§ 16-40-41 — State Seal of Biliteracy - Criteria

Alabama § 16-40-41

• Jurisdiction: Alabama
• Title 16: Education
• Ch. 40: Instruction as to Certain Subjects
• Art. 3: State Seal of Biliteracy - Development and Award

Text

The State Seal of Biliteracy certifies attainment of an intermediate level of proficiency by a graduating student in English and at least one other world language, and certifies that the graduate meets all of the following criteria:
(1) Completion of the graduation requirements of the high school.
(2) English language proficiency: The student shall demonstrate proficiency in the English language, through one of the following approaches, or as provided by any future equivalent national normed benchmark approved as part of the program:
a. ACT English: A score of 18 or higher.
b. ACT reading: A score of 20 or higher.
c. Advanced Placement Language Examination: A score of three or higher.
d. International Baccalaureate Examination: A score of five or higher.
e. Wida Access 2.0: For non-native English speakers, the student shall meet and maintain Alabama exit criteria in English proficiency.
f. American Council of Teachers of Foreign Language Assessment of Performance toward Proficiency in Languages: For non-native English speakers, an intermediate Mid-3 or higher score in English.
(3) World language proficiency: The student shall demonstrate proficiency in one or more languages other than English through one of the following approaches:
a. If the language other than English may be assessed by a standardized examination, students shall attain the minimum score on one of the following assessments:
1. The Advanced Placement Language Examination: A score of three or higher.
2. American Council of Teachers of Foreign Language Assessment of Performance toward Proficiency in Languages: An Intermediate Mid-3 or higher score in all four components.
3. International Baccalaureate Examination: A score of four or higher.
4. Common European Framework of Reference: A score of level B1 or higher.
5. Standards-based Measurement of Proficiency: A score of intermediate-mid level or higher.
6. American Council of Teachers of Foreign Language Oral Proficiency Interview Writing Proficiency Test: A score of intermediate-mid level.
7. American Council of Teachers of Foreign Language Latin Interpretive Reading Assessment: A score of intermediate-mid level three or higher.
8. Sign Language: Sign Language Proficiency Interview, American Sign Language Proficiency Interview, or Assessment of Performance toward Proficiency in Languages: A score of intermediate plus on the Sign Language Proficiency Interview, level three on the American Sign Language Proficiency Interview, or score of intermediate Mid-3.
b. If the language other than English is not able to be assessed by a standardized examination, one of the following criteria shall be met:
1. The school district shall certify to the State Superintendent of Education that a school district language examination meets the rigor at the intermediate-mid level of language proficiency according to the guidelines of the American Council of Teachers of Foreign Languages. To that end, the assessment of a language other than English shall assess listening, speaking, reading, and writing at a level of intermediate-mid proficiency or higher. The assessment should be similar to the American Council of Teachers of Foreign Languages Oral Proficiency Interview Writing Proficiency Test and should require collaboration with community members who are native speakers or near native speakers in that language. This assessment should be similar to the process used in other states for assessing proficiency in tribal languages.
2. Notwithstanding subparagraph 1., a student who seeks to qualify for the State Seal of Biliteracy through a language that is not characterized by listening, speaking, reading, and writing, or for which there is no written system, shall pass an assessment on the modalities that characterize communication in that language at the corresponding intermediate proficient level or higher.
c. If neither paragraph a. nor paragraph b. are able to be implemented, or if new language assessments become available, one of the following approaches may be followed:
1. The State Superintendent of Education may provide a listing of equivalent language assessments that school districts may use.
2. A school district may provide the State Superintendent of Education with a list of equivalent language assessments that the school district proposes to use in place of those listed in this section. The State Superintendent of Education may use lists received from school districts in developing a state list of equivalent language assessments.

Legislative History

(Act 2022-200, §2.)