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• 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 .

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 .

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 .

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)

• A list of six simple things you can do to  to targets of name-calling and bullying in schools is provided in this article. 
•  is a resource intended to provide background knowledge about Muslim people and Islam, dispel stereotypes and replace them with facts, and suggest ways for educators to address these topics in classrooms. 
•  is a lesson plan that helps students build empathy, respect, understanding, and connections through learning about the lives of others

• The works with communities to provide first step resources. For example, ILRC provides community forums and legal resources centered around immigrant topics.
• Catholic Charities of San Mateo County provides  to assist clients in achieving legal status and economic self-sufficiency. 
• Coastside Hope provides support to clients and their families who live and work on the Coast and are seeking permanent residency. Click  for more information.  when in contact with an immigration agency can make a huge difference in many situations. Click  for Red Card Instructions.

• How do teachers ? This site provides examples of effectively facilitating discussions between students so both sides of an argument can be represented.  
• Undocumented Students and Families:  discusses the rights of students, parents, and staff.  

• Early Childhood Language Development Institute