Presentation on theme: "State Seal of Biliteracy"— Presentation transcript:
1State Seal of Biliteracy Recognizing Students and Building CapacityApril 10, 2014
2Presentation Agenda Introduction Overview of the Seal Progress and PlansNational UpdateOne District’s StoryA Seal Responsive to All LearnersThe AwardsAttributes to be Developed/ExpectedHow Does it Work in Smaller Districts?Next Steps/Questions
3Desired OutcomesShared understanding of the proposed Wisconsin Seal of BiliteracyIncorporate your feedback into our next stepsPromote enthusiasm for the SealBuild our network of partners for this initiative
5“The degeneration of the mother tongue of people is the degeneration of both social participation and its own very identity.”“The denial of a people’s native tongue is a denial of their participation in society and of their very identity.” Eduardo Hernández-Chávez (1988)
6Parking LotYour feedback is critical to the work of this group. Questions you may have during the presentation? stick them on the parking lot and we will answer them following the presentation.
7Why 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.
8Progress & PlansOverview of DPI and workgroup meetings, process and outcomes to date.Vision for stakeholder engagement, process and timeline through completion.
9National 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 driveIf there are changes to the current DRAFT, please change the link.
10One 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 stakeholdersProficiency assessment review & recommendation workgroup in processDistrict Administrator Leadership Team supportWork to be embedded within high school reform effortDistrict criteria available upon request to Pam Delfosse (See Jesus for contact information)
11MMSD 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.
12MMSD Implementation Proposal Fall Spring 2016•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
13Seal of Biliteracy Responsive to All Learners English language learnersBilingual language learnersWorld language learnersHeritage language learners
14Seal of Biliteracy Awards 2 Award Types (attainment in 3-12)By Grade Level Bands (PK,K-5, 6- 8, 9-12)AttainmentDHow to we create opportunities for ALL Learners without diminishing what this award means?How to we ensure inclusive opportunities to earn the award, creating pathways and removing barriers?As a team we have grappled with defining participation and attainment for ALL students and this is our story.
15Seal of Biliteracy: Sociocultural Lens Successful candidates will demonstrate:Active use of languageService to othersPositive attitudes towards bilingualism and cultural competency
16Seal of Biliteracy: Sociocultural Lens Active Use*oral presentations*writing samples*peer tutoring*parent engagement activitiesService to Others*reading buddies*service learning projects*character building programs*volunteer work with multilingual community agenciesPositive Attitudes*leadership skills*written essays*oral presentations*response to cultural events*self-reflectionsWe know and value that language, culture, and identity are inextricable. This is an overarching belief that encompasses/frames the essence of the Seal of Biliteracy. From the start, we want our students to see that they are learning languages for more than just proficiency growth or increased career opportunities; that there is value in being able to communicate with and serve others in order to become multicultural, which means viewing the world through multiple perspectives. Because of this, as districts work to develop criteria, it is important to infuse opportunities for students to demonstrate their sociocultural capacity by actively using their languages, serving others, and developing positive attitudes towards bilingualism. The evidence can be gathered through authentic experiences in the school or community.
17Climb that tree!XXXX XXXXXXXXXXX AssessmentTo ensure a fair XXXselection you all get the same test. XXXXXXXClimb that tree!XXXX XXXXXXXXXXXWe have shared a lot of collaboration around a variety of subjects in evaluating Biliteracy attainment.One of our greatest concerns was that our assessments did not provide opportunities for ALL learners to meet criteria for the Attainment award in the same way.For example, we may have some partner languages that are not written (hmong) or spoken (Latin), or that cannot be found in the school setting (Karen, Gujarati etc.). and that we We may have some students who can achieve an exemplary or distinguished level of attainment that is rare and set apart, but more possible as we create Dual LanguagePrograms that endure from PK into the secondary schools.Additionally we may experience new comer English Learners arriving with superior skills in their first language and developing skills in English.We have struggled to define criteria for assessment as determined by each district, as it could lead to different criteria for attainment, and the potential to engage in performance based assessment portfolios and the need to create rubrics that communicate criteria.We have struggled to determine whether to earn this award a student must be proficient on State Assessments, or whether participation in “seat time” would be a source of evidence.A promising practice to explore further might be a balanced performance assessment which includes some evidence of standard assessment like AP, IB, ACCESS or ACT, but also includes demonstration of having met some common criteria in authentically created samples of language production, with multiple opportunities to demonstrate growth over time.As we continue to articulate the measurables for the attainment award, we will have EQUITY, STUDENT ENGAGEMENT and AUTHENTICITY in mind.
18Evaluating Achievement 3-12 ENGLISHPartner LanguagePURPOSEMeasure achievement in English Language and Academics in the English Language*Measure achievement in the Partner LanguageASSESSMENTAccess for ELs, Classroom/District AssessmentClassroom, District to IB/AP/AAPPLCOSTSNo Additional Cost to Student/DistrictCost to Student/District Free-$100PROEmbedded in District Work, and so low cost/freeIB/AP value add, AAPPL online multiple languagesCONLanguage and Content achievement often synonymousPotential for different criteria and measures by districtCostlyMeasures different skills than English EvalsBiliteracy achievement will be measured by the students linguistic and academic achievement in English and the target language. We are looking at setting performance goals at the Advanced levels according to the ACTFL descriptors as measured by a variety of tools. As tools are varied, we may not be able to compare acheivment from one to the Next.Assessment for Biliteracy is at the status of practice and craft-to innovate a robust evaluation system, we are considering combined efforts to create achievement and performance criteria and from which to make judgements about authentic tasks via a portfolio assessment process.Might we focus on students meeting and demonstrating proficiency based on shared criteria and rubrics to evaluate achievement
19Essential Questions about Language Achievement/Evaluation Do we create different paths of attainment to reflect the possibilities of achievement for all students?(regular versus distinguished)How can we create criteria for achievement for students with varied linguistic backgrounds?(ELL, Dual Language Learners, Heritage Speakers)
20What if my school or district doesn’t have a bilingual program? In the short term, the following are accessible:WI Seal of Biliteracy Participation AwardWI Global Education Achievement CertificateSome 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 attainmentStudents excelling in world language programsStudents who have lived/attended school abroadIn order to maintain the integrity of the Seal of Biliteracy Achievement Award, students MUST achieve high levels of proficiency in at least two languages to qualify. Criteria must remain high.
21What 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 programsFrom 6-12 world language programs to K-12 world language programsTo increase rigor in already existing programs
22Next Steps Finalize Criteria Develop a Plan Form Form Review Teams Spread the Word!Involve IHEsFeedback Needed!