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SEAL My Pathway to the Seal of Biliteracy

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Biliteracy & World Languages Communication Toolkit

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Biliteracy & World Languages Communication Toolkit

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From Santa Clara COE

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Biliteracy and World Language Communications Toolkit

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World Languages & Cultures / Pathways to Biliteracy

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L.A. Unified Pathway to Biliteracy awards honor students who, by the end of 5th/6th and/or 8th grade, have demonstrated a commitment to the path of becoming biliterate and who have reached a certain degree of proficiency in both English, based on the English Language Arts California Common Core Standards, and a language other than English (LOTE) based on the 2019 World Languages Standards for California Public Schools.

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SLUSD State Seal of Biliteracy (and Biliteracy Pathway Info)

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SLUSD State Seal of Biliteracy (and Biliteracy Pathway Info)

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Complete all English Language Arts (ELA) graduation requirements with a 2.0 grade point average (GPA) or above AND pass the ELA California Assessment of Student Performance and Progress at the "standard met" level or above.
Second Language Proficiency Requirements:
Pass either an Advanced Placement (AP) exam with a three or above, an International Baccalaureate (IB) exam with a four or above, or an SAT II with a 600 or above. Or, pass a district- approved assessment of the same rigor as an AP exam OR complete a four-year high school course of study in the language with a 3.0 GPA or above AND demonstrate oral proficiency in the language.
Additional Requirement for Students Currently Classified as English Learners:
Demonstrate English proficiency on the English Language Proficiency Assessments for California
CA Seal of Biliteracy Frequently Asked Questions 2020-21
San Leandro Unified offers a Spanish Biliteracy Recognition Award. This award is designed to celebrate high-levels of biliteracy and to encourage students to continue their course of language study at the secondary level. The Biliteracy Recognition Award will be given to 5th grade students who have met the criteria.

Eligibility:
5th grade students in the Spanish Biliteracy Pathway and the Dual Language Immersion (DLI) program. 5th grade students not in either of these programs are also welcome to apply.

Required Activities:

1. Opinion essay in both languages:
Prompt: Why is being biliterate important to you, your community and the world?

2. Read one Spanish book to a class on zoom or share a recording

3. Read one English book to a class on zoom or share a recording
- record a video of you reading and send it to your teacher via google classroom -coordinate with a teacher to join their zoom meeting to read a book to the class

Criteria:
English STAR Reading score of 40% or above
Spanish STAR Reading Score of 40% or above
Demonstrate writing proficiency in English and Spanish by scoring a 4 on the writing rubric

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California State Seal of Biliteracy – San Leandro Unified

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Overview

The SSB, per AB 815 (Brownley, Chapter 618, Statutes of 2011), became effective January 1, 2012, and was amended in 2017 per AB 1142 , effective January 1, 2018 and by AB 370, effective January 1, 2024. California Education Code sections 51460-51464 establish the SSB program and its requirements. This program recognizes high school graduates who have attained a high level of proficiency in speaking, reading, and writing one or more languages in addition to English. The SSB will be awarded by the State Superintendent of Public Instruction in accordance with specified criteria set forth in the legislation.

Importance of the SSB Letter to the Field
The Importance of the SSB Letter to the Field gives the history of the SSB program and explains the program's purpose and importance as reaffirmed by State Superintendent of Public Instruction, Tony Thurmond.

For Students and Families

Requirements

2023-24 SSB Requirements Flyer (PDF) The SSB Requirements Flyer provides an overview of the SSB requirements. This flyer may be used by students in appointments with their counselors to understand progress towards meeting the SSB requirements. This flyer reflects updated eligibility requirements established in California Education Code ( EC) Section 51461.

How to Participate

If you believe that you or your child is eligible for the SSB, please contact a counselor or administrator at your school. You can check to see if your school or district participates in the SSB program by clicking on the "Data" tab above and clicking on the tab for your county. All public schools are eligible to participate in the program.

If the school or district does not yet participate, you can share this web page with a counselor, teacher, or administrator at the school as well as the contact information below. The SSB is an optional program and participation is voluntary.

Resources

Resources

Please note, the requirements beginning with the 2023-24 school year have been amended per AB 370 . The information and resources below have been updated to reflect the new requirements effective January 1, 2024. These requirements apply to all students seeking the SSB beginning with 2024 graduates.

SSB FAQs
The FAQs section includes responses to common inquiries about the SSB program and procedures.

California Educators Together SSB Group (Account Required)
The California Educators Together SSB Group is a space for educators and education leaders who are involved in coordinating the SSB or Biliteracy Pathway Recognition programs. This group will include the latest news, events, and resources related to the SSB and Biliteracy Pathway Recognitions and includes a space for members to share their own resources. Educators interested in joining will be prompted to create a free California Educators Together account.

Posters, Booklets, and Handouts

Presentations

SSB Webinar (Video; 59:07)
This webinar was recorded on November 8, 2023. It includes an overview of the SSB program and its purpose, the requirements (as updated by AB 370), logistics for local educational agencies participating in the program, information and resources for equity and raising awareness, and information and resources for creating paths to biliteracy and the SSB. The link document that includes resources referenced throughout the webinar is available below.

SSB Webinar Slides (Coming Soon)
The slides above are from the SSB webinar. They provide an overview of the SSB program and its purpose, the requirements (as updated by AB 370), logistics for local educational agencies participating in the program, information and resources for equity and raising awareness, and information and resources for creating paths to biliteracy and the SSB. This presentation can be used to inform district or school site staff, parents, students, and other interested parties about the SSB program.

Participation Data

Participation data for the previous school year is posted annually in the fall. This data is compiled from self-reported data received from local educational agencies via the Insignia Request Form. To correct participation data, please contact the California Department of Education Multilingual Support Division by email at SEAL@cde.ca.gov.

2022-23 Participation Data

2022-23 Districts Awarding the SSB in Less Commonly Awarded Languages
This page lists the counties and districts that awarded the SSB in less common languages during the 2022-23 school year.

2022-23 Participating Current and Former English Learners (XLSX)
This Excel spreadsheet includes data on the number of current and former English learner (EL) students who earned the SSB in 2022-23 by county and district. This data includes students currently classified as EL students at the time they earned the seal as well as students who reclassified prior to earning the seal (at any time, kindergarten through grade twelve).

Historical Participation Data

2021-22 Districts Awarding the SSB in Less Commonly Awarded Languages
This page lists the counties and districts that awarded the SSB in less common languages during the 2021-22 school year.

2020-21 Districts Awarding the SSB in Less Commonly Awarded Languages
This page lists the counties and districts that awarded the SSB in less common languages during the 2020-21 school year.

Requirements

Please note, the requirements beginning with the 2023-24 school year have been amended per AB 370 . The information and resources below have been updated to reflect the new requirements effective January 1, 2024. These requirements apply to all students seeking the SSB beginning with 2024 graduates.

Updated Guidance for Awarding the SSB, 2023-24
This letter explains the updated procedures for awarding the SSB during the 2023-24 school year after AB 370 was signed into law.

2023-24 SSB Requirements Flyer (PDF)
The SSB Requirements Flyer is a resource that may be distributed to districts, schools, students, and families to communicate the requirements for earning the SSB. This flyer reflects updated eligibility requirements established in California Education Code (EC) Section 51461.

SSB Eligibility Tracker for Schools and Districts (XLSX)
The SSB Eligibility Tracker is an optional resource for internal school or district use to track eligible students and ensure that they meet the SSB eligibility requirements. This checklist reflects the requirements established in EC Section 51461.

Letter Regarding SSB Data Collection on the California Longitudinal Pupil Achievement Data System (CALPADS)
This letter explains how SSB data is collected on CALPADS and how SSB data will be a component of the College/Career Indicator in the 2018 California School Dashboard.

Assessment List

The assessments statutorily identified for demonstrating proficiency in a language other than English are the Advanced Placement, International Baccalaureate, and ACTFL (AP, IB, and ACTFL).

The assessment list below is provided as an optional resource to identify locally approved assessments where a local educational agency (LEA) does not use one of the statutorily identified assessments (California Education Code [ EC] Section 51461[c]).
LEA-Approved World Language Assessments
If you have questions about a locally approved assessment or an LEA's approval process, please contact that LEA directly. This list is compiled from self-reported data submitted by LEAs through the online Insignia Request Form during the 2022-23 school year.

Certifying Locally Approved Assessments

LEAs must certify that any world language proficiency assessment(s) it uses, other than those specified in EC 51461(a)(3), meet the rigor of a four-year high school course of study and, at a minimum, assess speaking, reading, and writing in the language at the proficient level or higher ( EC Section 51461[a][2][C]). LEAs may certify locally approved assessments when submitting the online Insignia Request Form annually.

Insignia Request Process

A school district, county office of education, or direct-funded charter school that participates in the SSB program must maintain appropriate records to identify qualifying students and may complete and submit the online Insignia Request Form (California Education Code Section 51463[a]). The Insignia Request Form may be submitted at any time; however, it is recommended that requests be submitted far enough in advance to allow time for the California Department of Education (CDE) to process the requests and for insignias to be affixed to diplomas or transcripts. Participation is voluntary and no fee may be charged to the student.

The CDE will mail to the requestor one seal per eligible student to be affixed to the diploma or transcript.

Insignia Request Form

SSB Insignia Request Form
Please note, a public school, school district, county office of education, or direct-funded charter school may use this form. Parents, guardians, and students should contact the school or school district to verify eligibility and to find out if the school participates in the SSB program. If the student qualifies, the local educational agency will verify that the student has met the criteria and submit this form on behalf of the student.

The form opens in a new window. Please read the directions and then click the "next" button at the bottom of the screen to begin filling out the form. When the Insignia Request Form is submitted, an automatically generated email is sent to the submitter. If the submitter does not receive an automatically generated email or if the insignias requested do not arrive after two weeks, please contact the CDE Multilingual Support Division by email at SEAL@cde.ca.gov.

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State Seal of Biliteracy - Resources (CA Dept of Education)

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Information about the California State Seal of Biliteracy program and its requirements for students, parents, and educators.

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The Biliteracy Pathway Recognitions are established to recognize preschool, kindergarten, elementary, and middle school students who have demonstrated progress toward proficiency in speaking, reading, and writing in one or more languages in addition to English.

To order the certificate template, submit an online Biliteracy Pathways Recognition Participation Form, available below under the Requirements & Forms tab.
CDE Multilingual Education CDE World Languages Standards CDE World Languages Framework
The First 5 California Everyday Opportunities for Speech, Language, and Literacy Development web page provides tips for parents on how to build literacy skills in young children. This page can be viewed in English or Spanish.

The First 5 California Multiple Languages in the Home, Benefits and Myths web page explains the benefits of learning two or more languages at home and provides tips on how to expand dual language skills. This page can be viewed in English or Spanish.

The U.S. Department of Education Office of English Language Acquisition Benefits of Multilingualism Infographic (PDF) explains cognitive, educational, economic, and sociocultural benefits of multilingualism.

The U.S. Department of Education Early Learning: Talk, Read, and Sing! web page includes fact sheets on the benefits of bilingualism, tips for parents of young children, and other resources in English and Spanish.

The ¡Colorín, Colorado! For Families web page includes resources and tips for parents including information on helping children learn to read and on raising bilingual kids, among other topics. This page can be viewed in English or Spanish.

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Biliteracy Pathway Recognitions - Resources (CA Dept of Education)

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Information about the Biliteracy Pathway Recognitions program and its requirements for students, parents, and educators.

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https://www.cde.ca.gov/sp/el/er/blitparticipation.asp

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California Biliteracy Pathway Recognitions:

Biliteracy Program Participation Recognition

California Department of Education
Multilingual Support Division

Program Overview

For an overview of the Biliteracy Pathway Recognition Program, including information on purpose, equity, recognitions offered, multilingual programs, logistical information, and terminology, please visit the Biliteracy Pathway Program Overview web page.

Preschool Biliteracy Program Participation Recognition

The Preschool Biliteracy Program Participation Recognition certifies participation in a learning program where a preschool student is exposed to one or more languages, in addition to English, and certifies that the student completing this grade level has participated in a program that includes:

Preschool English Guidance

Exposure to English demonstrated through:

Participating in a program where students are exposed to English (for example, singing songs in English, participating in play in English, or listening to stories in English).

Preschool World Language Guidance

Exposure to a world language in addition to English, demonstrated through:

Participating in a program where students are exposed to one or more languages in addition to English (for example, singing songs in the language, participating in play in the language, or listening to stories in the language). This could include participating in a community multilingual opportunity (for example, a tribal or community center language program designed for students recovering a heritage language).

Kindergarten Biliteracy Program Participation Recognition

The Kindergarten Biliteracy Program Participation Recognition certifies participation in a program where a kindergarten student is exposed to one or more languages, in addition to English, and certifies that the student completing this grade level has participated in a program that includes:

Kindergarten English Guidance

Exposure to and the opportunity for growth in English demonstrated through:

Participating in a program where students are exposed to English and have the opportunity to develop proficiency in English (reading, writing, listening, and speaking).

Kindergarten World Language Guidance

Exposure to and the opportunity for growth in the world language in addition to English, demonstrated through:

Participating in a program that provides students with the opportunity to develop proficiency in a language in addition to English (including reading, writing, listening, and speaking, or all the modalities that exist in the language), including but not limited to:

Dual-Language Immersion (DLI)

Transitional Bilingual

Developmental Bilingual

Foreign Language Elementary Experience (FLEX)

Foreign Language in Elementary Schools (FLES)

Participating in a community multilingual opportunity (for example, a tribal or community center language program designed for students recovering a heritage language) that provides the opportunity to develop proficiency in reading, writing, listening, and speaking, or all the modalities that exist in the language.

Elementary Biliteracy Program Participation Recognition

The Elementary Biliteracy Program Participation Recognition certifies growth by an elementary student in one or more languages, in addition to English, and certifies that the student completing this grade level has participated in a program that includes:

Elementary English Guidance

Exposure to and the opportunity for growth in English demonstrated through:

Participating in a program where students are exposed to English and have the opportunity to develop proficiency in English (reading, writing, listening, and speaking).

Elementary World Language Guidance

Exposure to and the opportunity for growth in the world language in addition to English, demonstrated through:

Participating in a program that provides students with the opportunity to develop proficiency in a language in addition to English (including reading, writing, listening, and speaking, or all the modalities that exist in the language), including but not limited to:

DLI

Transitional Bilingual

Developmental Bilingual

FLEX

FLES

Participating in a community multilingual opportunity (for example, a tribal or community center language program designed for students recovering a heritage language) that provides the opportunity to develop proficiency in reading, writing, listening, and speaking, or all the modalities that exist in the language.

Middle School Biliteracy Program Participation Recognition

The Middle School Biliteracy Program Participation Recognition certifies growth by a middle school student in one or more languages, in addition to English, and certifies that the student completing this grade level has participated in a program that includes:

Middle School English Guidance

Exposure to and the opportunity for growth in English demonstrated through:

Participating in a program where students are exposed to English and have the opportunity to develop proficiency in English (reading, writing, listening, and speaking).

Middle School World Language Guidance

Exposure to and the opportunity for growth in the world language in addition to English, demonstrated through:

Participating in a program that provides students with the opportunity to develop proficiency in a language in addition to English (including reading, writing, listening, and speaking, or all the modalities that exist in the language), including but not limited to:

DLI

Transitional Bilingual

Developmental Bilingual

Heritage Language

FLEX

FLES

Participating in a community multilingual opportunity (for example, a tribal or community center language program designed for students recovering a heritage language) that provides the opportunity to develop proficiency in reading, writing, listening, and speaking, or all the modalities that exist in the language.

Note

The criteria above are guidance and may be adapted for all grade levels as established by the school district or county office of education.

Questions: Multilingual Support Division | SEAL@cde.ca.gov | 916-319-0938

Last Reviewed: Thursday, September 9, 2021

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Biliteracy Pathway Recognition: Participation - Resources (CA Dept of Education)

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https://www.cde.ca.gov/sp/el/er/blitdevelopment.asp

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California Biliteracy Pathway Recognitions:

Home Language Development Recognition

California Department of Education
Multilingual Support Division

Program Overview

For an overview of the Biliteracy Pathway Recognition Program, including information on purpose, equity, recognitions offered, multilingual programs, logistical information, and terminology, please visit the Biliteracy Pathway Program Overview web page.

Home Language Development Recognition Overview

The Home Language Development Recognition may be awarded to any student who is continuing to develop the home language outside of school. This recognition may be awarded to any student with a home language other than or in addition to English including newcomers, English learners at all levels of proficiency, reclassified students, or initially fluent English proficient students.

The parent, guardian, or caregiver may certify that the student is continuing to develop the home language at home or in a program outside of school. This certification could take place through a survey provided to parents, during a conference with a teacher or counselor, or during a home visit, for example. How to certify that the student is continuing to develop the home language is a local decision.

Discussing this recognition with parents, guardians, or caregivers can provide school personnel with an opportunity to share the benefits of biliteracy with families and to frame the home language as an asset. For more information about the benefits of multilingualism, see the US Department of Education Office of English Language Acquisition Benefits of Multilingualism Infographic (PDF).

Information about this recognition could be shared at back to school nights, open houses, school events, parent teacher conferences, English Learner Advisory Committee meetings, and home visits.

Preschool Home Language Development Recognition

The Preschool Home Language Development Recognition may be awarded to a preschool student who is provided with opportunities to maintain and/or develop the home language. The parent, guardian, or caregiver of the student completing this grade level certifies that:

The student has had exposure to and opportunities to maintain and/or develop the home language demonstrated through:

Regularly participating in age-appropriate activities in the home language that include listening and speaking (or signing and interpreting signed language for American Sign Language [ASL]) and early literacy in the home language. For examples of activities that cover each of these modalities, see the "Examples of Activities to Develop and/or Maintain the Home Language" section below.

Kindergarten Home Language Development Recognition

The Kindergarten Biliteracy Pathway Recognition may be awarded to a kindergarten student who is provided with opportunities to maintain and/or develop the home language. The parent, guardian, or caregiver of the student completing this grade level certifies that:

The student has had exposure to and opportunities to maintain and/or develop the home language demonstrated through:

Regularly participating in age appropriate activities in the home language that including reading, writing, listening, and speaking (or all of the modalities that exist in the language, including signing and interpreting signed language for ASL) in the home language. For examples of activities that cover each of these modalities, see the "Examples of Activities to Develop and/or Maintain the Home Language" section below.

Elementary Home Language Development Recognition

The Elementary Biliteracy Pathway Recognition may be awarded to an elementary student who is provided with opportunities to maintain and/or develop the home language. The parent, guardian, or caregiver of the student completing this grade level certifies that:

The student has had exposure to and opportunities to maintain and/or develop the home language demonstrated through:

Regularly participating in age appropriate activities in the home language that including reading, writing, listening, and speaking (or all of the modalities that exist in the language, including signing and interpreting signed language for ASL) in the home language. For examples of activities that cover each of these modalities, see the "Examples of Activities to Develop and/or Maintain the Home Language" section below.

Middle School Home Language Development Recognition

The Middle School Home Language Development Recognition may be awarded to a middle school student who is provided with opportunities to maintain and/or develop the home language. The parent, guardian, or caregiver of the student completing this grade level certifies that:

The student has had exposure to and opportunities to maintain and/or develop the home language demonstrated through:

Regularly participating in age appropriate activities in the home language that including reading, writing, listening and speaking (or all of the modalities that exist in the language, including signing and interpreting signed language for ASL) in the home language. For examples of activities that cover each of these modalities, see the "Examples of Activities to Develop and/or Maintain the Home Language" section below.

Examples of Activities to Develop and/or Maintain the Home Language

The activities listed below for each modality of communication are ideas only and activities that may help students develop biliteracy are not limited to these activities. If a language does not include all of these modalities of communication, select those that exist in the language or adapt these so they are appropriate to and inclusive of all languages including ASL, indigenous languages, and languages that do not include a written system.

Reading and Early Literacy:

For younger children: Reading or being read an age-appropriate story or nonfiction text with a caregiver in the home language. Recognizing letters or characters in the home language with a caregiver. Recognizing or sounding out words or characters in the home language. Playing rhyming, alphabet, or letter/character games in the home language, etc.

For older children: Reading an age-appropriate book (fiction or nonfiction), story, comic, recipe, magazine, or other text in the home language, including reading to a younger child in the home language, etc.

Writing and Early Literacy:

For younger children: Using a combination of drawing, dictating, and writing to tell a story or describe something in the home language. Practicing writing letters or characters in the home language or writing simple words in the home language with a caregiver, etc.

For older children: Writing a story, poem, or letter in the home language, keeping a journal in the home language, etc.

Listening:

For younger children: Learning a new skill from a caregiver who is speaking the home language, listening to a story in the home language, playing a game that includes listening in the home language, etc.

For older children: Learning a new skill from a caregiver who is speaking the home language; listening to a story in the home language; interviewing an older relative in the home language; listening to the radio, a movie, or television program in the home language and discussing it afterwards; listening to a speech or sermon in the home language; etc.

Speaking:

For younger children: Asking and answering questions while helping a caregiver make a meal or while playing with a sibling, pointing out and naming objects in the home language, talking about a story with a caregiver in the home language, singing songs in the home language, playing games or doing puzzles in the home language, etc.

For older children: Teaching a sibling a game in the home language, telling a story in the home language, explaining what they learned in school that day in the home language, talking on the phone with a relative in the home language, interviewing an older relative in the home language, etc.

Additional Resources for Developing Biliteracy at Home:

Note

The criteria above are guidance and may be adapted for all grade levels as established by the school district or county office of education.

Questions: Multilingual Support Division | SEAL@cde.ca.gov | 916-319-0938

Last Reviewed: Thursday, September 9, 2021

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California Biliteracy Pathway Recognitions: California Department of Education Multilingual Support Division For an overview of the Biliteracy Pathway Recognition Program, including information on purpose, equity, recognitions offered, multilingual programs, logistical information, and terminology, please visit the Biliteracy Pathway Program Overview web page.

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https://www.cde.ca.gov/sp/el/er/blitattainment.asp

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California Biliteracy Pathway Recognitions:

Biliteracy Attainment Recognition

California Department of Education
Multilingual Support Division

Program Overview

For an overview of the Biliteracy Pathway Recognition Program, including information on purpose, equity, recognitions offered, multilingual programs, logistical information, and terminology, please visit the Biliteracy Pathway Program Overview web page.

Elementary Biliteracy Attainment Recognition

The Elementary Biliteracy Attainment Recognition certifies attainment of a developing level of proficiency by an elementary student in one or more languages, in addition to English, and certifies that the student completing this grade level (the grade level when the recognition is administered is a local decision, typically at the end of elementary school) meets all of the following criteria:

Elementary English Guidance

Growth in English proficiency demonstrated through one of the following methods:

Method One: California Assessment of Student Performance and Progress (CAASPP)

Attain the level demonstrating grade-level proficiency on the CAASPP English language arts in any grade 3-6. Or demonstrate growth toward proficiency on the CAASPP ELA during the year the Elementary Biliteracy Attainment Recognition is awarded.

Method Two: Local Assessment

Attain the level demonstrating reading, writing, listening, and speaking proficiency in English, or progress towards proficiency, as measured by a district-approved assessment.

Method Three: English Language Proficiency Assessments for California (ELPAC)

Attain the level demonstrating English proficiency on the ELPAC, or any successor English language proficiency assessment, in transitional kindergarten, kindergarten, or any of grades 1-5. Or demonstrate growth toward proficiency on the ELPAC during the year the Elementary Biliteracy Attainment Recognition is awarded.

Method Four: Portfolio

Elementary World Language Guidance

Growth in proficiency in the world language in addition to English, demonstrated through either of the following methods:

Method One: Local Assessment

Method Two: Portfolio

Middle School Biliteracy Attainment Recognition

The Middle School Biliteracy Attainment Recognition certifies attainment of a developing level of proficiency by a middle school student in one or more languages, in addition to English, and certifies that the student completing this grade level meets all of the following criteria:

Middle School English Guidance

Growth in English proficiency demonstrated through one of the following methods:

Method One: CAASPP

Passing the CAASPP for English language arts, or any successor test, administered in grade eight, at or above the "standard nearly met" achievement level, or at the achievement level determined by the Superintendent for any successor test.

Method Two: English Language Arts Coursework

Completing all English language arts requirements for grade eight with an overall grade point average of 2.0 or above in those classes.

Method Three: ELPAC

Attaining the level demonstrating English proficiency on the ELPAC, or any successor English language proficiency assessment, in middle school. Or attain a score that demonstrates an increase of one level or more from the score earned during the previous year on the ELPAC in middle school.

Method Four: Portfolio

Middle School World Language Guidance

Growth in proficiency in the world language in addition to English, demonstrated through either of the following methods:

Method One: Local Assessment

Method Two: Portfolio

Note

The criteria above are guidance and may be adapted for all grade levels as established by the school district or county office of education.

Questions: Multilingual Support Division | SEAL@cde.ca.gov | 916-319-0938

Last Reviewed: Thursday, September 9, 2021

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California Biliteracy Pathway Recognitions: California Department of Education Multilingual Support Division For an overview of the Biliteracy Pathway Recognition Program, including information on purpose, equity, recognitions offered, multilingual programs, logistical information, and terminology, please visit the Biliteracy Pathway Program Overview web page.

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Samples below reflect a local approach (may differ from the CDE's recommendations)

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Samples below reflect a local approach (may differ from the CDE's recommendations)

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Santa Clara County's Elementary School Awards Criteria

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Santa Clara County's Elementary School Awards Criteria

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Santa Clara County's Middle School Awards

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Santa Clara County's Middle School Awards

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Spanish Biliteracy pathway also offered by SFUSD.

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K-5 students whose home language is Cantonese

Bilingual students who speak both English and Cantonese

Language Instruction
Instruction similar to Dual Language Instruction (DLI) but designed for potential English learners who are native speakers of Cantonese.

Pathway Eligibility

Students applying for Kindergarten or 1st grade whose home language is Cantonese.

Students in grades 2-5 who are currently not in Dual Language Immersion or Biliteracy must be assessed and demonstrate grade level proficiency in the Cantonese.

Schools:
Filter / Search for schools with language programs using SFUSD's School Search

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K-5 students whose home language is Cantonese Bilingual students who speak both English and Cantonese Language Instruction Instruction similar to Dual Language Instruction (DLI) but designed for potential English learners who are native speakers of Cantonese. Pathway Eligibility Students applying for Kindergarten or 1st grade whose home language is Cantonese.

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Glendale's "Bilingual Competency" Awards for HS

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Glendale's "Bilingual Competency" Awards for HS

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All Glendale Unified students are eligible to receive a Glendale Unified Bilingual Competency Award commendation, which includes a Certificate of Competency, a silver or gold medallion, and a seal on their diploma. Students may receive a Bilingual Competency Award in more than one language.

Bilingual Competency Awards

Silver Medallion - for students who demonstrate competency in English and one other language

Gold Medallion - for students who demonstrate competency in English and two or more other languages

Additionally, qualifying students may receive a California State "Seal of Biliteracy" designation on their official transcript.

Application Process

Students wishing to receive a Bilingual Competency Award must register for the Bilingual Competency Examination during the spring semester of their 11th or 12th grade year. In order to receive a Bilingual Competency Award, students must demonstrate language competency in one or more foreign languages, successfully complete all high school graduation requirements in English, and achieve an overall grade point average (GPA) of 2.0 or higher.

Students can demonstrate language competency and receive a Bilingual Competency Award by completing any one of the following:

Receive a score of 3 or higher on the Advanced Placement (AP) exam for foreign language.

Successfully complete the Glendale Unified School District four-year course of study in the same foreign language, receiving a GPA of 3.0 in those foreign language classes.

Complete the highest course of study in a Glendale Unified School District world language course with a grade of "B" or better.

Pass a foreign government's approved language exam and receive a diploma/certificate of competency for that (non-English) language from the authorizing government agency.

Pass the Glendale Unified Bilingual Competency Examination. The examination is offered in Arabic, Armenian, Korean, Russian, Spanish, and Tagalog.

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High School / Glendale Unified Bilingual Competency Award

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All Glendale Unified students are eligible to receive a Glendale Unified Bilingual Competency Award commendation, which includes a Certificate of Competency, a silver or gold medallion, and a seal on their diploma. Students may receive a Bilingual Competency Award in more than one language.

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Sacramento COE Coordinators Planning Doc

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Sacramento COE Coordinators Planning Doc

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Antioch's Student Application for the Seal

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Antioch's Student Application for the Seal

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2021-21 CA & County Stats for Seal of Biliteracy

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2021-21 CA & County Stats for Seal of Biliteracy

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Biliteracy Pathways CDE Requirements & Forms

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Biliteracy Pathways CDE Requirements & Forms

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The Biliteracy Pathway Recognitions are established to recognize preschool, kindergarten, elementary, and middle school students who have demonstrated progress toward proficiency in speaking, reading, and writing in one or more languages in addition to English.

To order the certificate template, submit an online Biliteracy Pathways Recognition Participation Form, available below under the Requirements & Forms tab.
CDE Multilingual Education CDE World Languages Standards CDE World Languages Framework
The First 5 California Everyday Opportunities for Speech, Language, and Literacy Development web page provides tips for parents on how to build literacy skills in young children. This page can be viewed in English or Spanish.

The First 5 California Multiple Languages in the Home, Benefits and Myths web page explains the benefits of learning two or more languages at home and provides tips on how to expand dual language skills. This page can be viewed in English or Spanish.

The U.S. Department of Education Office of English Language Acquisition Benefits of Multilingualism Infographic (PDF) explains cognitive, educational, economic, and sociocultural benefits of multilingualism.

The U.S. Department of Education Early Learning: Talk, Read, and Sing! web page includes fact sheets on the benefits of bilingualism, tips for parents of young children, and other resources in English and Spanish.

The ¡Colorín, Colorado! For Families web page includes resources and tips for parents including information on helping children learn to read and on raising bilingual kids, among other topics. This page can be viewed in English or Spanish.

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Biliteracy Pathway Recognitions - Resources (CA Dept of Education)

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Information about the Biliteracy Pathway Recognitions program and its requirements for students, parents, and educators.

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Velázquez Press Sponsored Materials

Registration for the Velázquez Press Seal of Biliteracy Sponsorship is now Closed. Visit the sponsorship registration page or Like us on Facebook to keep updated on the status of registration dates.

Californians Together Implementation Materials

Go to the Californians Together website to order the materials or call the office for more information at (562) 983-1333 (Shipping and taxes will be added to all orders)

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Registration for the Velázquez Press Seal of Biliteracy Sponsorship is now Closed. Visit the sponsorship registration page or Like us on Facebook to keep updated on the status of registration dates.

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US Schools Try New Bilingual Education Method

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

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Californians Together Announces the Release of a New Film "The Seal of Biliteracy -- Celebrating Students of the 21st Century" What does it mean to be a student of the 21st century? High school seniors graduating in this global era need to have skills to be able to communicate across national borders and languages.

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 Pathways To Biliteracy Communication to Students.docx

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Sample Flyer - District Elem PtB Event.docx

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Dublin USD Pathway to Biliteracy Overview

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Dublin USD Pathway to Biliteracy Overview

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Pathways to Biliteracy Class Visit Slides.pptx

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DUSD Class Visit Slides

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2020-21 Pathways to Biliteracy Class Visit Slides

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Oral proficiency must be demonstrated in addition to a 4-year course of study in the world language. It is the district's choice what is used, but ACTFL's Oral Proficiency Interviews is one option.

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Languages

Official ACTFL OPIs are currently available in the following languages (but are subject to change): Afrikaans, Akan-Twi, Albanian, Amharic, Arabic, Armenian, Azerbaijani, Baluchi, Bengali, Bosnian, Bulgarian, Burmese, Cambodian, Cantonese, Cebuano, Chavacano, Czech, Dari, Dutch, Egyptian, English, French, Georgian, German, Greek (Modern), Gujarati, Haitian Creole, Hausa, Hebrew, Hindi, Hmong/Mong, Hungarian, Igbo, Ilocano, Indonesian, Iraqi, Italian, Japanese, Javanese, Kazakh, Kashmiri, Korean, Kurdish, Lao, Levantine, Malay, Malayalam, Mandarin, Marshallese, Nepali, Norwegian, Pashto, Persian Farsi, Polish, Portuguese Punjabi, Romanian, Russian, Serbian Croatian, Sindhi, Sinhalese, Slovak, Somali, Spanish, Swahili, Swedish, Tagalog, Tajik, Tamil, Tausug, Telugu, Thai, Tigrinya, Turkish, Turkmen, Uighur, Urdu, Uzbek, Vietnamese, Wolof, Wu and Yoruba.

Visit the ACTFL OPI Certification page to learn more about becoming a certified OPI tester.

The OPI & the Seal of Biliteracy

The OPI is available for the Seal of Biliteracy for high school students, grades 11 - 12. Visit ACTFL's Seal of Biliteracy Assessment page for more information.

The OPI Format

The test -taker will experience the OPI in four parts.

1. Introduction: The OPI begins with the tester confirming the test taker's identity. Your tester will read a statement in English that serves as an introduction to the interview process.

2. Warm-Up: The OPI tester initiates the interview by initiating discussion of a few general topics to gain an initial impression of the test taker's speaking ability.

3. Interview: The OPI interview contains two types of approaches to questions. Those include level checks and probes.

1. Level Checks: Level checks explore the highest proficiency level at which a test taker can function consistently. As the interview progresses, the linguistic demands may increase in complexity.

2. Probes: Probes explore a level above the level checks in order to gather evidence of the level at which the speaker can no longer sustain performance. The tester must elicit evidence of linguistic breakdown in order to determine the proficiency level.
The tester will move between level checks and probes in order to arrive at the final rating.

4. Cool-Down: The tester will ask a few questions to return the conversation to tasks that a test taker can easily perform and then will end the interview.

Assessment Factors

OPI testers and raters are certified via a rigorous certification process and are required to participate in quality assurance activities such as annual calibration events, virtual office hours, benchmarking activities, and other focused rater readiness activities.

Function: OPI testers consider the test taker's ability to successfully fulfill the assigned tasks by using the functions outlined in The Guidelines. Are test takers able to engage in global tasks like asking questions, narrating, describing, persuading or supporting opinions, for example?

Accuracy: Accuracy should be understood as how well a speaker is understood. Testers consider how features such as vocabulary, grammar, pronunciation, fluency, pragmatic competence, and sociolinguistic competence affect the overall comprehensibility of the message.

Content & Context: An OPI tester considers the appropriateness of a test taker's response. Is the response on topic? Is it appropriate for the context of the prompt?

Text Type: OPI testers consider how much language a test -taker can produce and how well it is organized.

These assessment factors are not evaluated in isolation; a test taker's language ability is holistically assessed based on the overall performance. A proficiency rating is awarded based on how all the factors contribute to the description of a speaker's global proficiency.

Assessment Criteria - ACTFL Proficiency Guidelines, Speaking

Reasons to Use the OPI

Official ACTFL OPI ratings can be used for a variety of purposes in the academic, commercial, and government communities. In academia, speaking proficiency ratings can be used for admissions, placement into language programs, general assessments, or for exit/ graduation requirements. In business and government communities, OPI ratings can be used for certification, hiring, and promotion in multilingual positions.

Familiarization Materials

The ACTFL OPI is designed to assess spontaneous unrehearsed language ability; ACTFL does not provide practice materials for this reason. Test takers can, however, further familiarize themselves with the test format by reviewing the ACTFL OPI Familiarization Guide. ACTFL also provides suggestions for test takers and for educators.

Reliability and Validity

The ACTFL OPI is a valid and reliable assessment of speaking proficiency. Its validity and reliability have been evaluated by many studies since its development in 1982 (e.g. Dandonoli and Henning (1990); Stansfield and Kenyon (1992); Kuo & Jiang (1997); Surface & Dierdorff, 2003). ACTFL assessments also undergo regular external reviews as part of the ACE CREDIT review process. A bibliography of ACTFL's ACE Review studies can be found here.
Test Administration & Delivery

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Official ACTFL OPIs are currently available in the following languages (but are subject to change): Afrikaans, Akan-Twi, Albanian, Amharic, Arabic, Armenian, Azerbaijani, Baluchi, Bengali, Bosnian, Bulgarian, Burmese, Cambodian, Cantonese, Cebuano, Chavacano, Czech, Dari, Dutch, Egyptian, English, French, Georgian, German, Greek (Modern), Gujarati, Haitian Creole, Hausa, Hebrew, Hindi, Hmong/Mong, Hungarian, Igbo,

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For Reading, Writing, Speaking & Listening in:
Arabic, Cantonese, English, French, German, Hebrew, Hindi, Italian, Japanese, Korean, Mandarin (Simplified & Traditional), Polish, Portuguese (Brazilian), Russian, Spanish, Yup’ik, Swahili*, Yoruba*

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Proficiency Tests

Avant's proficiency tests are used across the world to measure student learning outcomes, illustrate program quality, and create a path to the Seal of Biliteracy. All Avant proficiency tests are aligned to the ACTFL Proficiency Scale.

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Avant's proficiency tests are used across the world to measure student learning outcomes, illustrate program quality, and create a path to the Seal of Biliteracy. All Avant proficiency tests are aligned to the ACTFL Proficiency Scale.

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Sample Spanish Language Oral Proficiency Questions

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Sample Spanish Language Oral Proficiency Questions

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Oral Assessment Training for World Language Teachers

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Oral Assessment Training for World Language Teachers

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From San Juan Unified.

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World Language Teacher Oral exam process

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Sacramento COE

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Stud APP pre Q District State Seal of Biliteracy.pdf

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DUSD Elem PtB Rubric for Writing Task.docx

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Rubrics for Student Performance - Santa Clara COE

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Rubrics for Student Performance - Santa Clara COE

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5th grade Pathway Presentation Rubric:
https://drive.google.com/file/d/1y3E2IYqF_9DtQvOflSDQTGU_j3mY-TcV/view

8th grade Pathway Oral Presentation Rubric:
https://drive.google.com/file/d/1r1BccGVs1pPzfAPTztmEcYoyAUPkVjYh/view

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Project Planning Template - Yearly Cycle

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Project Planning Template - Yearly Cycle

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Make a copy and use as you wish.

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These simple activity suggestions for family members are available in English, Arabic, Chinese (Simplified), Chinese (Traditional), Dari, Haitian Creole, Somali, Spanish, Tagalog, Vietnamese.

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WestEd is reimagining approaches to a more equitable society by taking on the most demanding and enduring challenges in education and human development.

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Making Cross-Language Connections with Our Children

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Making Cross-Language Connections with Our Children

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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M4 TK-3 WITC Literature of Windows and Mirrors Audio Bibliography.pdf

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SEAL Promoting a Sense of Identity & Expression

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SEAL Promoting a Sense of Identity & Expression

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Promoting a Sense of Identity & Identity Expression .pdf

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SEAL Language of the Heart, Language of the Home

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SEAL Language of the Heart, Language of the Home

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Enjoyable, every day activities to promote language

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Promoting a Sense of Identity & Identity Expression .pdf

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9 Ways to Support Your Child's Bilingualism

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9 Ways to Support Your Child's Bilingualism