1. California State Seal of Biliteracy: The First in the Nation
Shelly Spiegel-Coleman
Californians Together
California Department of Education
Accountability Conference
December 3, 2012

2. Purpose of today’s session
To encourage implementation of the Seal of Biliteracy
To be familiar with the new State Seal of Biliteracy
To prepare to design and implement a Seal of Biliteracy and/or pathway awards appropriate to the needs and interest of your local contexts

3. Workshop agenda Background/History/Definition Purpose Pathway Awards
Criteria and assessment processes
The Award itself
Strategy, partners, policy and support
Examples – Ideas
Resources

4. A time in history….. Era of English-only politics
Advent of the 21st century – interconnected, global and diverse
Rich language diversity – but language loss

5. Every era has to ask……
Are our schools preparing our students for the world they are entering?
Are we teaching and valuing the skills and type of knowledge students will need in order to function, thrive and lead in this era?

6. “You can tell the values of a society by what it counts
“You can tell the values of a society by what it counts. We count what matters to us.”
Albert Schweitzer
Are our schools measuring the outcomes that are important to us?

7. Mastery of two or more languages….
Cognitive benefits
Labor market advantages
Live respectfully in a diverse society
New relationships and understanding
Connection to family and heritage
Educational benefits

8. Societal benefits…. Economic benefits Makes cultural life more vibrant
National security and international diplomacy
Community “bridgers”

9. Isn’t English sufficient?
6000+ languages in the world
200 nations recognize more than 2 official languages
10 “link” languages of wider communication (Arabic, Bengali, English, French, Hindi, Malay, Mandarin, Portuguese, Russian and Spanish)
Notes
There is a list of the world's languages, called "Ethnologue" (Grimes 1996). There are 6,500 living languages listed. Of these, 6,000 have registered population figures. 52% of the 6,000 languages are spoken by less than 10,000 people, and 28% are spoken by less than 1,000 people. 83% of them are limited to single countries.
The ten largest languages in the world are the first languages for nearly half of the world's population.
Here is a list of the top 10 languages in February 1999 according to Ethnologue:
1. Mandarin 885 million speakers 2. Spanish 332 million speakers 3. English 322 million speakers 4. Bengali 189 million speakers 5. Hindi 182 million speakers 6. Portuguese 170 million speakers 6. Russian 170 million speakers 8. Japanese 125 million speakers 9. German 98 million speakers 10. Wu 77 million speakers
It is difficult to give an exact figure of the number of languages that exist in the world, because it is not always easy to define what a language is. The difference between a language and a dialect is not always clear-cut. It has nothing to do with similarity of vocabulary, grammar, or pronunciation. Sometimes, the distinctions are based purely on geographical, political, or religious reasons. It is usually estimated that the number of languages in the world varies between 3,000 and 8,000.

10. In the United States, schools produce monolingualism
Vast majority of children in the United States will study in only one language – English
World language instruction has decreased in past decade
Only half of high school students in U.S. take even one year of a world language.
Fastest ever rates of language loss

11. Which of the following are present in your school, community, or district?"
Small numbers or decrease in number of students studying world languages.
Small numbers or decrease in English learners receiving bilingual program.
Subtractive patterns of language loss: As students become fluent in English, they lose their home language.
Attitudes that only English is needed.

12. A Growing Movement to Encourage, & Celebrate the Attainment of Biliteracy
Growth of dual language programs (TWBI)
National Education Goals 1994
Immersion programs
Heritage language programs in schools and community heritage language programs
Foreign language/world language programs
Extracurricular clubs, travel, etc.
Development of the Seal of Biliteracy

13. Student Voices Distribute the quotes from the envelopes
Each person read their quote without any comments.
After everyone has read their quote discuss which messages resonated with you.

14. What is a SEAL of Biliteracy?
An award granted to high school seniors upon graduation certifying attainment of mastery of two or more languages (one of which is English)……
(includes American Sign Language)

17. Steps for getting started
Clarify the purpose
Determine which awards to give
Define the criteria and assessment processes
Develop policy
Consider strategy, partners and support needed for success
Publicize and recruit applicants
Design the awards and plan the celebration

18. San Francisco Unified School Board Resolution
“Our vision is to prepare students to become global citizens in multilingual/ multicultural world by providing every student the opportunity to graduate proficient in English and at least one other language through participation in a well-articulated PreK-12 world language program.”

19. Los Angeles Unified School District
Biliteracy awards advance the district’s commitment that every student graduates prepared and equipped with the knowledge and skills to participate successfully in college, career, and a diverse 21st century society. Additionally, the awards build upon the rich linguistic and cultural assets of the district and communicate that mastery of two or more languages is an important skill that is advantageous in an ever-shrinking global society.

20. Woodburn, Oregon
Woodburn

21. Woodburn, Oregon School District Strategic Plan
In this increasingly global age, biliteracy and interculturalism is an asset. All students, including English dominant students, should have the opportunity to read, write and speak in two or more languages. We will design and implement a system so that all students will be literate in more than one language. Every student will have the opportunity from kindergarten through 12th grade to study and develop high levels of literacy in two or more languages. Well implemented programs are about more than learning a language. They should be based on respect for diversity, social justice, multiculturalism and equity.

22. Ysleta, Texas School District goal statement
All students who enroll in our schools will graduate from high school fluent in two or more languages and prepared and inspired to be successful in a four year college or university.

23. Why might your school or district want a Seal of Biliteracy?
To recognize achievement and hard work
To encourage students to study languages
To affirm and encourage developing home language
To establish the value of bilingualism
To protect and/or build dual language programs
To build more respectful inter-group relationships
Other

24. Is a SEAL at graduation enough?
Created a system of “pathway” awards from preschool through high school recognizing benchmarks towards biliteracy
Pathway awards are locally defined, based upon decision-points along the school journey and purpose/need

25. Attainment/ Achievement
Pathway awards
Attainment/ Achievement
Service
Participation
Preschool
3rd grade
End of elementary
End of middle school

26. California – The First in The Nation
AB 815 (Brownley) created the State Seal of Biliteracy
California Department of Education Contact:
Nancy Zarenda,

27. State Seal of Biliteracy
Assembly Bill 815 (Brownley, Chapter 618,
Statues of 2011) took effect January 1, 2012
Purpose:
To recognize high school graduates who have
attained a high level of proficiency in one or
more languages in addition to English

28. California Department of Education (CDE) resources
Informational letter to the field
CDE website:
CDE web information to be posted soon (frequently asked questions, language resources)
Requirements checklist to assist districts in identifying qualifying graduates
Insignia request form
CDE

29. State Seal of Biliteracy

30. Data from 1st Year of Implementation
Total State Seals of Biliteracy Issued – 10,062
Former English Learners - 4,305
93 School Districts, 2 County Offices, 16 Charter Schools
29 Languages and American Sign Language

31. State Seal of Biliteracy - Languages

32. Expanding Biliteracy Movement
Over 170 agencies with formal Seal of Biliteracy policies and recognition programs
County Office awards and celebrations
New York State Seal of Biliteracy
Other States: Florida, Maryland, New Mexico, districts in Texas, interest in Chicago, Oregon, Utah
NABE Campaign
National recognition from Migrant Policy Institute for work on Seal of Biliteracy and Long Term English Learners
ETS Magazine Article

33. UCLA Civil Rights Project Study – Dr. Patricia Gandara
Document the difference the State Seal of Biliteracy makes to employment or schooling outcomes
Data collected by interviews and surveys – questions leading to determine if having the State Seal of Biliteracy is in the applicant’s favor when applying for a job, internship and/or college admission
Targeting human resources directors and college admission officers

34. English criteria: State Seal of Biliteracy
All ELA requirements for HS diploma with 2.0 GPA
Proficient+ on standards test in English in 11th grade
If L1 is language other than English, attain early advanced proficiency on CELDT

35. Demonstrated proficiency in languages other than English
AP score 3+ or IB score or 4+
Four years of study in same foreign language with 3.0
Pass a district-established foreign language exam at proficient level or higher
Pass foreign government’s approved language exam with certificate of competency (not an option for State Seal)
SAT II foreign language examination with score of 600+

36. Local assessment components in addition to State Seal Requirements
On-demand writing with rubric
Oral interview with rubric
Application
Portfolios
Logging hours
Self-reflection

37. End of preschool Purposes:
To encourage enrollment in kindergartens with language programs
To shape initial attitudes
To inform children about language diversity

38. Preschool Pathways to Bilingualism: program criteria
Affirm the value of bilingualism (e.g., signs, posters, exposure)
Educate parents about supporting dual language development
Actively promote rich oral language in child’s home language (whenever possible)
Engage children in developing a love of books and print

39. Elementary School: Bilingual Service Award
Age appropriate oral/listening proficiency in language other than English
Age appropriate oral/listening proficiency in English
Active use of both languages
Log of hours of service using bilingual skills
Positive attitudes and understanding of benefits of bilingualism

40. Elementary school Biliteracy achievement award
Proficient+ on standards based test in English Language Arts
Demonstrated proficiency in all four language domains in a language other than English

41. Redwood City Celebration based on 2nd and 3rd grade scores
TROPHYS:
Proficient or above in both CST and STS for language arts
Proficient or above in both CST and STS for math
RIBBONS:
Proficient or above in both CST and STS in BOTH language arts and math

42. Middle School: Service and Participation Award
At least two years of Foreign Language class or Native Speakers class with passing grades
Standards test in English at proficient or better
Oral presentation about bilingual careers
Essay on two cultural events

43. Middle School: Biliteracy Attainment Award
Proficient on standards-based test or district assessment in languages other then English Oral proficiency in language other than English Average grade of B or above in English classes & World languages/Native language classes Written and oral presentations about bilingualism or cultural experiences

44. Middle School: Biliteracy Attainment Award
For English learners – redesignation to RFEP English standards-based test at Proficient+

45. Policy: Making it official….
Working committees/Task Forces
Board resolution/policy
Administrative guidelines tied to existing goals
School site program guidelines
County or regional office policy
State level policy

46. Recruiting students/publicizing
Importance of application
Students need to declare it is important to them
Students need to be able to reflect on the value of bilingualism for careers and future

47. Role of Teachers, Administrators & Counselors
Inform students about the opportunity
Assist students in determining eligibility
Letters of recommendation
Serve as an assessor
Inform parents

48. Design the Awards –Californians Together
Medallions
Seals

49. Elementary and Middle School Pathway Awards
Middle School Ribbon
Elementary Ribbon

50. Elementary and Middle School Seal

51. Design the Award

53. Sweetwater Union High School District Stole

54. Velazquez Press Medallion

55. Action Plan and Timeline
Create the policy and criteria
Determine how you will give the award
Timeframe for assessments
Advertising and outreach to students
Assess eligibility
Create the awards
Get sponsors/partners
Design and plan the awards celebration
PUBLICITY

56. LOS ANGELES UNIFIED SCHOOL DISTRICT
LAUSD Biliteracy Awards
Pathway to Biliteracy Awards (5th and 8th grades)
Seal of Biliteracy Awards (12th grade)
Promote bilingualism and biliteracy as valuable 21st century skills
Statewide movement to promote development of literacy in English and in another language
Beginning with the school year, the Pathway to Biliteracy and the Seal of Biliteracy Awards will be given to LAUSD students who demonstrate excellence in English and in a language other than English. The Pathway to Biliteracy Awards are given to students upon completion of 5th and 8th grade. The Seal of Biliteracy Award is given to students at the completion of 12th grade. The awards are collectively referred to as the LAUSD Biliteracy Awards. Pathway to Biliteracy Awards include a medallion and a certificate. Seal of Biliteracy Awards include a seal on the student’s diploma, an honor cord to be worn during graduation, and a notation on the student’s transcript.
These awards advance the District’s commitment that every LAUSD student graduates prepared and equipped with the knowledge and skills to participate successfully in college, career, and a diverse 21st century society. They also build upon the rich linguistic and cultural assets of our District and communicate that the mastery of two or more languages is an important skill that is advantageous in an ever-shrinking global society.
LAUSD joins a state-wide movement spearheaded by Californians Together to promote the development of literacy in two or more languages. Some other districts that are implementing biliteracy awards: San Francisco USD, San Jose USD, Glendale USD, Ventura USD, Santa Monica/Malibu USD, El Segundo USD, Pasadena USD, Azusa USD, Baldwin Park USD, among others. 56

57. Stanislaus County Office of Education
Stanislaus County Office of Education, in partnership with participating districts, presents a multilingual seal for placement on a diploma to each high school student who demonstrates proficiency in English and another world or “target” language.
To make their own statement of values
To encourage and support districts in awarding the SEAL
Much research went into investigating how other districts, states and nations verify language proficiency .
You will find the words “Target language” throughout our paperwork and it is being used to indicate a world language other than English that will be assessed in order to earn the award.

58. Defining the proficiency level
Recipients of this award are required to:
express themselves with clarity and efficacy orally and in writing
submit a portfolio or “LinguaFolio” that demonstrates the ability to prepare short, polished pieces in English
provide an on-demand writing sample in the “target” language
respond orally in both English and the “target” language in an interview
The assessment process is very important to our system.
Read slide
By efficacy, we mean they are persuasive, descriptive, and proficient for the assignment, topic and audience.
We will ask for the linguafolio before the interview and the interview will ensure that we are getting a sample that is completed by the student applying for the Seal.
This may be a natural place to clarify what has been covered. Are there any question so far?
At this time please look at the overview with the blue highlight on the words goal, Award Components, etc.
A great tool to pass out to provide an abbreviated overview

59. Resources for the LinguaFolio
European Language Portfolio
LinguaFolio 5-State Pilot
LinguaFolio Nebraska
Indiana World Languages site with LinguaFolio links

60. Implementation
What is your area of greatest concern with implementing a SEAL of Biliteracy?
Getting buy-in to the idea
Logistics of getting it started
Cost and staffing
Other

61. What “ripple” effects do we hope for….?
Students who value bilingualism, their heritage language and other languages
Students who understand the benefits of bilingualism - including the present and future applications in their lives
Students who have and take opportunities to develop mastery of two or more languages
Schools that provide strong language programs

62. What do we know about what it takes to foster bilingualism?
Attention to the hidden curriculum in schools and societal/media messages about bilingualism
Exposure to multiple languages
Information about the benefits of bilingualism
Formal opportunities to study and master multiple languages

63. School programs Strong world language program
Strong native speakers program
Strong ELD and ELA program
Strong dual language program, translation skills courses, etc.
Bilingual career emphasis
Travel opportunities, service opportunities - ways for students to USE bilingualism

64. Californians Together
23 Statewide parent, professional and civil rights organizations focused on improving policy and practice for the education of English learners
Keep us informed of your progress in developing and awarding Seals of Biliteracy or pathway awards!
Seal of Biliteracy Bulletin
Webinar – Implementing Seal of Biliteracy
Schools Moving Up - West Ed – 3/10/11

65. The world is richer than it is possible to express in any one language.
Ilya Prigogine
Nobel Prize winning scientist

66. Section II
Section 2
From Baldwin Park

67. From Azusa Unified School District

70. From Glendale Unified School District

71. Students for the 21st century
Students for the 21st century! For more information: