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California State Seal of Biliteracy: The First in the Nation Shelly Spiegel-Coleman Californians Together California Department of Education EL Accountability.

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Presentation on theme: "California State Seal of Biliteracy: The First in the Nation Shelly Spiegel-Coleman Californians Together California Department of Education EL Accountability."— Presentation transcript:

1 California State Seal of Biliteracy: The First in the Nation Shelly Spiegel-Coleman Californians Together California Department of Education EL Accountability and Leadership Conference December 5, 2011

2 Purpose of today’s session To encourage implementation of the 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 To be familiar with the new State Seal of Biliteracy

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 21 st 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. 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? 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)

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)

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16 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

17 San Francisco 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.”

18 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 21 st 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.

19 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.

20 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 language programs  To build more respectful inter-group relationships  Other

21 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

22 Pathway awards Attainment/ Achievement ServiceParticipation Preschool 3 rd grade End of elementary End of middle school

23 Reflection Where along the pathway of schooling do you think it’s important to assert the value of biliteracy with some kind of award? Why?

24 California – The First in The Nation AB 815 (Brownley) creates the State Seal of Biliteracy Students will be recognized by their districts/county offices and the State. California Department of Education Contact Person: Nancy Zarenda,

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

26 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+

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

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

29 Preschool! (logging hours, self-reflection and demonstration) Age appropriate oral language skills and vocabulary in the home language Active engagement with texts Age appropriate comprehension of home language Exposure to second language & some ability to reproduce the language and use it for basic

30 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

31 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

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

33 Middle School: Pursuit of Bilingualism 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

34 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

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

36 Awarding Biliteracy Which of these awards would you like to focus on implementing?  Preschool  Elementary School: Bilingual Service Award  Elementary School: Biliteracy Achievement award  Middle School: Pursuit of Bilingualism Award  Middle School: Biliteracy Attainment Award

37 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

38 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

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

40 Design the Awards –Californians Together MedallionsSeals

41 Design the Award

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43 Sweetwater Union High School District Stole

44 Velazquez Press Medallion

45 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

46 Glendale Unified School District’s Since 1992 Award includes: certificate, medallion, special seal on diploma – and some trophies District developed assessments in 5 languages – other options include: AP exam (3 or better), successful completion of four year course in foreign language; passing score on foreign government’s approved language exam Almost 2,500 students have received the award

47 LOS ANGELES UNIFIED SCHOOL DISTRICT LAUSD Biliteracy Awards Pathway to Biliteracy Awards (5 th and 8 th grades) Seal of Biliteracy Awards (12 th grade) Promote bilingualism and biliteracy as valuable 21 st century skills Statewide movement to promote development of literacy in English and in another language

48 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

49 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

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

51 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

52 Plan and strategize for success….. Reflection and discussion: Concerns, barriers Reflection and discussion: supports, opportunities, allies Implications for WHO should be involved in the planning, for which policy bodies should be involved in granting the awards, and for the framing and rationale

53 What “ripple” effects do we hope for….?

54 The momentum is building! Endorsements from major educator groups, chambers of commerce and businesses 61 school districts now awarding Seals and/or pathway awards 20 additional districts/county offices in process New state legislation! AB 815 (Brownley) “The State Seal of Biliteracy Program” Webinar on State Seal of Biliteracy – Feb. 15, 2012 – Schools Moving Up – West Ed

55 Californians Together 23 Statewide parent, professional and civil rights organizations Focus 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 5http://www.schoolsmovingup.net/cs/smu/view/e/ Schools Moving Up - West Ed – 3/10/11

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

57 Section II Section 2 From Baldwin Park

58 From Azusa Unified School District

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60 From Glendale Unified School District

61 Students for the 21 st century! For more information:


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