State Seal of Biliteracy

1. State Seal of Biliteracy Recognizing Students and Building Capacity April 10, 2014

2. 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

3. 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

4. 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

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

6. Parking Lot

7. 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.

8. Progress & Plans Overview of DPI and workgroup meetings, process and outcomes to date. Vision for stakeholder engagement, process and timeline through completion.

9. 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

10. 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

11. 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.

12. MMSD Implementation Proposal

13. Seal of Biliteracy Responsive to All Learners English language learners Bilingual language learners World language learners Heritage language learners

14. Seal of Biliteracy Awards • 2 Award Types (attainment in 3-12) • By Grade Level Bands (PK,K-5, 6-8, 9-12) Attainment

15. Seal of Biliteracy: Sociocultural Lens Successful candidates will demonstrate: • Active use of language • Service to others • Positive attitudes towards bilingualism and cultural competency

16. 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

17. Assessment To ensure a fair XXX selection you all get the same test. XXXXXXX Climb that tree!XXXXXXXXXXXXXXX

18. Evaluating Achievement 3-12 Might we focus on students meeting and demonstrating proficiency based on shared criteria and rubrics to evaluate achievement

19. 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)

20. 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 attainment • Students excelling in world language programs • Students who have lived/attended school abroad

21. 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

22. Next Steps • Finalize Criteria • Develop a Plan Form • Form Review Teams • Spread the Word! • Involve IHEs • Feedback Needed!

24. Operation Cooperation