Date of Award

Spring 5-15-2018

Document Type


Degree Name

Doctor of Education in School Leadership


Center for Leadership & Learning


College of Education

Committee Chair

Dr. John Freeman

Second Committee Member

Dr. Catherine Nichols

Third Committee Member

Kellie Cohen

Program Director

Dr. John Freeman

Dean of Graduate College

Dr. Jeff Robertson


Educators are faced with the challenge of teaching an ever-changing student population. The classrooms are filled with students from culturally and linguistically diverse backgrounds and cultures. English Language Learners account for 12% of our student population (Garcia, Jensen, & Scribner, 2009). Providing English Language Learners with effective instruction that integrates both content area knowledge and English language acquisition is necessary. English Language Learners are relying on educators to teach them what they need to know in order to be successful in all academic areas in schools. The purpose of this study was to examine the systemic approach of SIOP as it relates to maximizing content and developing language with all learners when implemented with fidelity in the classroom. The focus of this study was two classrooms within an urban school district in Western Arkansas. Both schools’ demographics include 65% English Language Learners and more than 90% free and reduced lunch. Teachers in both classrooms have taught at least ten years in the district in a Title I school. The researcher used assessment data from the Development Reading and Spelling Analysis from the beginning and middle of the school year. In addition, the October and December ACT Aspire Interim assessment data from Reading and English was utilized. To ensure fidelity of the treatment and control group’s educational setting, the researcher used the Sheltered Observation Instruction Protocol rubric on two different occasions in each classroom. Teachers of English Language Learners must be expected to implement instructional strategies proven to be effective based on students’ individual language proficiency levels. Districts/schools need a systematic, comprehensive and practical approach to prepare and support teachers to work with English Language Learners. The Sheltered Instruction Observation Protocol features provide the strategies and framework to strengthen academic language and literacy development in all students.