Literature Review
Sheltered Instruction (SI)
Overview/Background
Sheltered Instruction, or SI, was first developed as SIOP, or the Sheltered Instruction Observation Protocol by Jana Echevarria, Deborah Short, and Mary Ellen Vogt and has been researched, analyzed, and changed to meet the needs of ELL students since 1995. It was an instrument used by researchers to determine how well teachers were implementing the features of sheltered instruction, SI, into their lessons. This became the known as the SIOP model. Sheltered Instruction is an instructional framework that allows instructors to make grade-level academic content concepts comprehensible and accessible to ELL students through specialized strategies and techniques. Simultaneously, students …show more content…
It took a look at 513 students across grades 4-10 in 15 schools that were using the READ 180 program from the 2005-2006 school year. Out of the 513 students, 53% were general education students, 32% were students with disabilities, 12% were English language learners (ELL), and 4% were both ELL and had a disability. At the end of the 2008-2009 school year, data from two standardized achievement tests, the Massachusetts Comprehensive Assessment System English Language Arts (MCAS ELA) and Northwest Evaluation Association Measures of Academic Progress (NWEA MAP), were collected and analyzed. The findings showed that there were significant measurable gains from the previous school year. When the student population was looked at as a whole, 50% of all READ 180 students increased their performance levels in at least one category. When broken down into the specific groups, 55% of general education students, 42% of students with disabilities, 47% of ELL students, and 43% of students that were ELL and had a disability made gains on at least one level of performance. Examining the NWEA MAP data for this school district, the results also showed positive trends as to whether students met their expected growth targets. The three levels that were looked at were below target, met target, and above target. The general education and ELL students that utilized READ 180 …show more content…
“Integrating with classroom instruction and identified by the CEO-led Change the Equation as one of just four STEM programs ready to scale nationally, ST Math incorporates the latest research in learning and the brain and promotes mastery-based learning and mathematical understanding” (WEBSITE). To help improve conceptual understanding and problem-solving skills as well as math comprehension and proficiency, the software uses visual, interactive, and game-based instruction to visually represent mathematical concepts without any written instruction or direction. With this approach, ST Math helps students tap into the spatial-temporal reasoning ability, “which lies at the core of innovative thinking and sophisticated problem-solving [and] allows the brain to hold visual, mental representations in short-term memory and evolve them in both space and time, thinking multiple steps ahead” (WEBSITE). Students are able to take the visual demonstrations and connect them to the classroom instruction and objectives whether it is in the classroom or at
Sheltered Instruction (SI)
Overview/Background
Sheltered Instruction, or SI, was first developed as SIOP, or the Sheltered Instruction Observation Protocol by Jana Echevarria, Deborah Short, and Mary Ellen Vogt and has been researched, analyzed, and changed to meet the needs of ELL students since 1995. It was an instrument used by researchers to determine how well teachers were implementing the features of sheltered instruction, SI, into their lessons. This became the known as the SIOP model. Sheltered Instruction is an instructional framework that allows instructors to make grade-level academic content concepts comprehensible and accessible to ELL students through specialized strategies and techniques. Simultaneously, students …show more content…
It took a look at 513 students across grades 4-10 in 15 schools that were using the READ 180 program from the 2005-2006 school year. Out of the 513 students, 53% were general education students, 32% were students with disabilities, 12% were English language learners (ELL), and 4% were both ELL and had a disability. At the end of the 2008-2009 school year, data from two standardized achievement tests, the Massachusetts Comprehensive Assessment System English Language Arts (MCAS ELA) and Northwest Evaluation Association Measures of Academic Progress (NWEA MAP), were collected and analyzed. The findings showed that there were significant measurable gains from the previous school year. When the student population was looked at as a whole, 50% of all READ 180 students increased their performance levels in at least one category. When broken down into the specific groups, 55% of general education students, 42% of students with disabilities, 47% of ELL students, and 43% of students that were ELL and had a disability made gains on at least one level of performance. Examining the NWEA MAP data for this school district, the results also showed positive trends as to whether students met their expected growth targets. The three levels that were looked at were below target, met target, and above target. The general education and ELL students that utilized READ 180 …show more content…
“Integrating with classroom instruction and identified by the CEO-led Change the Equation as one of just four STEM programs ready to scale nationally, ST Math incorporates the latest research in learning and the brain and promotes mastery-based learning and mathematical understanding” (WEBSITE). To help improve conceptual understanding and problem-solving skills as well as math comprehension and proficiency, the software uses visual, interactive, and game-based instruction to visually represent mathematical concepts without any written instruction or direction. With this approach, ST Math helps students tap into the spatial-temporal reasoning ability, “which lies at the core of innovative thinking and sophisticated problem-solving [and] allows the brain to hold visual, mental representations in short-term memory and evolve them in both space and time, thinking multiple steps ahead” (WEBSITE). Students are able to take the visual demonstrations and connect them to the classroom instruction and objectives whether it is in the classroom or at