State Seal of Biliteracy

Recognizing Students and Building CapacityApril 10, 2014

Presentation Agenda● Introduction● Overview of the Seal● Progress and Plans● National Update● One District’s Story● A Seal Responsive to All Learners● The Awards● Attributes to be Developed/Expected● How Does it Work in Smaller Districts?● Next Steps/Questions

Desired Outcomes

• Shared understanding of the proposed Wisconsin Seal of Biliteracy

• Incorporate your feedback into our next steps

• Promote enthusiasm for the Seal

• Build our network of partners for this initiative

Current Workgroup Members

• Laurie Burgos, Racine

• Pam Delfosse, Madison

• D. García, Waukesha

• Mandi Maurice, Middleton-Cross Plains

• Jesús Reveles, Madison

• Tolú Sanabria, DPI

• Ron Sandoval, Delavan-Darien

“The degeneration of the mother tongue of people is the degeneration of both social participation and its own very identity.”

Parking Lot

Why 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.

Progress & Plans

Overview of DPI and workgroup meetings, process and outcomes to date.

Vision for stakeholder engagement, process and timeline through completion.

National 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

drive

One 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 stakeholders

• Proficiency assessment review & recommendation workgroup in process

• District Administrator Leadership Team support

• Work to be embedded within high school reform effort

MMSD 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.

MMSD Implementation Proposal2013-14 Fall 2014 - Spring 2016 2016-17

•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

Seal of Biliteracy Responsive to All Learners

English language learners

Bilingual language learners

World language learners

Heritage language learners

Seal of Biliteracy Awards

• 2 Award Types (attainment in 3-12)

• By Grade Level Bands (PK,K-5, 6-8, 9-12)

Attainment

Seal of Biliteracy: Sociocultural Lens

Successful candidates will demonstrate:

• Active use of language

• Service to others

• Positive attitudes towards bilingualism and cultural competency

Seal of Biliteracy: Sociocultural Lens

Active Use

*oral presentations*writing samples*peer tutoring*parent engagement activities

Service to Others

*reading buddies*service learning projects*character building programs*volunteer work with multilingual community agencies

Positive Attitudes

*leadership skills*written essays*oral presentations*response to cultural events*self-reflections

Assessment

To ensure a fair XXXselection you all get the same test. XXXXXXX Climb that tree!XXXX

XXXXXXXXXXX

Evaluating Achievement 3-12

Might we focus on students meeting and demonstrating proficiency based on shared criteria and rubrics to evaluate achievement

ENGLISH Partner Language

PURPOSE Measure achievement in English Language and Academics in the English Language*

Measure achievement in the Partner Language

ASSESSMENT Access for ELs, Classroom/District Assessment Classroom, District to IB/AP/AAPPL

COSTS No Additional Cost to Student/District Cost to Student/District Free-$100

PRO Embedded in District Work, and so low cost/free IB/AP value add, AAPPL online multiple languages

CON Language and Content achievement often synonymous

Potential for different criteria and measures by district

Costly

Measures different skills than English Evals

Essential Questions about Language Achievement/Evaluation

How can we create criteria for achievement for students with varied linguistic backgrounds?

(ELL, Dual Language Learners, Heritage Speakers)

Do we create different paths of attainment to reflect the possibilities of achievement for all students?

(regular versus distinguished)

What if my school or district doesn’t have a bilingual program?

In the short term, the following are accessible:

• WI Seal of Biliteracy Participation Award

• WI Global Education Achievement Certificate

Some 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 attainmento Students excelling in world language programso Students who have lived/attended school abroad

What 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 programs

• From 6-12 world language programs to K-12 world language programs

• To increase rigor in already existing programs

Next Steps

• Finalize Criteria

• Develop a Plan Form

• Form Review Teams

• Spread the Word!

• Involve IHEs

• Feedback Needed!

Operation Cooperation