# data[].attributes.body
Sign up for the mailing list: https://cdn.forms-content.sg-form.com/8dbe467f-c960-11eb-b48a-ea5cf4e21596

# data[].attributes.attachment_link.readable_text
Building a Multimodal Language Curriculum to Enhance Student Agency and Motivation

Organized by: The Center for language Acquisition , Penn State University

Co-sponsored by: the Center for Advanced Language Proficiency Education and Research (CALPER)

The Center for Global Studies , Penn State University

Sparks Building (In-person) and Zoom (Virtual)
Workshop:
In this interactive workshop, participants will explore how to design engaging language learning curriculum through digital multimodal projects as summative assessments. We will discuss the benefits of moving beyond traditional written assessments to promote more thorough language learning with tasks like vlogs, blogs, and digital poetry.

The workshop will equip participants with a backwards design approach, starting with the desired learning outcomes and media to then craft multimodal project rubrics. We will explore practical strategies for fostering student agency and motivation, as well as critical digital literacy, through these projects. We will also discuss how AI tools can be leveraged in both the creation of the rubrics for these projects and to scaffold the multimodal design process.

Participants will learn how to convert in-person activities to engaging online or flipped classroom formats, and vice versa. By the end of the workshop, participants will be able to build a project-based, multimodal unit for a language course that fosters student agency, motivation, and growth mindset.

# data[].attributes.attachment_link.description
ADE World & Native Language Updates - Including Partner Trainings and Events by Hannah Rude | This newsletter was created with Smore, an online tool for creating beautiful newsletters for educators, businesses and more

# data[].attributes.attachment_link.readable_text
The Arizona Seal of Biliteracy Program recognizes high school students who achieve proficiency in English plus at least one additional language. The seal is placed on the student's diploma and noted on the transcript.
Public school districts and public charter Schools are required to notify ADE of its intent to participate by September 1st of the current school year by filling out The Intent to Participate Form.
What is Language Proficiency

While language study can begin at any grade level, the use of the terms Novice, Intermediate, and Advanced indicate general performance and proficiency levels. Each level considers how well a speaker uses vocabulary, text type, language functions, context, accuracy control, and communication strategies. Additionally, each level takes into consideration how well the speaker is comprehended by others. A brief overview follows:

Novice: The student communicates with words/characters and phrases to express basic needs on familiar topics that have been highly practiced and memorized. The learner controls the accuracy within the memorized and practiced context and can be understood by one accustomed to dealing with language learners (a sympathetic listener). Example: "gloves", "need gloves", "I need gloves."

Intermediate: The student communicates with sentences and some connected sentences while expressing and elaborating on basic needs. The learner controls the language with enough accuracy to be understood by one accustomed to dealing with language learners. Example: "I need winter gloves because my hands are cold."

Advanced: The student communicates in various time frames in extended, organized paragraph-length discourse to respond to and resolve problems. The learner controls the language sufficiently enough to interact effectively with someone unaccustomed to dealing with language learners. Example: "If gloves are on sale when I get my next paycheck, I might go get a pair to keep my hands warm."

As students acquire language skills, they will progress through these proficiency levels with varying degrees of language control, expanding the range of listeners with whom they will be able to communicate. Students in the Novice and Intermediate levels, in particular, will tend to make many errors in their communication; this is normal. In general, students communicating at the Novice level will be comprehensible only to very sympathetic listeners such as teachers and fellow language learners. As students move into the Intermediate level, they become more comprehensible to sympathetic listeners in a wider range of situations, and their expanding skills should afford them the ability to sometimes be understood by some native speakers. By the time they reach Advanced proficiency, students should have a higher degree of accuracy, and they should be largely comprehensible to most native speakers.

The graphic above illustrates the full scope of student performance and proficiency in a target language over many years of study and across 5 levels of proficiency. These levels are generalizations and vary according to the time spent in the language as well as the difficulty of the language studied. These proficiency levels are based on the American Council on the Teaching of Foreign Languages (ACTFL) Proficiency Guidelines 2012 and can be used to measure performance in an instructional setting. The levels of Novice, Intermediate, and Advanced are further subdivided into sub-levels Low, Mid, and High. As students spend more time in the target language, their performance toward their true proficiency level begins to expand. The highest two levels (Superior and Distinguished) are not included in Arizona's World and Native Languages Standards because these levels are generally not considered outcomes of K-12 learning.

Categories of Languages

The language categories listed below are aligned with the U.S. Department of State Foreign Service Institute School of Language Studies. This list is not exhaustive and we encourage obtaining the Seal of Biliteracy in other languages not listed here.

For more information about Foreign Language Training through the Department of State, CLICK HERE.

Eligibility
Eligibility for the State Seal of Biliteracy - Students must complete ALL requirements listed below.

1. The student must successfully complete all English Language Arts requirements for graduation with an overall grade point average in those classes of 2.0 or higher on a 4.0 scale.

2. English Language Arts Assessment: To demonstrate English language proficiency, the student must attain the required score on an English language assessment selected from the menu of assessments adopted by the State Board of Education.
If the student has a primary home language other than English and is receiving English Language Learner services in grades 9-12, the student shall obtain a score of proficient based on the AZELLA. If the student passes out of English Language Learner services prior to grade 9, that student will need to use a different English language assessment selected from the menu of assessments adopted by the State Board of Education.

3. Second Language Assessment: Students must demonstrate proficiency in a second language through an assessment selected from the menu of second language assessments adopted by the State Board of Education or an alternative evidence model.

Assessment Method: To demonstrate language proficiency through the assessment method, the student must attain the required score on a language assessment as adopted by the State Board of Education.

Alternative Evidence Method: An alternative evidence method may be used in specified circumstances.

No standardized assessment exists for the targeted second language.

Evaluating the language proficiency of a student with disabilities for whom the standardized assessment is inappropriate.

The standardized assessment for the targeted second language does not assess one or more of the four domains of speaking, writing, listening, and reading.

Participation Requirements for Districts/Schools

Every year public districts and public charters are required to notify ADE of their intent to participate by September 1st of the current school year by filling out the Intent to Participate Form (closed for the year, please contact ADE for assistance).

Districts/schools must designate at least one individual to serve as Coordinator of the Program.

Districts/schools must complete the Reporting Form at the end of the school year or within 90 days of the close of school or by September 1st of the following year.

Districts/schools must make available to parents and students information regarding the Program (see the Seals flyers).

English Language Assessment & Proficiency Information

English language proficiency exams need to be completed during grades 9-12. If a student receives proficiency test data after school has ended (AP or IB exams for example), they still earn the Seal. They can return their diploma to their school to have the Seal of Biliteracy attached. The transcripts would also be updated by the district/school once the proficiency tests have been recorded.
ACCUPLACER
Attain a score of 230 or higher
ACTFL Assessment of Performance Towards Proficiency in Languages (AAPPL):
Attain a score of Intermediate 3 for the English language
Advanced Placement Exams
Attain a score of 3 or higher
International Baccalaureate Exams
Attain a score of 4 or higher
Arizona Board of Regents English Placement Exam Avant STAMP 4S
Attain a score of 5 for the English language
EdReady Exam (English Placement)
Attain a score of 80 or higher
End of Course Exam for Dual-Enrollment or Concurrent Enrollment Community College Course
Attain a passing score on the end-of-course exam
Nationally Recognized College Entrance Exam (ACT or SAT)
Second Language Assessment & Proficiency Information

Second language proficiency exams need to be completed during grades 9-12 and preferably in grades 11 or 12. If a student receives proficiency test data after school has ended (AP or IB exams for example), they still earn the Seal. They can return their diploma to their school to have the Seal of Biliteracy attached. The transcripts would also be updated by the district/school once the proficiency tests have been recorded.
ACTFL Assessment of Performance Towards Proficiency in Languages (AAPPL):

Attain a score of Intermediate 3 for category I through III languages

Attain a score of Intermediate 2 in writing and reading and Intermediate 3 in speaking and listening for category IV languages

ACTFL Latin Interpretive Reading Assessment (ALIRA):
Attain a score of Intermediate 3
ACTFL Oral Proficiency Interview (OPI):

Attain a score of Intermediate-Mid on the Oral Proficiency Interview (OPI) or the Oral Proficiency Interview
Computer (OPIC) combined with the Writing Proficiency Test (WPI), Reading Proficiency Test (RPI), and the
Listening Proficiency Test (LPT)

All four domains are needed to be met (speaking, writing, listening, reading)

Advanced Placement Examinations:
Attain a score of 3 or higher on an Advanced Placement examination for the world and native language(s)
Alta
Attain a score of 1+ or higher
American Sign Language:

Attain a score of Intermediate on the Sign Language Proficiency Interview OR

Attain a score of 3 or higher on the American Sign Language Proficiency Interview (ASLPI)

Avant STAMP 4S

Attain a score of 5 in all four sections for category I through III languages

Attain a score of 4 in writing and reading and a 5 in speaking and listening for category IV languages

Avant STAMP WS
Attain a score of 5 or higher on BOTH parts

Cambridge International Exam - AS Level Spanish:

Attain a score of A (Intermediate-Mid)
Diploma of Spanish as a Foreign Language (DELE) and Diploma in French Language (DELF):

For Spanish, attain a score of B1

For French, attain a score of B1

European Consortium for the Certificate of Attainment in Modern Languages (ECL) Hungarian Language Exam:
Attain a qualifying score of B1-CEFR in Hungarian or a minimum score of 40 percent on each of the four portions and an average score of 60 percent on all four portions
Ellinomatheia
Attain a score of B1 or higher
IB Examinations:
* SL comprises 150 teaching hours
* HL comprises 240 teaching hours

Navajo Nation Seal of Biliteracy Proficiency Assessmen t:

Attain a score of 3 (reached) or 4 (goes beyond)
Alternate Evidence Method

Must be approved by ADE prior to submission of the final report.

Contact [email protected] .

Seal Recognition Options

The Arizona Department of Education does not supply any of the following options. A local district or school may provide these items to their students that earn the Seal of Biliteracy.

Triple wrapped graduation cord - Colors for the Seal of Biliteracy should be the Arizona state flag colors of red, yellow, and blue

Certificates issued to students earning the Seal of Biliteracy

Medals for the Seal of Biliteracy

Recognition ceremony or assembly

Mention in a local paper

Banner with student names that earned the Seal of Biliteracy

If a student receives proficiency test data after school has ended (AP or IB exams for example), they still earn the Seal. They can return their diploma to their school to have the Seal of Biliteracy attached. The transcripts would also be updated by the district/school once the proficiency tests have been recorded.

Required Forms

Intent to Participate Form - Must be completed every year your district or school participates in the Seal of Biliteracy.

Reporting Form - Must be completed by September 1st of the following school year.

Alternative Method - contact the Director of K-12 Social Studies and World and Native Langauge at [email protected] .

# data[].attributes.attachment_link.description
Back to the Diploma Seals Page SOB Black and White.jpg Seal of Biliteracy Flyer Intent to Participate FormComplete for 2023-2024 School Year Reporting FormComplete for 2022-2023 School Year The Arizona Seal of Biliteracy Program recognizes high school students who achieve proficiency in English plus at least one additional language.

# data[].attributes.body
https://forms.office.com/r/58JHVRQcbK

# data[].attributes.attachment_link.title
2025-2026 Diploma Seals Intent to Participate Form

# data[].attributes.attachment_link.description
2025-2026 Diploma Seals Intent to Participate Form

# data[].attributes.headline
8/26 Academic Diploma Seals Information Session

# data[].attributes.subject
8/26 Academic Diploma Seals Information Session

# data[].attributes.body
August 26 Two Sessions

Morning Session Registration Link:

https://events.teams.microsoft.com/event/83baff61-65f9-4368-afd6-8605764629c4@58a5b0cb-441f-42ba-a5a1-8fdfd05a3ffc

Afternoon Session Registration Link:

https://events.teams.microsoft.com/event/a2f6ae8b-26dd-4c61-b047-5d1013c0891a@58a5b0cb-441f-42ba-a5a1-8fdfd05a3ffc

# data[].attributes.attachment_link.title
Arizona Language Association - AZLA FALL CONFERENCE 2025

# data[].attributes.headline
9/17 Charting Your Course with the AAPPL

# data[].attributes.subject
9/17 Charting Your Course with the AAPPL

# data[].attributes.body
Time: 5 pm ET

Highlight examples of how to set your students up for language success through backwards design based on the ACTFL Proficiency Guidelines and the design of the AAPPL.

REGISTER TODAY!

https://marketing.languagetesting.com/e/409902/gzTx6GFV3rrANBhQ--registration/5r5372/2021719353/h/6xQksefQ8-OpcRwzMeFXPyFt-B8d05m5ZgWB6dY3L0A

# data[].attributes.attachment_link.description
Welcome to the Arizona Language Association (AZLA) Website and Member Portal

# data[].attributes.body
Scott Daniels - Language Services Associates (LSA) - Strategic Sales Manager - scott.daniels@lsa.inc - 215-259-7000 Ext. 55583 - Office Hours M-F 8:00 AM - 5:00 PM PDT

# data[].attributes.attachment_link.readable_text
Building a Multimodal Language Curriculum to Enhance Student Agency and Motivation

Organized by: The Center for language Acquisition , Penn State University

Co-sponsored by: the Center for Advanced Language Proficiency Education and Research (CALPER)

The Center for Global Studies , Penn State University

Sparks Building (In-person) and Zoom (Virtual)
Workshop:
In this interactive workshop, participants will explore how to design engaging language learning curriculum through digital multimodal projects as summative assessments. We will discuss the benefits of moving beyond traditional written assessments to promote more thorough language learning with tasks like vlogs, blogs, and digital poetry.

The workshop will equip participants with a backwards design approach, starting with the desired learning outcomes and media to then craft multimodal project rubrics. We will explore practical strategies for fostering student agency and motivation, as well as critical digital literacy, through these projects. We will also discuss how AI tools can be leveraged in both the creation of the rubrics for these projects and to scaffold the multimodal design process.

Participants will learn how to convert in-person activities to engaging online or flipped classroom formats, and vice versa. By the end of the workshop, participants will be able to build a project-based, multimodal unit for a language course that fosters student agency, motivation, and growth mindset.

# data[].attributes.attachment_link.description
ADE World & Native Language Updates - Including Partner Trainings and Events by Hannah Rude | This newsletter was created with Smore, an online tool for creating beautiful newsletters for educators, businesses and more

# data[].attributes.attachment_link.title
Welcome! You are invited to join a meeting: 2025 Language Teaching Forum: A Sociocultural Theory Perspective on a Division-Of-Labor Pedagogy for Development. After registering, you will receive a confirmation email about joining the meeting.

# data[].attributes.attachment_link.description
Presenter: Kimberly Urbanski, University of Massachusetts Boston 2025 Language Teaching Forum, organized by the Center for Language Acquisition (CLA), will be held in hybrid format. Please indicate whether you plan to attend in person or remotely. In this workshop, we will explore how a Sociocultural theory perspective on a Division-Of-Labor Pedagogy can promote development in literacy and other areas of interest in L2 development. We will discuss the essential features of a division of labor and how a division of labor is different than other types of collaborative work. We will also consider the important and central role of mediation in divisions of labor. Participants will explore possible affordances of using divisions of labor in their own contexts. Finally, we will work through the process of how to create divisions of labor for a variety of L2 contexts. Bio:
Kimberly Urbanski is Associate Professor of Applied Linguistics and Director of the PhD Program at the University of Massachusetts Boston. Her research interests include second language teaching and learning, second language literacy pedagogy, sociocultural theoretical approaches to second language development, systemic functional linguistics, cognitive linguistics, second language teacher education, and teacher and student use of gesture. She has published a monograph: Second Language Literacy Pedagogy: A Sociocultural Theory Perspective (Multilingual Matters, 2023) and co-edited a volume: Gesture and Multimodality in Second Language Acquisition: A Research Guide (Routledge, 2023). She has also recently published on language learners’ emotional-cognitive development, division of labor collaborations, a computerized dynamic assessment for grammar instruction and assessment, and concept-based language instruction in teaching thinking for speaking. Email: kimberly.urbansi@umb.edu

# data[].attributes.headline
9/30 Exploring Learner Feedback for Language Growth - Part 1

# data[].attributes.subject
9/30 Exploring Learner Feedback for Language Growth - Part 1

# data[].attributes.attachment_link.description
CARLA sponsors a series of free online presentations during the academic year to share research in the field and showcase work on CARLA’s initiatives.All presentations are offered online unless otherwise noted. Times listed are in the U.S. Central Time Zone. Please note that the start times may vary.Upcoming Events

# data[].attributes.headline
10/18 A Beginner's Guide to AI Tools for Language Teachers

# data[].attributes.subject
10/18 A Beginner's Guide to AI Tools for Language Teachers

# data[].attributes.attachment_link.title
CARLA Workshop: A Beginner’s Guide to AI Tools for Language Teachers | CARLA

# data[].attributes.attachment_link.description
This engaging and hands-on workshop has been designed specifically for language teachers who are at the beginning of their Artificial Intelligence (AI) journey. Participants will gain practical skills and knowledge to use AI tools to enhance their teaching and plan lessons more effectively. During this interactive workshop, participants will explore a variety of AI tools and platforms that can be used to plan lessons and create activities. Participants will be encouraged to ask questions and share their experiences in this collaborative workshop.

# data[].attributes.headline
‼️POLL: Date for In-Person Meeting 2026 ‼️

# data[].attributes.subject
‼️POLL: Date for In-Person Meeting 2026 ‼️

# data[].attributes.attachment_link.description
Doodle is the simplest way to schedule meetings with clients, colleagues, or friends. Find the best time for one-to-ones and team meetings with our user-friendly calendar tool. Get started today!

# data[].attributes.attachment_link.readable_text
The Arizona Seal of Biliteracy Program recognizes high school students who achieve proficiency in English plus at least one additional language. The seal is placed on the student's diploma and noted on the transcript.
Public school districts and public charter Schools are required to notify ADE of its intent to participate by September 1st of the current school year by filling out The Intent to Participate Form.
What is Language Proficiency

While language study can begin at any grade level, the use of the terms Novice, Intermediate, and Advanced indicate general performance and proficiency levels. Each level considers how well a speaker uses vocabulary, text type, language functions, context, accuracy control, and communication strategies. Additionally, each level takes into consideration how well the speaker is comprehended by others. A brief overview follows:

Novice: The student communicates with words/characters and phrases to express basic needs on familiar topics that have been highly practiced and memorized. The learner controls the accuracy within the memorized and practiced context and can be understood by one accustomed to dealing with language learners (a sympathetic listener). Example: "gloves", "need gloves", "I need gloves."

Intermediate: The student communicates with sentences and some connected sentences while expressing and elaborating on basic needs. The learner controls the language with enough accuracy to be understood by one accustomed to dealing with language learners. Example: "I need winter gloves because my hands are cold."

Advanced: The student communicates in various time frames in extended, organized paragraph-length discourse to respond to and resolve problems. The learner controls the language sufficiently enough to interact effectively with someone unaccustomed to dealing with language learners. Example: "If gloves are on sale when I get my next paycheck, I might go get a pair to keep my hands warm."

As students acquire language skills, they will progress through these proficiency levels with varying degrees of language control, expanding the range of listeners with whom they will be able to communicate. Students in the Novice and Intermediate levels, in particular, will tend to make many errors in their communication; this is normal. In general, students communicating at the Novice level will be comprehensible only to very sympathetic listeners such as teachers and fellow language learners. As students move into the Intermediate level, they become more comprehensible to sympathetic listeners in a wider range of situations, and their expanding skills should afford them the ability to sometimes be understood by some native speakers. By the time they reach Advanced proficiency, students should have a higher degree of accuracy, and they should be largely comprehensible to most native speakers.

The graphic above illustrates the full scope of student performance and proficiency in a target language over many years of study and across 5 levels of proficiency. These levels are generalizations and vary according to the time spent in the language as well as the difficulty of the language studied. These proficiency levels are based on the American Council on the Teaching of Foreign Languages (ACTFL) Proficiency Guidelines 2012 and can be used to measure performance in an instructional setting. The levels of Novice, Intermediate, and Advanced are further subdivided into sub-levels Low, Mid, and High. As students spend more time in the target language, their performance toward their true proficiency level begins to expand. The highest two levels (Superior and Distinguished) are not included in Arizona's World and Native Languages Standards because these levels are generally not considered outcomes of K-12 learning.

Categories of Languages

The language categories listed below are aligned with the U.S. Department of State Foreign Service Institute School of Language Studies. This list is not exhaustive and we encourage obtaining the Seal of Biliteracy in other languages not listed here.

For more information about Foreign Language Training through the Department of State, CLICK HERE.

Eligibility
Eligibility for the State Seal of Biliteracy - Students must complete ALL requirements listed below.

1. The student must successfully complete all English Language Arts requirements for graduation with an overall grade point average in those classes of 2.0 or higher on a 4.0 scale.

2. English Language Arts Assessment: To demonstrate English language proficiency, the student must attain the required score on an English language assessment selected from the menu of assessments adopted by the State Board of Education.
If the student has a primary home language other than English and is receiving English Language Learner services in grades 9-12, the student shall obtain a score of proficient based on the AZELLA. If the student passes out of English Language Learner services prior to grade 9, that student will need to use a different English language assessment selected from the menu of assessments adopted by the State Board of Education.

3. Second Language Assessment: Students must demonstrate proficiency in a second language through an assessment selected from the menu of second language assessments adopted by the State Board of Education or an alternative evidence model.

Assessment Method: To demonstrate language proficiency through the assessment method, the student must attain the required score on a language assessment as adopted by the State Board of Education.

Alternative Evidence Method: An alternative evidence method may be used in specified circumstances.

No standardized assessment exists for the targeted second language.

Evaluating the language proficiency of a student with disabilities for whom the standardized assessment is inappropriate.

The standardized assessment for the targeted second language does not assess one or more of the four domains of speaking, writing, listening, and reading.

Participation Requirements for Districts/Schools

Every year public districts and public charters are required to notify ADE of their intent to participate by September 1st of the current school year by filling out the Intent to Participate Form (closed for the year, please contact ADE for assistance).

Districts/schools must designate at least one individual to serve as Coordinator of the Program.

Districts/schools must complete the Reporting Form at the end of the school year or within 90 days of the close of school or by September 1st of the following year.

Districts/schools must make available to parents and students information regarding the Program (see the Seals flyers).

English Language Assessment & Proficiency Information

English language proficiency exams need to be completed during grades 9-12. If a student receives proficiency test data after school has ended (AP or IB exams for example), they still earn the Seal. They can return their diploma to their school to have the Seal of Biliteracy attached. The transcripts would also be updated by the district/school once the proficiency tests have been recorded.
ACCUPLACER
Attain a score of 230 or higher
ACTFL Assessment of Performance Towards Proficiency in Languages (AAPPL):
Attain a score of Intermediate 3 for the English language
Advanced Placement Exams
Attain a score of 3 or higher
International Baccalaureate Exams
Attain a score of 4 or higher
Arizona Board of Regents English Placement Exam Avant STAMP 4S
Attain a score of 5 for the English language
EdReady Exam (English Placement)
Attain a score of 80 or higher
End of Course Exam for Dual-Enrollment or Concurrent Enrollment Community College Course
Attain a passing score on the end-of-course exam
Nationally Recognized College Entrance Exam (ACT or SAT)
Second Language Assessment & Proficiency Information

Second language proficiency exams need to be completed during grades 9-12 and preferably in grades 11 or 12. If a student receives proficiency test data after school has ended (AP or IB exams for example), they still earn the Seal. They can return their diploma to their school to have the Seal of Biliteracy attached. The transcripts would also be updated by the district/school once the proficiency tests have been recorded.
ACTFL Assessment of Performance Towards Proficiency in Languages (AAPPL):

Attain a score of Intermediate 3 for category I through III languages

Attain a score of Intermediate 2 in writing and reading and Intermediate 3 in speaking and listening for category IV languages

ACTFL Latin Interpretive Reading Assessment (ALIRA):
Attain a score of Intermediate 3
ACTFL Oral Proficiency Interview (OPI):

Attain a score of Intermediate-Mid on the Oral Proficiency Interview (OPI) or the Oral Proficiency Interview
Computer (OPIC) combined with the Writing Proficiency Test (WPI), Reading Proficiency Test (RPI), and the
Listening Proficiency Test (LPT)

All four domains are needed to be met (speaking, writing, listening, reading)

Advanced Placement Examinations:
Attain a score of 3 or higher on an Advanced Placement examination for the world and native language(s)
Alta
Attain a score of 1+ or higher
American Sign Language:

Attain a score of Intermediate on the Sign Language Proficiency Interview OR

Attain a score of 3 or higher on the American Sign Language Proficiency Interview (ASLPI)

Avant STAMP 4S

Attain a score of 5 in all four sections for category I through III languages

Attain a score of 4 in writing and reading and a 5 in speaking and listening for category IV languages

Avant STAMP WS
Attain a score of 5 or higher on BOTH parts

Cambridge International Exam - AS Level Spanish:

Attain a score of A (Intermediate-Mid)
Diploma of Spanish as a Foreign Language (DELE) and Diploma in French Language (DELF):

For Spanish, attain a score of B1

For French, attain a score of B1

European Consortium for the Certificate of Attainment in Modern Languages (ECL) Hungarian Language Exam:
Attain a qualifying score of B1-CEFR in Hungarian or a minimum score of 40 percent on each of the four portions and an average score of 60 percent on all four portions
Ellinomatheia
Attain a score of B1 or higher
IB Examinations:
* SL comprises 150 teaching hours
* HL comprises 240 teaching hours

Navajo Nation Seal of Biliteracy Proficiency Assessmen t:

Attain a score of 3 (reached) or 4 (goes beyond)
Alternate Evidence Method

Must be approved by ADE prior to submission of the final report.

Contact [email protected] .

Seal Recognition Options

The Arizona Department of Education does not supply any of the following options. A local district or school may provide these items to their students that earn the Seal of Biliteracy.

Triple wrapped graduation cord - Colors for the Seal of Biliteracy should be the Arizona state flag colors of red, yellow, and blue

Certificates issued to students earning the Seal of Biliteracy

Medals for the Seal of Biliteracy

Recognition ceremony or assembly

Mention in a local paper

Banner with student names that earned the Seal of Biliteracy

If a student receives proficiency test data after school has ended (AP or IB exams for example), they still earn the Seal. They can return their diploma to their school to have the Seal of Biliteracy attached. The transcripts would also be updated by the district/school once the proficiency tests have been recorded.

Required Forms

Intent to Participate Form - Must be completed every year your district or school participates in the Seal of Biliteracy.

Reporting Form - Must be completed by September 1st of the following school year.

Alternative Method - contact the Director of K-12 Social Studies and World and Native Langauge at [email protected] .

# data[].attributes.attachment_link.description
Back to the Diploma Seals Page SOB Black and White.jpg Seal of Biliteracy Flyer Intent to Participate FormComplete for 2023-2024 School Year Reporting FormComplete for 2022-2023 School Year The Arizona Seal of Biliteracy Program recognizes high school students who achieve proficiency in English plus at least one additional language.

# data[].attributes.body
Jesus Solis

jesus.solis@comligospanish.com

https://comligo.com/

# data[].attributes.attachment_link.description
Comligo offers Spanish courses for all levels from beginner to advanced. Learn at your own pace with interactive lessons and improve your language skills today!

# data[].attributes.body
Contact Steve for access to the pilot program!

Steve Santoro

steve@lingco.io