FBA Section 9: School Supports and Model Programs Comparison. See p2 for summary.

Program Model Elements from Literature Review

Elements of Action Plan School-
BMHS

Present Absent
Calderon, Slavin, & Sanchez
Success for All (SFA) Model


X
Carrier
MMIO (multiple modes of input and output)


X
DelliCarpini
SIOP (Sheltered Instruction Observation Protocol)


X
Effective Programs for English Language Learners
(ELL) with Interrupted Education

Model for SIFEs
double period ESL class to provide follow-up
small classes
common planning periods for ESL teachers
ungraded course structure.
pull-out/push-in
sheltered instruction





X
X
X
X
X (pull-out) X (push in)
X
Galbraith & Anstrom
Peer Coaching Model


X
Jasinski
Parent Program


X
Navarro
Anticipation Guides for Class Discussion


X
Ogle & Correa-Kovtun
Partner Reading and Content, Too (PRC2)


X
O'Neal & Ringler
Code switching


X
Rennie
Bilingual program model
Sheltered English model

X X
(sheltered English) (bilingual program)

In comparing the program models to the Action Plan school, it is easy to see that the school is
providing a variety of supports to students based on successful ESL classroom program models.
While the school has all the marks of a well-structured curriculum, the school does not have
many school-wide activities to reform the entire school, as described in SFA. Many of the
content teachers make little effort at support, largely because they are not trained. The school
does employ MMIO techniques and SIOP. The ESL program at the school does incorporate
some program models of a success program for SIFEs, but there are not SIFEs currently at the
school. A peer coaching model is not present, but an ESL is provided daily time strictly to
support the staff. Anticipation guides are used, but the PRC2 is not. Code switching occurs in
the program at the school regularly and while there is no teacher who can implement a bilingual
program, the Sheltered English model is present.