Date of Award
Doctor of Education (EdD)
Abraham S. Fischler College of Education
This applied dissertation was designed to determine the effectiveness of using the Sheltered Instruction Observation Protocol with fidelity for English Language Learners (ELL) and its impact on student academic achievement through FCAT Reading and FSA scores. In a high school located in Central Florida that served approximately 2,244 students there were 1,129 (50.6%) students classified as English Language Learners (ELLs), by the 2016-17 school year the school expected to have 62% of their entire student body passing state mandated assessments in order to make Adequate Yearly Progress (AYP) (PCSB, 2013).
In order for the aforementioned to take place it was essential for teachers in all content areas to be addressing the needs of ELLs; hence the use of the Sheltered Instruction Observation Protocol (SIOP) Model can be seen as a teaching strategy for many struggling educators who do not know how to adequately meet the unique academic needs of this population of students.
The writer developed the following five research questions that served as a basis for this study: (1) To what extent did teachers improve their ELL instructional effectiveness as a result of using SIOP? (2) By what percentage had staff development improved teachers’ SIOP methodology knowledge? (3) By how much did student’s academic achievement in their reading scores from FSA improve as a result of teachers using SIOP Model in their instruction? 4. By how much did students’ academic achievement in their reading scores from FSA improve as a result of teachers using SIOP Model in their instruction? and (5) What was the impact of using the instructional components and features included in SIOP on student achievement as measured by the FSA ELA Reading Assessment? In order to respond to the aforementioned questions the following four data collection instruments were utilized: (a) the Sheltered Instruction Observation Protocol; (b) the Florida Standards Assessment ELA scores from the 2014-2015, 2015-2016, 2016-2017, and 2017-2018 school years; (c) Teacher Preparations Survey; and (d) a SIOP Self-Assessment.
Gladymar Soto-Huertas. 2018. Effectiveness and Impact of the Sheltered Instruction Observational Protocol on ELL Student Academic Achievement. Doctoral dissertation. Nova Southeastern University. Retrieved from NSUWorks, Abraham S. Fischler College of Education. (235)