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Seal of Biliteracy

Seal of Biliteracy

The State Seal of Biliteracy and PUSD Bilteracy Attainment Awards are a statement to the community that biliteracy is important. This recognition honors the skills students have learned in the Dual Language Immersion Program and  communicates clearly that the mastery of two or more languages is an important skill for participation in a diverse world and economy. The State Seal of Bilteracy may also be listed as an achievement on future employment and college applications.

State Seal of Biliteracy
High School
The High School Seal of Biliteracy certifies attainment of a high level of proficiency in two or more languages. Students wishing to receive the Seal of Biliteracy must submit an application form and meet all existing state criteria for this recognition.

The requirements for the State Seal of Biliteracy are determined by the California Department of Education. The current requirements are listed below and subject to change.

A student who graduates from high school must have achieved a high level of literacy and fluency in one or more language(s) in addition to English.

The student must demonstrate:

1)    Completion all English language Arts requirements for graduation with an overall grade point average of 2.0 in those classes.

2)    Passing the California Assessment of Student Performance and Progress (CAASPP) for English language arts, or any successor test, administered in grade eleven, at or above the “standard met” achievement level, or at the achievement level determined by the Superintendent for any successor test.

3)    Proficiency in one or more languages, other than English, demonstrated through one of the following methods:

A.   Passing a foreign language Advanced Placement (AP) examination with a score of 3 or higher, or an International Baccalaureate (IB) examination with a score of 4 or more.

B.   Successful completion of a four-year high school course of study in a foreign language, attaining an overall grade point average of 3.0 or higher in that course of study, and demonstrating oral proficiency in the language comparable to that required to pass an AP or IB examination.

C.   Passing a district test with a score of proficient or higher (If no AP examination or off the shelf language tests exists and the school district can certify that the test meets the level of an AP exam) demonstrating proficiency in all of the modes of communication (reading, writing, and speaking) that characterize communication in the language.

D.   Passing the SAT II foreign language examination with a score of 600 or higher.

4)    In addition to the requirements mentioned above, if the primary language of a pupil is other than English, he or she shall demonstrate English proficiency on the English Language Proficiency Assessments for California (ELPAC), or any successor English language proficiency assessment, in transition kindergarten, kindergarten, or any of grades one to twelve, inclusive.

Biliteracy Attainment Award

Middle School (Granted at the End of 8th Grade)

This award is designed to set a standard for high level biliteracy attainment for students in the Dual Language Immersion Program. 

The student must demonstrate:

1)     Completion of all English Language Arts and target Language Arts courses with an overall grade of “C” or better in those classes.

2)     Passing the California Assessment of Student Performance and Progress (CAASPP) for English Language Arts, or any successor test, administered in 7th grade, at or above the “standard met” achievement level, or at the achievement level determined by the Superintendent for any successor test.

3)     Proficiency in one or more languages, other than English, demonstrated by passing a foreign language examination in all domains based on 8th grade proficiency level targets.

4)     Completion of a digital portfolio which meets 3 or more of the 5 of the following requirements:  

A.   An essay written in the target language with a rubric score of “Met Expectations” or above at the 8th grade level.

B.   An oral presentation in the target language with a rubric score of “Met Expectations” or above at the 8th grade level

C.   Completion of 20 hours of community service using target language skills in serve to the school or community.

D.   An oral presentation or essay written in target language about attendance or participation in a cultural event for the target language.

E.   Achievement of grade level benchmark reading targets at or above the 8th grade level

Biliteracy Attainment Award

Elementary School (Granted at the End of 5th Grade)

This award is designed to set a standard for high level biliteracy attainment for students in the Dual Language Immersion Program. 

The student must demonstrate:

1)     Completion of all English Language Arts and target Language Arts courses with an overall grade of “C” or better in those 5th grade classes OR Passing the California Assessment of Student Performance and Progress (CAASPP) for English language arts, or any successor test, administered in 4th grade, at or above the “standard met” achievement level, or at the achievement level determined by the Superintendent for any successor test.

2)     Proficiency in target language, other than English, demonstrated through passing a target language examination in all domains (interpretive reading, presentational speaking, interpersonal communication, presentational writing, and interpretive listening) based on 5th grade proficiency level targets.

3)     Completion of a portfolio which meets 3 or more of the following requirements:  

A.   An essay written in the target language with a rubric score of “Met Expectations” or above at the 5th grade level.

B.   An oral presentation in the target language about the benefits of bilingualism, biliteracy, and biculturalism or about a career where these traits are important with a rubric score of “Met Expectations” or above at the 5th grade level.

C.   Completion of 20 hours of community service using target language skills in serve to the school or community.*

D.   An oral presentation or essay written in target language about attendance or participation in a cultural event for the target language.

E.   Achievement of benchmark reading targets at or above the student’s current grade level and a reading log signed by the student’s teacher of ten books (within the benchmark level range) read independently in English and ten books (within the benchmark level range) read independently in the target language.*

*Students may begin these items in 4th grade so long as assignments are not be assigned or completed during summer.