SCALE teacher for every core content class ESL Language Arts for Beginning/Intermediate in ESL ELA classes with district-created curriculum & SCALE support in other core content classes
SCALE support in core content classes
ESL Elective that offers support to students transitioning from Elementary Dual Language Program, students at beginning and intermediate levels, and ELLs experiencing academic challenges
Short-term goal is to have a least one SCALE trained teacher in each core content subject per grade level
Long-term goal is to have all teachers trained in SCALE so that ELLs have a SCALE teacher for every core content class
5 middle school campuses with 6th added next year PISD Middle School ESL Program PISD's version of sheltered instruction training Successful Content Access Through Linguistic
Emphasis (SCALE) Making Content Comprehensible for Secondary English Learners The SIOP Model; Jana Echevarria, Mary Ellen Vogt, and Deborah J. Short
Navigating the ELPS; John Seidlitz PISD's Growth of Economically Disadvantaged Students Languages Spoken in PISD ELL Growth vs. Overall District Growth Participants will learn about the on-going sheltered instruction training (SCALE) offered in PISD and how it has changed based on its successes & failures as well as the needs of the teachers and students in our district. Content Objective: Language Objective: Participants will listen to the presentation and be able to ask questions at the end in order to gain a clear understanding of the sheltered instruction training PISD offers. Year 4 2012-2013
Cohort 3 & 4 4 days in a school year were too many Attrition rate: 22 of 49 teachers returned in Cohort 3 Most effective pieces.. Collaboration between Multilingual Team and Content Coordinators
Collecting feedback at the end of each year
The continuous aspect of the training (follow-up)
Coaching and resource support
Providing connections between the needs of ELLs with the needs of all struggling students
Video footage of PISD teachers One more middle school joined and 38 teachers joined in Cohort 4
Created a website for resources http://cms.pflugervilleisd.net/Page/1260
Used video footage of PISD SCALE teachers
Added staff
Sheltered Instruction Specialist
Campus SCALE coach Contact information:
courtney.weber@pfisd.net Teacher testimonials Teachers were not well-informed as to the extent of the training, resulting in lots of frustration We created letters with specific information sent directly to teachers Creating an observation schedule for campuses was a huge task and often did not work out the way planned We turned the observations over for the teachers to conduct during a conference period with the option to invite trainers Teachers were very reluctant to observe each other and provide effective feedback Trudged through and continued to require them We changed the requirement of days Campus administrator support is key to the success of the training We presented at principal's meetings and to the board in order to get 'buy in' 3 years is too much We eliminated year 3 Teacher-driven observation more successful but needed more structure Created an observation form with no ratings and more space to take notes Level 2 was not successful Chose a new book and redesigned the training Must stress the effective use of the SIOP with all struggling learners Confusion as to who receives stipend Created a "contract" for stipend Coaching that many teachers not possible We added a new position & redesignated another More structure for observations still needed Required pre-conference and debrief documentation Continued focus on expanding idea of SIOP's effectiveness for all students, especially struggling learners Need to reinforce idea that the SIOP is a framework for all the great strategies teachers already have "I enjoyed hearing the views from the other teachers and getting to visit other classrooms to compare/contrast teaching strategies." "I am getting better at wait time and I think carefully about how I am saying things, so my ESL learners don't get confused." (100% of respondents said that wait time was something that they had improved in their practice) "Guided lesson planning and support from a SCALE Coach was the best." Q & A
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