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

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Presentation transcript:

State Seal of Biliteracy Recognizing Students and Building Capacity November 1, 2014

Presentation Agenda ●Introduction ●Overview of the Seal ●Purpose ●Criteria ●Participation or Attainment? ●Discussion: The Seal Through My Lens

Current Workgroup Members ●Laurie Burgos, VeronaLaurie Burgos ●Pam Delfosse, MadisonPam Delfosse ●D. García, WaukeshaD. García ●Mandi Maurice, Middleton-Cross PlainsMandi Maurice ●Jesús Reveles, MadisonJesús Reveles ●Robin Rivas, MilwaukeeRobin Rivas ●Tolú Sanabria, DPITolú Sanabria ●Ron Sandoval, Delavan-DarienRon Sandoval ●Sarah Smith, KenoshaSarah Smith

"The roots of the term education imply drawing out children's potential, making them MORE than they were; however, when children come to school fluent in their primary language, and they leave school essentially monolingual in English, then our schools have negated the meaning of the term education, because they have made children LESS than they were." (Cummins, 1989)

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

Considerations for Assessments of Language Proficiency ●Skill domains/modes of communication to be assessed ●Alignment to a defined proficiency scale with performance levels ●Testing format (online, face:face, whole group, individual…) ●Test administration process/requirements ●Testing outcome reports & quality of data (process, timing, use) ●Applicability to target grade levels (developmentally and linguistically appropriate) ●Languages available, equity across languages ●Pricing (cost effective) ●Test accommodations for students with special needs ●Appropriate for all learners and program models ●Student, teacher and program benefits

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

Seal of Biliteracy: Global 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

District Approval Process for the Wisconsin Seal of Biliteracy ●School-Based Programming ●Measures of Language Proficiency ●Measures of Sociocultural Competence ●Criteria for Participation and Attainment Awards

The Seal Through My Lens Is the seal something that is realistic for your district? If yes, what steps will you take in your district? If no, what would you need? What will you share with parents/community?