Procedure: 2409P
Instruction
Procedure - World Language Mastery-Based Credit
Definition:
For purposes of this procedure, a world language is defined according to the definition used by the Higher Education Coordinating Board as “[a]ny natural language that has been formally studied […], including American Sign Language (AMESLAN, the language of the deaf community), and languages no longer spoken, such as Latin and ancient Greek. However, neither computer 'languages' nor forms of deaf signing aside from AMESLAN are acceptable.”
Demonstrating Mastery/Proficiency in a World Language
Students can earn world language mastery-based credit for oral only languages. Mastery-based credit can be used either for awarding credit in place of a traditional course, or for credit recovery purposes.
Successful completion of the next higher-level course: Credit may be awarded for a course when the student successfully completes the next higher-level course in a sequence that includes a natural progression of the state learning standards from the previous course. State or locally determined learning standards will be used as the guide when making decisions regarding what courses should qualify.
Mastery-based credit is available in world language courses if the student achieves a C or higher grade in the next-higher level course.
The district will manage the assessment process so that students seeking competency based credit can demonstrate competency/proficiency across language skills. Assessments will be aligned to the American Council on the Teaching of Foreign Languages (ACTFL) Proficiency Guidelines in order to ensure consistency across languages. The district will select the appropriate assessment instrument(s) from the following:
1. Standards-based Measurement of Proficiency (STAMP) in reading, writing, and speaking (and listening, if available) for all languages for which it is available. STAMP is offered by Avant Assessment (http://avantassessment.com).
a. For languages currently not available through STAMP, the district will order an alternative test through ALTA Language Services. Testing areas vary by language. Assessments are only available through a district lead. More information on ALTA Language Services can be found at www.altalang.com.
b. For languages that do not currently have any other nationally available proficiency based assessment, the district will work with local language communities and the Office of Superintendent of Public Instruction (OSPI) World Languages Program to develop a collection of evidence process, such as LinguaFolio, that is aligned with ACTFL Proficiency Guidelines.
2. Appropriate assessments for American Sign Language such as the Sign Language Proficiency Interview (SLPI) or the American Sign Language Proficiency Interview (ASLPI).
3. OSPI and the federally recognized Tribes in Washington have a language proficiency system in place with the First Peoples’ Language and Culture Certificate. Native/Tribal language students will have their proficiency determined by each Tribe.
Determining Mastery and Credit Equivalencies
ACTFL: The district will award one or more credits based on the student demonstrating an overall proficiency level according to the ACTFL Proficiency Guidelines as follows:
1. Novice Mid – 1 credit (Carnegie Unit)
2. Novice High – 2 credits
3. Intermediate Low – 3 credits
4. Intermediate Mid – 4 credits
Since students may demonstrate varied levels of proficiency across skills, credits will be awarded based on the lowest common level of proficiency demonstrated across the skill areas. No credit is granted for separate skills.
(Example: If a student demonstrated Intermediate Mid-level proficiency in Speaking, but Novice Mid in Reading and Writing, then credits would be awarded based on the lowest common level of demonstrated proficiency: one credit for Novice Mid. The student would not receive individual credits for separate language skills. In this example, the student would not receive four credits for Intermediate Mid in Speaking and one credit each for Novice Mid in Reading and Writing. The total award is one World Language credit.)
ASLPI: The district will award one or more credits based on the student demonstrating an overall proficiency level according to the ASLPI Proficiency Guidelines as follows:
1. Novice Mid – 1 credit (Carnegie Unit)
2. Novice High – 2 credits
3. Intermediate Low – 3 credits
4. Intermediate Mid – 4 credits
SLPI: The district will award one or more credits based on the student demonstrating an overall proficiency level according to the SLPI Proficiency Guidelines as follows:
1. Novice – 1 credit (Carnegie Unit)
2. Novice Plus – 2 credits
3. Survival – 3 credits
4. Survival Plus – 4 credits
Offering Testing Opportunities
The district will manage the assessment process so that students have multiple opportunities to take or retake the assessment(s) required to demonstrate proficiency. Assessments must be offered in a proctored setting with appropriate technology. The district will approve the site(s) where the assessments are offered, which could include individual schools, district buildings, community colleges, universities, educational service districts, or other community settings.
Paying for Assessments
The district will set a fee for the assessments to cover administrative costs, test fees, and/or proctoring. Fees may vary depending on the assessment costs. The district will offer financial assistance to students who demonstrate need, such as qualifying for free or reduced price lunch.
Current fees and financial assistance information are available from school counselors.
Reporting Results
The district will receive official test results for each student participating in the assessment process. The district will provide a letter to the student with a copy of the test results and an indication of how many world language credits, if any, may be awarded. If requested by the student, the school counselors will record the world language credits earned on the official transcript. Credits will be awarded with a grade of “Pass”.
Cultural Responsiveness and Equity
The district collects and annually reviews disaggregated data to see which subgroups of students are receiving mastery-based credit. If disproportionality is found, the district takes appropriate actions to ensure equitable access to these crediting opportunities.
Adopted: 04/2016
Revised: 08/2018, 05/2020, 11/2021, 12/2022, 1/2023