California State Seal of Biliteracy : The First in the Nation

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

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. 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)

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 Biliteracyawards 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, OregonSchool 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 Districtgoal 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. Pathway awards

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

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: http://www.cde.ca.gov/sp/el/er/sealofbiliteracy.asp • 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 email: SEAL@cde.ca.gov

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 schoolBiliteracyachievement 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 Celebrationbased on 2nd and 3rd grade scores RIBBONS: TROPHYS: Proficient or above in both CST and STS in BOTH language arts and math • Proficient or above in both CST and STS for language arts • Proficient or above in both CST and STS for 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: BiliteracyAttainment 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: BiliteracyAttainment 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 Elementary Ribbon Middle School Ribbon

50. Elementary and Middle School Seal