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

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

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

 Era of English-only politics
 Advent of the 21 st century – interconnected, global and diverse
 Rich language diversity – but language loss

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 ?

Are our schools measuring the outcomes that are important to us?

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

 Economic benefits
 Makes cultural life more vibrant
 National security and international
 diplomacy
Community “bridgers”

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)

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

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.

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

 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.

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)

 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

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.”

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.

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.

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

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

Attainment/
Achievement
Service Participation
Preschool
3 rd grade
End of elementary
End of middle school

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

 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, SEAL@cde.ca.gov

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

Demonstrated proficiency in languages other than English
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AP score 3+ or IB score or 4+
Four years of study in same foreign language with 3.0
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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+

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

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

(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

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

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

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

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

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

For English learners – redesignation to RFEP
English standards-based test at
Proficient+

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

 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

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

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

Design the Awards –Californians
Together
Medallions Seals

Sweetwater Union High School District
Stole

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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

 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

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LAUSD Biliteracy Awards
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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

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

Recipients of this award are required to:
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 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

Resources for the LinguaFolio
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European Language Portfolio http://culture2.coe.int/portfolio/
LinguaFolio 5-State Pilot http://www.doe.virginia.gov/linguafolio/
LinguaFolio Nebraska http://www.nde.state.ne.us/FORLG/PreK16.htm
Indiana World Languages site with LinguaFolio links http://www.doe.state.in.us/opd/wrldlangs/

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

 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

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

 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

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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!
www.californianstogether.org/reports
 Seal of Biliteracy Bulletin
 Webinar – Implementing Seal of Biliteracy http://www.schoolsmovingup.net/cs/smu/view/e/489
5 - Schools Moving Up -West Ed – 3/10/11

Ilya Prigogine
Nobel Prize winning scientist

Section 2
From Baldwin Park

From Glendale Unified School District

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