Quick Links

Sign up for the News Update.


  • privacy policy
  • more info

E-mail Article Print Article

S.I.O.P

Sheltered Instruction Observation Protocol (SIOP)

by Tim Chapman

July 20, 2009

Sheltered Instruction Observation Protocol (SIOP) is a research-based lesson planning and instructional delivery model designed to improve student learning and engagement. The SIOP model consists of eight components comprised of 30 features. The eight components of the SIOP model are: lesson preparation, building background, comprehensible input, strategies, interaction, practice/application, lesson delivery, and review and assessment. SIOP was initially designed to help English language learners acquire language proficiency and develop critical thinking skills while also learning academic content. Research has shown that the implementation of this model of instruction can help to increase achievement for all learners.


SIOP MSP Grant Goals and Objectives

The goals and objectives for the Mathematics and Science Partnership Program Missouri SIOP Initiative are:

Goal One: Bayless ELL students will meet or exceed NCLB standards in communication arts, with emphasis in reading, writing, mathematics and science in grades 6-12.

  1. Annual Communication Arts MAP scores will meet or exceed NCLB benchmarks in grades 6-8 and grade 11 as measured by MAP data analysis.
  2. Annual Mathematics MAP scores will meet or exceed NCLB benchmarks in grades 6-8 and grade 11 as measured by MAP data analysis.
  3. Annual Science MAP scores will meet or exceed NCLB benchmarks in grades 8 and 10 as measured by MAP data analysis.
  4. Students will answer high-level MAP and ACT type questions at 83% proficiency on common assessments in Mathematics and Science in grades 6-12 as evidence by student grade reporting system.


Goal Two: To provide professional development support to Bayless certified staff, UMSL instructors and pre-service teachers that will help students develop their language acquisition.

  1. Provide high-quality SIOP professional development for cadre members as evidenced by professional development evaluation forms, SIOP coaches observation forms, and SIOP cadre self-reflection forms.
  2. Provide monthly/quarterly professional development opportunities to use data to improve instructional intervention for low-achieving students through data analysis and use measured by data-analysis worksheets.
  3. Provide additional support services too students, classroom teachers, and cadre participants by utilizing SIOP coaches and authentic classroom experiences as evidenced by observation data.
  4. Provide professional development to develop SIOP curriculum and common assessments for mathematics and science as evidenced by a SIOP Portfolio.
 
 

Back To Top