Florida Seal of Biliteracy Application for Duval County Public School Students

Transcription

1 1 Florida Seal of Biliteracy Application for Duval County Public School Students Please return your completed application and all verification documents by Wednesday, March 28, 2018 to the World Language Office in Room 316 at the DCPS Building on Prudential Drive or scan and to This complete application with exam guidelines and portfolio requirements can be found at (click on Departments and then World Languages). Student Name Language (Please Print) Student I.D. # School Name Contact Information: Parent name, phone number and (Please Print) Please check the box(es) on the following pages next to the eligibility requirement(s) you have met in order to be awarded either the Silver or the Gold Seal of Biliteracy. Documents of verification for each requirement must accompany this application. These include high school report cards or transcripts through the 3 rd quarter of the senior year and FSA scores or concordant scores for graduation (ACT/SAT). If world language test scores are received after this date, the student may bring verification to Room 316 at the District Office and receive the Seal during the summer of Students who are approved to receive the Seal of Biliteracy will be invited to a ceremony on Friday, May 18, 2018 at Stanton College Preparatory School. Students who did not enroll in, or complete, world language courses, shall be awarded four world language high school course credits upon attaining at least the minimum score or performance level on one of the national exams recognized for the Silver Seal.

2 2 Student Name Student I.D. # (Please Print) Signature of School Counselor verifying below GPA and FSA scores: Guidance Counselors: please attach or send digitally verification of GPA and FSA achievement scores. The SILVER SEAL of Biliteracy requires that the student has earned a standard high school diploma AND one of the following criteria for eligibility: Has earned four (4) world language course credits in the same world language with a cumulative 3.0 grade point average or on a 4.0 scale. World Language Courses GPA Has earned a Silver Seal score or performance level on any of the exams found on the chart on *pages 3 and 4. Exam Score Has demonstrated language proficiency through maintenance of a portfolio of language performance at the Intermediate Mid level or based on the ACTFL Proficiency Guidelines 2012 in the modes of communication appropriate for that language. See portfolio requirements on *pages 5 and 6. This is for those languages without a nationally recognized exam. (Approved exams are listed on *pages 3 and 4.) The GOLD SEAL of Biliteracy requires that the student has earned a standard high school diploma with a level 4 or on the Grade 10 English Language Arts (ELA) Florida Standards Assessment (FSA) AND one of the following criteria for eligibility: Has earned four (4) world language course credits in the same world language with a cumulative 3.0 grade point average or on a 4.0 scale. World Language Courses GPA FSA score Has earned a Gold Seal score or performance level on any of the exams found on the chart on *pages 3 and 4. Exam Score Has demonstrated language proficiency through maintenance of a portfolio of language performance at the Advanced Low level or based on the ACTFL Proficiency Guidelines 2012 in the modes of communication appropriate for that language. See portfolio requirements on *pages 5 and 6. This is for those languages without a nationally recognized exam. (Approved exams are listed on *pages 3 and 4.) * This complete application with exam guidelines and portfolio requirements can be found at (click on Departments and then World Languages).

3 3 Languages with approved, nationally recognized exams and scores/proficiency levels for Seal of Biliteracy Examination Silver Seal Gold Seal Languages Covered** Spanish, French, Chinese, Italian, SAT Subject Test 600 or 700 or German, Hebrew, Latin, Japanese, Korean Spanish 63 or Spanish College Level Examination Program (CLEP) Level 1 Language Exam French French 59 or Spanish, French, German German German 60 or International Baccalaureate Language Exam 4 or 5 or Spanish, French, German, Chinese, Latin Advanced Placement Language Exam 3 or 4 or Spanish, French, Chinese, Japanese, Latin, German, Italian Advanced International Certificate of Education Subject Test A, B, C, D, or E A, B, C, D Arabic, Chinese, French, German, Hindi, Japanese, Marathi, Portuguese, Spanish, Tamil, Telugu, Urdu, American Sign Language Proficiency Interview (ASLPI) 3 or 4 or ASL Sign Language Proficiency Interview: American Sign Language (SLPI:ASL) Intermediate Plus or Advanced Plus or ASL American Council on the Teaching of Foreign Languages (ACTFL) Assessment of Performance Toward Proficiency in Language Intermediate Mid or Advanced Low or Arabic, Chinese, French, German, (AAPPL) Interpersonal Listening, Interpersonal Portuguese, Russian, Spanish Speaking, Interpretive Listening, and Presentational Writing Afrikaans, Akan-Twi, Albanian, ACTFL Oral Proficiency Interview (OPI) Intermediate Mid or Advanced Low or Amharic, Arabic, Armenian, Azerbaijani, Baluchi, Bengali, Bosnian, Bulgarian, Burmese, Cambodian, Cantonese, Cebuano,

4 4 Chavacano, Czech, Dari, Dutch, Egyptian, English, French, Georgian, German, Greek (Modern), Gujarati, Haitian Creole, Hausa, Hebrew, Hindi, Hmong/Mong, Hungarian, Igbo, Ilocano, Indonesian, Iraqi, Italian, Japanese, Javanese, Kazakh, Kashmiri, Korean, Kurdish, Lao, Levantine, Malay, Malayalam, Mandarin, Marshallese, Nepali, Norwegian, Pashto, Persian Farsi, Polish, Portuguese Punjabi, Romanian, Russian, Serbian Croatian, Sindhi, Sinhalese, Slovak, Somali, Spanish, Swahili, Swedish, Tagalog, Tajik, Tamil, Tausug, Telugu, Thai, Tigrinya, Turkish, Turkmen, Uighur, Urdu, Uzbek, Vietnamese, Wolof, Wu and Yoruba. Arabic, French, German, Hebrew, Standards-based Measurement of Proficiency Intermediate Mid or Advanced Low or Hindi, Italian, Japanese, Mandarin, for Grade 7-Adult (STAMP4S) Russian, Spanish, Somali, Tagalog, Yup ik, Vietnamese ACTFL Latin Interpretive Reading Assessment (ALIRA) I-2 or I-5 or Latin

5 5 Seal of Biliteracy Portfolio Requirements (This portfolio is for languages not tested among the nationally recognized exams listed on pages 3 and 4.) For Silver Seal: Proof of achievement of Intermediate Mid** Proficiency in each standard For Gold Seal: Proof of achievement of Advanced Low** Proficiency in each standard 1. Interpretive Listening: Written summary in the target language of key ideas ( words) from an authentic* audio or video that is at least 1 minute in length for intermediate mid and 2 minutes in length for advanced low. Link to audio or video must be appended. 2. Interpretive Reading: Written retelling in the target language of key ideas in an authentic* text written in the target language ( words). Authentic* text must be appended. INTERPRETIVE LISTENING or VIEWING & READING Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics. Intermediate Mid Indicators: Students in the intermediate mid range are able to relate the main themes and significant details on topics from other subjects and products of the cultures as presented on TV, radio, video, or live presentations. Students describe the main themes and significant details on topics from other subjects and products of the cultures as found in newspapers, magazines, websites, or other printed sources for target language audiences. Advanced Low Indicators: Students in the advanced low range are able discuss the main ideas and significant details of live and recorded discussions, lectures, and presentations on current or past events from the target culture or that are begin studied in another class. They are able to summarize the principal elements of non-fiction articles in newspapers, magazines, and websites on topics of current and historical importance to members of the culture. 3. Interpersonal Communication: Recording submitted in.mp3 format of student speaking in an extemporaneous conversation with another speaker of the language. (1 minute) INTERPERSONAL COMMUNICATION: Speaking or Signing and Writing Interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions. Intermediate Mid Indicators: Students in the intermediate mid range are able to exchange information about personal events, memorable experiences, and other school subjects with peers and/or members of the target cultures. They can compare, contrast, and express opinions and preferences about the information gathered regarding events, experiences, and other school subjects. They are able to start, maintain and end a conversation on a variety of familiar topics. They use their language to handle tasks related to their personal needs and exchange information about subjects of special interest to them. Advanced Low Indicators: Students in the advanced low range are able to discuss, orally or in writing, current or past events that are of significance in the target culture or that are being studied in another subject. They develop and propose solutions to issues and

6 6 problems that are of concern to members of their own and the target cultures. They participate in conversations on a wide variety of topics that go beyond their everyday lives. They compare and contrast life in different locations and in different times. They are able to resolve an unexpected complication that arises in a familiar situation. They can conduct or participate in interviews. 4. Presentational Speaking: Recording submitted in.mp3 format of student speaking in a prepared presentation in the target language (may NOT be read). (2 minutes). 5. Presentational Writing: 5 paragraph essay submitted in target language, written without use of resources (dictionary, thesaurus, etc.). PRESENTATIONAL Intermediate Mid Indicators: Students in the intermediate mid range are able to prepare COMMUNICATION: video recorded messages to share locally or with school peers and/or members of the Speaking or Signing target cultures on topics of personal interest. They can create a brochure that highlights and Writing things to see and do in their community for visitors from the target culture. They can Present information, prepare stories or brief written reports about personal experiences, events, or other concepts, and ideas to school subjects to share with classmates and/or members of the target cultures. They are inform, explain, able to make a presentation on something they have learned or researched, about their persuade, and narrate personal and social experiences, and about common interests and issues and state their on a variety of topics viewpoint. They can write messages and announcements, write short reports about using appropriate something they have learned or researched, and compose communications for public media and adapting to distribution. various audiences of Advanced Low Indicators: Students in the advanced low range are able to write a news listeners, readers, or article or critique on a topic from another discipline such as world history, geography, the viewers. arts, or mathematics. They can deliver short presentations on a number of academic and workplace topics or social and cultural topics. They can explain issues of public and community interest, including different viewpoints. *Authentic: Created in the target language and intended for a target language audience **ACTFL: World-Readiness Standards for Learning Languages. 4 th ed., National standards in Foreign Language Education Project, 2015.