Course Outline. Dates, Times, Locations: 1. Wednesday, October 9, 2013; 8:30 AM- 3:30 PM; ADC- Room 341.

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1 Course Outline Course Title: SIOP- WIDA Credits: 4 (500 level) Grading: Pass/Fail Instructor of Record: Pamela Kay Kimble, Ph.D. Facilitator: Jennifer Randall, M.Ed. Dates, Times, Locations: 1. Wednesday, October 9, 2013; 8:30 AM- 3:30 PM; ADC- Room Saturday, November 16, 2013; 8:30 AM- 3:30 PM; ADC- Boardroom. 3. Thursday, December 12, 2013; 8:30 AM- 3:30 PM; ADC- Boardroom 4. Saturday, January 18, 2014; 8:30 AM- 3:30 PM; ADC- Boardroom 5. Thursday, February 13, 2014; 8:30 AM- 3:30 PM; ADC- TLC 6. Saturday, March 8, 2014; 8:30 AM- 3:30 PM; ADC- Boardroom 7. Thursday, April 10, 2014; 8:30 AM- 3:30 PM; ADC- Boardroom 8. Thursday, May 8, 2014; 8:30 AM- 3:30 PM; ADC- Boardroom Total Course Hours: a minimum of 56 including at least 8 hours of collaboration and implementation coaching. Course Description: SIOP- WIDA introduces the learners to the Sheltered Instruction Observation Protocol, issues related to second language acquisition, World- Class Instructional Design and Assessment (WIDA), and cultural awareness. The goal of the course is to engage learners in best practice as it relates to English Language Learners. To that end, its focus is to help Title I school teachers: 1) use appropriate lesson preparation, 2) build student background for learning, 3) use comprehensible input in teaching, and 4) employ a variety of strategies to assist their students with their conceptual understanding of academic English in the content areas. In the second two- credit section of SIOP- WIDA, learners will 5) facilitate interaction among their students that supports academic language learning, 6) develop instructional plans that promote practice and application of content and language objectives, 7) document their use of well paced and engaging lessons, and 8) create and employ review and assessment that informs both their

2 instruction and students learning. Given research- based teaching materials and methods, the learners will demonstrate their ability to reflectively analyze their own teaching and synthesize new knowledge into their teaching practices. Learners will engage in implementation practices throughout course, as documented in portfolios, and plan for meaningful continuous professional learning following the course completion. Course Goals: Upon successful completion of the course, the learner will: 1. Consistently create, use, and reflect on content and language objectives, instructional strategies and resources, and review and assessment methods that are appropriate to the individual and special needs of students, especially ELL students. 2. Demonstrate knowledge of second language acquisition, including use of WIDA Standards, and connections to other domains of knowledge. 3. Create a learning environment in which all students are actively engaged and contributing members through clear communication, use of stimulating and inclusive instructional and assessment strategies, and adapting methods for language learners. 4. Develop collegial relationships and professional practices of reflection on student data to promote professional development. 5. Create, use, and revise a portfolio of teaching resources that reflect their implementation of SIOP and WIDA learning and its supported implementation among continuous efforts to learn and use best practices in instruction. Course Policy: Participants must attend all course hours. Adjustments are at the discretion of the instructor. Class Meeting Activities: 1. Wednesday, October 9, 2013; 8:30 AM- 3:30 PM; ADC- 341: Overview of SIOP- WIDA; SIOP Component 1, Lesson Preparation, including writing meaningful Content Objectives and related Can Do Statements and Language Objectives. Writing objectives that guide instruction, learning activities, choice of materials, and assessment. Implementation support: In no less than 2 hours, interview at least three students, preferably including an ELL student, about the use of Content Objectives or Can Do Statements and Language Objectives. 2. Saturday, November 16, 2013; 8:30 AM- 3:30 PM; ADC- Boardroom: How ELL became a Civil Right. Review of the FNSBSD flowchart of ELL identification and service using sample, anonymous student information. SIOP Component 2, Building Background, including linking to students backgrounds and previous learning. Also, explicitly teaching key vocabulary. Using WIDA Can- Do descriptors, proficiency levels, and student evidence of their proficiency levels. Implementation support: In no less than 1.5 hours of collaboration with your school s ELL teacher/tutor, review one ELL student s Can- Do Descriptors,

3 WIDA ACCESS test scores, and her/his ELL Support Services Plan. For your portfolio and the next class, prepare a written recommendation concerning your own instructional implications for an ELL student s Support Services plan. Quote from SIOP, WIDA, and student work samples to support your recommendations for the instructional implications. 3. Thursday, December 12, 2013; 8:30 AM- 3:30 PM; ADC- Boardroom: SIOP Component 3, Comprehensible Input; WIDA MPIs, Language Functions, Content Stem, & Supports; Second language acquisition theory and process. How experiences influence language learning, and SIOP s role in supporting instruction that enhances the acquisition process. Implementation support: Be observed for no less than.5 hour with the SIOP- trained observer using SIOP protocol for at least components 1, 2, & 3. Following a post- observation conference to discuss the protocol, complete a reflection paper about how SIOP practices are supporting your students learning. Include work samples from at least your ELL student and your own lesson planning to support your reflection. This observation and reflection is to be completed in December or January and submitted no later than the February 13, 2014 class. 4. Saturday, January 18, 2014; 8:30 AM- 3:30 PM; ADC- Boardroom: SIOP Component 4, Strategies; WIDA Model Performance Indicator transformations; practice observing and collaborating with colleagues, using SIOP. SIOP- WIDA as a vehicle for continuous professional development. 5. Thursday, February 13, 2014; 8:30 AM- 3:30 PM; ADC- TLC: Continue practicing SIOP Component 4, Strategies; introduce SIOP Component 5, Interaction. Using student interaction to support academic language and WIDA speaking expectations; Kagan Structures for interaction and engagement of all learners. Implementation Support: Invest at least 1.5 hours of reflecting on instruction that enabled engagement and interaction, with documentation to support your reflection. Your reflection should also include what WIDA supports you used and why you chose those WIDA supports. Quote samples of student academic language use (especially by ELL student) during interaction. 6. Saturday, March 8, 2014; 8:30 AM- 3:30 PM; ADC- Boardroom: SIOP Component 6, Practice/Application and SIOP Component 7, Lesson Delivery; building fluency in choosing and transforming WIDA MPIs, based on student data. Implementation Support: Invest no less than.5 hour responding to online prompts and participating in professional conversation about at least two readings, chosen from an assigned bibliography. 7. Thursday, April 10, 2014; 8:30 AM- 3:30 PM; ADC- Boardroom: SIOP Component 8, Review and Assessment. Choosing and using WIDA MPIs at levels appropriate for instruction and assessment. Using student data (including an ELL student s current proficiency levels in the four language domains), content objectives, language

4 objectives, WIDA resources, and district curriculum materials to write effective formative assessment, subsequent review, and summative assessment. Implementation Support: Investing no fewer than 2 hours in the process, be observed, for at least a.5 hour lesson, by a course facilitator or an ELL teacher who is completing a full SIOP protocol during that observation. Engage in a post observation conference then document your reflection on the process and your thoughts about the SIOP protocol as one means of facilitating your continuous professional development related to using best instructional practices. 8. Thursday, May 8, 2014; 8:30 AM- 3:30 PM; ADC- Boardroom: Informed by our portfolios, sharing our learning and planning for continuous professional development. Exploring SIOP and WIDA as one vehicle to support professional development for instructional practices that enhance student learning, especially that of ELL students. Planning our roles in SIOP- WIDA implementation and continuous learning within our schools. Exploring other means of informing our professional practice. Acknowledging the roles colleagues have had, and continue to play, in professional learning. Evaluation*+: To earn credits, participants are required to: 1. Attend and contribute professionally in all class sessions. 2. Read, discuss, and reflect on all assignments in a timely, professional manner, keeping Portfolio Entries current. 3. In class #2, submit interview notes and quotes from at least three students, one of whom is an ELL student, and reflections about consistent use of Content Objectives, Can Do Statements, and Language Objectives. 4. In class #3, submit recommendations, using professional references, on a Support Services Plan. 5. In class #4 or #5, submit SIOP protocol, with at least Components 1, 2, and 3 addressed, used during an observation of your teaching and discussed in a post observation conference. Additionally, submit a reflection on student learning, referencing provided work samples. Finally, share current questions about instructional practice, citing lesson plan(s). 6. In class #6, submit at least two forms of documentation of your instruction that engaged students in academic vocabulary learning. Add WIDA supports you chose to provide for students and student- based rationale for those choices. Finally, quote at least one ELL student s use of academic language. 7. In class #7, documentation of valuable learning and contributions to an on- line professional conversation about SIOP- WIDA and second language acquisition research readings and topics. 8. In class #8, submit a SIOP protocol completed by a course facilitator or ELL teacher as they observed you teaching. Attach notes from the post observation conference and reflection notes about the process of collegial observation and collaboration. Close with suggestions for how SIOP might support continuous professional development for you and those at your school with next steps you would like to take and ways Title I professional development can your support your efforts.

5 *The course instructor and facilitator reserve the right to adapt evaluation assignments to meet the needs of course participants. Any adaptation, if it occurs, will be clearly communicated in a timely manner. +See also the SIOP- WIDA Evaluations/Portfolio Entries and their Rubrics page. Disabilities Services Disability Services, a part of UAF s Center for Health and Counseling, provides academic accommodations to enrolled students who are identified as being eligible for these services. If you believe you are eligible, please contact Disability Services on the Fairbanks Campus at (907) , fydso@uaf.edu