Lentz_what who when and how earning college credit through world language proficiency certificates

What, Who and How: Earning
College Credit through World
Language Proficiency Certificates,
Bilingual and Multilingual Seals
MELEd Conference
November 7, 2015
Ursula Lentz

Seal and Certificates
What are they?
How are they awarded?
Who is eligible?
How can you prepare and support your
students?
How can students earn certificates?
What type of assessments are needed?
What might this look like in your district?

Session Goals
Provide information about the 2015 Legislation
that:
• Amended 2014 legislation enacting bilingual
and multilingual seals
• Changed world language certificates
to provide ALL Minnesota students the
opportunity to earn college credits.

Legislation
2015 Legislature amended Sec. 2. Minnesota
Statutes 2014, section 120B.022, subdivision 1a
and 1b https://www.revisor.mn.gov/statutes/?id=120B.022
World language proficiency certificates
Bilingual and multilingual seals
High school elective credit
College credit

5
Why Bilingual and
Multilingual Seals?
Nearly half of EL students do not
graduate from high school, representing
a major loss of talent and potential that
the state cannot afford if we wish to
maintain our economic competitiveness
and high standard of living.
Per MDE cited in:
The Learning for English Academic Proficiency
and Success Act: Ensuring Faithful and Timely
Implementation
By Conor P. Williams, Ph.D. and Colleen Gross Ebinger
Report commissioned by The McKnight Foundation
2014-2015 numbers show 70,779 K-12 English
learners in Minnesota.

What? Bilingual and Multilingual Seals
LEAPS Legislation: Recognizes home languages as an asset
2015 Amendments created two levels of seals
• Gold – Intermediate-High (IH)
• Platinum – Advanced-Low (AL)
Requirements: All modalities (Reading, writing, listening,
speaking)
Based on the American Council on the Teaching of Foreign
Languages (ACTFL) proficiency guidelines on a valid
assessment for reading, writing, listening and speaking
education.state.mn.us 7

Other Requirements
(b) In addition to paragraph (a), to be eligible to
receive a seal:
(1) students must satisfactorily complete all
required English language arts credits; and
(2) students must demonstrate mastery of
Minnesota's English language proficiency
standards.

World Language Proficiency Certificate
Changes
• 2015 Amendments created one level of
certificates
Intermediate-Low (IL)
• High Achievement certificate became the gold
seal
– Using ACTFL proficiency guidelines on a valid
assessment for reading, writing, listening and
speaking
• All modalities/skills at Intermediate-Low

Other Legislation
Amended
Sec. 3. Minnesota Statutes 2014, section
120B.022, subdivision 1 Elective standards:
A district must use the current world languages
standards developed by the American Council
on the Teaching of Foreign Languages
Addresses local standards and benchmarks

Credits Awarded
education.state.mn.us11
Upon enrollment and student request within 3 years of
earning a seal(s) or certificate
Certificates, Seals Level Credits
World language
proficiency certificate
Intermediate-
Low
2 semesters
Gold bilingual or
multilingual seal
Intermediate-
High
3 semesters
per language
Platinum bilingual or
multilingual seal
Advanced-Low 4 semesters
per language

Who can be Awarded Seals or Certificates?
Any student who can demonstrate the required
proficiency levels are eligible to receive Bilingual
Seals and World Language Proficiency Certificates.
4/11/2015
http://www3.canisius.edu/~itsdocs/CST/Gifted_CST_Review/Gifted_CST_Review_print.html

Who has been awarded World
Language Proficiency Certificates?
Award Ceremony 2013,
Ted Mann Concert Hall

Minneapolis Public Schools, 2015. Used with permission
http://worldlanguages.mpls.k12.mn.us/bilingual_seal_testing

Who can receive Seals and Certificates?
Bilingual Seals and Certificate are available for any
students who can demonstrate the required
proficiency levels.
–Heritage learners
–Learned language in a community based
organizations, such as Saturday school
–Summer camps
–Extended stay overseas
–Learned language in language classes
4/11/2015

• Generally after four possibly three very good
years of language study
– Depends on many factors (time, block vs.
semester, focus of curriculum, etc.)
• Research from CARLA’s Articulation Project
showed the above.
– http://www.carla.umn.edu/articulation/MNAP.ht
ml
What About Students in “Traditional
Language Programs”?

Speaking, Writing, Listening, Reading
English version ACTFL Proficiency Guidelines
http://www.actfl.org/publications/guidelines-and-manuals/actfl-
proficiency-guidelines-2012/english
A Very Short Summary of ACTFL
Proficiency Guidelines

• Intermediate Low – simple questions, face to
face conversations, main ideas, some details
on familiar topics. Create statements and
questions to meet practical demands and
social demands. Can cope successfully with
simple survival and social situations.
Proficiency Level Characteristics

• Intermediate High – converse with ease for
social situations and routine tasks. Narrate in
major timeframes. Uses some connected
sentences (discourse).
• Can be understood by native speakers; may
have gaps in communication.

• Advanced-Low – can handle a wide variety of
communicative tasks. Participate in informal
and limited formal conversations related to
home, school and some work, current events,
public and personal interest.

Writers at the Intermediate Low sublevel are able to meet some limited
practical writing needs. They can create statements and formulate
questions based on familiar material. Most sentences are recombinations
of learned vocabulary and structures. These are short and simple
conversational-style sentences with basic word order. They are written
almost exclusively in present time. Writing tends to consist of a few simple
sentences, often with repetitive structure. Topics are tied to highly
predictable content areas and personal information. Vocabulary is
adequate to express elementary needs. There may be basic errors in
grammar, word choice, punctuation, spelling, and in the formation and
use of non-alphabetic symbols. Their writing is understood by natives
used to the writing of non-natives, although additional effort may be
required. When Intermediate Low writers attempt to perform writing
tasks at the Advanced level, their writing will deteriorate significantly and
their message may be left incomplete. - See more at:
http://www.actfl.org/publications/guidelines-and-manuals/actfl-
proficiency-guidelines-2012/english/writing#intermediate
Writing: Intermediate Low

Writers at the Intermediate High sublevel are able to meet all practical
writing needs of the Intermediate level. Additionally, they can write
compositions and simple summaries related to work and/or school
experiences. They can narrate and describe in different time frames
when writing about everyday events and situations. These narrations
and descriptions are often, but not always, of paragraph length, and
they typically contain some evidence of breakdown in one or more
features of the Advanced level. For example, these writers may be
inconsistent in the use of appropriate major time markers, resulting in
a loss of clarity. The vocabulary, grammar and style of Intermediate
High writers essentially correspond to those of the spoken language.
Intermediate High writing, even with numerous and perhaps
significant errors, is generally comprehensible to natives not used to
the writing of non-natives, but there are likely to be gaps in
comprehension.
Writing: Intermediate High

Writers at the Advanced Low sublevel are able to meet basic work and/or
academic writing needs. They demonstrate the ability to narrate and
describe in major time frames with some control of aspect. They are able
to compose simple summaries on familiar topics. Advanced Low writers
are able to combine and link sentences into texts of paragraph length and
structure. Their writing, while adequate to satisfy the criteria of the
Advanced level, may not be substantive. Writers at the Advanced Low
sublevel demonstrate the ability to incorporate a limited number of
cohesive devices, and may resort to some redundancy and awkward
repetition. They rely on patterns of oral discourse and the writing style of
their first language. These writers demonstrate minimal control of
common structures and vocabulary associated with the Advanced level.
Their writing is understood by natives not accustomed to the writing of
non-natives, although some additional effort may be required in the
reading of the text. When attempting to perform functions at the Superior
level, their writing will deteriorate significantly.
Writing: Advanced Low

How? Assessment Options
• Advanced Placement Exam
• International Baccalaureate Exam
• Oral Proficiency Interview, Reading Proficiency Test, or
Writing Proficiency Test
• Standards-based Measurement of Proficiency (STAMP4S)
• ACTFL Assessment of Performance toward Proficiency in
Languages (AAPPL)
• Tribal language assessments
• Signed Language Proficiency Interview (SLPI) for American
Sign Language
• ACTFL Latin Interpretive Reading Exam (ALIRA)
• Other assessments correlated to the required minimum
level of language proficiency.
4/11/2015

What Do Other States Use/Require?
National Guidelines for Seals (http://www.actfl.org/news/press-
releases/seal-biliteracy-guidelines-released)(
• Advanced Placement Exam
• International Baccalaureate Exam
• Oral Proficiency Interview, Reading Proficiency Test, or Writing
Proficiency Test
• Standards-based Measurement of Proficiency (STAMP4S)
• ACTFL Assessment of Performance toward Proficiency in Languages
(AAPPL)
• Tribal language assessments
• Signed Language Proficiency Interview (SLPI) for American Sign
Language
• ACTFL Latin Interpretive Reading Exam (ALIRA)
• Other assessments correlated to the required minimum level of
language proficiency.
4/11/2015

Assessments
4/11/2015
http://education.state.mn.us/MDE/EdExc/StanCurri/K-
12AcademicStandards/WorldLang/index.html

What if there are no Proficiency
Assessments for the languages our
students speak?

“Where valid and reliable assessments are
unavailable, a school district or charter school may
rely on evaluators trained in assessing under ACTFL
proficiency guidelines to assess a student's level of
foreign, heritage, or indigenous language
proficiency under this section.”
https://www.revisor.mn.gov/statutes/?id=120B.022
For languages for which there are no
proficiency assessments available:

Available frameworks and models to assess students' language
levels
Considerations:
Numbers of students who may use the assessment
• Modified OPI as a model using ACTFL guidelines as a guide
• ELPAC (MLPA Model) – using ACTFL guidelines as a guide
• Integrated Performance Assessment Framework (ACTFL
developed)
• CLEAR: http://clear.msu.edu/clear/
– http://clear.msu.edu/assessment/ppt/SUN-
Best%20Practices%20Guidelines%20for%20LCTL%20Assessment.htm
– http://clear.msu.edu/assessment/current-projects/online-speaking-tests-for-lctls/
Resources for Developing Assessments

Resources:
What am I assessing: CARLA Virtual Assessment
Center
Omaggio Grids
CLEAR Assessment Development
http://clear.msu.edu/assessment/current-projects/online-speaking-tests-for-lctls/
Proficiency Assessment Models

• Students take assessments
• By end of April school requests seals from
MDE
• Form on MDE site (language, test, scores)
– Signed by principal
• Student diploma can show seal, transcript
must have seal (or notation- space issue)
• Student requests seal when admitted-within 3
years of receiving the seal
Logistics of Obtaining Seals and
Certificates

Helping students earn College credit:
moving to Higher Level of Proficiency
Start with Parents:
• Read to elementary students
• Continue to use the language at home
• Publicize college credit

Who can be Awarded Seals or Certificates?
Your students!
4/11/2015
http://www3.canisius.edu/~itsdocs/CST/Gifted_CST_Review/Gifted_CST_Review_print.html
World Language High Achievement Proficiency Certificate Recipients
French – Noura Abukhadra, Fatimzahra Ajaraam, Betty Mfalingundi,
Townesend Nelson, Emmanuel Castellanos, Kalil Toure, Daniel Tondra,
Kendra Roedl, Elise Gumm, Ciara Cagemoe, Soline Van de Moortele
Spanish – Adriana Alarcón Parra, Alberto Zangano, Amy Mexquititla
Perez,Ana Martinez-Pavón, Anahí Terrones Bernal, Anggy Pinos Reinoso,
Anna Kleven, Audrey Goodnight, Bernabel Aguilar, Blas Del Villar Garcia,
Brenda Gutierrez-Rosas, Brian Meza Álvarez, Carlos Pérez González,
Dibani Domingues Sifuentes, Erik Chavez Molina, Erika Hernandez,
Fanny Pallchizaca, Fernando L Marquez Garcia, Gabriela Rios Mendoza,
Gabriela Ruiz Kuehn, Griselda Castillo Cortez, Guadalupe Castillo Mata,
Hillary Cumbe, Jamie M Llapa Puma, Jennifer Aucapina Arroyo, Johan
Cavert, Jonathan Cabrera, Jonathan Celis, José Meza Palacios, Josiah
Ferguson, Kaitlyn Mulhern, Karla Olivares Bravo, Kevin Rubio-Mendoza,
Luis Ángel Santos Henríquez, Luis M. Llauca-Astudillo, Marco Xavier
Lema Sibre, María de Jesús Ojeda Hernández, María Gabriela Figueroa
Robles, Mario Diaz-Gutierr, Maxwell Baker, Mayted Lucero Leon-Ortiz,
Mirtha Quevedo Gana, Nathaly Carchi Gualpa, Nicolas Mercadel,
Nohemi Villa, Óscar Aníbal Chiqui Veletanga, Paola Estrada Andrade,
Peter Gustafson, Rebecca Krasky, Rigoberto Gonzalez, Salma Valencia
Falcón, Samantha Compean, Samantha Ruiz Zavala, Tannya Cedillo
Pérez, Victor Nieto Vides, Zaira Vazquez-Aguilar, Zulma Valencia Falcón

Questions? Comments?

Thank you
Mahadsanid, Asante

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