A student shall be awarded the Washington State Seal of Biliteracy upon graduation if the student has demonstrated proficiency in English by meeting the statewide minimum graduation requirements in English including the state graduation pathway requirement in ELA, and the student has demonstrated proficiency in one (1) or more world languages. For the purposes of this section, “world language” is defined as a language other than English, including American Sign Language, Latin, and Native American or other indigenous languages or dialects. The fact that a language is not written is not a barrier to receiving the Seal of Biliteracy. Proficiency may be demonstrated through any one of the following methods:
A. Passing a world language advanced placement examination with a score of three (3) or higher;
B. Demonstrating intermediate-mid level proficiency or higher in the world language based on the American Council on the Teaching of Foreign Languages (ACTFL) proficiency guidelines, using assessments approved by OSPI for mastery/competency-based credits;
C. Qualifying for four (4) mastery/competency-based credits by demonstrating proficiency in the world language at intermediate-mid level or higher based on the ACTFL proficiency guidelines, in accordance with Board Policy 2415 and Procedure 2415P; or
D. Demonstrating proficiency in speaking, writing, and reading the world language through other national or international assessments approved by OSPI at a level comparable to intermediate-mid level or higher based on the ACTFL proficiency guidelines. (WAC 392-410-350) OSPI and the federally recognized Tribes in Washington have a language proficiency system in place to determine tribal language proficiency with students for the Seal of Biliteracy.
Students may be awarded credit in a World Language by establishing competency in a language other than English. Assessments will be aligned to the American Council on the Teaching of Foreign Languages (ACTFL) proficiency guidelines in order to ensure consistency across languages.
