In an age of high accountability, Sheltered Instruction Observation Protocol, or SIOP®, offers an empirically validated approach to teaching that helps prepare all students, especially English learners, for college and careers. As a framework for organizing instruction, the SIOP® Model supports teachers in planning and delivering high-quality instruction for all students.
There are eight interrelated components to the SIOP® Model. These components provide research-based instructional strategies that help support the academic and linguistic needs of students.
The SIOP® Model helps optimize language learning. Research shows the SIOP® Model helps educators with all students, most notably English language learners. When implemented to a high degree, SIOP® will improve the performance of your students with high language demands.
The SIOP® Model establishes an effective instructional approach to support content and language objectives. Research studies on SIOP® prove its effectiveness in real-world classroom settings at all grade levels, from elementary through high school. Teachers trained in using the SIOP® model have been shown to significantly improve scores on language tests versus teachers who had no training. Watch a video or browse through the research to see how the SIOP® Model can help your teachers and students.
Learn how the SIOP® Model was developed and validated. Watch Video
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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
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See how schools and districts have achieved dramatic student success with the SIOP® Model.
Pre-K, elementary, and secondary subject area teachers, reading/language arts and English teachers, resource teachers, coaches, specialists, special educators, community college, and university professors can and do implement the SIOP® Model. It may be part of a general education program, an ELL program, a late-exit bilingual program, a dual-language/two-way bilingual immersion program, a newcomer program, a sheltered program, or even a foreign language immersion program.
No. The SIOP® Model has also been validated with native English speaking students, both general education and special education students, and former English learners. When teachers implement the thirty features consistently, all subgroups of students, including students receiving special education services, demonstrate academic gains.
It will certainly help, but it's not enough. Beginning speakers, or newcomers, need intensive English instruction provided by an ELL or ELD teacher, in addition to effective SIOP® instruction the rest of the day. If newcomer programs are not available, SIOP® instruction provides students with the best opportunity to comprehend lessons.
Anyone who will be working with English learners, including teachers, support personnel, instructional assistants, and administrators.
In addition, an overview of the SIOP® Model is beneficial for School Board members and district-level administrators, so everyone is starting on the "same page" with the same ultimate goal.
Yes. The Common Core State Standards can be used to guide content and language objectives in English language arts and mathematics. The fact that the Common Core State Standards include listening and speaking standards, when a number of state English language arts standards do not, is beneficial to teachers working with English learners.