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State Seal of Biliteracy Recognizing Students and Building Capacity April 10, 2014.

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Presentation on theme: "State Seal of Biliteracy Recognizing Students and Building Capacity April 10, 2014."— Presentation transcript:

1 State Seal of Biliteracy Recognizing Students and Building Capacity April 10, 2014

2 Presentation Agenda ●Introduction ●Overview of the Seal ●Progress and Plans ●National Update ●One District’s Story ●A Seal Responsive to All Learners ●The Awards ●Attributes to be Developed/Expected ●How Does it Work in Smaller Districts? ●Next Steps/Questions

3 Desired Outcomes Shared understanding of the proposed Wisconsin Seal of Biliteracy Incorporate your feedback into our next steps Promote enthusiasm for the Seal Build our network of partners for this initiative

4 Current Workgroup Members Laurie Burgos, Racine Laurie Burgos Pam Delfosse, Madison Pam Delfosse D. García, Waukesha D. García Mandi Maurice, Middleton-Cross Plains Mandi Maurice Jesús Reveles, Madison Jesús Reveles Tolú Sanabria, DPI Tolú Sanabria Ron Sandoval, Delavan-Darien Ron Sandoval

5 “The degeneration of the mother tongue of people is the degeneration of both social participation and its own very identity.”

6 Parking Lot

7 Why a Seal of Biliteracy? To frame the multilingualism and multiculturalism already existing within our schools as an asset and something to be developed and nurtured. To raise awareness among educators, administrators, parents, students, and policy makers of the benefits of bilingualism, biliteracy, and intercultural awareness. To elevate the status of bilingualism and biliteracy in the eyes of institutions of higher learning and employers.

8 Progress & Plans Overview of DPI and workgroup meetings, process and outcomes to date. Vision for stakeholder engagement, process and timeline through completion.

9 National Update Federal Seal of Biliteracy and Testing Approved State Seals of Biliteracy –California, New York, Illinois, Washington Proposed State Seals of Biliteracy –Washington, Florida, New Mexico, Texas, Utah Work in Progress: Wisconsin Seal of Biliteracy Consortium –DPI, Colleges/Universities, Local School Districts & Professional Organization Representatives Wisconsin Seal of Biliteracy Criteria - most recent draft on flash drive

10 One District’s Journey (MMSD) School Board approved development of District Seal of Biliteracy for class of 2017 eligibility (June 2012) Draft of working definition of “biliteracy” Planning for inclusive model (ESL, bilingual, heritage, world language learners) Criteria drafted for future review by stakeholders Proficiency assessment review & recommendation workgroup in process District Administrator Leadership Team support Work to be embedded within high school reform effort

11 MMSD Working Definition Biliteracy is competence with literacy skills in two languages and the ability to apply those skills within one’s educational, social, linguistic, cultural, political and psychological context.

12 MMSD Implementation Proposal Fall Spring Determine participation and attainment criteria Collaborate with DPI Consortium to align MMSD and State Seal of Biliteracy Finalize Seal of Biliteracy Implementation Plan Seek BOE approval of implementation plan (winter 2014) Develop essential elements of plan to include a language proficiency development and assessment system Communicate program elements and criteria to stakeholders Award Seal of Biliteracy to qualifying graduates

13 Seal of Biliteracy Responsive to All Learners English language learners Bilingual language learners World language learners Heritage language learners

14 Seal of Biliteracy Awards 2 Award Types (attainment in 3-12) By Grade Level Bands (PK,K-5, 6- 8, 9-12) Attainment

15 Seal of Biliteracy: Sociocultural Lens Successful candidates will demonstrate: Active use of language Service to others Positive attitudes towards bilingualism and cultural competency

16 Seal of Biliteracy: Sociocultural Lens Active Use *oral presentations *writing samples *peer tutoring *parent engagement activities Service to Others *reading buddies *service learning projects *character building programs *volunteer work with multilingual community agencies Positive Attitudes *leadership skills *written essays *oral presentations *response to cultural events *self-reflections

17 Assessment To ensure a fair XXX selection you all get the same test. XXXXXXX Climb that tree!XXXX XXXXXXXXXXX

18 Evaluating Achievement 3-12 Might we focus on students meeting and demonstrating proficiency based on shared criteria and rubrics to evaluate achievement ENGLISHPartner Language PURPOSEMeasure achievement in English Language and Academics in the English Language* Measure achievement in the Partner Language ASSESSMENTAccess for ELs, Classroom/District AssessmentClassroom, District to IB/AP/AAPPL COSTSNo Additional Cost to Student/DistrictCost to Student/District Free-$100 PROEmbedded in District Work, and so low cost/freeIB/AP value add, AAPPL online multiple languages CONLanguage and Content achievement often synonymous Potential for different criteria and measures by district Costly Measures different skills than English Evals

19 Essential Questions about Language Achievement/Evaluation How can we create criteria for achievement for students with varied linguistic backgrounds? (ELL, Dual Language Learners, Heritage Speakers) Do we create different paths of attainment to reflect the possibilities of achievement for all students? (regular versus distinguished)

20 What if my school or district doesn’t have a bilingual program? In the short term, the following are accessible: WI Seal of Biliteracy Participation Award WI Global Education Achievement Certificate Some students may still qualify for the WI Seal of Biliteracy Achievement Award: Heritage language speakers (who may or may not be ELLs) Students at high levels of world language attainment o Students excelling in world language programs o Students who have lived/attended school abroad

21 What if my school or district doesn’t have a bilingual program? In the long term, the Seal of Biliteracy can help schools advocate for the establishment or enhancement of programming to support students in becoming truly multilingual: From subtractive to additive bilingual programs From 6-12 world language programs to K-12 world language programs To increase rigor in already existing programs

22 Next Steps Finalize Criteria Develop a Plan Form Form Review Teams Spread the Word! Involve IHEs Feedback Needed!

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24 Operation Cooperation


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