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NEW SIOP® Workshop! "ENHANCED SIOP Training for Teachers Virtual" - Learn to implement SIOP® via Distance Learning or via Hybrid Learning

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NEW SIOP® Workshop! "ENHANCED SIOP Training for Teachers Virtual" - Learn to implement SIOP® via Distance Learning or via Hybrid Learning

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Bring SIOP® to your school or district. Click the flyer linked below👇  for more information.

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The All-Remote Schedule: No Risk to Health, High Risk to Learning

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The All-Remote Schedule: No Risk to Health, High Risk to Learning

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Published June 24, 2020

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The rapid switch to distance learning for 55 million schoolchildren was never going to measure up to the experience of five days a week of teaching and learning in classrooms, despite the hard work of educators. The kids who did log in regularly had limited live instruction and few opportunities to collaborate and learn from each other. In many school districts, teachers did not teach new content at all, sticking to reviewing standards they'd already covered. In other cases, distance learning amounted to little more than schools posting lessons online and leaving it up to students and parents to figure it out.

That left thousands of frustrated parents and students. Many just logged out.

So, what will happen this fall?

With the all-too-likely scenario that remote learning must continue for some students and some communities-whether part time or full time-districts know they must do better. This won't be "emergency" learning anymore, so parents and students' expectations for the experience are going to be much higher.

An all-remote schedule must come a lot closer to replicating a traditional, in-school experience for students and for teachers.

Education Week spoke to more than a dozen district leaders and other experts on school operations to discuss how the continued use of remote learning can, and must, get better. It requires much more planning, robust support for teachers, and regular adjustments to adapt to the needs of students, teachers, and families.

Why choose the all-remote option?

The best argument for this schedule is health and safety.

It's the only scenario that eliminates the risk of exposure or transmission of the coronavirus in school buildings. It's most likely to be used in regions where there's significant community spread of the virus or an ongoing outbreak of COVID-19.

And though it may be wobbly, many schools have a foundation to build on.

With the emergency pivot to distance learning in the spring, many districts bought laptops and devices for teachers and students. Some expanded home internet access through partnerships with providers or the purchase of WiFi hotspots. Some invested in professional development for teachers to build their virtual teaching skills, while some surveyed students and parents for feedback on the experience to use for improving future efforts.

How to make it work:

Planning, planning, and more planning. This time around, schools do have time to thoughtfully craft daily schedules for all subjects, develop or adapt curriculum to work in a virtual environment, and devise robust coaching and support for teachers.

Use your curriculum teams to develop lessons that are aligned to standards and have built-in assessments. Revise grading policies so that students' academic progress can be recorded in the virtual classroom. It may be necessary to upgrade digital curriculum and resources, and when budgets are extremely tight or declining, looking for high-quality open-source materials is a great option.

Develop clear goals for teaching and learning for the remote environment. Organize courses so students can easily work through them. Offer a mix of content that allows for deep dives and problem-solving, according to the Los Angeles County Office of Education.

Provide daily synchronous learning opportunities-such as live video calls and chatrooms where students are interacting in real-time with their teachers and their classmates. But also build time into the daily schedules to allow students to work at their own pace.

Designate coaches in each school to lead "virtual office hours" to help teachers and students with technical glitches. This may require hiring more IT staff to not only troubleshoot technical problems, but to make sure the district's own technology infrastructure can support a fully remote learning environment.

Plan robust supports and accommodations for students who struggle in a remote learning setup. Provide small group sessions for teachers and those students. Look into whether some special education classes and therapeutic services can continue in-person, adhering to health and safety protocols.

Appoint teachers and other support staff who will regularly check in with students to ensure they are keeping up with lessons and completing their work. Assign virtual tutors to work with students who are struggling, and set up one-on-one sessions to provide academic, emotional, and mental health support to students.

Facilitate regular opportunities for parent and teacher engagement, including scheduled virtual conferences and as-needed feedback.

For onboarding new teachers, hold in-person, small-group orientations that comply with social distancing rules. If that's not possible, replicate the small group onboarding and support sessions for new staff members online.

Establish regular channels of input and feedback from teachers, other staff, parents, and students, and be nimble enough to adjust on the fly when things aren't working.

Summer professional development sessions should focus on building virtual teaching skills, leading synchronous learning, and finding or developing high-quality digital curricula.

Pros: This is the lowest-risk scenario. Students and staff are kept safe from the virus, and there's no interruption in instruction if there's a COVID-19 outbreak. Many state education departments, including New Jersey, are encouraging districts to create remote learning plans that they can seamlessly transition to if necessary.

Because it doesn't really matter where teachers live, districts can hire teachers from across the country to teach virtual classes. This flexibility can help districts that perennially struggle to find teachers for hard-to-staff areas like science, math, special education, and foreign languages. In his west Texas district of Ector County, Superintendent Scott Muri had persistent teacher shortages before the pandemic. Now, he's got 350 vacancies, but said he will cast a wide net to fill positions if the district uses an all-remote or partially remote schedule.

Districts also have a lot more flexibility assigning teachers. Teachers may no longer need to be tied to a school, for example, but can teach their subject area across the district or even in neighboring districts where the school systems are part of a collaborative.

Teachers with underlying health conditions that put them at a higher-risk of illness or death from COVID-19 or who have family members in those high-risk groups can continue working.

Cons: In a word, equity. There's worry-with evidence to back it up-that special education students, as well as low-income, homeless and foster students, English-language learners and students who may need more supports, will fall further behind. Despite broad efforts to provide devices and WiFi access to students this past spring, students in many communities still don't have computers or the internet at home. Others live in environments that are not conducive to learning.

Teacher and student burnout are real concerns. There are also other staffing challenges, including figuring out how to evaluate and support teachers virtually and finding child-care solutions for teachers who are juggling teaching and parenting. Students in classes that require lab work and hands-on experiences, miss out on valuable opportunities. Collaborating with fellow students-and socializing in real life-suffers.

Keeping students physically and emotionally engaged is much more difficult. Athletic programs, extracurricular activities such as drama and music, and physical education classes, which are important for students' emotional and mental well-being, are limited.

All-remote requires a sturdy, up-to-date technology infrastructure to support daily virtual learning, an expensive investment with ongoing costs to maintain.

Employees who aren't essential to remote schooling-such as bus drivers and cafeteria workers-may be furloughed. Districts will still have to spend money to keep up buildings that few people are using.

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The All-Remote Schedule: No Risk to Health, High Risk to Learning

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The rapid switch to distance learning for 55 million schoolchildren was never going to measure up to the experience of five days a week of teaching and learning in classrooms, despite the hard work of educators. The kids who did log in regularly had limited live instruction and few opportunities to collaborate and learn from each other.

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Education Week: The New Routines for Students When Schools Reopen by Madeline Will

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Education Week: The New Routines for Students When Schools Reopen by Madeline Will

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Published June 10, 2020

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When students return to school, their day-to-day experiences will be dictated by social-distancing rules and recommendations from public health authorities. Long-established routines of how they learn and socialize will have to change.

Education Week spoke to more than a dozen experts, including public health officials, education leaders, and superintendents, to discuss how students' daily lives may look in this new reality.

Avoid the morning rush.

The minutes before the first bell when students stream, en masse, through the main entrance will slow to more of a trickle.

> Ideas to make it work: Assign students to use different entrances. Stagger drop-off processes, so students don't arrive all at once. Put tape marks on the floor where students will need to line up to indicate social distancing.

Ditch the lockers.

Health officials have recommended against letting students store items in lockers-especially if they share a locker with a classmate.

> Ideas to make it work: Some districts, like Pinellas County in Florida, may put as many textbooks as possible online, so lockers won't be needed.

Rearrange classrooms.

Six feet. That's the starting point for planning every space in the school. For classrooms, that means six feet of distance between desks and turning desks to face the same directionending, at least for the time being, the established practice of desks clustered together in groups, fostering student collaboration. This will be difficult to pull off in already-crowded classrooms.

> Ideas to make it work: Consider every space in your building, indoor and outdoor. Repurpose larger rooms, like the library or the auditorium, into additional classrooms. Ask teachers to pare down extra furniture and other items in their classrooms-like bookshelves, rugs, and comfortable seating-to accommodate more students. Schools might also consider separating students' desks with partitions to create a physical barrier.

Minimize movement.

Students might spend their entire day in the same classroom, with teachers moving from room to room.

> Ideas to make it work: Hold some elective courses online and prioritize core classes during in-person instruction.

Pay special attention to the most vulnerable students.

Know which students lost the most ground in their learning and struggled most in prolonged closures when only remote learning could be provided and make specific plans to support them.

> Ideas to make it work: If some virtual learning must continue as school buildings begin to reopen, students with disabilities, English-language learners, and students who don't have reliable access to online learning should receive priority to be in schools every day.

Banish shared school supplies.

Teachers will need to devise a new system of school supply distribution to adhere to the U.S. Centers for Disease Control and Prevention's recommendation to minimize the sharing of high-touch materials. This will require the most rethinking in the early grades where there's typically a communal supply of pencils, crayons, markers, and other materials.

> Ideas to make it work: Teachers can assign supplies to a single child or allow one group of children to use the supplies at a time, disinfecting between every use. Schools with enough resources can purchase and provide the extra supplies to avoid issues of inequity for students whose families can't afford to buy the materials.

Provide alternatives to science labs and other hands-on instruction.

Typically, students share equipment during laboratory experiments and work in close quarters, which can pose a safety risk.

> Ideas to make it work: National Science Teaching Association President Elizabeth Allan said teachers will have to consider alternatives to in-person experiments, including virtual reality and simulations, solo demonstrations by the teacher, and asking students to do some experiments at home. However, teachers must consider whether their students have the resources and support to safely perform any parts of the lab at home. Teachers might also have to pare down their curriculum to teach only the standards and avoid any "extras."

Serve lunch in classrooms.

The CDC recommends that schools serve meals in classrooms instead of the cafeteria, while taking precautions to ensure the safety of children with food allergies.

> Ideas to make it work: Individually packaged meals can be provided instead of having serving lines that require students to congregate in close quarters and share serving utensils.

Reorganize recess.

Students will likely go to recess in staggered shifts, so there aren't too many children outside at once.

> Ideas to make it work: Some school leaders are considering assigning small clusters of playmates, so students only play with the same children each day. The CDC suggests that schools keep playgrounds closed, but if that's not possible, it recommends that schools stagger the use of the playground equipment and disinfect it in between uses. Students will need to wash or sanitize their hands before coming back inside.

Limit or pause extracurricular activities.

The CDC has recommended that schools cancel all extracurricular activities in the first phase of reopening, and then limit activities to those that can be done while maintaining social distancing.

For sports, the National Federation of State High School Associations, which writes the rules of competition for most high school athletics, has released guidelines on restarting athletic practices and competitions. The group based the three phases in its guidelines on the White House's reopening plan, which relaxes restrictions as the local rate of infection declines.

In the first phase, locker rooms should be closed, workouts should be conducted in pods, with the same five to 10 students always working out together, and students should avoid sharing balls during workouts. In the second phase, students should keep working out in pods, locker rooms can reopen if social distancing is maintained, and practices and competitions for lower-risk sports can resume, as can moderate-risk sports practices with some modifications. In phase three, there can be gatherings of up to 50 people both outdoors and indoors, competitions for moderate-risk sports can begin, and high-risk sports practices can begin with some modifications. In all phases, increased hygiene and sanitation measures will be critical. Student-athletes should wear face coverings in phase one and two, except during swimming, distance running, or other high-intensity aerobic activities.

Lower-risk sports include cross country (with staggered starts), golf, weightlifting, and sideline cheerleading. Moderate-risk sports include basketball, volleyball, baseball, soccer, gymnastics, tennis, girls' lacrosse, and seven-on-seven, non-contact football. High-risk sports include wrestling, football, boys' lacrosse, and competitive cheerleading.

For choir, students will have to engage in social distancing while singing. They should all be facing the same direction, spaced six feet apart, and be wearing masks. The Missouri Music Educators Association has recommended that conductors face the chorus 10 to 20 feet away from the first row of singers. Schools could consider installing a plexiglass shield in front of conductors or require them to wear goggles.

For band, students must use the same instrument for the entirety of the rehearsal, and those instruments should be properly cleaned and sanitized after every use. There could also be limitations on which instruments are safe to use. The Missouri Music Educators Association has said careful consideration should be given to teaching the flute, and the Taipei American School has restricted the use of brass and wind instruments.

For theatre performances, students might have to put on their shows in an empty room, if they're allowed to perform at all. At the Taipei American School, for instance, students performed "The Little Mermaid" in full costumes and masks with nobody in the audience. The performance was filmed so parents could watch at home.

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The New Routines for Students When Schools Reopen

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When students return to school, their day-to-day experiences will be dictated by social-distancing rules and recommendations from public health authorities. Long-established routines of how they learn and socialize will have to change. Education Week spoke to more than a dozen experts, including public health officials, education leaders, and superintendents, to discuss how students' daily lives may look in this new reality.

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Education Week: 6 Ways to Bring Students and Staff Back to Schools by Madeline Will

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Education Week: 6 Ways to Bring Students and Staff Back to Schools by Madeline Will

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Published June 10, 2020

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Assuming school buildings reopen this fall, it won't be business as usual.

Public health authorities-including the U.S. Centers for Disease Control and Prevention-recommend that schools maintain six feet of social distancing in classrooms and in common areas, such as hallways and cafeterias. This will be difficult, if not impossible, in many crowded school buildings, without some radical adjustments to school operations. Transportation limitations will also drive scheduling decisions.

For many school leaders, a hybrid approach of both in-person and remote instruction makes the most sense-but there are many ways that could work. There are pros and cons to every approach, and the flexibility districts have to alter their schedules may depend on state requirements.

To help district and school leaders make these high-stakes decisions, Education Week spoke to more than a dozen experts, including public health officials, education leaders, and superintendents, to determine a list of a half-dozen potential models, some of which could be used simultaneously.

1. Phased Reopening

How it works: Schools bring back only some students at first to avoid crowding buildings and make it easier to adhere to social distancing. For instance, schools could welcome back only one or two grade levels, while students in other grades continue to learn remotely. As conditions with the virus improve, schools can gradually welcome more students until they reach full capacity.

Another version: School buildings initially open one day a week, with students continuing to learn remotely the other four days. Students would be divided into groups, either alphabetically or based on grade level, and be assigned to come on a specific day. The number of days a week that students are physically in school could gradually increase as the risks to health decrease in local communities.

Pros: Helps build the confidence of students, parents, and staff as they gradually return to school-and allows schools to more easily scale back operations if there's another wave of the virus later in the school year.

Cons: Deciding who comes back first won't be easy. There are competing arguments about whether younger grades or older grades should be the first to return. On one hand, virtual learning can be harder to provide for young students than it is for older students, and younger children might benefit more from being in the classroom with their teachers and peers. On the other, older students are more likely to follow the rules of social distancing. Experts suggest that district leaders consult with their local health departments to guide this decision. Childcare will also initially be a challenge for working parents.

2. Multi-Track System

How it works: Schools operate on a track schedule, with groups of students in school buildings on different days and engaging in remote learning when they are home. For example, one cohort of students comes to school on Mondays and Wednesdays, another cohort comes on Tuesdays and Thursdays, and everybody stays home on Fridays.

Another version: Schools divide students into A, B, and C groups, and have students take classes in-person every third day. In this model, special education students, English-language learners, and other vulnerable children like homeless students attend classes in person every day.

Pros: Keeping buildings empty on Fridays allows for regular, deep cleaning without disruption to teaching and learning. Ensuring that the students who need more in-person instruction can be in schools every day addresses a lot of big equity concerns.

Cons: Some families may object to allowing only certain students to attend school daily. This also poses a childcare challenge for working parents.

3. Staggered Schedules

How it works: Half of students come to school in the morning while the other half comes in the afternoon. Schools divide the students based on grade levels or alphabetically, in order to keep siblings on the same schedule.

Pros: Schools avoid some bottlenecks, including arrival, departure, and lunchtime. Morning-shift students could grab an individually packaged meal on their way home. All students would get in-person instruction daily.

Cons: This might not be as workable for schools with large student enrollments. It'll be challenging for parents with full-time jobs to manage the times of day when their children aren't in school.

4. Bubble Strategy

How it works: The same group of students stays together for all or most of the day, with the same teacher or teachers.

Students remain in a single classroom all day, even for lunch. If needed, different teachers rotate into the classroom while the students stay put. Younger students might forego electives, like art or physical education, or those teachers provide a lesson to the homeroom teacher. Students might also take those elective classes online, at home.

Pros: This is the CDC's recommended approach. If someone tests positive for COVID-19, the exposure to possible infection is limited to a smaller group, and contact tracing is easier to conduct.

Cons: Students are confined to a single space for extended periods. Classrooms may not be large enough to accommodate social distancing measures if the school's entire student body is in the building at once.

5. Cyclical Lockdown Strategy

How it works: School buildings regularly alternate between being open and closed, with students staying home for a minimum of 10 days during closure periods. Students attend school one full week, followed by two weeks of remote learning at home.

Another version: Students come to school Monday through Thursday, and then learn from home on Friday and all days of the following week.

Pros: Research says this schedule would allow the virus to reach peak infectiousness during "at-home" weeks. While symptomatic carriers of the virus can be infectious for longer than 10 days, the symptoms would be detected while people are under lockdown, so they and other members of their household can remain isolated or self-quarantined. It may help limit unscheduled disruptions caused by a positive case or wider outbreak in the community.

Rob Miller, the superintendent of Bixby Public Schools near Tulsa, Okla., is leaning toward this strategy for the fall, although he won't make a final decision until closer to the start of the school year. He thinks it would mitigate exposure of the virus in the community, keep students academically engaged, and give families some predictability.

The local health department put it to him this way, Miller said: "It's virtually a guarantee that school in the first semester of next year will be disrupted. It's how do we want it to be disrupted?" He also thinks this approach will ease some of the pressures of social distancing, and schools can operate somewhat normally-with protective safety measures in place, such as masks for staff members and increased handwashing-during "on weeks."

Cons: Students will spend more time in remote learning environments than in school buildings receiving in-person instruction. For working parents with younger children, childcare may be challenging to arrange on such an unconventional schedule.

6. Year-Round Schedule

How it works: The school divides students into groups-one cohort attends school for a set period, roughly nine weeks, while the other cohorts participate in remote learning. The groups would rotate at the end of each period. Breaks from schooling would be more frequent, but shorter than the traditional 10-week summer vacation.

Pros: This keeps students from falling behind academically with no extended breaks from formal teaching and learning. Builds in scheduling buffers for times when buildings must shut down due to positive cases of COVID-19, as well as more frequent opportunities for deep cleaning.

Cons: There's a strong constituency for summer vacation, and pushback to a year-round calendar-even temporarily-could be strong in some communities. Getting siblings on the same schedules can be a logistical challenge. Districts in states that have mandatory start and end dates typically need a waiver for this schedule, although some states have already offered flexibility for the 2020-21 school year.

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6 Ways to Bring Students and Staff Back to Schools

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Assuming school buildings reopen this fall, it won't be business as usual. Public health authorities-including the U.S. Centers for Disease Control and Prevention-recommend that schools maintain six feet of social distancing in classrooms and in common areas, such as hallways and cafeterias.

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NPR: 5 Radical Schooling Ideas For An Uncertain Fall And Beyond by ANYA KAMENETZ

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NPR: 5 Radical Schooling Ideas For An Uncertain Fall And Beyond by ANYA KAMENETZ

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Published June 17, 2020

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There is no one answer for what the coming school year will look like, but it won't resemble the fall of 2019. Wherever classrooms are open, there will likely be some form of social distancing and other hygiene measures in place that challenge traditional teaching and learning. Future outbreaks will make for unpredictable waves of closures. Virtual learning will continue. And all this will happen amid a historic funding crunch.

American education has long been full of innovators practicing alternatives to the mainstream. When the giant, uncontrolled experiment of the pandemic rolled across the country, certain approaches proved their mettle in new ways. Here are some ideas that seem newly relevant given the constraints of 2020 and beyond.
1. Support families to help teach children.
Recently, parents told the U.S. Census Bureau that teachers were spending about four hours a week in online contact with their children, while they, the parents, spent an average of 13 hours a week helping children with schoolwork themselves.

The debate over equity in emergency remote learning during the pandemic has centered on the lack of equipment like computers and hot spots. But access to home support is arguably even more important. A national survey by the advocacy group ParentsTogether found big gaps by income in the ability to access emergency learning. When asked about barriers to children's participation, lower-income families who took the survey were more likely to name issues such as "school resources are too complicated" or "it's hard to get my child to focus" than they were to cite a lack of equipment.

"Never in the modern history of our education system has the importance of family engagement been more apparent," says Alejandro Gibes de Gac, the founder of Springboard Collaborative.

Springboard is a social enterprise that looks at families as the "single greatest resource" for helping struggling readers. In pre-pandemic times, it offered a series of hourlong workshops to family members, mostly in low-income communities, coaching them to set goals and practice specific reading concepts with elementary school-age children. In just five weeks, on average, 3 out of 4 of their participants get to the next reading level or even further. And these strategies work even though one-third of Springboard's parents, grandparents and other relatives are unable to access the text their child is holding, because of language differences, their own literacy gaps, or both.

Now that parent-assisted learning has become the default across the country, Springboard has created an app for the 10,000 families they already work with. They've offered professional development webinars for teachers, through unions and other organizations, on engaging families. And they've recently announced a partnership with Teach For America. This summer, 3,000 fresh TFA recruits will offer a remote version of Springboard's reading strategies workshop for up to 9,000 pre-K through fourth-graders nationwide.

Gibes de Gac is excited about the impact this experience will have, not only on families, but on the pre-service teachers themselves: "I expect to look back on this as a turning point in how America prepares teachers to partner with families not as a peripheral responsibility, but as the very essence of teaching."
2. Give teens one-on-one support.
In this time, as in previous educational disruptions, teenagers are most at risk for being knocked off course. One April survey found 4 in 10 U.S. teens weren't logging on to classes at all.

But not Christian Perez, 15, a sophomore at South Fort Myers High School in Fort Myers, Fla. He stuck with his schoolwork online even though his father, a plumber, sent him to stay with his family in Puerto Rico. "I want to keep up my grades so I can stay on the baseball team," Perez tells NPR, in Spanish.

His ESL teacher, Nelson Aguedo Concepcion, is the one who really kept him on track. "I'm in touch with my students two, three times a week," by text, phone, Google classroom and Zoom meetings, Concepcion says.

There are devoted teachers everywhere, but the relationship between Concepcion and Perez didn't come about by chance. South Fort Myers High School follows a dropout prevention program called BARR, which stands for Building Assets, Reducing Risks. The program, which is supported by randomized controlled trial evidence, focuses on building strong positive relationships between students and the adults in a building. It groups teachers and other professionals like counselors for weekly meetings where they compare notes and make plans to help students in trouble. Costs associated with the model are relatively small, related to scheduling and staffing. At South Fort Myers and other schools using the BARR method around the country, these regular meetings have continued over Zoom during the pandemic.

It's unusual for faculty in a high school to meet regularly to discuss student success, rather than curricula or administrative details. South Fort Myers High School Principal Ed Mathews credits BARR's "team approach" with helping his faculty keep the vast majority of his high school students engaged. "The first week that we did virtual education, we missed 350 students," Mathews says. "And then the following week we got it down to 125. And then the following week we got it down to two. And then out of the two we were able to get a hold of the one. And then unfortunately the other young lady was a runaway."

BARR is not the only education success model that prioritizes relationships. Marquise Pierre, 20, is finishing his degree at a small public "transfer" high school in Coney Island, N.Y., called Liberation Diploma Plus. Pierre tells NPR that on lockdown he hears from one of the faculty members every single day: "The school is more like a family than staff and students."

And in King County, Wash., 15-year-old Osvaldo Riva Santiago is staying motivated with the help of an incentive plan created by his education specialist, Dani Erickson. Erickson works for Treehouse, a nonprofit with a successful track record of helping foster youth like Santiago graduate from high school. Through Erickson's incentive plan, Santiago earns prizes, such as Amazon gift cards, for keeping up with his schoolwork and doing self-care activities, such as jigsaw puzzles. "She's been helping me emotionally," says Santiago.
3. Use online systems to assess, remediate and individualize learning.
One study of the "COVID-19 slide" estimates that children will be returning to school this fall with 70% of a typical year's reading gains and only half a year's gains in math. But those are averages; most experts believe we can expect to see much wider variations in progress than usual, because of equity gaps.

"Obviously going into this back-to-school, if you already had some variance pre-COVID, the variance is going to be that much larger," Sal Khan, the founder of Khan Academy, the free automated learning site, tells NPR. "And we're going into a world where there's been no standardized testing this past spring. So there's even less information to go on in terms of where kids are and what they need."

Khan Academy has seen traffic nearly triple since the pandemic began. In a typical week, says Khan, 30 million students are now spending 80 to 90 million minutes practicing everything from multiplication to AP U.S. History. As students answer questions, the site tracks their progress, which allows teachers or parents to easily see what areas they need to work on.

Khan says his team is working on preparing what he calls "getting ready for grade level" courses for this coming fall. For students beginning sixth grade math, for example, the course moves quickly from basic arithmetic onward, in a combination of review and assessment. "The kids are learning, hopefully, while they're doing it, they're getting practice. But then over a few hours you can actually form, in some ways, a more granular view than you would in a traditional assessment."

Barry Sommer is director of advancement for Lindsay Unified School District, which serves Spanish-speaking migrant agricultural workers in California's Central Valley. The district has been lauded for its technology-driven approach where every student follows an individualized learning plan. Starting in 2016 it created a community Wi-Fi project, which meant when school buildings closed for the pandemic, there was little interruption in learning. Sommer says that what worked well wasn't just the technology but the social and emotional competencies that come when you create a culture of putting students in charge. "Our learners have agency. They're taught to set goals, be responsible and resilient. They transitioned really, really well."
4. Form microschools and home-school co-ops.
A recent USA Today/Ipsos poll found that 60% of parents are "likely" to continue with home-based education through next year, and 30% said they would be "very likely" do so even if schools reopen. By contrast, about 3% of children have been home-schooled in previous years.

Some of these families will team up to share the work and allow children some safe company, or if budgets allow, even hire a teacher to help. Enter the coronavirus home-school co-op or microschool.

Matt Candler is the principal of NOLA Micro Schools in New Orleans, which currently plans to reopen in the fall as a one-room schoolhouse, with about 25 K-12 students, in a former cider house that allows ample space for social distancing. Candler says what defines a microschool from his perspective is not size alone, but a focus on empowering the learner to pursue their own interests, which made his school's transition to remote learning unusually smooth. For example, his high schoolers organized their own morning "huddles" online, where they share progress and goals for the day. "[Microschool parents] have greater trust in the child's ability to self-direct and the school's ability to adapt," he says.

Krystal Dillard is the co-director of Natural Creativity, a center for self-directed learning that supports home-schoolers, who generally attend between one and four days a week. She serves a diverse community in Philadelphia. She says the interest in the alternative they offer has exploded since the pandemic: "I can't tell you how many [traditional school] parents who have reached out to me to say, 'This isn't working. I don't feel that my young person is being served through this virtual learning world that they're sort of being forced into.'"

Parents are also forming networks and pooling resources to keep their kids happy, occupied and, hopefully, learning.

Homeschoolcoop2020.com is a site where children ages 6 and older can tune in to live video classes. It's volunteer-run and free. Karen Miller, a historian at LaGuardia Community College, started the project to help occupy her 12-year-old son. "What I found is that the things that were most helpful for me were the things that were synchronous because the asynchronous stuff required a lot of my attention and support." On Homeschool Co-op 2020, you can learn about the solar system, DNA or poetry, usually from practitioners in the field. But the most popular session - led by Miller's partner, Emily Drabinski, five mornings a week - is Cat Chat.
5. Take education outdoors.
Evidence suggests that coronavirus transmission is much less common outdoors.

A forest kindergarten is generally a group of eight to 10 children between the ages of 2 and 6 who spend the majority of their time outside. "We always trot out this phrase:, There's no such thing as bad weather, only bad clothing," says Kimberly Worthington, president of the American Forest Kindergarten Association.

Worthington says there are currently about 60 forest kindergartens all over the country, most having formed since the early 2000s, based on a Northern European model. But interest in the idea is way up during the pandemic, says Worthington. "This pandemic has us all separated and in our homes. And just walking outdoors and getting a little bit of nature is so beneficial," she says. Plus, it's safer.

"There's more physical space for children to be together and learn together at a safe distance. And have less shared materials, because most of the materials for learning are natural objects. And I can safely say that there's no shortage of sticks."

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5 Radical Schooling Ideas For An Uncertain Fall And Beyond

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There is no one answer for what the coming school year will look like, but it won't resemble the fall of 2019. Wherever classrooms are open, there will likely be some form of social distancing and other hygiene measures in place that challenge traditional teaching and learning.

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Click below to view SIOP® Meet-Up #12 held on 6/17/20

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Join my upcoming webinar! Sign up today!

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Extended Tutorial - Mentimeter for the digital classroom - Recorded Webinar

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Extended Tutorial - Mentimeter for the digital classroom - Recorded Webinar

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Mentimeter for the digital classroom - Recorded Webinar

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Create your First Mentimeter Presentation - Tutorial

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Create your First Mentimeter Presentation - Tutorial

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Mentimeter Tutorial - Create your first Mentimeter presentation

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Edutopia: Getting Ready to Teach Next Year by Mary Burns

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Edutopia: Getting Ready to Teach Next Year by Mary Burns

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Published May 26, 2020

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There’s a lot of uncertainty about the 2020–21 school year, but planning for a mix of remote and in-person instruction will help educators be ready.

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Click below to view SIOP® Meet-Up #11 held on 6/10/20

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Join my upcoming webinar! Sign up today!

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Our SIOP® Meet-Up #11 Interactive Poll Results - (Still Populating in real time)

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Our SIOP® Meet-Up #11 Interactive Poll Results - (Still Populating in real time)

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SIOP® Meet-Up #11 on 6/10/2020

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Interact with your audience using real-time voting. No installations or downloads required - and it’s free!

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SIOP® Author, Dr. MaryEllen Vogt's shared "Sneak Peek..."

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SIOP® Author, Dr. MaryEllen Vogt's shared "Sneak Peek..."

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Shared on SIOP® Meet-Up #11 on 6/10/2020

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VIDEO: Growth Mindset - Feedback to students (Study on praise) posted by Trevor Ragan about Carol Dweck's work

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VIDEO: Growth Mindset - Feedback to students (Study on praise) posted by Trevor Ragan about Carol Dweck's work

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Shared on SIOP® Meet-Up #11 on 6/10/2020

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Carol Dweck - A Study on Praise and Mindsets

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Shared on SIOP® Meet-Up #11 on 6/10/2020
Follow CASEL on Twitter @caselorg

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Foster knowledge, skills, and attitudes across five areas of social and emotional competence; Establish equitable learning environments and coordinate practices across four key settings that support students' social, emotional, and academic development. Download more information on the framework (available in and Spanish).

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Megan Syed - Twitter post about notes home to students

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Megan Syed - Twitter post about notes home to students

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Follow MeganSyed on Twitter @enlightenells

Shared on SIOP® Meet-Up #11 on 6/10/2020

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On our last day of school I wrote personalized letters on students desks. I am sad that my students won’t get to see their desks but thankfully I took pictures on my phone. I sent out the photos to families today and the students have been so excited to read their special notes♥️

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On our last day of school I wrote personalized letters on students desks. I am sad that my students won’t get to see their desks but thankfully I took pictures on my phone. I sent out the photos to families today and the students have been so excited to read their special notes♥️ https://t.co/mkwBWjSzK4

# data[].attributes.attachment_link.metadata.attachment_props_source.data.text
On our last day of school I wrote personalized letters on students desks. I am sad that my students won’t get to see their desks but thankfully I took pictures on my phone. I sent out the photos to families today and the students have been so excited to read their special notes♥️ https://t.co/mkwBWjSzK4

# data[].attributes.attachment_link.metadata.attachment_props.original_text
On our last day of school I wrote personalized letters on students desks. I am sad that my students won’t get to see their desks but thankfully I took pictures on my phone. I sent out the photos to families today and the students have been so excited to read their special notes♥️ https://t.co/mkwBWjSzK4

# data[].attributes.attachment_link.metadata.attachment_props.text
On our last day of school I wrote personalized letters on students desks. I am sad that my students won’t get to see their desks but thankfully I took pictures on my phone. I sent out the photos to families today and the students have been so excited to read their special notes♥️

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Ideas for using Mentimeter or other resource for polls/quizzes.
Collaborative notes from 6/17/2020 SIOP® Meet-Up #12

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SIOP® Meet-UP #12 Collaborative Notes: 6/17/2020

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Interactive Poll - What are your thoughts on the new school year?

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Interactive Poll - What are your thoughts on the new school year?

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SIOP® Meet-Up 11 on 6/10/2020

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Edutopia: Teachers Around the World Tell Us Reopening is Tough, but Joyful by  By Stephen Merrill, Sarah Gonser

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Edutopia: Teachers Around the World Tell Us Reopening is Tough, but Joyful by  By Stephen Merrill, Sarah Gonser

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Published June 5, 2020

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It was Dr. Anthony Fauci who pushed back, in the early days of the pandemic, on the understandable desire for timelines: "You don't make the timeline, the virus makes the timeline," he noted tersely, in response to a reporter's question. The implications of that simple statement have become clearer as the crisis drags on, with no definitive end in sight.

But if there are still plenty of unknowns, there's also a pattern of forward momentum as countries around the world-and more to the point, various communities within those countries-begin to open the doors to their businesses, schools, and other institutions. One dictum has given way to the next: Just a few days ago, Fauci appeared to endorse school openings in the U.S. in the fall, particularly as the viral activity in some areas decreases. "In some situations there will be no problem for children to go back to school," said Fauci. "In others, you may need to do some modifications." Schools in rural Montana may look nothing like schools in New York City in the fall, in other words, and it wouldn't be surprising to see some physical schools closed as the traditional school year starts.

To get a sense of what the new normal looks like across the world, we read global news reports and then reached out on social media to teachers who are back in school. We received a torrent of responses: More than 600 teachers from over 50 countries joined the conversation, with many leaving detailed descriptions of their schools' reopening policies. We followed up with email and Facebook interviews with 20 of those teachers, generating about 50 pages of further documentation.

Here's our synthesis of the responses we received from educators worldwide-we hope it helps.

The Big Picture-Things Are Going Well

While more than a few educators told us that they worry about new outbreaks, a clear majority of teachers reported they are happy to be back in school-and so are the students.

Despite all the new rules and restrictions, younger students "get out of cars or off the bus in the morning with gigantic smiles" and are delighted to see friends and teachers, said Laura Landers, a primary school leader in the Netherlands. In China, high school biology teacher Christopher Noordhoek's students "were really struggling with anxiety and depression during the height of the pandemic." The return to school has "not only brought them a sense of normalcy and routine but also a network of friends and teachers to keep each other grounded."

The return to school has been far from perfect. Teachers reported that it has left them "exhausted" and anxious, and the learning curve for remote teaching remains steep. Some felt like they had been asked to come back too early. Still, most of our respondents agreed that kids were learning effectively in classrooms, that the return to school was a good idea, and even that technology integration, while challenging, was improving pedagogy around the world.

Alternate Day Attendance Is the New Normal

The complicated logistics of social distancing-the choreographing of arrivals and exits, in-school transitions, and seating arrangements, for example-tend to break down when there are too many bodies in motion. Kids crowd each other as they line up to exit a classroom or get their temperatures checked, admitted several teachers. Younger children forget rules quickly. In Auckland, New Zealand, high school teacher Constance McCombe told us that social distancing is "an impossible task for teenage girls. They get close, they touch, they hug."

Being realistic about the limitations of rules and protocols is crucial, then, and in our interviews it was clear that many schools around the world-in Greece, the Netherlands, Germany, Singapore, Canada, and Cyprus, among others-have addressed the overcrowding at the root of the problem by splitting classes in half and going to an alternate day schedule.

In the Netherlands, explains primary school leader Laura Landers, echoing an approach that has been adopted around the globe, "half the class attends school in person on Mondays and Tuesdays, while the other half does distance learning from home. Then we swap." On Wednesdays all students learn remotely, the building is deep cleaned, high-needs students receive more individual attention, and educators plan lessons and hold crucial meetings to address emerging issues and kinks in the system.

There are some variants on the alternate day theme. Some schools, for example, tried splitting the student population into morning and afternoon sessions, but we suspect that's a more complicated solution-and Landers agreed. In Singapore, an employee at the Ministry of Education reported that the student groups attend class on alternate weeks. And in Australia, at least initially, some schools initially brought individual grades back for only one day of the week.

No Matter What You Do, You'll Need Good Technology

There appears to be no clear path to reopening without some form of online learning. A bewildering array of factors globally forced the issue.

In Canada, a staffer who works with students with special needs reported that medically fragile students were staying home and required online support. In the Netherlands, wrote primary school teacher Erin Comaskey-there were similar stories from countries like New Zealand, Germany, and Israel-"approximately 50 percent of families chose to continue with distance learning instead of returning to campus" when schools opened back up. Vulnerable teachers in several countries said they stayed home and taught via Zoom to a classroom monitored by another staff member. In a school in China, a handful of educators resorted to distance teaching when they were trapped on the other side of the country's closed borders.

But that's only part of the story. Staff meetings are held online to protect vulnerable members of the community, and school assemblies often occur as synchronous broadcasts to classrooms across the building. Flipped classrooms and blended approaches are emerging as new, durable models around the world. In Greece, writes secondary school teacher Erato Kostopoulou, in a burst of excitement, "we even tried an online debate tournament in which we competed with a local school in Thessaloniki, and it worked very well!"

Perhaps most importantly, a strong technology foundation can provide flexibility and continuity if the virus re-emerges and postpones reopenings or forces another round of school closures-as it has already in France, Israel, and South Korea-or when, as we heard from China, remediation or extended hours are needed to make up for significant learning loss among students.

Watch for a Special Case of Teacher Burnout

It's tempting to think of the new teaching paradigm as short-term, and of solutions as mere Band-Aids to get you to the next phase of reopening-but that appears to be a recipe for early teacher burnout.

Worldwide, educators who responded to our questions reported that they were struggling to manage both distance and in-person learning simultaneously. The "face-to-face teaching hasn't changed," according to Charlotte Holmes, a teacher near Adelaide, Australia, but "we have had added teaching to do in the form of online content. As to be expected, this has increased our workload." If a hybrid model is to work well for any period of time, close attention to this issue appears to be vital-and models that recognize and seek to reduce the workload for teachers are likely to be much more successful.

What can be done? In Luxembourg, middle school teacher Emily Lewis Agraz says that she uploads virtual lessons on Monday for the week, and then holds virtual and in-person class for all students at the same time. Virtual breakout rooms allow for grouping across the divide, but they're imperfect-a "far cry from the normally dynamic, interactive lessons many teachers plan." Secondary school teacher Michelle Kaszuba from Frankfurt, Germany, takes a similar tack: Some lessons allow for a "hybrid learning situation where you are engaging the entire class in both realms," she writes, "while for others it might be best to work directly with the kids in the room, while those at home are working independently-and then they will flip tasks the next day."

Not far away, in the Netherlands, school leader Laura Landers says that assigning a greater proportion of independent work is a key, since "teachers are busy in the classroom and cannot do as much online support."

She also implemented an all-hands-on-deck policy, pulling in staff who are not classroom teachers to lend a hand with distance learning. Other leaders have temporarily reassigned faculty members from larger classes that cannot yet meet, like band, chorus, and theater.

Yes, the Play Goes On

Teachers (and parents) are especially worried about kids losing outdoor playtime. "I would not want my young child sitting at a desk all day, no recess, lunchroom break, or moving classrooms," posted New York high school teacher Leah Dyan on Facebook-and more than 500 members of our audience expressed agreement. "That would be terrible for children."

But teachers told us that play continues during the pandemic. In Busan, South Korea, for example, where classrooms are back to full capacity following a six-week shutdown, kids have playtime at their desks for now and do solo activities like origami or classroom games. For young kids, of course, that's unlikely to suffice for long.

And there's better news, too. In our review of comments and in our interviews, we found that outdoor recess remains an integral part of the school day in countries from Germany to New Zealand, Canada and the Netherlands-even as adults enforce playground rules around social distancing and post-recess hygiene.

Monkey bars, slides, and other playground equipment are still in use, though the structures are frequently cleaned, writes Jodi Hirsch, a kindergarten teacher in Israel. Games that involve tossing balls back and forth or frequent touching, like the game of tag, are discouraged. Already, teachers report, kids have invented an alternative in which the shadows of their peers are tagged as the game progresses.

Other rules that appeared frequently across the globe: staggered times for recess to eliminate congestion, and designating areas of the playground for each class to discourage unnecessary mixing of groups.

Still In Motion at Some High Schools (and Middle Schools)

While a CDC report on school reopening did advise that schools "restrict hallway use through homeroom stays or staggered release of classes," there were not detailed guidelines for how that might work. The report did note that "not all strategies will be feasible for all schools" and that "limiting hall movement options can be particularly challenging in secondary schools."

We found that middle and high school students in countries like China, Germany, New Zealand, and Luxembourg are, in fact, transitioning between classes-and while it involves a fair amount of preparation and staff oversight, teachers say it's mostly manageable. "It's a team effort," says middle school principal Carol Wallace from Stavanger, Norway. "The one meter rule is by far the hardest for our middle and high school students to maintain. They need constant reminders."

Around the world, hallways are taped off to keep kids in lanes; lockers are mostly off limits; arrows direct the flow of student traffic; and teachers are positioned at critical spots where kids tend to crowd or bump into each other. That last part can be challenging, according to Luxembourg's Emily Lewis Agraz: "We also have to clean desks after each class, so the combination requires some smooth moves."

Even on Health and Safety, Changing Protocols

There's plenty of publicly available information on health and safety protocols in schools-from mask-wearing to testing for sickness and elevated temperatures. Unsurprisingly, we found that the rules and regulations were already shifting as communities around the globe entered new phases of the pandemic.

Frequent handwashing and cleaning of high-touch surfaces like door handles, desks, and classroom materials to mitigate viral spread remains the mainstay globally. In fact, we heard from some teachers that handwashing is such serious business, it's included in their daily schedules, often between five and 10 times a day.

Our teachers expressed concern about wearing masks-many wondered if they could breathe effectively, and language teachers thought the masks would be a particular burden. "How do you communicate clearly to young children while teaching wearing a mask?" asked Jen Judson Grantham. "I hate that we cannot share smiles." In many locations, masks were still required for both students and teachers-that's the CDC recommendation as well, though they hint at exceptions for students-but masks are no longer frequently worn in countries like Australia, Norway, and New Zealand, for example, and even in China, where the virus first struck, a decline in cases has meant a relaxation of the standards around mask-wearing.

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Teachers Around the World Tell Us Reopening Is Tough, but Joyful

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It was Dr. Anthony Fauci who pushed back, in the early days of the pandemic, on the understandable desire for timelines: "You don't make the timeline, the virus makes the timeline," he noted tersely, in response to a reporter's question. The implications of that simple statement have become clearer as the crisis drags on, with no definitive end in sight.

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Click below to view SIOP® Meet-Up #10 held on 6/3/20

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Join my upcoming webinar! Sign up today!

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Copy of Esther Park's Interactive slides - Copy and make them your own

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Copy of Esther Park's Interactive slides - Copy and make them your own

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1. Click below
2. Click on "Open in a new window"
3. Then, click on "Make a copy"
4. ENJOY CREATING!
Follow Esther Park on Twitter @ekpark1
Shared on SIOP® Meet-Up #10 on 6/3/2020

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Developing Academic Language with the SIOP® Model by Deborah J. Short and Jana Echevarría

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Developing Academic Language with the SIOP® Model by Deborah J. Short and Jana Echevarría

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Blogpost by Dr. Jana Echevarría: Are Language Frames Good for English Learners?

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Blogpost by Dr. Jana Echevarría: Are Language Frames Good for English Learners?

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Reflections on Teaching Multilingual Learners

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The question seems sort of silly, right?

Language frames, also called sentence frames, are commonly recommended and widely used as a way of providing support for English learners in oral discussions and writing. Examples include:

I agree with ______________ but would also add _____________________.

The reason I think ___________________ is because __________________.

While there are obvious benefits to scaffolding students' language and use of complete sentences, frames should be used strategically to be effective. Sentence frames are intended to support students in producing language that they wouldn't be able to produce on their own. The frame provides a model of language that is just beyond their current level of proficiency (a la i + 1). The following are some suggestions for using sentence frames effectively:

Differentiate frames to match students' proficiency levels. Although ostensibly frames are designed to help students use appropriate academic language, they are restricting students' expression and growth when the frames are too simple or too difficult. A frame such as, I think ______ because________, is not advancing proficiency when all students are required to use the frame during a lesson, even those at advanced levels of English proficiency, as well as English-speaking students. With minimal tweaking, teachers can provide a more simplified frame for beginning speakers and more complex sentence structures and vocabulary for more advanced speakers.

In math, for example, beginning speakers benefit from a frame such as,
The strategy I used was _____________ (counting-on, double facts, doubles plus one),
which provides sentence structure and also gives words from which to choose. Teachers might offer more advanced speakers an open-ended frame that requires them to explain the procedure on their own or make connections such as,

I solved my problem by__________. Or, Your strategy reminds me of____________.

These frames allow students to extend their expression and use the ideas of others by linking them to solutions and strategies.

Differentiating frames by proficiency level isn't hard or time-consuming for teachers to do, and the effort is well worth it. Practice with the right frame may advance students' English acquisition by allowing them to use language that is appropriate for their level.

Avoid artificial use of frames. In some classes, teachers insist that each and every student repeat a frame when answering questions or giving their ideas/opinions rather than letting students express themselves naturally. It defeats the purpose of encouraging language growth when students are required to robotically repeat the same frame. That's not the way authentic discussion occurs. What is intended as a beneficial support ends up being a case of students simply parroting sentences.

Use discretion to avoid overuse. The intent of frames is to provide students with support so that they can express their ideas more coherently, using correct sentence structure and vocabulary. The idea is that, after repeated use, students internalize the vocabulary and sentence structures and it becomes part of their linguistic repertoire. However, when frames are used excessively their effectiveness is diminished. Instead of being a strategic tool to add to students' English toolkit, frames become something that students pay little attention to and simply mimic. What is overuse? Well, one example I observed in a primary class was asking each of the 15 students sitting in a circle to say one at a time,

"Good morning__________. How are you?" The child replies,

"I'm _________. (uses a word from a list of adjectives) And you?"
"I'm _________. Thanks for asking."
Having a routine using this sequence is more effective when the teacher selects a few different students each morning to practice aloud and model for the class a polite greeting using complete sentences. Or, working in partners, the class chorally practices the sequence. But, fifteen separate versions is overkill - and it takes up too much instructional time.

Remove frames, as needed. Language frames are a scaffold and just as scaffolding is removed from a building once it is no longer needed, frames should be removed once students are proficient enough to use authentic language. One teacher told me that she doesn't let her advanced speakers and English-fluent students use the frames she provides for others because she found that using frames stunted the students' expression and their flow of ideas. Ultimately, all students should have the option of expressing themselves as they like.

Language frames are valuable tools and they support English learners in expressing their ideas orally and in writing. However, they must be used strategically and for a specific purpose. Caution: Avoid sentence frame overkill as well as a one size fits all approach.

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Are Language Frames Good for English Learners?

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The question seems sort of silly, right? Language frames, also called sentence frames, are commonly recommended and widely used as a way of providing support for English learners in oral discussions and writing. Examples include: I agree with ______________ but would also add _____________________. The reason I think ___________________ is because __________________.

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Collaborative notes from 6/3/2020 SIOP® Meet-Up #10

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SIOP® Meet-UP #10 Collaborative Notes: 6/3/2020

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Survey: Teachers favor moving on to next year's content in the fall by Linda Jacobson

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Survey: Teachers favor moving on to next year's content in the fall by Linda Jacobson

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Published April 30, 2020

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Survey: Teachers favor moving on to next year’s content in the fall

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Administrators, however, are more supportive of picking up instruction where it left off when school closures began.

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Esther Park's 4 Take-Aways from her 10 weeks of Distance Learning journey

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Esther Park's 4 Take-Aways from her 10 weeks of Distance Learning journey

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Follow Esther Park on Twitter @ekpark1
Shared on SIOP® Meet-Up #10 on 6/3/2020

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Create your own quizzes, polls, and word/phrase clouds with immediate feedback/data display
Sharing on SIOP® Meet-Up #12 on 6/17/2020

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With the increasing need for remote learning, teachers are trying to keep students engaged and connected in new ways. Online teaching has fast become the most viable solution for educators.

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Designing Hybrid Learning by John Schinker

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Designing Hybrid Learning by John Schinker

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May 13, 2020
Schools are trying to figure out what fall looks like...What’s the best approach to designing instruction for a hybrid model?

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Preparing to Reopen: Six Principles That Put Equity at the Core by Eric Tucker and Lindsay Kruse 

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Preparing to Reopen: Six Principles That Put Equity at the Core by Eric Tucker and Lindsay Kruse 

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Published May 20, 2020

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Preparing to Reopen: Six Principles That Put Equity at the Core

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The authors address some of the challenges facing schools trying to make an equitable reopening plan, keeping in mind students with disabilities.

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5 Ways Face-to-Face Learning Will Need to Differentiate to Contrast Virtual Learning by Michael Niehoff

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5 Ways Face-to-Face Learning Will Need to Differentiate to Contrast Virtual Learning by Michael Niehoff

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Published May 10, 2020

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The school closures this spring, along with the national efforts to deliver instruction online, has certainly challenged all stakeholders. There have been successes: implementing new technologies, a renewed focus on instructional and social-emotional priorities, creative lessons/projects, and increased parent engagement. Naturally, there have been potential pitfalls: technology access inequities, delivery of additional services such as food and healthcare, and potential loss or delay in key literacy and skills acquisition.

It seems safe to say that most educators, students, and families will be happy if they do indeed return to school in the fall. That being said, we have experienced something that I have queried for a long time. What would it be like if students-especially at the secondary level-chose what is and has been available to them all for quite some time? And that is attending school completely online.

For our secondary learners, I have long argued that much of their interest and engagement in continuing to attend school in face-to-face environments has been the connection to co-curricular and extra-curricular activities, teams, performing groups, and social opportunities. And now that they have experienced distance or virtual learning full-time and could choose to continue to do that anytime, what will keep them coming to school beyond the aforementioned outside-of-class features?

As a lifelong secondary educator, I think we may want to demonstrate what high schools can do that is not necessarily easily replicated online. We may want to acknowledge that face-to-face environments may offer some advantages to students in terms of their skill development, experiences, and real-world preparation. Here are five ways high schools may want to consider maximizing their efforts if they hope to continue to keep students coming and attending their face-to- face environments:

Pro Gear, Equipment, Technology and Resources

Consider things that would not probably be available at home. Although things like 3D printers are becoming more affordable and available for home use, what about welders, plasma cutters, high-end cameras, studios, specialized software, maker spaces, STEAM/STEM labs, and so much more? Schools should be seeing what is happening both in industry and the real world and offer students that access at school. All of our schools need to have pro labs in a variety of areas that cannot be found at home or online. If not, they may not see the value or relevance.

Industry Partners, Work-Based Experiences and Community Networks

Community and work-based projects and opportunities are not only powerful, but necessary to the future of our students' skill sets for future careers. Although there are many ways to do this virtually, we have to acknowledge that schools have the ability and the capacity to forge partnerships with employers, industry leaders, non-profits, community groups, and so many others that individual students cannot necessarily facilitate on their own. The more professional relationships and partnerships schools can foster for their students, the more value they will have.

Power of the Cohort

Online communities can be highly collaborative, personalized, and meaningful. But students are still highly attracted to social experiences and environments that are engaging and meaningful. We can't just fall back on the innate socialization within schools, but rather can we create face-to-face opportunities where all students can be individually and collectively involved on teams, collaboratives, groups, and partnerships related to their academics and careers? As we all learned from Maslow, all of us-especially students-have this innate desire to belong. Our role is to create meaningful opportunities for all students to belong to something that is relevant to their future and engaging to their souls. Right now, there are lots of students coming to school only for their participation on athletic teams, performance groups, and others. Our challenge is to bring that experience to our educational programs.

Relationships and Mentoring

Again, one can have quality relationships online. However, nothing may be more powerful than a highly engaged teacher-student relationship. Teachers have to see themselves as mentors, maybe above all. Students are starving for positive and meaningful relationships with positive adults outside their family or social structure. All students need at least one (if not more than one) Personal Professional Mentor. They need someone who is going to truly shepherd them through the complexities of career, educational, and life pathways. Traditional high school counselors work to do this, but have hundreds of students on their caseload. Programs that embrace approaches like career pathways or project-based learning have learned long ago the power of professional mentors and advisors. Too many of our high school students go through our schools without this experience or guidance. If we ignore this fact, more and more students could opt for something other than coming to school. If we embrace it, and create systems around it, they may flock to programs.

Offering Real-World Challenges

Online communities have the power to do this and do this quite well. We need to bring the gaming mentality to our face-to-face programs. Students are looking for opportunities to compete and respond to real world challenges. Whether it be contests, competitions, simulations, or others, we have the power to create and facilitate situations for our students that are real world and include interaction, recognition, competition, feedback, socialization, networking, and growth. We can't leave the challenge or competition to the electives or after-school activities. All students need this in all of their academic endeavors. If we don't bring this mentality and intensity to all of our school programs, more will choose to opt for the online schooling choice where they can at least get this through gaming and other digital means.

There is nothing wrong with students doing online school exclusively. However, we need to be able to articulate to students what face-to-face school can offer them that they may not be able to get online. And as more and more students opt for online school, our in-person programs will have to maximize those unique strengths their programs have in the above areas or more.

For more, see:
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5 Ways Face-to-Face Learning Will Need to Differentiate to Contrast Virtual Learning

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The school closures this spring, along with the national efforts to deliver instruction online, has certainly challenged all stakeholders. There have been successes: implementing new technologies, a renewed focus on instructional and social-emotional priorities, creative lessons/projects, and increased parent engagement.

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The Buffalo News: Access, engagement and fatigue: Lessons learned from remote teaching by Jay Rey

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The Buffalo News: Access, engagement and fatigue: Lessons learned from remote teaching by Jay Rey

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Published May 11, 2020

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Click below to view SIOP® Meet-Up #9 held on 5/27/20

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Join my upcoming webinar! Sign up today!

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Spencer Barfuss' Twitter Post with PE Ideas!

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Spencer Barfuss' Twitter Post with PE Ideas!

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PE (Physical Educaton) Ideas: Videos, images, links
Great ideas that can easily be made home activities.
Follow @physed onTwitter.
Shared in 5/27 SIOP® Meet-Up #9

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I created a little something to make searching for #physed resources on Twitter a little easier for you.  Hope you like it. 
https://t.co/TSoOTQmznQ

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I created a little something to make searching for #physed resources on Twitter a little easier for you.  Hope you like it. 
https://t.co/TSoOTQmznQ https://t.co/UYoVMj2mjV

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# data[].attributes.attachment_link.metadata.attachment_props_source.data.text
I created a little something to make searching for #physed resources on Twitter a little easier for you.  Hope you like it. 
https://t.co/TSoOTQmznQ https://t.co/UYoVMj2mjV

# data[].attributes.attachment_link.metadata.attachment_props.original_text
I created a little something to make searching for #physed resources on Twitter a little easier for you.  Hope you like it. 
https://t.co/TSoOTQmznQ https://t.co/UYoVMj2mjV

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I created a little something to make searching for #physed resources on Twitter a little easier for you.  Hope you like it. 
https://t.co/TSoOTQmznQ

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Collaborative notes from 5/27/2020 SIOP® Meet-Up #9

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SIOP® Meet-UP Collaborative Notes: 5/27/2020

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5/25/2020 Blogpost by Dr. Jana Echevarría "Scaffolding Grade-level Content for English learners"

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5/25/2020 Blogpost by Dr. Jana Echevarría "Scaffolding Grade-level Content for English learners"

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Reflections on Teaching Multilingual Learners

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As remote learning continues across the U.S. and around the world, teachers have experienced many successes as well as challenges. Although at this point most classes are probably not on pace with grade-level standards, it is still important that the work given to English learners reflects those standards.

Legally, English learners are entitled to equal educational opportunities which include access to grade level curricula. I'd like to believe that few classrooms today have English learners working on mindless worksheets while other students are studying standards-based, rigorous content. All students, ELs and English speakers alike, should be learning the same content. The idea that English learners aren't ready for grade-level material isn't supported by research. In fact, literacy research tells us that students learn better with challenging text. Providing scaffolding for English learners allows access to challenging texts.

The following are three ways to help English learners access grade-level content. They are effective when teaching face-to-face but also can be adapted for remote learning.

1. Be clear. This may seem like a no-brainer but expressing oneself in a way that is easily understood is more challenging than it may seem. Remember that grade-level content contains vocabulary and language forms that likely will be difficult for English learners to follow. While clear, concise speech is critical for ELs, it is good for all. Think of TEDTalk speakers, newscasters and other professional speakers. They speak clearly, enunciate, and limit the amount of information they give to listeners. Typically, they pause a bit between chunks of words to let listeners process their message. Make sure your presentation of information and especially instructions for completing tasks are well-described, clear and unambiguous. Also consider posting a completed assignment for students to refer to in case they don't understand all of the language in your instructions.

Remote learning adaptations

It's even more important to communicate clearly with students during remote learning. English learners may become frustrated or disengage from learning if they can't follow your instructions or can't understand the presentation of content. It is recommended that the explanation of a task be limited to 15-20 seconds or 1-2 sentences.

Clearly spoken recorded messages can be replayed so that students understand your message more completely. Also, consider using the same routine for your messages. Perhaps begin with a greeting, then state your message plainly and concisely, and end with a consistent closing. This type of structure enhances comprehension for English learners. Further, make sure you choose words that are positive, encouraging and affirming.

With remote learning a lot of communication is in writing. Without the visual cues that oral communication provides, written information can be difficult to understand. Recently I was asked to review and score documents using a rubric. The task seemed simple enough, but the rubric's instructions were ambiguous. Sometimes we assume the reader knows our intention. Be sure to double check written instructions for clarity.

2. Explicitly teach vocabulary . Research on English learners demonstrates the value of having teachers select a set of academic vocabulary words and teach those words across several days using a variety of instructional activities. Criteria for selecting words to teach include:

Words necessary for understanding the text. Often referred to as key vocabulary, these words may be bolded in the text but there are most likely additional words whose meaning is necessary for English learners to understand the text.

Words frequently used in the text. Teaching words that students will encounter numerous times provides them with multiple opportunities to see how those words are used in text.

General academic words that likely appear in other content area texts. Word lists may be consulted for selecting cross-curricular academic terms that students will be exposed to across subject areas.

Words with multiple meanings. Students will encounter certain words across disciplines with different meanings, e.g., the meaning of pound as a unit of weight in math differs from its meaning, to hit, in English language arts. Explicitly teaching the definitions of these words allows students to understand how words function in different contexts.

Words with affixes. Many words are comprised of root words and affixes. For example, view changes meaning when the prefix re- is added to make review. Teaching word parts gives students more bang for the buck. As they begin to understand the meaning of common prefixes such as un-, dis- and mis- and suffixes such as -ism, -ist, and -cy and learn how those word parts alter the meaning of words, their vocabulary expands exponentially. Knowledge of word parts facilitates analysis of the meaning of unknown words.

Cognates. Teaching words that have relationships across languages such as vaccination and vacunación, helps students see that new words are related to those from their home language.

Remote learning adaptations

The research recommendations outlined above were based on in-class instruction. During the pandemic, explicit vocabulary teaching might be limited to those words necessary for understanding the text, and word parts which is a valuable investment of time in terms of vocabulary payoff. Fortunately, there are lots of free and inexpensive vocabulary apps such as Flashcardlet available so that important vocabulary practice can continue at home. Most provide a word's pronunciation, its definition, translation and a visual of the word. Many vocabulary apps work on phones as well as tablets.

3. Provide supports for reading text. Grade-level texts are typically challenging for English learners so scaffolds for reading text are essential. Here are some ways to provide access for English learners:

Audio books. Students listen to a text being read while they read along. Many commercial reading programs offer audio books, and there are numerous sites that offer free audio books to students.

Teacher read-aloud. To be most effective, teachers pause after reading a portion of text, ask questions, and highlight key vocabulary. Comprehension is enhanced when teachers jot illustrations or use graphics to help English learners understand and remember words and concepts.

Partner reading. This might be done using leveled readers with younger students and with older students consider Read aloud, Think and Summarize. In this process, each student reads a paragraph and summarizes it. For example, Partner A reads and orally summarizes while Partner B listens and asks clarification questions. Then partner B reads and summarizes. This technique is effective because students collaboratively figure out the meaning of the text through discussion.

SQP2RS is a process for reading expository text that has been shown to improve reading comprehension. The steps are as follows:

Survey: Students individually preview and scan the text to be read for about one minute to determine key concepts that will be learned.

Question: In groups, students generate questions likely to be answered by reading the text.

Predict: Students come up with three or four key concepts they predict they'll learn while reading.

Read: While reading, students mark answers to their generated questions using sticky notes or highlighters.

Respond: Students discuss and answer the questions generated by the class.

Summarize: Orally or in writing, students summarize the text's key concepts.

The SIOP website offers free downloadable posters that outline each step of SQP2RS. The posters are useful for teaching SQP2RS as well as for student reference as they begin to use the process independently.

Remote learning adaptations

Scaffolding grade-level text online is challenging, no doubt. Some of the suggestions presented here can be adapted for remote learning.

Audio books and teacher read-alouds lend themselves well to remote learning. To add interest and motivation, have a guest reader such as a member of your own family do a read-aloud, or arrange for older students in your school to read to your students. The text can be read live while students read along, or a recording app allows students to listen and read along at their convenience.

Partner reading can be done using platforms such as Google classroom or Zoom. You might have students read aloud and record it using Flipgrid or assign breakout groups of students by level and work with each group to scaffold their reading.

SQP2RS has been used successfully during the pandemic. But it needs to be done live. First, provide a piece of text to each student and begin in whole group for the survey or preview. Then, students are assigned to breakout rooms to do their question generation and predictions. For reading the text, use whatever suits your situation: partner reading, individual, or students in groups with the teacher facilitating. Respond is done in whole group so that everyone reviews and discusses the class' questions and predictions. Finally, students summarize by writing a couple of sentences, or by drawing a picture to express their understanding, depending on their level of proficiency.

If you or your students don't have access to texts or technology to use some of these grade-level reading ideas, then during this time of remote learning, students can work on skills related to reading that will continue to advance their cognitive skills such as making TV watching productive by predicting, comparing characters, sequencing events, and so forth.

There are many more ideas for helping English learners access grade-level content in our book, Making Content Comprehensible for English Learners: The SIOP Model.

In many ways, remote teaching is similar to teaching in a classroom. Good teaching requires teachers to build relationships with students, scaffold instruction, check for comprehension, give meaningful feedback, and other proven practices. The basics are the same but the delivery differs significantly. During remote teaching, learning may not exactly match the standards or content for your grade level, but the ideas presented here are intended to facilitate using grade-level content in your lessons.

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Scaffolding Grade-level Content for English learners

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As remote learning continues across the U.S. and around the world, teachers have experienced many successes as well as challenges. Although at this point most classes are probably not on pace with grade-level standards, it is still important that the work given to English learners reflects those standards.

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Click below to view SIOP® Meet-Up #8 held on 5/20/2020.

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Join my upcoming webinar! Sign up today!

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Xatlí Stox's slides on creating a Virtual Classroom

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Xatlí Stox's slides on creating a Virtual Classroom

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Shared on 5/20 SIOP® Meet-Up #8
Follow Xatli on Twitter @teacherxatli

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@teacherxatli Xatlí Stox pronounced /sat-lee'/ /staaks/ ESL/Title III Consultant at the North Carolina Department of Public Instruction (NCDPI). I support SBE Education Districts 1-4 in the State (East). Founder of the NC EL Teacher Network Together4ELs. Co-moderator of the chats #NCELs & #Togeth...

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Collaborative notes from 5/20/2020 SIOP® Meet-Up #8

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SIOP®: Making Content Comprehensible - Collaborative Notes

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Click below to view SIOP® Meet-Up #7 held on 5/13/2020.

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Promoting Academic Talk with Narrative Text - Presented by Dr. MaryEllen Vogt

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Promoting Academic Talk with Narrative Text - Presented by Dr. MaryEllen Vogt

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Shared on 5/13 SIOP® Meet-Up #7

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Collaborative notes paired with SIOP® Author, Dr. MaryEllen Vogt's 5/13/2020 presentation during SIOP® Meet-Up #7

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Reading Literary Text Protocol for LTEL?

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Savvas Learning Company (Formerly Pearson K12 Learning) FAQ's

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Savvas Learning Company (Formerly Pearson K12 Learning) FAQ's

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How is Savvas pronounced? What is the meaning behind the Savvas name? How does this impact me as a customer? Will my Account Manager stay the same? Will my current contracts, including multiyear licenses, stay in place? Will Savvas continue to provide the same programs we use now under Pearson K12 Learning? How do I reach customer service and technical support going forward? Is the PearsonSchool.com website changing? How do I place and track my orders with Savvas Learning Company? How will I log in to the digital component of my program? Where can I find training materials?

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Frequently Asked Questions - Savvas Learning Company

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How is Savvas pronounced? What is the meaning behind the Savvas name? How does this impact me as a customer? Will my Account Manager stay the same? Will my current contracts, including multiyear licenses, stay in place? Will Savvas continue to provide the same programs we use now under Pearson K12 Learning?

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Click below to view SIOP® Meet-Up #6 held on 5/6/2020.

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Ana Segulin's shared slides on Interaction

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Ana Segulin's shared slides on Interaction

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Shared on 5/6 SIOP® Meet-Up #6

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SIOP Interaction - Shared by Ana Segulin SIOP Meet-Up #6

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Shared in SIOP Meet-UP #6
Shared on 5/6 SIOP® Meet-Up #6

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Share your quick doodle based on SIOP Meet-Up #6 and record an explanation.
Shared on 5/6 SIOP® Meet-Up #6 by Ana Segulin. follow Ana on Twitter @AnaSegulin.

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Flip is where social and emotional learning happens! The leading video discussion platform for millions of PreK to PhD educators, students, and families.

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Blogpost from SIOP® author, Dr. Jana Echevarría on the research behind the SIOP® Model.

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Reflections on Teaching Multilingual Learners

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The SIOP Model has been developed and refined through 25+ years of sustained research and development studies. The discussion below highlights the first three major investigations. More details on these research projects can be found in Short, Echevarria, and Richards-Tutor (2011) as well as the articles cited in each description. 1

CREDE Research: Initial Development of the SIOP® Model, Protocol, and Professional Development Program

The first version of the SIOP began in the early 1990s as an observation tool to determine if observed teachers incorporated key sheltered techniques consis- tently in their lessons.

The protocol evolved into a lesson planning and delivery approach, known as the SIOP Model (Echevarría, Vogt, & Short, 2000), through a seven-year, quasi- experimental research study, The Effects of Sheltered Instruction on the Achieve- ment of Limited English Proficient Students that was sponsored by the Center for Research on Education, Diversity, & Excellence (CREDE) and funded by the S. Department of Education. It began in 1996.

◆ The goals of the research project were to (1) develop an explicit model of sheltered instruction; (2) use that model to train teachers in effective shel- tered strategies; and (3) conduct field experiments and collect data to evalu- ate teacher change and the effects of sheltered instruction on LEP students' English language development and content knowledge.

◆ This original SIOP study involved collaborating middle school teachers in four large metropolitan school districts-two on the East Coast and two on the West Coast-who worked with researchers to identify key practices for sheltered instruction and develop a professional development model that would enable more teachers to use sheltered instruction effectively in their classrooms. Dr. Jana Echevarría of California State University, Long Beach, CA, and Dr. Deborah Short of the Center for Applied Linguistics in Washington, DC, were co-project investigators.

◆ Together, we reviewed the professional literature on best practices for English learners in the areas of ESL, bilingual education, reading, second language acquisition, discourse studies, special education, and classroom management and found many techniques that showed promise but hadn't been empirically investigated. We decided to test combinations of these techniques and thus built our initial model.

During four years of field testing, we analyzed teacher implementation and student effects as teachers tried out variations in their classrooms.

◆ In 2000, we finalized the format-30 features of instruction grouped into eight components essential for making content comprehensible for English learners-Lesson Preparation, Building Background, Comprehensible Input, Strategies, Interaction, Practice & Application, Lesson Delivery, and Review & Assessment (Echevarría, Vogt, & Short, 2000). These components empha- size the instructional practices that are critical for second language learners as well as high-quality practices that benefit all students. The eight compo- nents are:

The six features under Lesson Preparation initiate the lesson planning pro- cess, so teachers include content and language objectives, use supplemen- tary materials, create meaningful activities, and more.

Building Background focuses on making connections with students' back- ground experiences and prior learning, and developing their academic vocabulary.

Comprehensible Input considers how teachers should adjust their speech, model academic tasks, and use multimodal techniques to enhance comprehension.

The Strategies component emphasizes teaching learning strategies to stu- dents, scaffolding instruction, and promoting higher-order thinking skills.

Interaction prompts teachers to encourage students to elaborate their speech and to group students appropriately for language and content development.

Practice & Application provides activities to practice and extend language and content learning.

Lesson Delivery ensures that teachers present a lesson that meets the planned objectives and promotes student engagement.

The Review & Assessment component reminds teachers to review the key language and content concepts, assess student learning, and provide spe- cific academic feedback to students on their output.

◆ We created a 5-point scale for each feature on the observation protocol so we could measure the level of implementation in any lesson (4-closest to rec- ommended practice, 0-no evidence of the use of the practice). A separate study confirmed the SIOP protocol as a valid and highly reliable measure of sheltered instruction (Guarino et al., 2001). Experienced observers of class- room instruction (e.g., teacher education faculty who supervise student teach- ers) who were not specifically trained in the SIOP Model were able to use the protocol to distinguish between high and low implementers of the model.

A statistical analysis revealed an inter-rater correlation of 0.90 or higher.

◆ Most of the English learners in the research districts were exempted from the standardized testing process because this CREDE study predated the No Child Left Behind Act of 2001, which mandated assessments. Therefore, to investigate whether the model yielded positive results in terms of student performance, we used pre- and post-measures of the Illinois Measurement of Annual Growth in English (IMAGE) writing test as an outcome measure of academic literacy. The IMAGE was the standardized assessment of reading and writing used by the state of Illinois to measure annual growth of these skills in their English learners in Grades 3-12. It was correlated to and a pre- dictor of scores on the IGAP (the state standardized test of achievement) that was given to all students in Illinois, except those exempted for linguistic devel- opment reasons or learning disabilities. The IMAGE Writing Test provided separate scores for five features of writing: Language Production, Focus, Sup- port/Elaboration, Organization, and Mechanics, as well as an overall score.

◆ Two distinct, but similar, cohorts of English learners in sheltered classes par- ticipated: students whose teachers were trained in implementing the SIOP Model (the treatment group), and students whose teachers had no exposure to the SIOP Model (the comparison group). The students in both groups were in Grades 6-8 in the same districts and represented mixed proficiency levels. We found that students who participated in classes taught by teachers trained in the SIOP Model improved their writing skills significantly more than students in classes with non-SIOP-trained teachers. They also made greater gains from the fall to spring administrations of the test. These findings were statistically significant (Echevarría, Short, & Powers, 2006).

◆ We found that this model can be applied in ESL classes as well as all content area classes because it offers a framework for instruction that incorporates best practices for teaching both language and content.

◆ From 1999 to 2002, we field-tested and refined the SIOP Model's professional development program that incorporates key features of effective teacher development as recommended then by Darling-Hammond (1998) and still recommended (Darling-Hammond, Hyler, & Gardner, 2017). The program includes professional development institutes and online courses, videotapes of exemplary SIOP teachers, facilitator's guides, and other training materials. See www.siop.savvas.com for more information.

1 Please note that in discussing the research in this appendix we refer to terms that were used during the studies, such as limited English proficient and English learner, to adhere to the published reports.

NJ SIOP ® Research: Improvement in English Language Proficiency

From 2004-2007 we replicated and scaled up the SIOP research in a quasi- experimental study. Academic Literacy through Sheltered Instruction for Second- ary English Language Learners was conducted by researchers at the Center for Applied Linguistics in two districts in New Jersey and funded by the Carnegie Corporation of New York and the Rockefeller Foundation from 2004-2007. The treatment and comparison districts each had one high school and two middle schools with ESL programs and had multilingual student populations.

◆ In the treatment site, math, science, social studies, language arts, ESL, and technology teachers participated in ongoing SIOP Model training: approxi- mately 35 teachers for two years (Cohort 1) and an additional 25 for one year (Cohort 2). The professional development program included summer insti- tutes, follow-up workshops, and on-site coaching. The teachers in the compar- ison site did not receive any SIOP Model training.

◆ We collected teacher implementation data (two classroom observations each year, one in the fall, the other in the spring) using the SIOP protocol at both sites. We found that 56% of the treatment teachers in Cohort 1 became high implementers of the SIOP Model after one year and 71% were high imple- menters after two. Seventy-four percent of the Cohort 2 teachers who joined the Cohort 1 teachers at their schools reached the high implementation level in just one year. At the comparison site, fewer teachers implemented the SIOP features to a high level: 5% of the teachers in the first year; 17% by the second year (Short, Fidelman, & Louguit, 2012).

◆ We also collected student data from the state English language proficiency assessment at that time, the IPT (Idea Proficiency Tests), for all English learners in Grades 6-12 in both districts. Students with SIOP-trained teach- ers made statistically significant gains in their average mean scores for oral language, writing, and total proficiency on the state assessment of English language proficiency, compared to the comparison group of English learners (Short, Fidelman, & Louguit, 2012).

CREATE Research: Fidelity Matters and All Students Benefit-English Learners and English Speakers Alike

From 2005-2011, researchers from California State University, Long Beach, and the Center for Applied Linguistics participated in the program of studies at the National Center for Research on the Educational Achievement and Teaching of English Language Learners (CREATE), funded by the U.S. Department of Education. The study, The Impact of the SIOP® Model on Middle School Science and Language Learning, first examined the SIOP Model in middle school science classrooms (Himmel, Short, Richards, & Echevarría, 2009) and later applied the SIOP Model as the professional development framework for a school-wide intervention (Echevarría & Short, 2011). In this set of studies, we used an exper- imental design and English learners, former English learners, and native English speakers were part of the treatment and control student populations.

◆ A pilot study was conducted to develop SIOP science curriculum units, where local standards and curricula were enhanced with SIOP features, and to design and field-test science language assessments that would measure student scientific vocabulary, reading comprehension, and writing skills.

◆ In 2006-2007, an experimental study was conducted in eight middle schools for one semester. Five received the treatment, which was SIOP professional devel- opment, classroom-based coaching, and four SIOP science units developed by researchers and teacher consultants. Three schools were control sites where teachers taught in their regular fashion with their own lessons. Treatment and control teachers were observed and their lessons were rated using the SIOP protocol.

◆ Results showed that students in the treatment classes outperformed control students (Echevarría, Richards-Tutor, Canges, & Francis, 2011) and the higher the level of SIOP implementation, the better the students performed on assess- ments (Echevarría, Richards-Tutor, Chinn, & Ratleff, 2011). This result held true for English learners, former English learners, and native English speakers.

◆ During the 2009-2010 school year, another experimental study took place. A two-year intervention focused schoolwide on Grade 7 and the SIOP Model was the overarching professional development framework (Echevarría & Short, 2011). Other content-specific curriculum interventions tested through earlier years of the CREATE program were implemented as well. Eight schools were randomly assigned to treatment or control. The four treatment schools had SIOP professional development and classroom-based coaching for SIOP implementation, and where applicable, for the content-specific curriculum intervention. The teachers in the four control schools delivered regular instruction without curriculum units or SIOP training. Their instruction was observed for research purposes, but they did not receive feedback.

◆ In the 2010-2011 school year, teachers in three of the prior year's control schools became treatment teachers and received the SIOP professional development and curriculum interventions as well. A new treatment school joined the study that year, bringing the number of schools to four.

◆ Researchers collected data in the treatment and control sites during both years. Teacher implementation levels were measured with the SIOP protocol and other tools. Student performance was measured with standardized tests and curriculum-based assessments. Analyses showed that this school-wide intervention improved outcomes in content knowledge and academic English for both English learners and native English speakers in the treatment classes. Specifically, students in SIOP curriculum groups outperformed control stu- dents to a significant degree on criterion-referenced vocabulary, science, and social studies measures (Short & Himmel, 2013).

Since the initial SIOP Model studies were published in the early 2000s, other researchers have investigated the SIOP Model in a number of ways, ranging from experimental research designs to case studies. At the time of this writing we know of more than 50 studies and dissertations that have been published. Furthermore, in recent years, more and more researchers have looked at the SIOP Model in a non-US context, such as English as a foreign language (EFL), English as a medium of instruction (EMI), and Content and Language Integrated Learning (CLIL) classes, in primary, secondary, and university settings.

SIOP Model and the Impact on Student Achievement

A number of studies examined the effectiveness of the SIOP Model in terms of student outcomes. These studies sought to discover whether students taught using the SIOP Model would experience greater growth in English proficiency or higher achievement on standardized test scores than students who were not taught using SIOP. Most found that the SIOP Model had a positive effect on the achievement of English learners. Several mentioned that fidelity to the model was important to improve student performance. (See, for example, Alnusayan & Al-Salouli, 2020; Ebedy, 2019; Friend, Most, & McCrary, 2009; Guzman, 2015; Hayden, 2019; Ingram, 2018; McIntyre et al., 2010; Merritt et. al., 2016; Rivera, 2019; Vidot, 2011; Watkins & Lindahl, 2010; Whittier & Robinson, 2007; and Wong, Meadows, & Ober, 2021).

SIOP Model Professional Development and Classroom Instruction

Other researchers have used the SIOP Model as a basis for professional development (PD). They have found SIOP to be effective in promoting teacher learning. Many of these studies used the SIOP protocol to measure transfer and implementation of the SIOP instructional practices. Some also explored changes in teachers' attitudes and expectations of their multilingual students, or increases in teacher knowledge about language instruction, or the ability to embed linguistically and culturally responsive practices in lessons. One consistent recommendation is to give teachers time and sup- port to implement the SIOP well. Several studies made suggestions for modifying the PD to suit specific programmatic needs, such as by adding a coaching component.

(See, for example, Aldakhil & Alfadda, 2021; Bárcena-Toyos, 2022; Batt, 2010; Chen,Kyle, & McIntyre, 2008; Coppersmith, Slapac, & Song, 2019; Daniel & Pray, 2017; Gonzalez, 2016; Gruver & Bowers, 2020; Hanson-Thomas, Langman, & Farias, 2018;Honigsfeld & Cohan, 2008; Kim, Song, & Coppersmith, 2018; Koura & Zahan, 2017; O'Neal, Ringler, & Lys, 2009; Piazza et al., 2020; Shi, Zaier, & Maina, 2019; Short, Cloud, Morris, & Motta, 2012; Song, 2016a, 2016b; Song & Samimy, 2015; Üzüm, Petrón, & Berg, 2014; Welsh & Newman, 2010; and Ye He & Faircloth, 2018).

SIOP and Program Evaluation

School districts have conducted a number of program evaluations on their implemen- tation of the SIOP Model that can be reviewed in Implementing the SIOP® Model Through Effective Professional Development and Coaching (Echevarría, Short, & Vogt, 2008). Some other studies that evaluated school or district programs that have imple- mented the SIOP Model include Calderon & Zamora (2014), Chandler (2020), and Li et al. (2016).

By looking at these research studies as a whole, we see that SIOP instruction is making a positive learning difference for multilingual learners and other students who are in the classrooms. Teachers can learn to implement the model to a high degree with ongoing PD and support. No one is disadvantaged by SIOP instruction; rather, the focus on academic literacy and scaffolded instruction helps all students learn academic English and grade-level, content curricula better.

Al-Aloom, L.B. (2019). Effective sheltered instruction observation protocol (SIOP) model strategies among Arab ELLs. Capella University, ProQuest Dissertations Publishing, 27544311.

Aldakhil, A., & Alfadda, H. (2021). The implementation of Sheltered Instructional Observation Protocol (SIOP) Model in Saudi schools: A study of EFL teacher

Al Fadda, H. A. (2020). Implementation of the Sheltered Instructional Observation Protocol (SIOP) Model in the Saudi classroom: EFL teachers' perspectives. Arab World English Journal, 11(2) 339-360. DOI: https://dx.doi.org/10.24093/awej/ vol11no2.24

Alfaro, Y. (2020). The effect of elementary teachers trained in the SIOP Model on the achievement of English language learners in the English reading domain. University of St. Francis, ProQuest Dissertations Publishing, 28149422.

Alnusayan, I. S., & Al-Salouli, M.S. (2020). The effectiveness of Sheltered Instruction Observation Protocol (SIOP) Model of developing mathematical achievement in preparatory year female students at Al-Imam Mohammad Ibn Saud Islamic University. Journal of Educational and Psychological Sciences, 4(25), 93-113. DOI: https://doi.org/10.26389/AJSRP.E180220

Bárcena-Toyos, P. (2022). CLIL and SIOP: An effective partnership? International Multilingual Research Journal.

Batt, E. (2010). Cognitive coaching: A critical phase in professional development to implement sheltered instruction. Teaching and Teacher Education 26, 997-1005.

Bertram, R. L. (2011). Sheltered instruction: A case study of three high school English teachers' experiences with the SIOP Model (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3486471)

Bose, D. (2012). Effects of just-in-time online training on knowledge and application of the Sheltered Instruction Observation Protocol (SIOP) model among in-service teachers. Available from Idaho State University, ProQuest Dissertations Publishing, 3536205.

Boughoulid, M. (2020). The SIOP Model as an empowering teaching method for English language learners: A study case. European Journal of English Language Teaching, 6(2), 39-53.

Calderon, C. T., & Zamora, E. (2014). Factors affecting the implementation of sheltered instruction observation protocols for English language learners. National Forum of Educational Administration & Supervision Journal, 31(3), 20-32.

Chandler, P. T. (2020). Implementing the SIOP Model to support English language learners. All Theses And Dissertations. 315. https://dune.une.edu/theses/315

Chen, C-T, Kyle, D., & McIntyre, E. (2008). Helping teachers work effectively with English language learners and their families. The School Community Journal, 18(1), 7-20.

Chen, G., Ling, W., Li, L., & Shi, Y. (2020). A research of digital integrated circuit design curriculum's bilingual education based on methodology of SIOP. Advances in Social Science, Education and Humanities Research, 412, 484-488.

Choi, W., Kim, W.H., Wright, W., & Morita-Mullaney, T. (2022). Improving English language arts instruction in Indiana dual language bilingual education classrooms. Language and Education, DOI: 10.1080/09500782.2022.2032731

Daniel, S., & Pray, L. (2017). Learning to teach English language learners: A study of elementary school teachers' sense-making in an ELL endorsement program. TESOL Quarterly, 51(4), 787- 819.

de Jager, T. (2019). Are principles of the Sheltered Instruction Observation Protocol Model promoting ESL teaching and learning? The International Journal of Pedagogy and Curriculum, 26(1), 43-58. DOI:10.18848/2327-7963/CGP/v26i01/43-58

Dodici, A. (2011). The relationship between teachers' multicultural attitudes and their instructional practice with English language learners: A mixed method study. (Doctoral dissertation). DOI 10.15760/etd.141

Ebedy, H.G. (2019). Developing reading comprehension skills using Sheltered Instruction Observation Protocol ( SIOP) among EFL students. Journal of Research in Curriculum, Instruction and Educational Technology, 5(2), 197-220.

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

Eggington, K., Eggington, W., & Zeichner, K. (2010). Teacher research used to evaluate sheltered instruction in a science classroom setting. Electronic Journal of Literacy Through Science, 9.

Friend, J., Most, R., & McCrary, K. (2009). The impact of a professional development program to improve urban middle-level English language learner achievement. Middle Grades Research Journal, 4(1), 53-75.

González, M. (2016). Preparing teacher candidates for the instruction of English language learners. Networks, 18(2). DOI: 10.4148/2470-6353.1005

Gruver, J., & Bowers, J. (2020). Evolution of inquiry questions in a cyclic professional development program. Canadian Journal of Action Research, 20(3), 3-18.

Guarino, A.J., Echevarria, J., Short, D., Schick, J.E., Forbes, S., & Rueda, R. (2001). The Sheltered Instruction Observation Protocol. Journal of Research in Education, 11(1), 138-140.

Guzman, R. (2015). A study of the impact of English language learners: Literacy development through the SIOP Model. ProQuest Dissertations Publishing, 3701484.

Hayden, R. (2019). English proficiency in classes using Sheltered Instruction Observation Protocol (SIOP) compared to classes not using SIOP. Capella University, ProQuest Dissertations Publishing, 22616011.

Hanson-Thomas, H., Langman, J., & Farias, T. (2018). The role of language objectives: Strengthening math and science teachers' language awareness with emergent bilinguals in secondary classrooms. LACLIL, 11(2), 193-214. doi: 10.5294/laclil.2018.11.2.2

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/publications/briefs/using-the- siop-model-to-improve-middle-school-science-instruction.html

Honigsfeld, A., & Cohan, A. (2008). The power of two: Lesson study and SIOP help teachers instruct ELLs. Journal of Staff Development, 29(1), 24-28.

Inceli, O. (2015). The perceptions of English teachers to the SIOP Model and its impact on limited English proficiency. Journal of Ethnic and Cultural Studies, 2(1), 15-28.

Ingram, S. (2018). An analysis of the Sheltered Instruction Observation Protocol Model on academic performance of English language learners. ProQuest Dissertations Publishing, 0355555247.

Li, J., Steele, J., Slater, R., Bacon, M., & Miller, T. (2016). Teaching practices and language use in two-way dual language immersion programs in a large public school district. International Multilingual Research Journal, 10(1). 31-43. DOI: 10.1080/19313152.2016.1118669

Kang, A. (2005). How to promote comprehension and participation in CBI courses: The SIOP Model. English Teaching, 12, 159-196.

Kareva, V. & Echevarria, J. (2013). Using the SIOP Model for effective content teaching with second and foreign language learners. Journal of Education and Training Studies, 1(2), 239-248.

Kim, S., Song, K., & Coppersmith, S. (2018). Creating an interactive virtual community of linguistically and culturally responsive content teacher-learners to serve English learners. Contemporary Issues in Technology and Teacher Education, 18(2), 442-466.

Koura, A. & Zahan, F. (2017). The impact of the Sheltered Instruction Observation Protocol Model on student teachers' teaching skills and self-efficacy. Journal of Language Teaching and Research, 8(4), 704-714. DOI: http://dx.doi.org/10.17507/ jltr.0804.09

Li, J., Steele, J., Slater, R., Bacon, M., & Miller, T. (2016). Teaching practices and language use in two-way dual language immersion programs in a large public school district. International Multilingual Research Journal, 10(1), 31-43. DOI: 10.1080/19313152.2016.1118669

Merritt, E.G., Palacios, N., Banse, H., Rimm-Kaufman, S.E., & Leis, M. (2016). Teaching practices in Grade 5 mathematics classrooms with high-achieving English learner students. The Journal of Educational Research. DOI: 10.1080/00220671.2015.1034352

McIntyre, E., Kyle, D., Chen, C., Muñoz, M., & Beldon, S. (2010). Teacher learning and ELL reading achievement in sheltered instruction classrooms: Linking professional development to student development, Literacy Research and Instruction, 49(4), 334-351.

Nakagawa, H. (2017). The Teacher Perception and Receptiveness of Sheltered Instruction Observation Protocol (SIOP) Model within a Japanese University Context. Northcentral University, ProQuest Dissertations Publishing, 10608145.

O'Neal, D., Ringler, M.C., & Lys, D.B. (2009). Skeptics to partners: University teams with district to improve ELL instruction. Journal of Staff Development, 30(4), 52-55.

Owen, S. (2018). The effect of emphasizing key vocabulary on Student achievement with English learners. (Doctoral dissertation). Retrieved from https:// scholarcommons.sc.edu/etd/5021

Piazza, S., Williams, C., Protacio, M.S., David, V., Tigchelaar, M., & Kuo, H-C. (2020). Improving instruction for English learners: A professional development study using SIOP. Journal of Teacher Education and Educators, 9(3), 283-405.

Polat, N., & Cepik, S. (2015). An exploratory factor analysis of the Sheltered Instruction Observation Protocol as an evaluation tool to measure teacher effectiveness. TESOL Quarterly, 50(4), 817-843. DOI 10.1002/tesq.248

Portillo, C. (2015). Teachers' perceptions on the use of Sheltered Instruction Observation Protocol as a districtwide professional development reform. (Doctoral Dissertation) Available from ProQuest Dissertations and Theses database. (UMI No. 3723058)

Reyes, J., & Gentry, J. (2019). Pre-service administrators' experiences with effective researchbased learning strategies for English language learners. In K. Young, C. Brown & S. Harris (Eds.). Educational Research Review, 20, 23-38.

Rivera, E. (2019). The impact of the sheltered instruction observation (SIOP) on the achievement of English language learners (Order No. 27736339). Available from ProQuest Dissertations & Theses Global: The Humanities and Social Sciences Collection. (2377940533).

Rodriguez Moux, S. (2010). Teacher's perceptions of sheltered instruction observation protocol for teaching young English language learners: A qualitative case study. ProQuest Dissertations Publishing, 3398868.

Shi, Y., Zaier, A., & Maina, F. (2019). Preservice teacher perspectives and practices working with multilingual learners. Paper presented at the 2019 annual meeting of the American Educational Research Association. DOI: https://doi.org/10.3102/ 1434337

Short, D., Cloud, N., Morris, P., & Motta, J. (2012). Cross-district collaboration: Curriculum and professional development. TESOL Journal, 3(3), 402-424.

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. (2012). Developing academic language in English language learners through sheltered instruction. TESOL Quarterly, 46(2), 333-360.

Short, D., & Himmel, J. (2013). Moving research on sheltered instruction into curriculum and professional development practice. Paper presented at American Educational Research Association (AERA) Annual Meeting, San Francisco, CA, April 2013.

Song, K. (2016, February). Systematic professional development training and its impact on teachers' attitudes toward ELLs: SIOP and guided coaching. TESOL Journal. Retrieved from http://onlinelibrary.wiley.com/doi/10.1002/tesj.240/full doi: 10.1002/tesj.240

Song, K. (2016). Applying an SIOP-based instructional framework for professional development in Korea. TESL-EJ, 20(1).

Song, S. Y. & Samimy, K. (2015). The beliefs of secondary content teachers of English language learners regarding language learning and teaching. International Journal of TESOL and Learning, 4(1), 3-19.

Suweken, G., Waluyo, D., & Okassandiari, N. L. (2017). The improvement of students' conceptual understanding and students' academic language of mathematics through the implementation of SIOP Model. International Research Journal of Management, IT & Social Sciences, 4(4), 51-60. DOI: 10.21744/irjmis. v4i4.519

Torres, N. (2006). Administrative support for English language learners: How the SIOP Model empowers teachers, administrators, and English language learners. (Doctoral Dissertation) Available from ProQuest Dissertations Publishing. (No. 3231250).

Üzüm, B., & Petrón, M. (2018). Glocal experiences in your own backyard: Teacher candidates developing understanding of equity, diversity, and social justice. In A. F. Selvi and N. Rudolph (Eds.), Conceptual shifts and contextualized practices in education for glocal interaction, intercultural communication and language education. Singapore: Springer Nature. https://doi.org/10.1007/978-98110-6421-0_6

Üzüm, B., Petrón, M., & Berg, H. (2014). Pre-service teachers' first foray into the ESL classroom: Reflective practice in a service learning project. TESL-EJ, 18(3), 1-15.

Vidot, J. L. (2011). The efficacy of sheltered instruction observation protocol (SIOP) in mathematics instruction on English language learners. (Doctoral dissertation) Available from http://scholarworks.waldenu.edu/dissertations/943/

Watkins, N. M., & Lindahl, K. M. (2010). Targeting content area literacy instruction to meet the needs of adolescent English language learners. Middle School Journal, 41(3), 23-32.

Welsh, L., & Newman, K. (2010). Becoming a content-ESL teacher: A dialogic journey of a science teacher and teacher educator. Theory Into Practice, 49, 137-144.

Whittier, L. E., & Robinson, M. (2007). Teaching evolution to non-English proficient students by using Lego Robotics. American Secondary Education, 35(3), 19-28.

Wong, C.Y., Meadows, B., & Ober, G. (2020). Using the SIOP instruction model for narrative writing: A case study of a teacher's experience of using the model in a high school setting. TESL Reporter 53(1-2), 37-58.

Ye He, W.J. & Faircloth, J. (2018). Preparing teachers for English learners: Integrating academic language and community service projects, The Social Studies, 109(1), 13-26, DOI:10.1080/00377996.2017.1403874

Zito-Nash, J. (2017). Impact of Sheltered Instruction Observation Protocol (SIOP) Strategies on reading achievement of English language learners in the primary grades. ProQuest Dissertations Publishing, 0355139677.

Balconi, A., & Spitzman, E. Content area teachers' challenges writing language objectives: A document analysis. TESOL J. 2020; 00:e530. https://doi.org/ 10.1002/tesj.530

Colburn, A., & Echevarria, J. (1999). Meaningful lessons. The Science Teacher, 66(2) 36-39.

Coppersmith, S., Slapac, A., & Song, K. (2019). Infusing linguistically and culturally responsive practices for English learners in social studies methods. Social Studies Education Review, 8(1) 45- 66.

Dumas-Landisi, M. & Honigsfeld, A. (2010). ELL instruction that works for all. Educator's Voice, 3, 74- 81.

Echevarria, J. (2006). Helping English language learners succeed. Principal Leadership, 6(5), 16-21. National Association for Secondary School Principals.

Echevarría, J., & Colburn, A. (2006). Designing lessons: Inquiry approach to science using the SIOP ® Model. In A. Fathman & D. Crowther, (Eds.), Science for English language learners (pp. 95-108). National Science Teachers Association Press.

Echevarria, J., Frey, N., & Fisher, D. (2015). What it takes for English learners to succeed. Educational Leadership, 72(6), 22-26.

Echevarria, J., Powers, K., & Elliott, J. (2004). Promising practices for curbing disproportionate representation of minority students in special education. Issues in Teacher Education, 13(1), 19-34.

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 (pp. 251-303). Dept. of Education.

Echevarria, J., & Short, D. (2004). Using multiple perspectives in observations of diverse classrooms: The Sheltered Instruction Observation Protocol. In H. Waxman, R. Tharp, & R. Hilberg (Eds.), Observational Research in U.S. Classrooms (pp. 21-47). Cambridge Univ. Press.

Echevarria, J., Short, D., & Powers, K. (2008). Making content comprehensible for non-native speakers of English: The SIOP Model. The International Journal of Learning, Volume 14, Issue 11, pp. 41-50. Article: Print (Spiral Bound). Article: Electronic (PDF File; 639.531KB).

Echevarria, J., & Vogt, M. (2010). Using the SIOP Model to improve literacy for English learners. New England Reading Association Journal (NERAJ), 46(1) 8-15.

Hansen-Thomas, H. (2008). Sheltered Instruction: Best practices for ELLs in the mainstream, Kappa Delta Pi Record, 44(4), 165-169. DOI: 10.1080/00228958.2008.10516517

Lomashvili, L. (2022). How to incorporate language form, function, and structure in the SIOP Model lessons. International Journal of English Language Teaching, 9(2), 8-18.

Murillo, R., & Alejandro, H. (2013). Adapting features from the SIOP component: Lesson delivery to English lessons in a Colombian public school. Profile Issues in Teachers Professional Development, 15(1), 171-193.

Nora, J., & Echevarria, J. (2016). No more low expectations for ELLs (N. Duke & E. Keene, Eds.), Not This But That series. Heinemann.

Prabjandee, D. (2016). Sheltered Instruction Observation Protocol (SIOP): Overview, misconceptions, and considerations for implementation. Journal of Education, 27(3), 1-17.

Qabaja, Z.M.M., Nafi, J.S., & Abu-Nimah, M.I. (2016). The effect of using the "SQP2RS via WTL" strategy through science context to 10th graders' reading comprehension in English in Palestine. Journal of Education and Practice, 7(26), 137-151.

Shanahan, T., & Echevarria, J. (2019). Policies the support improving the literacy levels of English learners. State Education Standard. National Association of State Boards of Education.

Short, D. (2017). How to integrate language and content learning effectively for English language learners. EURASIA Journal of Mathematics Science and Technology Education, 13(7b), 4237- 4260. DOI: 10.12973/eurasia.2017. 00806a

Short, D. (2000). What principals should know about sheltered instruction for English language learners. NASSP Bulletin, 84(619), 17-27. DOI:10.1177/019263650008461902

Short, D. (2013). Training and sustaining effective teachers of sheltered instruction. Theory Into Practice, 52(2), 118-127.

Short, D., & Echevarria, J. (December 2004/January 2005). Promoting academic literacy for English language learners. Educational Leadership, 62(4) 8-13.

Short, D., & Echevarria, J. (1999). The sheltered observation protocol: A tool for researcherteacher collaboration and professional development. (Educational Practice Report No. 3). Center for Research on Education, Diversity, & Excellence.

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Vogt, M., & Echevarria J. (2015). Reaching English learners: Aligning the ELA/ELD framework with SIOP. The California Reader, 49(1), 33.

[1] We appreciate the assistance of Susan Hurt in identifying and reviewing some of these studies.

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The SIOP Model has been developed and refined through 25+ years of sustained research and development studies. The discussion below highlights the first three major investigations. More details on these research projects can be found in Short, Echevarria, and Richards-Tutor (2011) as well as the articles cited in each description.

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UNLEASH YOUR CREATIVITY! Mister C makes "Learning Fun for Everyone" and knows how to inspire and connect with attendees and participants. Mister C takes teachers through more than 35 of his favorite experiments and demonstrations that will change the way teachers and students EXPERIENCE science and STEAM Learning! LIGHTS, CAMERA, ACTION!

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4/29/2020 Slides shared by SIOP® Author Dr. MaryEllen Vogt in SIOP Meet-Up #5

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BLOG: Four Benefits of Remote Learning for English Learners by Jana Echevarría

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BLOG: Four Benefits of Remote Learning for English Learners by Jana Echevarría

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Reflections on Teaching Multilingual Learners

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As teachers continue to adjust to remote learning during the COVID-19 pandemic, there are some aspects of the current situation from which we can learn and take back into classrooms when schools reopen. Of course, in-person instruction is much more effective than the remote learning into which teachers and students were suddenly thrust. There are innumerable advantages that classrooms settings offer including opportunities for students to interact, share ideas, problem-solve collaboratively, and hear and practice speaking English, while teachers are able to deliver instruction more effectively, read body language, respond to questions, check for comprehension and make adjustments, see how engaged students are in the material, conduct rich discussions and assess student progress. Further, remote learning has a disproportionately negative impact on students who lack internet access and up-to-date devices, English learners and those with disabilities.

While fully recognizing the difficult and sometimes agonizing issues teachers are dealing with, in this blog I attempt to find a silver lining in the storm clouds hanging over education during the pandemic. What are some positive lessons to be learned? What benefits can be culled from the ways in which teaching has been adapted for remote learning? Consider the following four benefits that might emerge from our present situation.

Prioritizing social-emotional wellness. SEL has been a buzzword for some time in education but the pandemic has brought the issue to the forefront in a very real way. Many students are experiencing stress about food insecurity, financial pressure, unhealthy family relational dynamics, and more. There is widespread agreement that we need to be concerned first about the wellbeing of our students while teaching becomes secondary. That is not to infer in any way that we abandon academics but teaching needs to be embedded with caring and understanding while we do our best to keep students on track academically. Students are facing difficult issues and the pandemic has exacerbated some that may have existed previously. When schools reopen and in-person instruction resumes, we would do well to continue caring for the wellbeing of students. Maintain some of the practices adopted with remote learning such as frequently checking in with students individually, asking how they are doing, getting to know each one better, holding virtual office hours where students may be more comfortable opening up, and so forth. There are lots of ideas on social media about what teachers are doing to connect with their students. The lessons learned during the present time can benefit students as we move forward.

Focused instruction. In our work with the SIOP Model, we say that teachers should ask themselves: What will students know or be able to do at the end of this lesson that they didn't know or weren't able to do (or do as well) at the beginning? This question should drive lesson planning and delivery. Students need to learn something in the time that they spend working on assignments whether work is provided online or in packets. Under normal circumstances, teacher lesson planning includes establishing content objectives (CO) based on content standards - the "what" students will learn, as well as language objectives (LO) that focus on the academic language that is essential for completing the work, e.g., key vocabulary. LOs might also focus on an aspect of English to be learned and/or practiced during the lesson, e.g., embedded clauses. Under current circumstances, some teachers are able to continue writing daily COs and LOs while other teachers might think about objectives for a week - or longer. What content can reasonably be taught this week? What key vocabulary will be taught and reinforced throughout the week? What language structures or grammatical forms will need to be taught in order for students to complete the lessons? Having COs and LOs for the week helps teachers organize instruction within a focused weekly plan.

Objectives also serve to assess the lesson's outcomes. Did students learn what the objectives intended? If not, reflect on why not? Do some students need additional support? Was the instruction adequate? What additional teaching needs to be done, or support provided, so that students can meet the objectives? Remote learning reduces the amount of instructional time available, so teaching needs to be focused and comprehensible for learners without the "fluff" such as activities that contribute little to student learning. It is not uncommon to confuse activities with instruction. Teaching typically comes first, then students may complete an activity to reinforce and practice what they've learned. In some cases, activities are designed for students to discover learning on their own or in groups, such as researching a topic and presenting information. But learning needs to take place and it needs to be measurable. During the pandemic, grades may not be given but lots of feedback should be provided to students so that they can continue to advance their learning. When classes resume, the focused instruction that teachers have delivered, the kind that gets to the "meat" of teaching and learning, should continue.

Chunking information. Remote learning requires teachers to reduce the amount of content they teach and chunk content into more manageable pieces. English learners and many other students struggle to read and process large amounts of text or information independently without a teacher on hand to offer support when needed. Teachers might have students read a section of text and after each paragraph ask questions that help students understand its meaning. Difficult or unfamiliar concepts and words are explained, and rereading might be necessary. Be sure to space out and revisit the lesson's language and concepts over time. Research tells us that the brain can absorb only so much information at a time, therefore students benefit more from frequent, shorter sessions than from longer ones. These same chunking practices should continue when school resumes, especially with English learners.

Individualized teaching. Remote learning can offer more flexibility than a traditional classroom setting, and with some types of instructional delivery remote learning becomes more individualized than when teaching in a whole class setting. Synchronous, or real time, online meetings are effective for some purposes such as building a sense of community and for delivering mini-lessons. However, an asynchronous instructional approach is preferable for the most part since it allows students to participate at their convenience and may include threaded discussions or video responses to a discussion question using a platform like FlipGrid. Asynchronous assignments benefit most students but especially those who are shy as well as English learners who are reticent about speaking up in class. Students have time to think in detail and perhaps even look up words in a bilingual dictionary before submitting their response. The teacher sets a deadline for submitting responses, but students don't have the pressure of performing on the spot. With threaded discussions and video submissions, the teacher can either respond to each student with feedback or ask the students to post responses to each other, either written in a threaded discussion or by submitting a video response. With asynchronous individual accountability, it is harder for students to "hide" as they sometimes do in a classroom environment and teachers are finding that some of their quieter students are participating to a greater degree. Also, since teachers receive a written response, a completed assignment, or some kind of communication from each student, teacher feedback is individualized based on what the student submits. Remote learning has the potential for examining more closely students' work to determine students' strengths and areas for improvement, then adjusting instruction accordingly. When in-person classroom instruction resumes, using more individualized approaches should become the norm. Students get more of the individualized attention they need with specific teacher feedback.

Although this is an incredibly challenging time for teachers, students, and their families, some of the practices that have emerged may positively influence the way instruction is delivered when we are back to having students in class.

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Four Benefits of Remote Learning for English Learners

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As teachers continue to adjust to remote learning during the COVID-19 pandemic, there are some aspects of the current situation from which we can learn and take back into classrooms when schools reopen. Of course, in-person instruction is much more effective than the remote learning into which teachers and students were suddenly thrust.

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Math - Order of operations acronym "PEDMAS"
Follow Mister C on Twitter @OriginalMisterC for GREAT STEM vids and ideas!
Also check out his YouTube Channel here: https://www.youtube.com/channel/UCJsNPRiVj0wIwC-bwGQ521w
Shared on 4/22 SIOP® Meet-Up #4

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PEMDAS - Order of Operations RAP [Official Music Video] | Mister C (Song #3)

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1. Pick an image (or even upload your own).
2. Type in your top line
3. Type in your bottom line
4. Click "Generate"
Shared on 4/22 SIOP® Meet-Up #4

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The Fastest Meme Generator on the Planet. Easily add text to images or memes.

Draw Add Image Spacing

Upload new template

Generate meme text with AI.

What is the Meme Generator?

It's a free online image maker that lets you add custom resizable text, images, and much more to templates. People often use the generator to customize established memes, such as those found in Imgflip's collection of Meme Templates. However, you can also upload your own templates or start from scratch with empty templates.

How to make a meme

Choose a template. You can use one of the popular templates, search through more than 1 million user-uploaded templates using the search input, or hit "Upload new template" to upload your own template from your device or from a url. For designing from scratch, try searching "empty" or "blank" templates.

Add customizations. Add text, images, stickers, drawings, and spacing using the buttons beside your meme canvas.

Create and share. Hit "Generate Meme" and then choose how to share and save your meme. You can share to social apps or through your phone, or share a link, or download to your device. You can also share with one of Imgflip's many meme communities.

How can I customize my meme?

You can move and resize the text boxes by dragging them around. If you're on a mobile device, you may have to first check "enable drag/drop" in the More Options section. You can add as many additional text boxes as you want with the Add Text button.

You can customize the font color and outline color next to where you type your text.

You can further customize the font for each text box using the gear icon next to the text input. Imgflip supports all fonts installed on your device including the default Windows, Mac, and web fonts, including bold and italic. Over 1,300 free fonts are also supported for all devices. Any other font you want can be used if you first install it on your device and then type in the font name on Imgflip.

You can insert popular or custom stickers and other images including scumbag hats, deal-with-it sunglasses, speech bubbles, and more. Opacity and resizing are supported, and you can copy/paste images using CMD/CTRL + C/V for quick creation.

You can rotate, flip, and crop any templates you upload.

You can draw, outline, or scribble on your meme using the panel just above the meme preview image.

You can create "meme chains" of multiple images stacked vertically by adding new images with the "below current image" setting.

You can add special image effects like posterize, jpeg artifacts, blur, sharpen, and color filters like grayscale, sepia, invert, and brightness.

You can remove our subtle imgflip.com watermark (as well as remove ads and supercharge your image creation abilities) using Imgflip Pro orImgflip Pro Basic.

Can I use the generator for more than just memes?

Yes! The Meme Generator is a flexible tool for many purposes. By uploading custom images and using all the customizations, you can design many creative works including posters, banners, advertisements, and other custom graphics.

Can I make animated or video memes?

Yes! Animated meme templates will show up when you search in the Meme Generator above (try "party parrot"). If you don't find the meme you want, browse all the GIF Templates or upload and save your own animated template using the GIF Maker.

Do you have a wacky AI that can write memes for me?

Funny you ask. Why yes, we do. Here you go: imgflip.com/ai-meme (warning, may contain vulgarity)

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Insanely fast, mobile-friendly meme generator. Caption memes or upload your own images to make custom memes

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At Home Learning Tips Slides with Sheniqua Johnson

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At Home Learning Tips Slides with Sheniqua Johnson

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Lewisville ISD, TX
Follow Sheniqua on Twitter at @onelasword
Shared on 4/22 SIOP® Meet-Up #4

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Click here: www.tinyurl.com/SIOPMU4TakeAways
What is 1 take-away or idea you will try? How might you modify it for your students and for your mode of delivery?

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Shared by Cornelia Okraski
Follow Cornelia on Twitter @corlaprof

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Click below to listen to the session recording.

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Join my upcoming webinar! Sign up today!

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Shared by Ana Segulin  as a way to create Vocabulary chart with definitions and images.
Follow @asegulin on Twitter
Shared in 4/15 SIOP® Meet-Up #3

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Boost reading and writing confidence across all types of content and devices, in class, at work, and at home.

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Esther Park's "Distance Learning Weekly Assignment" Slide - Copy it and make it your own.

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Esther Park's "Distance Learning Weekly Assignment" Slide - Copy it and make it your own.

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Follow Esther @MrsEPark1
Shared in 4/15 SIOP® Meet-Up #3

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Tweet from Esther Parks @MrsEPark1
Using @GoogleForEdu Slides w/ hyperlinked activities targeting diff language domains
Shared in 4/15 SIOP® Meet-Up #3

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I am ready for the NEW adventure of #distancelearning & all the AMAZING learning experiences, failures & successes it will bring. Using @GoogleForEdu Slides w/ hyperlinked activities targeting diff language domains 📒✍️👂🗣️ 

#BetterTogether #remotelearning #educhat #ELLchat

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I am ready for the NEW adventure of #distancelearning & all the AMAZING learning experiences, failures & successes it will bring. Using @GoogleForEdu Slides w/ hyperlinked activities targeting diff language domains 📒✍️👂🗣️ 

#BetterTogether #remotelearning #educhat #ELLchat https://t.co/eKKISHBYFB

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I am ready for the NEW adventure of #distancelearning & all the AMAZING learning experiences, failures & successes it will bring. Using @GoogleForEdu Slides w/ hyperlinked activities targeting diff language domains 📒✍️👂🗣️ 

#BetterTogether #remotelearning #educhat #ELLchat https://t.co/eKKISHBYFB

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I am ready for the NEW adventure of #distancelearning & all the AMAZING learning experiences, failures & successes it will bring. Using @GoogleForEdu Slides w/ hyperlinked activities targeting diff language domains 📒✍️👂🗣️ 

#BetterTogether #remotelearning #educhat #ELLchat https://t.co/eKKISHBYFB

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I am ready for the NEW adventure of #distancelearning & all the AMAZING learning experiences, failures & successes it will bring. Using @GoogleForEdu Slides w/ hyperlinked activities targeting diff language domains 📒✍️👂🗣️ 

#BetterTogether #remotelearning #educhat #ELLchat

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Slides shared by Katie Toppel, Ed.D.
Follow Katie on Twitter @Toppel_ELD
Shared in 4/15 SIOP® Meet-Up #3

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Click below to listen to the session recording.

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Shared ideas for using Padlet with students and fellow educators.

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Send snail mail to students. Order stamps online.
Shared by Monica Starkweather on 4/8 SIOP® Meet-Up #2

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USPS Connect™ Local

Team up with USPS to offer your neighborhood customers same-day or next-day delivery.* Learn how to join the USPS Connect Local Directory program.

Learn More about USPS Connect Local

* Same-day delivery is expected but not guaranteed, and may not be available at all locations. Next-day delivery may be impacted by holidays and availability of Sunday delivery. Additional restrictions may apply.

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Welcome to USPS.com. Track packages, pay and print postage with Click-N-Ship, schedule free package pickups, look up ZIP Codes, calculate postage prices, and find everything you need for sending mail and shipping packages.

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Shared in 4/1 and 4/8 SIOP® Meet-Ups

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ESL at Home: 8 Weeks, Tech Free (Instructions in Many Languages)

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ESL at Home: 8 Weeks, Tech Free (Instructions in Many Languages)

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Created and shared by Maria Montroni-Currais, ESL and G&T Teacher, Somerdale, NJ along with contributions from educators across the USA
Follow Maria at @MrsMCESL on Twitter
Shared on 4/8 SIOP® Meet-Up #2

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Hello! Thanks so much for your commitment to your students. Here you will find links to activities for students in grades K through 12. They require only paper and pencil, and some materials that can be found around the house.

English K-8, Weeks 1-8, written by Maria Montroni-Currais, NJ. English K-8, Weeks 9-12 written by Meghan Love and Laura McAulay, SC

Spanish, courtesy of the River Falls District, WI. Spanish Weeks 5-8 courtesy of Kelly Cesarski, NJ, Spanish Weeks 9-12 courtesy of Tiffany Wells, NJ

Portuguese, courtesy of Maria Costa, MA. Portuguese Weeks 5-8, courtesy of Elisangela Defreitas

Somali, courtesy of the Saint Cloud, MN Community Volunteers. Somali weeks 5-8 courtesy of Hassan Adan, MN.

Arabic, courtesy of Sarah Badi, TN via Marci Butler, Sumner County Schools, TN

Chinese, courtesy of a student and her family, WV. Chinese weeks 5-8 courtesy of Sue Zhao, TN via Marci Butler, Sumner County Schools, TN

French, courtesy of Jennifer Larance, VA

Urdu, courtesy of Saba Ahmed, NJ

Vietnamese, courtesy of Julia O'Neil, MN and Mai Hoang

Punjabi, courtesy of Savdeep, Hargurjeet, and Ritu, NJ.

Polish, courtesy of Kasia Liu, NJ.

Hindi, courtesy of Savdeep, Hargurjeet, and Ritu, NJ. Hindi weeks 5-8 courtesy of Shilpa Palawat, Lincoln Community School, NJ

Haitian Creole, courtesy of Denise Vega-Moore, East Orange School District, NJ

Turkish, courtesy of Ayse Takhim, NJ

Burmese, courtesy of Globelink, LLC via Talonna Hybki, CO

Korean, courtesy of JaeJun Daniel Cho via Lisa Geib and Heidi Son, TX and Eun Jung Kim, Benjamin Banneker Academy, East Orange School District, NJ

Japanese, courtesy of Mizuho Furusawa, TN. Japanese weeks 5-8 courtesy of an anonymous teacher, TN, via Marci Butler, Sumner County Schools, TN

German, courtesy of Michelle Cimenton, Lyons H.S., KS

Italian, courtesy of Andrea Williams, KS

Nepali, courtesy of Tarwan Tiwari, Nepali liason for Springfield, MA

Khmer, courtesy of Phala Chea, MA

English 9-12, courtesy of Cornelia Okraski, Fort Mill, SC

Romanian, courtesy of Maria Bornea, TN. Romanian weeks 5-8 courtesy of Ruxandra Wagner, parent, TN via Marci Butler, Sumner County Schools, TN

Farsi, courtesy of Yara Ahrar, ESOL Teacher, Fort Mill School District, SC

Tagalog, courtesy of Glenn and Margaret Rutaquio, Garland ISD, TX

Swahili, via Your Language Connection and the school district of Lancaster, PA and Linda Cyomuhendo from Jewish Family Services in Springfield MA. Swahili weeks 9-12, courtesy of Kerry Martins, MA

Ukrainian, courtesy of Maryana, Syracuse, NY

Pashto, *translation is hand-written* courtesy of Shereen Khan and family

Russian, courtesy of Olga Tamm, via Marci Butler, Sumner County Schools, TN

Albanian, courtesy of Anisa Bega and Viollca Sumbulla from Plymouth-Canton Community Schools

Zomi, Kinyarwanda, Hakha Chin, courtesy of LoriAnn Martin, Warren County Public Schools, KY

We are still looking for translations in languages such as:
Thai, Hmong, Tigrinyan, Kurdish
If you or someone you know can effectively translate into these languages, please email mmontroni@Somerdale-park.org.

Stay healthy! - Maria Montroni-Currais, ESL and G&T Teacher, Somerdale, NJ
ESL at Home and www.eslathome.edublogs.org Copyright 2020

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Hello! Thanks so much for your commitment to your students. Here you will find links to activities for students in grades K through 12. They require only paper and pencil, and some materials that can be found around the house. English K-8, Weeks 1-8, written by Maria Montroni-Currais, NJ.

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NC standards-aligned, Remote Learning activities for children birth through 2nd grade are now available in the NC OEL Google site. These activities do not require the use of technology. (English and Spanish available)
Shared on 4/8 SIOP® Meet-Up #2

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Click below to listen to the session recording.

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SIOP® Meet-Up #1 4/1/2020 Collection of ideas 

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SIOP® Meet-Up #1 4/1/2020 Collection of ideas 

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Cereal box ideas for at home learning

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Horry County Schools, SC
Shared on 4/8 SIOP® Meet-Up #2

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#hcspdl "horry county schools" "edtech tools" "dear dis" #edtech tutorial creation ios gsuite googledu appleedu seesaw

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A collection of #mlearning #elearning tutorials for #hcspdl teachers and students to utilize #edtech tools in their classroom. Interactive aspects of the channel include working with #DearDISes to let us know what you need by emailing dearDISes@gmail.com or visiting our site: http://deardises.weebly.com/

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Horry County Schools, SC
Shared on 4/8 SIOP® Meet-Up #2

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How to use Padlet in the Classroom - Padlet Tutorial

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Messaging app - Text and audio messaging available
Create groups for classes and or work groups.
Mentioned in 4/1 SIOP® Meet-Up #1

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WhatsApp | Secure and Reliable Free Private Messaging and Calling

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Use WhatsApp Messenger to stay in touch with friends and family. WhatsApp is free and offers simple, secure, reliable messaging and calling, available on phones all over the world.

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Recorded lessons and summary lesson for her high school students.
Shared with Permission.
Follow Emily Francis on Twitter at @emilyfranESL
Shared in 4/1 SIOP® Meet-Up #1

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This channel was originally created to showcase all the awesomeness happening in our ESL classroom at Concord High School in Concord, NC. You'll find great learning experiences for students in 9th - 12th grade.

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Corona-Norco Unified School District, CA
Shared on 4/8 SIOP® Meet-Up #2

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Free access to research articles

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Translating a Piece of Paper with Google Translate App

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Translating a Piece of Paper with Google Translate App

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Shared with permission from Laura McAulay, EL Teacher in S.C.
Help families quickly translate letters and homework assignments sent from school into their home language. Click "cc" to see closed captioning in many languages (English, Spanish, Portuguese, Haitian Creole, Japanese, and Mandarin).
Follow @lmcaulay04 on Twitter for more great ideas!
Shared on 4/8 SIOP® Meet-Up #2

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Translating a Piece of Paper with Google Translate App

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Shared with permission from Valerie Henderson Silva, Spanish Teacher in TN
Shared in 4/1 SIOP® Meet-Up #1

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LOTs of great ELL resources created and shared by Michelle Shory and Irina McGrath, Ph.D. at ELL2.0.
Follow @michelleshory and @irina_mcgrath on Twitter.
Shared in 4/1 SIOP® Meet-Up

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allyson.newton@savvas.com
Feel free to contact me with any questions!

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Shared in 4/1 SIOP® Meet-Up

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Larry Ferlazzo's "7 Tips for Remote Learning"

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Larry Ferlazzo's "7 Tips for Remote Learning"

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Education Week
Shared in 4/1 SIOP® Meet-Up

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My New Ed Week Video: "7 Tips For Remote Learning"

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I just did this video with Education Week. Let me know what you think!

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Distance Learning with No Tech? No Problem.  

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Distance Learning with No Tech? No Problem.  

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Distance Learning Ideas shared by Michelle Shory and Irina McGrath, Ph.D.
Follow @michelleshory and @irina_mcgrath on Twitter.
Shared in 4/1 SIOP® Meet-Up #1 and 5/27 SIOP® Meet-Up #9

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By Michelle Shory and Irina McGrath, Ph.D.
Follow @michelleshory and @irina_mcgrath on Twitter.
Shared in 4/1 SIOP® Meet-Up #1

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Join us.

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Quick and easy - Record audio and save as file to share with students and/or families.
Shared on 5/20 SIOP® Meet-Up #8

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Vocaroo is a quick and easy way to share voice messages over the interwebs.

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SIOP Checklist, SIOP Lesson Templates, SIOP® Author webinar recordings and more...

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Request more information for your school or district at https://www.savvas.com/index.cfm?locator=PS2rWo today!

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After you Sign up for Twitter, the next step is to set up your account by following the steps below:

Customize your profile, including picking a profile photo and header.

Add a bio.

Set up your timeline by following people or Topics.

Tips for picking a username

Your username, also known as a "handle," is the name your followers use when sending replies, mentions, and Direct Messages.

It will also form the URL of your Twitter profile page. We'll provide a few available suggestions when you sign up, but feel free to choose your own. You can change your username in your account settings at any time, as long as the new username is not already taken.

Usernames must be fewer than 15 characters in length and cannot contain "admin" or "Twitter", in order to avoid brand confusion.

A Twitter account is your passport to what's happening in the world and what people are talking about right now. By signing up for an account, you're among the first to know about breaking news and what's popular--from the funny to the uplifting to the surprising. If a topic is worth talking about, you'll find it on Twitter.

Some things to note:

You can sign up for a Twitter account with an email address or phone number.

We'll guide you through our sign up experience -- prompting you to enter information like your name and email address or phone number.

If you sign up with an email address, it won't be publicly visible, but we'll have you verify it through a confirmation email we'll send you. And an email address can only be associated with one Twitter account at a time.

If you sign up with a phone number, we'll have you verify it through an SMS text message with a code. (You can also request a voice call to verify your phone number.)

I have a Twitter account now! What's next?

Follow our official account, @TwitterSupport. You'll be the first to hear about product news, how-tos, and announcements.

Follow some Topics. It's a great way to create a customized Twitter experience for yourself.

Find and follow news sources, friends, more on Twitter. When you follow an account, you'll see their Tweets through your Twitter Home timeline. You can unfollow anyone at any time.

Customize settings for your new account.

Ready for more? We've got everything you need to know about using Twitter.

By using Twitter's services you agree to our Cookies Use. We use cookies for purposes including analytics, personalisation, and ads.

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How to sign up for Twitter and create a new Twitter account

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After you Sign up for Twitter, the next step is to set up your account by following the steps below: Customize your profile, including picking a profile photo and header. Add a bio. Set up your timeline by following people or Topics.

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Resources shared in real-time to support students' academic language development and content learning