BILINGUAL SEAL HANDBOOK

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BILINGUAL SEAL HANDBOOK

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APS Spanish Bilingual Seal and Seal of Distinction Portfolio Presentation Scoring Form 49 Sample Forms: Option 3 Units of Credit and Alternative Process Portfolio & Reporting Form 51-52 SECTION 3: FOREIGN LANGUAGE PATHWAYS FOR THE STATE BILINGUAL SEAL 53-57 APS Pathways to State Seal of Bilingualism and Biliteracy – Overview and Options 55-57

APS Foreign Language Pathways for NM State Bilingual Seal Forms 63-70 Sample Checklists: Options 2 & 3 Units of Credit and Assessment and Alternative Process 65-67

Bilingual Seal Scoring Rubrics 68-69

Example of Bilingual Seal Reporting Form 70

SECTION 4: GLOBAL SEAL OF BILITERACY 59-70

Introduction: Global Seal of Biliteracy 61

Memorandum: High School Bilingual Coordinators - RE: Global Seal of Candidates 62

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JESSICA VILLALOBOS SENIOR DIRECTOR

LANGUAGE & CULTURAL EQUITY

An Open Letter to Albuquerque Public Schools,

In an effort to recognize the academic achievements and efforts of bilingual students in Albuquerque Public Schools, while simultaneously highlighting the benefits of bilingualism and biliteracy, it is with great honor that APS recognizes all participants in language programs across the district in grades K-12, in accordance with state-mandated regulations for the NM State Seal of Bilingualism & Biliteracy and the APS Spanish Bilingual Seal program requirements that are outlined in this handbook. It is our intention that the students receiving these awards will reflect the necessary skills of bilingualism, biliteracy, and cultural proficiency.

The bilingual seal pathway K-12 recognizes that our Bilingual Programs are not remedial but are an enrichment to a student’s education and therefore is aligned to meet the goals of the Three Pillars of Dual Language Programs (Center for Applied Linguistics, 2018):

Pillar One: Bilingualism and Biliteracy- students are able to speak and understand each of the two program languages, and can also read, write, translate and use each of the two program languages to support the continued growth of the other

Pillar Two: High Academic Achievement- students are able to achieve grade level expectations in all academic areas in the two program languages

Pillar Three: Sociocultural Competence- all stakeholders work to defend students’ right to access diverse curriculum and instructional materials and validating families’ home languages and dialects

Furthermore, APS recognizes that bilingualism is an asset that all students should be encouraged to acquire in our ever-changing world. In achieving this recognition, it is our hope that our students’ bilingual identities will be supported and validated as they develop an understanding of their heritage as well as the opportunities that bilingualism affords them. We understand that we can never measure the level of satisfaction and pride that students feel for their bilingualism, as it will evolve throughout the rest of their lives.

APS also would like to acknowledge all parents and guardians who continue to believe in the promises of Bilingual Education in APS and who make daily sacrifices to ensure the cultural right of students in our Bilingual State of New Mexico. In a world in which the boundaries of our global community are ever

expanding, APS would like to assure the students, their families, and the community that their languages and cultures are embraced and welcomed.

Sincerely,

Jessica Villalobos Senior Director

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JESSICA VILLALOBOS DIRECTORA PRINCIPAL

EQUIDAD LINGÜÍSTICA Y CULTURAL

Carta abierta a las Escuelas Públicas de Albuquerque:

Engrandeciendo el empeño y los logros académicos de los alumnos bilingües de las Escuelas Públicas de Albuquerque (APS), es con gran honor que APS entrega premios a todos los participantes en programas bilingües de todo el distrito escolar, desde Kinder a 12.^o grado. Los alumnos premiados adquirieron el bilingüismo, la lectoescritura bilingüe y el dominio cultural necesarios según los reglamentos locales y

estatales obligatorios correspondiente a los requisitos establecidos para el Sello Bilingüe de APS y del Estado de Nuevo México que se describen en este manual.

Mediante la trayectoria académica establecida para el sello bilingüe de APS (desde Kinder a 12.^o grado), se reconoce que nuestros programas bilingües son para el enriquecimiento de la educación del alumno y no de remediación; por lo tanto, están armonizados para cumplir las metas fijadas en Los tres pilares sobre los que se sostienen los programas bilingües:

Primer pilar: bilingüismo y lectoescritura bilingüe. Los alumnos saben hablar y entender cada uno de los dos idiomas del programa, además de saber leer, escribir y manejar cada uno de los dos idiomas del programa con el fin de respaldar el progreso continuo del otro idioma.

Segundo pilar: grandes logros académicos. Los alumnos cumplen estrictas expectativas fijadas para su nivel de grado en todos los ámbitos académicos en los dos idiomas del programa.

Tercer pilar: capacidad sociocultural. Todas las partes interesadas trabajan para defender el derecho de los alumnos a tener acceso a planes de estudios y materiales pedagógicos diversos y para validar los idiomas y dialectos que las familias hablan en casa.

(Centro de Lingüística Aplicada, 2018) Así mismo, APS reconoce que el bilingüismo es una riqueza cuya adquisición debe promoverse en los

alumnos en este mundo siempre cambiante. Al lograr este reconocimiento, albergamos la esperanza de que la identidad de nuestros alumnos bilingües se vea respaldada y validada a medida que adquieren un

conocimiento más profundo de su herencia, al tiempo que aprecian las oportunidades que el bilingüismo les brinda. Entendemos que no podemos medir el grado de satisfacción y orgullo que los alumnos sienten por su bilingüismo, porque este evolucionará durante toda su vida.

APS desea reconocer a todos los padres y tutores que siguen creyendo en las promesas de la educación bilingüe de APS y que se sacrifican a diario para garantizar el derecho cultural de los alumnos en nuestro Estado bilingüe de Nuevo México. En un mundo en el que las fronteras de la comunidad global están en continua expansión, APS quiere enfatizar a sus estudiantes, sus familias y a sus comunidades que sus idiomas y culturas son bienvenidas y acogidas con agrado.

Atentamente.

Jessica Villalobos Directora Superior

Equidad Lingüística y Cultural

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SUMMARY

In recognition of the importance of bilingualism and biliteracy, Albuquerque Public Schools has developed a handbook for students, parents, and school staff as a reference for the processes our district is utilizing to award a seal of bilingualism and biliteracy. Students have the opportunity to acquire a district and State of NM

Bilingualism and Biliteracy Seal in Spanish, Native American languages (i.e. Navajo and Zuni) and foreign languages (i.e. French, German, Chinese, etc.).

These seals of bilingualism and biliteracy serve as formal recognitions of students who have studied and attained a high level of proficiency in English and another language by high school graduation. These formal recognitions are noted on the student’s transcripts and diplomas. The emphasis of our programs is to:

• encourage the study of language

• identify graduates with language and biliteracy skills

• prepare students for twenty-first century skills

• recognize and value the native and foreign language instruction in our schools

•

affirm the value of diversity in a multicultural and multilingual society

RESUMEN

En reconociendo a la importancia del bilingüismo y a la alfabetización bilateral, las Escuelas Públicas de Albuquerque ha desarrollado un manual para los estudiantes, los padres y al personal de la

escuela como referencia del proceso que nuestro distrito utiliza para otorgar un sello de bilingüismo.

Los estudiantes tendrán la oportunidad de adquirir el sello del distrito y del Estado de Nuevo México, de español, idioma nativo americano (ej. navajo y zuni) y de lenguajes extranjeros (ej. francés, alemán, chino, etc.).

Estos sellos bilingües son un reconocimiento formal a los estudiantes que han estudiado y alcanzado un alto nivel de inglés y otro idioma al graduarse de la escuela preparatoria. Estos reconocimientos formales se anotan en las transcripciones y los diplomas del estudiante. El énfasis de nuestro programa es:

• alentar el estudio del lenguaje

• identificar a los graduados con habilidades bilingües

• preparar a los estudiantes para las habilidades del siglo veintiuno

• reconocer y valorar la enseñanza de lenguas nativas y extranjeras en nuestras escuelas

• afirmar el valor de la diversidad en una sociedad multicultural

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Section 1 APS Spanish Bilingual Seal K-8

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Elementary and Middle School Bilingual Seal

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Implementation Guidelines

Implementing the APS Bilingual Seal program takes the commitment of the entire school

community and requires the support of all staff to mentor students through the completion of the portfolio and presentation. We have established a K-12 Pathway and bilingual community where teachers and students support each other through the bilingual journey.

Focus

• recognition of student bilingualism

• holistic evaluation

• student driven

• student work

• collaborative effort between students and staffs across K-12 pathway

• building and supporting the bilingual community in APS

Portfolio

• my present, my past, and my future

• community Service

• work Samples

• awards

• photos/Images

• school or after school clubs

• memories

• interview

Implementation

• establish a team at the school

• complete the application if first year

• create a timeline of completion of portfolio sections

• schedule a date for presentations and ceremonies and send those dates to LCE

• informational sessions for parents and staff

• student informational sessions to develop presentation and organizational skills

• consistent support for students throughout the process

• implement accommodations/modifications as per IEP for students with disabilities completing the bilingual portfolio

Interview Questions

• How has participation in a dual language program impacted you?

• What is the relationship between your language and your identity?

• How do you plan to continue using your Spanish skills and in service to the community?

• Why did you decide to participate in the Bilingual Seal?

Feedback and Evaluation

• each student will receive feedback from their mentor and the Bilingual Seal organizer

• feedback and support is to be provided throughout the completion of the portfoilio

• spanish bilingual seal scoring rubric will be used to evaluate presentation/portfolio (included in packet)

• staff should plan on attending and judging portfolios for high school and/or middle school students to support the K-12 pathway and bilingual community

Note:

In order for students to receive the official APS bilingual seal and certificate, schools must use the rubric provided when evaluating bilingual portfolios and presentations Students must complete portfolios and presentations using the two languages 13 | Page

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Recomendaciones de Implementación

La implementación de el programa del Sello Bilingüe de APS requiere el compromiso de toda la comunidad escolar y requiere el apoyo de todo el personal para orientar a los estudiantes en la realización del portafolio y la presentación. Hemos establecido una trayectoria académica desde kindergarten al 12.

^o

grado y una comunidad bilingüe en la cual los maestros y los estudiantes se apoyan mutuamente en la trayectoria del bilingüismo.

Puntos de enfoque

• reconocimiento del bilingüismo del estudiante

• evaluación integral

• dirección estudiante

• trabajo del estudiante

• esfuerzo de colaboración entre los estudiantes y el personal en toda la trayectoria académica desde kindergarten a 12.^ogrado

• establecer la comunidad bilingüe de APS y respaldarla

Portafolio de trabajos

• mi presente, mi pasado y mi futuro

• servicio a la comunidad

• muestras de trabajo

• premios

• fotos e imágenes

• organizaciones escolares o actividades después de las clases

• recuerdos

• entrevista

Implementación

• establecer un equipo en la escuela

• llenar la solicitud si es el primer año

• crear una línea de tiempo para terminar las secciones del portafolio de trabajos

• programar una fecha para las presentaciones y ceremonias y enviar las fechas a LCE

• sesiones informativas para los padres y el personal

• sesiones informativas para los estudiantes con el fin de adquirir técnicas de presentación y de

organización

• apoyo constante a los estudiantes durante todo el proceso

• establecer adaptaciones o modificaciones en función del IEP para que los estudiantes con capacidades especiales puedan realizar su portafolio de trabajos.

Preguntas en la entrevista

• ¿Cómo ha influido en ti la participación en un programa dual?

• ¿Cuál es la relación entre tu idioma y tu identidad?

• ¿Cómo tienes planes de seguir utilizando tus conocimientos de español y en servicio a la comunidad?

• ¿Por qué decidiste participar en el Sello Bilingüe?

Comentarios y evaluación

• todos los estudiantes recibirán una evaluación de su mentor y del organizador del Sello Bilingüe.

• deben brindarse comentarios y apoyo durante el proceso de realización de el portafolio de trabajos.

• se utilizará una rúbrica de valoración para el sello bilingüe en español para evaluar la presentación y el portafolio de trabajos (incluidas en el paquete).

• el personal debe hacer planes de asistir a la presentación de los portafolios de trabajo de los estudiantes de la escuela secundaria superior y de la escuela secundaria y de juzgarlas con el fin de respaldar la trayectoria académica desde

kindergarten a 12.^o grado y a la comunidad bilingüe.

Nota:

Para que los estudiantes reciban el sello bilingüe y el certificado oficial de APS, las escuelas deben utilizar la rúbrica de valoración que se les facilitó para evaluar los portafolios de trabajo y las presentaciones bilingües.

Los estudiantes deben realizar los portafolios de trabajo y las presentaciones en los dos idiomas.

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APS Elementary Bilingual Seal Portfolio Requirements

I. Mi pasado, mi presente y mi futuro

Esta sección está dedicada a que nos cuentes,

verbalmente y por escrito, acerca de ti y de tu familia, de dónde vienes y qué te gustaría hacer en el futuro.

I. My past, my present and my future

This section is dedicated to sharing written and orally about yourself and your family, where you come from and what you would like to do in the future.

II. Aprendizaje sobre el servicio a la comunidad (una o dos anotaciones)

1) Escribe sobre el servicio a la comunidad en el que has participado. Durante 5.^o/8.^ogrado, deberás participar en 1 o 2 actos de aprendizaje comunitario en la escuela o de forma independiente. Documenta dónde fuiste, la fecha en que prestaste el servicio, cómo piensas ayudar a tu comunidad y cómo utilizaste el español. Termina con una reflexión acerca de cómo te fue y lo que disfrutaste del servicio.

II. Community service learning (1-2 entries)

1) Write about your community service. During your 5^th/8^th grade year you will need to complete 1-2 community service learning acts in school or independently.

Document where you went, the date you did service, how you planned to help your community, and how you used Spanish. Finish with a reflection statement about how it turned out and what you enjoyed about the service.

III. Muestras de trabajo

Puedes incluir redacciones que hayas escrito,

evaluaciones o proyectos de matemáticas, trabajos para la feria de la ciencia o cualquier otro trabajo del que te sientas especialmente orgulloso. Puede ser de otro periodo entre kinder y 5.ôgrado (6.ôal 8.ôgrado) Incluye una reflexión por escrito de 1 o 2 párrafos de por qué elegiste esa muestra de trabajo para la carpeta.

III. Work Samples

This can include essays you have written, math tests or projects, science fair papers, or any other work that you are particularly proud of. It can be from any of your time from kindergarten to 5^thgrade (6^th-8^thgrade). Include a written reflection 1-2 paragraphs of why you chose that work sample for your portfolio.

IV. Logros

Incluye todos los certificados, lazos, premios, etc. que hayas ganado en la escuela primaria.

IV. Achievements

Include any certificates, ribbons, awards etc. you have earned during your time in elementary school.

V. Fotos e imágenes

Fotos de cualquiera de los años que llevas en la escuela, en la escuela o con tus amigos. Si te hace falta ayuda con esta sección, consulta con tu mentor o con los organizadores del Sello Bilingüe. Además, podrías crear una recopilación con imágenes que simbolicen o

representen el bilingüismo y la multiculturalidad.

V. Photos/Images

Photos from any of your years, around your school or with your friends. If you need support for this section, ask your mentor or the Bilingual Seal organizers. You could also create a collage with images that symbolize or represent bilingualism/multiculturalism

VI. Electivas

Está sección está dedicada a todas las electivas y clubes estudiantiles en los que hayas tenido la oportunidad de participar mientras estuviste en la escuela primaria (o secundaria).

VI. Electives

This section is devoted to all the electives and student clubs you have had the chance to do while in elementary (middle) school.

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VII. Recuerdos

En esta sección se podría incluir un resumen de los recuerdos especiales que has atesorado en la escuela o de las relaciones especiales que has forjado con los maestros o el personal. Considera escribir a mano o a máquina un artículo sobre los años que has pasado en la escuela y redacta los detalles específicos de cada año que has pasado en ella.

VII. Memories

This section could include a write up of special memories you made while in school or of special relationships you made with teachers or staff. Consider writing or typing a paper about your years in school and writing down specifics about each year here.

VIII. Entrevista

1) En esta sección se incluirán las preguntas que te plantearán durante la entrevista, la cual se celebrará en la escuela a finales del curso académico. Es una sección magnífica para practicarla con tu mentor.

2) Además, debes incluir una entrevista con otra persona acerca de sus experiencias como ciudadano bilingüe.

Considera entrevistar a un familiar, a un miembro de la comunidad, a un integrante del personal de la escuela o a otra persona acerca de ser bilingüe.

VIII. Interview

1) This section will include the questions you will be asked in your interview that will occur at school at the end of the school year. This is a great section to practice with your mentor.

2) You will also include an interview completed on someone about his or her journey as a bilingual citizen.

Consider interviewing a family member, community member, school staff or anyone about being bilingual.

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APS Elementary and Middle School Bilingual

Seal Application

Please complete the following application for qyour school to be eligible to award the APS Elementary Bilingual Seal. All new completed applications must be submitted to the department of Language and Cultural Equity by October 8, 2021.

Implementation Requirements:

ü 3- hour Dual Language (DL) program (3 hrs. of Spanish Content) and students must be scheduled correctly in Synergy reflecting the 3 hrs

ü School staff commitment to the DL program and to mentoring and preparing 5

^th

/8

^th

grade students to complete this process

ü Provide the name of school contact who will be in communication with LCE and will complete all necessary documentation to receive seals and certificates

ü Portfolio prepared and presented in both English and Spanish during their 5

^th

/8

^th

grade year

ü Please do NOT complete the application if your school has awarded the seals the previous school year. LCE will send you an email after the 20

^th

day of school verifying the 3 hrs of Spanish instruction in Synergy for your 5

^th

/8

^th

graders that qualifies them for the seal. Please ensure that students are scheduled correctly with endorsed teachers in Synergy.

School Name:

School Address: Learning Zone:

Administrator: Bilingual Coordinator/Contact:

Please describe how current students at your school site would benefit from having the opportunity to receive the APS Elementary Bilingual Seal.

Describe the current resources available for staff and students that will aid in the implementation of the seal

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Approximately what percentage of school staff is willing to participate in the implementation and process of offering the bilingual seal for students?

5-10% 40-50%

10-15% 50-60%

15-20% 60-70%

20-25% 70-80%

25-30% 80-90%

30-40% 90-100%

Describe the current Dual Language program model in place at your school site. Please include how language instruction is implemented and the cultural curriculum and/or extracurricular opportunities available for students.

Please mention any plans for program improvement or any particular goals in working with bilingual students.

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Tools and Resources to use in Planning, Evaluating and Reporting Bilingual Seals

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APS Elementary/Middle School Spanish Bilingual Seal Portfolio Presentation Scoring Form

Student Name:

Student ID Number:

School:

Oral

Score Written Score Evaluator 1 score:

Evaluator 2 score:

Evaluator 3 score:

Evaluator 4 score (optional):

Evaluator 5 score (optional):

Average Oral

Score: Average Written Score:

Total Score:

(oral + written average)

Oral and written average scores must total a minimum of 28 points to earn the seal.

For Office Use Only:

o Passed

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Recommendation of Monthly tasks for Bilingual Seal Completion Elementary and

Middle School

Month Tasks to be done

August

1. Create a Monthly timeline/schedule for completion of the bilingual portfolio to guide teachers and students at your school site

2. Schedule both the bilingual portfolio presentations and the bilingual seal ceremonies on your school calendar

September

1. Attend bilingual seal informational meetings provided by LCE

2. Using the google form shared by LCE please send dates of your portfolio presentations and bilingual seal ceremonies to LCE for master calendar

3. Introduce Bilingual seal requirements to students, parents and staff.

4. Will receive email from LCE confirming that students are enrolled (in Synergy) in a 3 hour program and qualify for the bilingual seal.

5. Identify students that will be completing their portfolio and the mentors (teachers) that will be working with them

6. Organize/schedule community service opportunities at school for students to participate in and include in their bilingual portfolio

October

1. If this is the first year the school is applying to award the seal, please complete the application and email to LCE ([email protected]) by October 29, 2021.

2. Submit a list of potential students to complete the portfolio and receive the seal so LCE can verify 3 hrs of Spanish Instruction.

3. Organize/schedule community service opportunities at school for students to participate in and include in their bilingual portfolio

November- January

1. Contact possible judges for bilingual portfolio presentations (teachers, community members, high school students)

2. Support students in working on the sections of the portfolio as planned by your school team

February

1. LCE will email the reporting spreadsheet to be completed once the portfolio presentations are complete

2. Mentors work with students on completing portfolios and practicing presentations 3. Support students in working on the sections of the portfolio as planned by your school

team

March- April

1. Presentations of bilingual portfolios. Please complete the reporting spreadsheet and email to LCE so that we can prepare the certificates as soon as possible.

May

1. Ceremonies to acknowledge and celebrate bilingual seal recipients

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Student name:

Bilingual Seal Scoring Rubric

This rubric is intended to holistically assess grade level oral and written language, taking into account the use of both English and Spanish interchangeably.

Area 1 2 3 4 Oral Writing

Discourse:

All-

encompassing language organization

Ideas and events are present;

minimal connections are made

Ideas and events are somewhat clear; somewhat sequential and connected

Contains a clear series of events or ideas that are connected

Logical and effective sequence in clearly developed and connected series of events or ideas Content:

Reflections based on all components of the portfolio

Minimal relevance in reflections;

lacks point of view and voice;

reflections were unclear or unfinished

Relevant reflections voice and point of view are apparent in some parts of presentation but not throughout

Relevant and well-developed reflections; voice and point of view are apparent throughout

Relevant, thorough, well-developed reflections, examples were given with supporting details Structures of

Language:

Social and academic

Reflections provide definitions only;

words and phrases are repeated

Reflections describe information with repetitive phrases

Reflections use comparative/contrast language, sequential language; explains in detail content-specific information

Reflections engage with descriptive language, negotiates meaning;

use of idiomatic language

Fluency:

Ease of expression to convey intended meaning

Oral: Partially understandable with errors that impede comprehension

Oral: Generally

understandable with apparent errors

Oral: Fully understandable with occasional errors

Oral: Fully

understandable with ease and clarity of expression

Written:

Grammatical conventions that interfere with meaning

Written:

Grammatical conventions are consistently misused in patterns

Written:

Some control of the conventions of language

Written:

Significant command of the conventions of language

Organization:

Effective organization of materials- presentation

Minimal organization; absence of

transitional elements Some organization; limited use of transitional elements

Organized presentation;

some effective use of transitional elements

Organized

presentation; effective use of transitional elements

Total Points Earned: / 20 / 20 Students must achieve a minimum score of 28 points total, in oral and written combined, in order to earn the Seal.

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Rúbrica de valoración para el Sello bilingüe en español

Estas instrucciones tienen el propósito de evaluar de forma global el nivel de grado de la lengua hablada y escrita, teniendo en cuenta el uso indistinto del inglés y el español.

Los estudiantes deben lograr una puntuación mínima de 28 puntos en total, en combinación en expresión oral y escrita, para conseguir el Sello.

Área 1 2 3 4 Expresión

oral Expresión escrita Conversación:

Organización del lenguaje en general

Se incluyen ideas y acontecimientos; se hacen conexiones mínimas

Las ideas y acontecimientos son algo claros; son secuenciales y están conectados en cierto modo

Contiene una clara serie de ideas o acontecimientos relacionados

Secuencia lógica y efectiva en una serie de ideas o

acontecimientos claramente desarrollados y conectados Contenido:

Reflexiones basadas en todos los componentes de la carpeta

Relevancia mínima en las reflexiones; falta el punto de vista y la voz; las reflexiones no eran claras o no estaban terminadas

Reflexiones relevantes, la voz y el punto de vista son evidentes en algunas partes, pero no en toda la presentación

Reflexiones pertinentes y bien desarrolladas; la voz y el punto de vista son evidentes durante toda la exposición

Reflexiones pertinentes, exhaustivas y bien desarrolladas;

se dan ejemplos de detalles complementarios

Estructuras del lenguaje:

Social y académico

Las reflexiones únicamente ofrecen definiciones; se repiten palabras y frases

Las reflexiones describen información con frases repetitivas

Las reflexiones emplean lenguaje comparativo / de contraste, lenguaje secuencial; explica en detalle información con contenidos concretos

Las reflexiones captan la atención mediante lenguaje descriptivo, dialogan sobre el significado; uso de lenguaje idiomático

Fluidez:

Facilidad de expresión para transmitir el significado esperado

Expresión oral: Parcialmente comprensible, con errores que impiden la comprensión

Expresión oral: Generalmente Comprensible con errores evidentes

Expresión oral: Generalmente comprensible con errores ocasionales

Expresión oral: Comprensible plenamente con facilidad y claridad de expresión

Expresión escrita:

Errores gramaticales que interfieren con el significado

Los errores gramaticales se emplean continuamente en patrones erróneos

Rectificación de los errores del lenguaje

Dominio significativo del lenguaje

Organización:

Organización eficaz de los materiales - la presentación

Organización mínima; ausencia de elementos de transición

Cierta organización; uso limitado de elementos de transición

Presentación organizada; frecuente uso correcto de elementos de transición

Presentación organizada; uso eficaz de elementos de transición

Puntuación total: / 20 / 20

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Example of Reporting Form 2018-2019

Note: LCE will email reporting form to schools in February

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Section 2 High School

APS Spanish Bilingual Seal

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High School

Spanish Bilingual Seal

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Overview:

APS High School Spanish Bilingual Seal Program

The APS Spanish Bilingual Seal/Sello Bilingüe de APS and APS Bilingual Seal of Distinction/ Sello de Distinción Bilingüe de APS are recognitions given by the school district to students who demonstrate proficiency in Spanish. These seals are awarded based on the academic proficiency in both languages in a specified set of coursework and the successful completion of a written and oral portfolio. In addition to meeting the requirements of the units of credit and the portfolio process, students must be able to demonstrate proficiency in cultural understanding and awareness. The seal emblem will appear on the diploma of the graduating senior.

Purpose:

The Bilingual Seal and Seal of Distinction honors a student’s proficiency and skills in two languages. As a district we will encourage students to pursue as rigorous coursework that provides an opportunity for students to maintain, develop, and advance in English and Spanish. The completion of the specified units of credit and the portfolio will serve as evidence of their skills for future college, career, and personal opportunities as well as provide an opportunity for each school to evaluate a student holistically.

Bilingual Seal Committee:

The bilingual seal committee is comprised of teachers, administrators, and bilingual coordinators who represent different elementary, middle, and high schools in APS, and is overseen by the directors of the Language and Cultural Equity department. The committee began meeting in the spring of 2016 and continues to meet on a regular basis to review past Bilingual Seal requirements, implement necessary changes, and outline new requirements for future school years.

APS Spanish Bilingual Seal Proficiency Requirements:

Units of Credit and Portfolio Assessment

To earn the APS Spanish Bilingual Seal or the APS Spanish Bilingual Seal of Distinction, a student must demonstrate proficiency by completing required units of credit and the portfolio process.

(1) The student must receive a minimum 2.0. G.P.A. in English units of credit as well as a minimum of a 2.0. G.P.A. in Spanish units of credit, in both Language Arts and content coursework.

(2) The student must create and present a written and oral portfolio.

This pathway fulfills all the requirements of Option 3 for the State of New Mexico Bilingual and Biliteracy Seal.

See State Bilingual and Biliteracy Seal Options in this document.

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APS Spanish High School Bilingual Seal Implementation requirements

The following APS Spanish Bilingual Seal requirements should have been implemented no later than 2017, for the graduating class of 2021 and thereafter.

Titles of the Seals:

• APS Spanish Bilingual Seal/Sello Bilingüe de APS

• APS Spanish Bilingual Seal of Distinction/Sello de Distinción Bilingüe de APS Pathways to earning an APS Spanish Bilingual Seal:

• Units of credit and portfolio assessment Option 3:

• Units of credit and alternative process portfolio option. A student may demonstrate proficiency by meeting both the units of credit and alternative process portfolio option requirements.

(1) The student must receive a grade of C or higher in four units of credit in a language other than English. All four units of credit must be in the same language other than English and shall consist of language courses, language arts courses, content area courses or any combination thereof. For the purposes of meeting the requirements of this option, units of credit in English language arts or English as a second language for English language learners cannot be used.

(2) The student must create a portfolio comprised of the following: a presentation, an interview with a panel composed of three or more members of the district’s education staff and community who are proficient in the target language other than English, and a student produced work sample, written when appropriate. Districts shall ensure that the alternative portfolio option includes both the receptive and expressive aspects of the language other than English.

Portfolio Requirements:

• Oral presentation, assessing use of both languages

• Written reflections with work samples, assessing use of both languages

• Cultural proficiency component

• Panel of community/staff members, with a minimum of 3 members Community panel:

• Evaluators must be proficient bilinguals and should not be the students’ teachers or recent graduates of the school

• Schools should communicate with one another to avoid scheduling portfolio presentations on the same day

Language assessment:

• Students must achieve a minimum score of 28 points total, in the oral and written categories combined, in order to earn the Seal

• 50% of the written portfolio must be written in English and 50% of the portfolio must be in Spanish

• 50% of the oral presentation must be written in English and 50% of the oral presentation must be in Spanish

Units of Credit:

• A Unit of Credit is an entire year of one credit, with an average of C or better both semesters Graduation:

• Students may still earn the Bilingual Seal if they graduate in the summer of their graduation year

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* Content course offerings in Spanish will vary according to each school.

* See course numbers listed in the appendix.

Additional Benefits of taking AP Spanish Language Arts classes

AP Spanish Scores Accepted at the University of New Mexico (according to UNM office of admissions AP/IB/CLEP, Fall 2016):

AP Spanish Language and Culture Exam

Score Earned Course(s) Replaced Total Credits Earned

3 Spanish 101, 102 6

4, 5 Spanish 101, 102, 201, 202, 302 15

AP Spanish Literature and Culture Exam

Score Earned Course(s) Replaced Total Credits Earned

4 Spanish 302 3

5 Spanish 302, 307 6

A major in Spanish at UNM requires a total of 30 credits in Spanish courses, 300 level or above. To minor in Spanish at UNM requires a total of 18 credits, 300 level or above; in addition to earning the credits listed above for the AP Spanish Language and Literature exams, only 4 additional Spanish classes are required for a minor: Spanish 301, Spanish 308 (or higher), and 2 additional Spanish elective classes (300 level or above).

Spanish Language Arts Pathway to the APS Spanish Bilingual Seal

Spanish Language Arts I

Spanish Language Arts II

Spanish Language Arts III

AP Spanish Language and Culture

AP Spanish Literature and Culture

AP Spanish Language and Culture

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Grades 9 & 10:

APS Spanish High School Bilingual Seal School Implementation Timeline

Communicating Bilingual Seal Requirements

The Bilingual Coordinator, or those responsible for implementing the seal at each school site, should articulate the APS Spanish Bilingual Seal and the New Mexico State Seal of Bilingualism and Biliteracy requirements during 8^th grade parent nights and middle school visits.

APS Spanish Bilingual Seal Application

Bilingual coordinators may choose to keep an application on file for each student in order to ensure that students are meeting the requirements each year.

Scheduling students in Spanish Language Arts and Bilingual

Content Classes

The Bilingual Coordinator should cross-reference Spanish

Language Arts class rosters with bilingual content class rosters to ensure that students are taking both content and Language Arts in Spanish. This should occur in the summer months, prior to the start of the school, or at the latest during the first month of the school year.

Transcript Review

After the conclusion of the school year, when final grades are posted to the transcript, the Bilingual Coordinator should evaluate transcripts to ensure students are on track in their credit

completion.

Scheduling for Credit Recovery

If students have failed a bilingual class or have earned less than a C, the Bilingual Coordinator, should advise students at the start of the following school year for credit recovery in Spanish.

Grade 11:

Scheduling students in Spanish Language Arts and Bilingual

Content Classes

The Bilingual Coordinator, or those responsible for implementing the seal at each school site, should cross-reference Spanish Language Arts class rosters with bilingual content class rosters to ensure that students are taking both content and Language Arts in Spanish. This should occur in the summer months, prior to the start of the school, or at the latest during the first month of the school year.

Transcript Review

At the conclusion of the 11^th grade year, when final grades are posted to the transcript, it is important to total all credits earned toward the bilingual seal and identify students who are candidates for the bilingual seal, according to their credits earned.

Contacting Eligible Students

It is recommended that the Bilingual Coordinator, or those

responsible for implementing the seal at each school site, send a letter home or contact students who are eligible for the seal.

Scheduling for Credit Recovery

If students have failed a bilingual class or have earned less than a C, the Bilingual Coordinator, or those responsible for implementing the seal at each school site, should advise students at the start of the following school year for credit recovery in Spanish to ensure eligibility.

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Grade 12:

Student Applications

After identifying all students who are eligible for the seal and notifying students who must recover credits in their senior year, students may apply for the bilingual seal. The Bilingual Coordinator or those responsible for implementing the seal at each school site should distribute the APS Spanish Bilingual Seal application (located on the LCE website) to these students. Students should return completed applications early in the fall semester to the Bilingual Coordinator to review and finalize eligibility lists.

Eligibility Review

Early in the second semester, the bilingual coordinator, or those responsible for implementing the seal at each school site, should check all Spanish Language Arts and bilingual content class grades, as well as any credits for recovery to ensure students have maintained eligibility.

Finalizing Eligibility

In the last six-weeks of school, the Bilingual Coordinator, or those responsible for implementing the seal at each school site, should check grades once more, preferably by contacting the teachers directly to identify students who are at risk of failing Spanish Language Arts and bilingual content classes. Counselors and administrators should also be consulted to determine whether students will graduate in May.

Honoring Bilingual Seal Recipients

After submitting names of students who have earned the APS Seal and who qualify for the New Mexico State Seal, to the Language and Cultural Equity Department, Bilingual Coordinators,

administrators, and colleagues should organize a celebration ceremony in honor of students who have earned the seal.

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Frequently Asked Questions

Questions students, parents, or school staff may have:

Responses based on APS Spanish Bilingual Seal and the New Mexico State Seal of Bilingualism and Biliteracy requirements and guidance.

Who should sit on the community panel of evaluators?

A minimum of three community members must serve as evaluators for each presentation. These evaluators should be fluent in

receptive and productive language in both Spanish and English.

How should schools schedule portfolio presentations?

Schools should communicate with one another to avoid scheduling portfolio presentations on the same day.

When should portfolio presentations take place?

Portfolio presentations should occur in the second semester of senior year, taking into consideration the amount of time it takes to score written and oral portfolios and compile scores to submit to APS.

When should schools report passing portfolio scores to APS?

No later than the first week of May.

Who will submit names of students who have completed and passed the requirements for the New Mexico State Seal of Biliteracy and

Bilingualism to the NMPED Bilingual and Multicultural Education Bureau?

The Department of Language and Cultural Equity will submit names directly to the NMPED Bilingual and Multicultural Education Bureau.

It is imperative that Bilingual Coordinators submit names of students who have passed to LCE as early as possible.

Will students earn credit for bilingual classes recovered in the English language?

No. Students must meet the credit requirements to earn the seal in the respective language.

How can students recover bilingual content or Spanish Language Arts credits?

Since summer school course offerings are limited in Spanish, it is recommended that these classes be taken at each school site during the regular school year. Bilingual Coordinators should identify students in need of credit recovery to maintain eligibility for the seal.

Where can I access forms for school use?

All forms will be available on the APS Language and Cultural Equity website, including the Application, Requirements Checklist, Bilingual Seal Scoring Rubric, Portfolio Presentation checklist, and Portfolio Presentation Scoring Form.

Can students still earn the APS Spanish Bilingual Seal in the summer?

Yes, if students fulfill all the requirements for the APS Spanish Bilingual Seal and graduate in the summer.

Can schools offer their own Bilingual Seal?

No. Only the district will offer the APS Spanish Bilingual Seal or the APS Spanish Bilingual Seal of Distinction.

Who do students and parents contact if they have questions regarding the bilingual seal?

Students and parents should contact the Bilingual Coordinator or person(s) responsible for implementing the Bilingual Seal at their school.

When does a student have to decide if they want to apply for the bilingual seal?

Students should submit their application to the Bilingual Coordinator or person(s) responsible for implementing the Bilingual Seal at their school early in the fall semester of their senior year. Students should begin planning to earn the Bilingual Seal as early as their freshman 36 | Page

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year by taking the required coursework and passing with a C or better.

Can transfer students earn the Bilingual Seal?

Yes, Credits transferred must meet the requirements for the APS Spanish Bilingual Seal.

If a student enters high school with language credits obtained in middle school, do those credits count?

Yes, If the course counts as a high school credit for graduation is listed as a bilingual course, and the student has earned a C or better, this credit will count for the APS Spanish Bilingual Seal and the New Mexico State Seal of Bilingualism and Biliteracy.

Is the bilingual seal available to students on an Individualized Education Program (IEP)?

Yes, any student may earn the APS Bilingual Seal or the New Mexico State Seal of Bilingualism and Biliteracy, so long as the required coursework is completed with a C or better and the student passes the portfolio process.

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APS Spanish Bilingual Seal HS Forms for School Use

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APS Spanish Bilingual Seal Application

Name:

ID Number: School: Graduation Year:

Bilingual Seal Requirements: In addition to meeting the coursework requirements listed below, Bilingual Seal candidates must also pass a portfolio presentation, assessing oral and written language in both English and Spanish.

Please provide the following information:

1. Phone number:

2. Email:

Application checklist:

o Completed Bilingual Seal Application (this form) o Attached current unofficial transcript

o Letter of recommendation from any educator, kindergarten – 12^th grade

Seal Requirements Checklist: if you meet all requirements, you may earn up to 2 seals Albuquerque Public Schools Spanish Bilingual

Seal

New Mexico State Seal of Bilingualism and Biliteracy

o 4 years of Spanish Language Arts with a combined average of a C (2.0) or higher o 4 years of English Language Arts with a combined average of a C (2.0) or higher o 4 bilingual content credits with a combined

average of a C or higher

o 4 content credits taught in English with a combined average of a C or higher

o Any 4 Spanish language, the student must receive a grade of C or higher in four units of credit in a language other than English. All four units of credit must be in the same language other than English and shall consist of language courses, language arts courses, content area courses or any combination thereof.

New Mexico State Seal of Bilingualism and Biliteracy Requirement:

o Any 4 Spanish language, the student must receive a grade of C or higher in four units of credit in a language other than English

1. Semester 1: Semester 2:

4 Semester 1: Semester 2:

Average GPA of classes listed above (must be 2.0 or better):

APS Honors Bilingual Seal Requirements Checklist: In addition to the credit and portfolio requirements, Bilingual Seal candidates can earn the honors recognition.

o 3.5 GPA or higher, GPA:

o

At least 1 AP course taught in Spanish, course title:

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Albuquerque Public Schools Spanish Bilingual Seal

Requirement:

o 4 years of Spanish Language Arts with a combined average of a C (2.0) or higher.

Average GPA of classes listed above (must be 2.0 or higher):

Requirement:

o

4 years of English Language Arts with a combined average of a C (2.0) or higher.

Requirement:

o

4 bilingual content credits with a combined average of a C or higher.

Requirement:

o

4 content credits taught in English with a combined average of a C or higher.

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APS Spanish Bilingual Seal Sello Bilingüe de APS Requirements Checklist

Eligibility

G.P.A. Requirement Students must have a minimum of a 2.0 G.P.A. in all English coursework listed below as well as a minimum of a 2.0 G.P.A. in all Spanish coursework listed below to apply.

Units of Credit

• Spanish Language Arts: 4 credits

• English Language Arts and/or ELD: 4 credits

• Core content credits taught in Spanish: 4 credits

• Core content credits taught in English: 4 credits

Portfolio

Students must create and submit a portfolio comprised of the following:

• An oral presentation

• Written student work sample

• Interview with a panel of 3 or more Teacher

Recommendation Students must submit one letter of recommendation from any educator, kindergarten – 12^th grade.

Students must pass and complete all components of the APS Bilingual Seal to receive the district Bilingual Seal on their diploma.

Checklist for the APS Spanish Bilingual Seal For Office Use:

1. Student has a minimum of a 2.0 G.P.A. in English Coursework listed above.

2. Student has a minimum of a 2.0 G.P.A. in Spanish Coursework listed above.

3. Student has earned 4 credits of Spanish Language Arts.

4. Student has earned 4 credits of English Language Arts.

5. Student has earned 4 credits of core content classes taught in Spanish.

6. Student has earned 4 credits of core content classes taught in English.

7. Student has submitted one letter of recommendation.

8. Student has signed up to complete a portfolio presentation to a panel of community members.

9. Student has submitted all components of the written portfolio, at least one week prior to their scheduled presentation.

10. Student has presented and passed the portfolio presentation with a minimum score of 28 points total, in oral and written combined.

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APS Spanish Bilingual Seal of Distinction Sello de Distinción Bilingüe de APS

Requirements Checklist Eligibility

G.P.A. Requirement Students must have a minimum of a 3.5 G.P.A. in all English coursework listed below as well as a minimum of a 3.5 G.P.A. in all Spanish coursework listed below to apply.

Units of Credit

• Spanish Language Arts: 4 credits

• English Language Arts and/or ELD: 4 credits

• Core content credits taught in Spanish: 4 credits

• Core content credits taught in English: 4 credits

• 1 AP course taught in Spanish

Portfolio

Students must create and submit a portfolio comprised of the following:

• An oral presentation

• Written student work sample

• Interview with a panel of 3 or more Teacher

Recommendation Students must submit one letter of recommendation from any educator, kindergarten – 12^thgrade.

Students must pass and complete all components of the APS Bilingual Seal to receive the district Bilingual Seal on their diploma.

Checklist for the APS Spanish Bilingual Seal of Distinction For Office Use:

1. Student has a minimum of a 3.5 G.P.A. in English Coursework listed above.

2. Student has a minimum of a 3.5 G.P.A. in Spanish Coursework listed above.

3. Student has earned 4 credits of Spanish Language Arts.

4. Student has earned 4 credits of English Language Arts.

5. Student has earned 4 credits of core content classes taught in Spanish.

6. Student has earned 4 credits of core content classes taught in English.

7. Student has submitted one letter of recommendation.

8. Student has signed up to complete a portfolio presentation to a panel of community members.

9. Student has submitted all components of the written portfolio, at least one week prior to their scheduled presentation.

10. Student has presented and passed the portfolio presentation with a minimum score of 28 points total, in oral and written combined.

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Student name:

Bilingual Seal Scoring Rubric

This rubric is intended to holistically assess oral and written language, taking into account the use of both English and Spanish interchangeably.

Area 1 2 3 4 Oral Writing

Discourse:

All-encompassing language organization

Ideas and events are present; minimal connections are made

Ideas and events are somewhat clear;

somewhat sequential and connected

Contains a clear series of events or ideas that are connected

Logical and effective sequence in clearly developed and connected series of events or ideas Content:

Reflections based on all components of the portfolio

Minimal relevance in reflections; lacks point of view and voice; reflections were unclear or unfinished

Relevant reflections voice and point of view are apparent in some parts of presentation but not throughout

Relevant and well- developed reflections;

voice and point of view are apparent throughout

Relevant, thorough, well-developed reflections, examples were given with supporting details

Structures of Language:

Social and academic

Reflections provide definitions only; words and phrases are repeated

Reflections describe information with repetitive phrases

Reflections use comparative/contrast language, sequential language; explains in detail content-specific information

Reflections engage with descriptive language, negotiates meaning; use of idiomatic language

Fluency:

Ease of expression to convey intended meaning

Oral:

Partially understandable with errors that impede comprehension

Oral: Generally understandable with apparent errors

Oral: Fully

understandable with occasional errors

Oral: Fully

understandable with ease and clarity of expression Written:

Grammatical conventions that interfere with

meaning

Written:

Grammatical conventions are consistently misused in patterns

Written:

Some control of the conventions of language

Written:

Significant command of the conventions of language

Organization:

Effective organization of materials-

presentation

Minimal organization;

absence of transitional elements

Some organization; limited use of transitional

elements

some effective use of transitional elements

effective use of transitional elements

Total Points Earned: / 20 / 20 Students must achieve a minimum score of 28 points total, in oral and written combined, in order to earn the Seal.

Developed by APS Spanish Bilingual Seal Committee October 2016

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BILINGUAL SEAL HANDBOOK