State, Federal, & Multilingual Learners

Important information about the updates for the State Seal of Biliteracy requirements for 2022 graduates  recently shared by CDE. 

Link to CDE letter outlining the updated guidance for 2022 graduates: https://www.cde.ca.gov/sp/el/er/ssbguidance2223.asp

Below you will find pertinent information from the FAQs CDE webpage about the updated guidance. Full FAQs can be found at the following link: https://www.cde.ca.gov/sp/el/er/ssbfaq.asp 

Updated guidance from FAQs: 

1. Are 2022 graduating seniors who attended schools that opted not to administer the CAASPP during the 2020–21 school year eligible for the SSB?
   1. Yes. According to EC Section 51461(f), for pupils on track to graduate in 2022 who were not administered the CAASPP, the SSPI “may use the assessments identified in Section 69 of the act adding this subdivision to determine whether a pupil obtained the achievement level of a grade 11 English language arts assessment.” This refers to Section 69 of the Omnibus Trailer Bill, Assembly Bill 130.
2. What are the assessments identified in Section 69 of the Omnibus Trainer Bill?
   1. Section 69 of the Omnibus Trailer Bill states, “A local educational agency shall administer an assessment in English language arts and in mathematics to all pupils in grades 3 to 8, inclusive, and grade 11 in the 2020–21 school year designed to measure academic progress and performance that are aligned to the common core academic content standards.”
   2. The CDE provided guidance stating that where a statewide summative assessment was not at viable option for the LEA during the 2020–21 school year, LEAs may report results from a different assessment that meets the criteria established by the California State Board ofEducation (SBE) on March 16, 2021. The assessment used was required to be:
      1. Aligned with California Common Core State Standards for English Language Arts/Literacy and mathematics.
      2. Available to assess students in the grade level(s) in which the state summative assessment is not the most viable option (within grades three through eight and grade eleven).
      3. Uniformly administered across a grade span, school, or district.
   3. For additional guidance on the 2021 Spring Summative Assessment Administration see the CDE COVID-19 Assessment FAQs web page.
3. Are 2022 graduating seniors who attended schools that administered the CAASPP during the 2021–22 school year eligible for the SSB if they opted out of the CAASPP?
   1. No. According to EC Section 51461(a)(2), a student must pass the CAASPP English language arts section administered in grade 11, at or above the "standard met" level to be awarded the SSB. According to EC Section 51461(f), an equivalent assessment that meets the requirements established by the SBE may be used to demonstrate proficiency for 2022 graduates who were not administered the CAASPP. Therefore, if a student opted out of the English.

• Preschoolers participate in meaningful oral language development experiences in the home language
• Preschoolers engage with books and print materials in the home language
• Preschoolers participate in opportunities for developing the ability to communicate in a second language
• Preschoolers experience enthusiastic support from school staff for their awareness of bilingualism
• Families are provided with resources to support their children in developing both their home language and a second language at home and at school
• Families are provided with training opportunities related to the importance of preserving the home language, the value of bilingualism, strategies for supporting a second language, and education program options in the K-12 system

The intent of the elementary school Bilingual Service and Participation Award (BSPA) is to encourage students along the path of bilingualism, and to place value on the continued use of two languages. It is awarded at the end of fifth grade. 

Criteria:

• Attain age-appropriate proficiency in English Language Arts on the state testing system or local assessments
• Be an English Only student, an I-FEP student (Initially Fluent English Proficient) or a Redesignated Fluent English Proficient student (RFEP – i.e. student formerly classified as English learner) or an EL student with English proficiency assessment score (CELDT or ELPAC) which demonstrates appropriate progress is being made
• Documentation of 10 hours of bilingual service to the school or the community e.g., serving as a bilingual ambassador for visitors to the school, reading books to preschoolers, etc.
• Complete one of the portfolio requirements listed below:
• Write two essays, one in English and one in the target second language and receive a score of proficient or higher using the district’s writing rubric:  Prompt #1 in English: Write an opinion essay persuading or explaining why bilingualism is important to you personally, to your community and to the world.  Prompt #2 in the target second language: Write a personal narrative describing how you intend to use your bilingual skills in the future.
• Create and deliver an oral presentation in the target second language identifying five careers where bilingualism is important and explaining why and how bilingualism is a benefit in those careers. Receive an average score of “3” or above with no more than two areas receiving a score of “2” or below as the criteria for reaching proficiency in SCCOE’s Elementary School Pathway Oral Presentation Rubric.

This award is designed to measure attainment of age-appropriate biliteracy for students who have been in Two-Way Bilingual Immersion, Dual Language or maintenance bilingual programs. It is awarded at the end of fifth grade. 

Criteria:

• Earn a score of proficient or higher in English Language Arts on the state testing system or local assessments
• Be an English Only student, an I-FEP student (Initially Fluent English Proficient) or a Redesignated Fluent English Proficient student (RFEP – i.e. student formerly classified as English learner). 
• Demonstrate proficiency in a language other than English as measured by an approved assessment (LAS, Aprenda, etc.)
• Complete BOTH of the portfolio requirements listed below
• Write two essays, one in English and one in the target second language and receive a score of proficient or higher using the district’s writing rubric:  Prompt #1 in English: Write an opinion essay persuading or explaining why bilingualism is important to you personally, to your community and to the world.  Prompt #2 in the target second language: Write a personal narrative describing how you intend to use your bilingual skills in the future.
• Create and deliver an oral presentation in the target language identifying five careers where bilingualism is important and explaining why and how bilingualism is a benefit in those careers. Receive an average score of “3” or above with no more than two areas receiving a score of “2” or below as the criteria for reaching proficiency in SCCOE’s Elementary School Pathway Oral Presentation Rubric.

An award designed to celebrate engagement in the pursuit of language skills in two or more languages, to affirm positive attitudes towards multilingualism, and to validate the use of multiple languages for all students. It is awarded at the end of eighth grade. 

Criteria:

• Attain age-appropriate proficiency in English Language Arts on the state testing system or local assessments English Only students OR CELDT/ELPAC score which demonstrates appropriate progress is being made  AND
• Participate in at least two years of a World Language class or a Native Speakers class with a grade of C/2 or higher OR
• Create and deliver an oral presentation in a target language identifying the importance of cultural understanding and explaining why being culturally respectful is a benefit in the 21st Century. The student should be monitored by a teacher or counselor during the process of creating the presentation and must receive “3s” or above in all areas on SCCOE’s Middle School Pathway Oral Presentation Rubric.

This award is designed to set a standard for high-level biliteracy attainment for students in a Two-Way Bilingual Immersion or Dual Language program. It is awarded at the end of eighth grade.

Criteria:

• Attain age-appropriate proficiency in English Language Arts on the state testing system or local assessments OR CELDT/ELPAC score which demonstrates appropriate progress is being made AND
• Demonstrate proficiency in a language other than English as measured by an approved assessment OR
• Obtain average grades of B/3 or higher in World Language or Native Speakers course
• Meet the redesignation criteria for Redesignated Fluent English Proficient (RFEP) for students who are English learners.
• Write an essay about one of the two topics below in the target second language and receive a score of proficient or higher using the district’s writing rubric:
  • Argumentative essay explaining why knowing multiple languages is important.  
  • Personal Narrative describing your participation or your knowledge gained at two cultural events (each one a minimum of one hour) targeting the second language being studied.
• Create and deliver an oral presentation in a target language identifying the importance of cultural understanding and explaining why being culturally respectful is a benefit in the 21st Century. The student should be monitored by a teacher or counselor during the process of creating the presentation and must receive “3s” or above in all areas on SCCOE’s Middle School Pathway Oral Presentation Rubric.

The Seal will be awarded to graduating seniors in San Mateo County districts who have mastered standard academic English and any other language. Students wishing to receive the Seal of Biliteracy must be verified by their home district and meet the following four requirements:

• Complete all English language arts requirements for graduation with an overall grade point average of 2.0 or above in those classes. 
• Pass the California Assessment for Student Performance and Progress Standards Test in English Language Arts administered in grade 11 at the Standards Met or above. 
• Be proficient in one or more languages in addition to English as demonstrated through one of four options 
  • Passing a foreign language Advanced Placement examination with a score of 3 or higher or an International Baccalaureate examination with a score of 4 or higher. Attain a score of “4” or higher on an International Baccalaureate (IB) Examination in a language other than English. OR 
  • Complete the district’s approved consecutive four-year course of study in the same foreign language and attain an overall GPA of 3.0 or above in those courses (verified by transcript). OR 
  • If no AP examination or of-the-shelf language test exists and the district uses its own language examination, the school district must certify to the Superintendent that the test meets the rigor of a four-year high school course of study in that foreign language. If a district offers a language examination in a language in which an AP examination or of-the-shelf examination exists, the district language examination must be approved by the Superintendent. OR
  • Pass the SAT II foreign language exam with a score of 600 or higher.
• If the primary language of a grade 9-12 pupil is other than English, both of the following must be met in order to qualify for the Seal of Biliteracy: 
  • Attain English Language Proficiency Assessment for California (ELPAC) Level 3 or 4
  • Meet the requirements above as stated in 1, 2, and 3 (a-d)

• California Department of Education Newcomer webpage
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