2409P 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
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Mastery-based credit can be used either for awarding credit in place of a traditional course or for credit recovery purposes.
 
Washington State Assessments and State-Approved Alternatives
 
In alignment with the American Council on the Teaching of Foreign Languages (ACTFL) Proficiency Guidelines, students may obtain world language credit for achieving a passing score on a world language proficiency test. A passing score will be determined by the State Board of Education in consultation with the Office of the Superintendent of Public Instruction.
 
Successful Completion of Next Higher-Level Course
 
  • Credit may be awarded for a semester 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. Mastery-based credit is available for semester credit (0.5) in world language courses if the student achieves a grade of C or higher in the subsequent semester of the course. (ex. Spanish 1, where the student earns a C or better in Spanish 2).
  • Credit may be awarded for Spanish 1 & 2 and Spanish 3 & 4 when the student achieves a grade of C or higher in Spanish for Heritage Speakers 1 & 2 or Spanish 5 & 6. (In order to be placed into a Heritage Spanish 1 & 2 class or a Spanish 5 & 6 class, a student must show proficiency through an interview with a certificated teacher or counselor.)
Equivalency Course of Study
 
Students may receive credit for learning experiences outside of school that align to state learning standards, in accordance with Board Policy 2413 – Equivalency Credit Opportunities and WAC 392-410-300.
 
Assessment Options
 
The district will manage the assessment process so that students seeking mastery-based credit can demonstrate mastery/proficiency across language skills. Assessments will be aligned to the American Council on the Teaching of Foreign Languages (ACTFL) Proficiency Guidelines to ensure consistency across languages. The district will select the appropriate assessment instrument(s) from the following:
 
  • Standards-based Measurement of Proficiency (STAMP) in reading, writing, and speaking (and listening, if available) for all languages for which it is available (as of 2011, Spanish, French, German, Italian, Japanese, Chinese). STAMP is offered by Avant Assessment (http://avantassessment.com).
  • American Council on the Teaching of Foreign Languages (ACTFL) assessments Oral Proficiency Interview (OPI) or Oral Proficiency Interview Computer Based (OPIc) and Writing Proficiency Test (WPT) — for languages for which STAMP is not available or for which ACTFL assessments are deemed to be more appropriate. ACTFL assessments are offered through Language Testing International (http://www.languagetesting.com).
  • Appropriate assessments for American Sign Language such as the Sign Language Proficiency Interview (SLPI).
  • 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.
  • 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
 
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:
 
  • Novice Mid – 1 credit (Carnegie Unit)
  • Novice High – 2 credits
  • Intermediate Low – 3 credits
  • 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.
 
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 will 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. To the extent that the district can absorb the cost, fees may be waived or reduced for students based on financial need. The USDA Child Nutrition Program guidelines will be used to determine qualifications for waivers or reductions.
 
Parents/guardians will be informed of the availability of any fee waivers or reductions.
 
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.”
 
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.
 
  
Adoption Date: 8/26/14
Revised: 6/13/17; 6/19/18; 6/15/21; 7/05/22