The Seal of Biliteracy: A Giant Leap into the 21st Century

Michele Anberg-Espinosa, Ed.D.

San Francisco Unified School District

anberg-espinosam@sfusd.edu

¡Felicidades, comunidad Barbieri!

“25”Congratulations, Barbieri

Community!

One small step for our school/ district, one giant leap for our state and country…

States with Biliteracy Seal

Purpose – Why a Seal of Biliteracy?

❑Recognize achievement and hard work

❑Encourage students to study languages

❑Affirm and encourage developing home language

❑Establish the value of bilingualism

❑Protect and/or build language programs

❑Build more respectful inter-group relationships

❑It’s probably the most positive publicity bilingual education has ever received!

Californians Together Presents: The Seal of Biliteracy--Celebrating Students of the 21st Century

• Participants will become familiar with the

implementation of the Seal of Biliteracy in

San Francisco Unified, including:

❖ Logistics

❖ Lessons learned

❖ How the Seal works synergistically to promote

bilingualism and biliteracy

Session Outcomes

San Francisco Unified School District Seal “Evolution”

∗2006--Board Resolution for Multilingualism

∗2007--Blue Ribbon Task Force

∗2008--Development of new Multilingual Master Plan

∗2009--Policy for Biliteracy Endorsements/Administrative Regulations

∗2010-First Seal of Biliteracy Awards SFUSD (350)

∗2011-First State Biliteracy Awards in California and Second Seal of Biliteracy Award in SFUSD

∗2015-Close to 1,000 SFUSD seals, and 200 State Seals

One “small” step for our school/ district, one giant leap for our state and country…

States with Biliteracy Seal

San FranciscoSchool Board Resolution

San Francisco School Board Resolution

∗SFUSD Board Resolution on Multilingualism, December 12, 2006

∗“Preparing students for our world of multilingualism and multiculturalism has become an integral and indispensable part of the educational process.”

San Francisco School Board Resolution

“The Board of Education is committed to making all possible efforts to provide every child the opportunity to become bilingual and bicultural… The plan shall take into account the educational needs of the English learners… and support fluency and literacy in the native languages of students who enter the district already bilingual or as non-English speakers.”

Vision Statement: “To prepare all SFUSD students to become global citizens in a multilingual world by providing the opportunity for all students to graduate with proficiency in English and at least one other language through participation in a well-articulated Pre-K-12 world language program…”

Blue Ribbon Task Force Report to the Board of Ed, April 2008

∗Language is a human endowment.

∗Language and culture are inextricably connected. ∗No language or language variety is inherently purer, better or superior to another. ∗The US is and always has been a multilingual and multicultural society.

∗Mastery of two or more languages has enormous benefits to individuals.

EL Master Plan Premises 2009

Seal of Biliteracy Criteria: English (Must meet all criteria for each seal)

California State Seal of Biliteracy San Francisco Unified Seal of Biliteracy

1. Completion of English Language Arts (ELA) requirements for graduation with a minimum 2.0 GPA in those classes

2. Proficient or above on standardized ELA assessment (1025 if local assessment); and

3. (If an English learner) Early Advanced or Advanced on the California English Language Development Test

1. Completion of SFUSD graduation requirements with a minimum overall GPA of 2.0; and

2. Proficient or above on standardized ELA assessment (900 if local assessment)

Seal of Biliteracy Criteria--Languages Other than English (Must meet one of the following criteria):

California State Seal of Biliteracy San Francisco Unified Seal of Biliteracy

1. AP or IB score of 3+; or 2. Four years of study in same foreign

language with 3.0; or 3. Pass a district-established foreign

language exam at proficient level or higher; or

4. Pass foreign government’s approved language exam with certificate of competency; or

5. SAT II foreign language examination with score of 600+

1. 4 or higher on Advanced Placement Test; or 2. Successful completion of 4th year World Language course with a 3.0 or above; or 3. Successful completion of a content course taught in a language other than English with a 3.0 GPA or higher; or 4. Foreign school records indication 5 or more years of schooling in the language

∗ Students with records from schools abroad;

∗Other students who can demonstrate they have become proficient via other means

Alternative Routes to the Seal

SFUSD’s Seal Process-The SFUSD Seal Application

Policy: Administrative Regulations

San Francisco Unified School District Administrative Regulation

Article 6:InstructionSection: Seal of Biliteracy

This administrative regulation allows for the implementation of the Seal of Biliteracy Board Policy.

In order to encourage and recognize linguistic proficiency and cultural literacy, San Francisco Unified School District shall present a Seal of Biliteracy or Seal of World Language Proficiency, as an endorsement on a student’s diploma, to each graduating high school student who demonstrates proficiency in listening, reading, speaking and writing in one or more languages in addition to English. Two levels of the Seal are proposed:1. SEAL OF BILITERACYTo be eligible to receive the Seal of Biliteracy award upon graduation, a student shall...

Policy: SFUSD Language Pathway Program Guide

Multilingual Pathways (MPD) Runs student data to identify students who qualify, then communicates with:

∗ Asst. Principals/Counselors/World Language Department Heads

∗ List of first run of SEAL qualified goes to HS principals and WL DH and teachers to review for accuracy; MPD will cross check with apps to be sure there are no duplicates

∗ Counselors verify student applicants passed grad requirements

SFUSD’s Seal Process-On our own in the Space Frontier

SFUSD’s Seal Process:

∗Multilingual Office—Verifies student documents/approve students for the award;∗ Prints out Congratulatory letters, Counts out

seals; Delivers to sites; ∗ Counselors—Verify accuracy of numbers of seals

and those meeting graduation requirements;∗ TBD All/HS Principals/Admin—Award Ceremony

TIMING IS EVERYTHING!!

Steps to getting startedPlan, Plan, Plan!

∗ Clarify the purpose∗ Determine which awards to give∗ Define the criteria and evaluation and/or

assessment processes∗ Develop policy∗ Consider strategy, partners and support needed for

success∗ Publicize and recruit applicants∗ Design the awards and plan the celebration

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

Seal Implementation Timeline

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

Work in Progress

Assessments: Finding appropriate assessments given the student population

Celebrations: Plan is to facilitate Consulate Partners with Parents

Pathway Awards: Plan is to begin with Pre-K and bring to scale

AZUSA HIGH SCHOOL BILITERACY SEAL RECIPIENTS

SIERRA HIGH SCHOOL BILITERACY SEAL RECIPIENTS

A FEW GLENDALE SEAL RECIPIENTS

Redwood City Pathway Awards: (Pre-K, Elementary and Middle School)

End of preschool

Purposes:

To encourage enrollment in kindergartens with language programs

To shape initial attitudes

To inform children about language diversity

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

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 schoolBiliteracy 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 Celebrationbased on 2nd and 3rd grade scores

RIBBONS:

∗Proficient or above in both CST and STS for language arts

∗Proficient or above in both CST and STS for math

TROPHY:

∗Proficient or above in both CST and STS in BOTH language arts and math

∗At least two years of World 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

Middle School: Pursuit of Bilingualism Award

• Awareness is key!

• A comprehensive plan is critical!

• Clear and realistic targets that correspond to the

language program!

• The Seal is a pre-K-16 conversation!

• Equal Access must be a priority!

• Track data!

• Prepare for significant time and resources!

Main Lessons Learned

1. Students:

∗ In WL classes (at very latest, students need to hear on day 1 in HS, preferably middle school);∗ Not enrolled in WL classes;

2. Principals and APs;

3. Registrars who handle diplomas;

4. COUNSELORS;

5. Parents

Lessons Learned-Awareness Building

• Failing to plan is planning to fail. Here are non-

negotiables…

• Key stakeholders on board;

• Clear targets;

• Assessments aligned to targets;

• A timeline with dates and deadlines;

• Human Resources to do the work!

• Data, data, data! And the ROCI cycle

Lessons Learned—Having a Plan

• If target is not clear, what are we shooting for?

Lessons Learned—Clear Targets, not just for Seniors

Lessons Learned—Clear Targets, not just for Seniors

Lessons Learned—Realistic Targets

∗ The trajectory of the Seal begins in Pre-K;

∗ Long term investment to learn a World Language, involving elementary, middle and secondary

∗ Continuity Pre-K-12 builds parent and teacher trust and belief that here is merit in investing in and staying in the program.

∗ Is AP the end all? (Why not aim at units that go towards a major?)

Lessons Learned—Language learning is a PreK-16 Conversation!

∗ “These kids can’t do grammar!”

∗ “The high school seal is too far removed for me. I’ve got enough to worry about right now in elementary school!!”

∗ “I don’t want to teach native speakers!”

But sometimes there is tension…

∗ Synergy—”The action or cooperation of two or more agents to

produce a combined effect greater than the sum of their separate

effects.”;

∗ We are more similar than different. Ultimately 21st Century Skills are

our goal;

∗ Sharing Information about one another’s realities to increase

understanding; and

∗ If we want buy in, we must create k-12 targets together

We are in this together! Fostering Collaboration…

Got to get You into myLiife…

How much do you know about your elementary/secondary counterparts? • His/Her Personal Experience and Vision about

Bilingualism

• His/Her Student Demographics

• Language levels and abilities of his/her students

• Curriculum Resources and Supports (Site, District or other)

• Successes and Struggles

Your Counterparts

Let’s Do This!Can Dos and Guiding Principles

www.cal.org/twi www.actfl.org

Elementary Teachers, you got this!

Secondary Teachers, you got this!

After a three year process, which began with a two-day session of awareness and community building:

∗ Japanese blueprint with can-do statements K-12;∗ Japanese teacher community agreeing to come together to serve

greater goal (Children’s day booth); ∗ Opportunities for students to continue studying Japanese even if

their HS doesn’t have Japanese;∗ World Language credits; ∗ Parents know choices and outcomes are clear; ∗ Seal of Biliteracy is now a goal due to parent outreach

When K-12 come together, look at what we can do!!

Lessons Learned—It’s a K-16 Conversation

When K-12 come together, look at what we can do!!

Grade Interp. comm. for Eng. dom Interp. Comm. for Native speakersK Novice Mid Novice Mid/High1 Novice Mid Intermediate Low2 Novice High Intermediate Mid3 Intermediate Low Intermediate High4 Intermediate Mid Intermediate High/Advanced Low5 Intermediate Mid Advanced Low/Mid6 Intermediate Mid/High Intermediate High7 Intermediate Low/Mid Intermediate High8 Intermediate Low/Mid Intermediate High, Advanced Low

Lessons Learned: Ensuring Access

“Only a very small number of Americans attain the level of proficiency (in languages other than English) necessary for professional performance. It is the heritage speaker population that can fill this national [linguistic] need.” (Kagan & Dillon)

Lessons Learned: Student Access

• How can we guarantee that no WL students who have language in their will get access to the seal?

• What about unaccompanied and/or undocumented minors? (If you cannot get access to foreign transcripts, how can you provide access to the seal?)

• How about alternative measures for students who have fluency and may or may not have attended school in another country?

Lessons Learned: Student Access

Who are your (prospective) seal recipients? Consider running data to determine: ∗ Sites with the most number of students∗ Sites with the least number of students∗ The Language of the award∗ The student home language∗ English learner status∗ Ethnicity

Can you be confident all students have had an equal opportunity to obtain the seal?

Lessons Learned: Data Analysis

In SFUSD ∗ The Language of the award--mainly Chinese∗ English learner status-many Redesignated students∗ Ethnicity-Did not reflect the diversity of our schools in

SFUSD i.e., Some groups underrepresented.

How can we ensure all students have had an equal opportunity to develop this 21st century skill?

Lessons Learned: Data Analysis

Implications for InstructionWhat can be done to ensure students have success in their World Language classrooms and they remain long enough in programs to earn the Seal?

Next Steps? We Choose the Seal of Biliteracy!!

We’re choose the MOON!

So now what? What are our next steps?

1. What are some of the ways that you might be

able to support the development and

implementation of the Seal in your district?

2. What are ways you can advocate to win the

accountability argument at the state level?

Final Reflection

Q and A