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Secondary Literacy (Middle and High School)
Secondary Literacy (Middle and High School)
Secondary Literacy (Middle and High School)
The Arizona Department of Education is focused on the importance of teaching children to read. It is important to continue this focus in the secondary classroom, including middle school and high school. In short, literacy instruction remains every bit as important in the older grades as it is in grades K-3. The resources provided here are meant to assist secondary (6th-12th) ELA educators and parents in providing the best instruction for all Arizona students. (Lauren Spenceley, Secondary English Language Arts Specialist)
Expand the blue bars below to find resources, professional learning, guidance documents, and more!
ELA Standards Grades 6-12
The Arizona English Language Arts Standards define the knowledge, understanding, and skills that need to be effectively taught and learned for all students to be ready to succeed in credit-bearing, college-entry courses, in the workplace, and/or in military service. The standards present a vision of what it means to be a literate person in the twenty-first century.
Grade-specific K-12 standards in Reading, Writing, Speaking, and Listening, and Language translate the broad aims of The Arizona English Language Arts Anchor Standards into age- and attainment-appropriate terms. These standards allow for an integrated approach to literacy to help guide instruction.
You can access the Grade 6-12 ELA Standards, as well as the Vertical Articulation of Standards, Glossary, and other guidance materials on the Standards: English Language Arts webpage.
Adolescent Literacy and Support for Striving Readers
For support and guidance for adolescent literacy, please visit the Arizona Adolescent Literacy Hub (button below), which provides a wealth of resources, guidance, and professional learning support. You can also subscribe to the Hub to receive notification when new resources are added.
Adolescent Literacy Hub
Institute of Education Sciences (IES) Practice Guides - The Institute of Education Sciences has provided a set of recommendations for evidence-based best practices to address challenges in classrooms and schools that serve the secondary grades.
- Improving Adolescent Literacy: Effective Classroom and Intervention Practices - Released August 2008
- Providing Reading Interventions for Students in Grades 4–9 - Released March 2022
- I offered a book study on this guide in March-May 2024 - Visit the Padlet for a wealth of related resources!
Great new resource from The Reading League - The Reading League Compass - Adolescent Literacy
Disciplinary Literacy
What is Disciplinary Literacy?
Disciplinary literacy refers to the specifics of reading, writing, and communicating in a discipline.
- Disciplinary Literacy - Skill specialized to history, science, literature, math, and other subject areas.
- Intermediate Literacy - Generic comprehension strategies, common word meanings, and basic fluency.
- Basic Literacy - Decoding and knowledge of high-frequency words.
Disciplinary Literacy Resources
Reading Apprenticeship in Arizona
Reading Apprenticeship in Arizona
Reading Apprenticeship from WestEd - Disciplinary Literacy in grades 6-12 and beyond
Reading Apprenticeship is an evidence-based professional learning experience focused on disciplinary literacy in grades 6-12. Educators are engaged in a process to discover the tools and perspectives to “apprentice” their students in any subject area. This asset-based approach helps teachers develop students’ comprehension skills while also building subject-area knowledge, reader identity, collaboration, and persistence.
- We currently do not have any free opportunities for taking part in Reading Apprenticeship, but please view the materials to learn more and reach out if you would like more information. Keep an eye out for future opportunities!
Resources:
- Information on Reading Apprenticeship in AZ
- Reading Apprenticeship Strategy of the Month - check out strategies to try in your classroom!
- Archived Book Study: Access the materials from the past Professional Learning Book Study on the Reading Apprenticeship core text.
Reading | Literature Resources
Achieve the Core-Text Complexity Toolkit
All About Adolescent Literacy - AdLit.org is a national multimedia project offering information and resources to the parents and educators of struggling adolescent readers and writers.
AdLit Classroom Strategies - Before, During, and After Reading
CEEDAR - Disciplinary Literacy Course Enhancement Module
EdWeek - Spotlight on Adolescent Reading
General Education Leadership Network (GELN) - Essential Instructional Practices for Disciplinary Literacy in the Secondary Classroom
IES Practice Guides - The Institute of Education Sciences has provided a set of recommendations for evidence-based best practices to address challenges in classrooms and schools that serve the secondary grades.
- Improving Adolescent Literacy: Effective Classroom and Intervention Practices - Released August 2008
- Providing Reading Interventions for Students in Grades 4–9 - Released March 2022
Keys to Literacy Adolescent Literacy Resources - Joan Sedita of Keys to Literacy provides resources focused on adolescent literacy. Adolescent literacy encompasses the skills that must be taught to all students so they can meet increasingly challenging reading and writing demands as they move through the upper grades, as well as what needs to be done for those students who fall behind and may need intervention instruction in foundational literacy skills.
Meadows Center, Partner Reading Teachers' Guide - The purpose of this guide is to provide teachers with a feasible partner reading procedure that can be used in middle school classrooms.
National Council of Teachers of English (NCTE) Students’ Right to Read – A Plethora of resources for engaging students in literature.
ReadWriteThink – Powered by NCTE. ReadWriteThink is a teaching and learning community for English Language Arts teachers from K-12th grade with resources providing free access to the highest quality standards-based practices, lesson plans, videos, activities, and apps.
WestEd Publications, Reading for Understanding: How Reading Apprenticeship Improves Disciplinary Learning in Secondary and College Classrooms
WestEd Reading Apprenticeship - What if instead of teaching around the text, lecturing, or summarizing for students, teachers engaged students in actually grappling with the text - reading and talking about what it means and how they figured it out? WestEd has provided resources and materials to teach reading in a metacognitive way.
Resources for Texts Related to Holocaust and Genocide Education - In 2024, HB 2779 amended ARS 15-701.02 to read: the state board of education shall include a requirement that students be taught about the Holocaust and other genocides for at least three school days, or the equivalent, on at least two separate occasions during any of grades seven through twelve. Although this instruction is required as part of the 2018 History and Social Science Standards, this legislation further stresses the importance of these topics and events. This webpage provides resources, training, and support for educators in meeting this requirement. It also houses the work of the Task Force on the Holocaust and Other Genocides - a Toolkit for teachers and students. Especially helpful to ELA teachers - book recommendations by grade level.
Writing Resources
Keys to Literacy, Keys to Content Writing Resources
Institute of Education Sciences (IES) Guide, Teaching Secondary Students to Write Effectively
Writing Professional Learning from ADE - You will find an abundance of resources for secondary writing and AZ's writing standards at this Padlet!
Archived Writing PL Sessions:
Arizona's 6-12th Grade Writing Standards: Model, Practice, Reflect, Assess
Writing Across the Curriculum in Secondary Grades
Igniting the Spark from Opinion (K-5) to Argument Writing (6-12)
Empowering Students through Grammar Instruction | Recording | Slide Deck
Writing for College, Career, and Beyond | Recording | Slide Deck
Parent Resources
AdLit.org, "Organizations that Promote Adolescent Literacy" - From lesson plans and classroom tools to free books and opportunities to publish students’ work, nonprofit organizations have a lot to offer parents, teachers, and struggling readers themselves. Learn about some nonprofits with a commitment to helping young people become better readers and writers.
AdLit.org, "Parent Engagement in Transitions to Middle and High School" - Using the 3A framework (Attendance, Achievement, and Attainment) for dropout prevention developed by the America’s Promise Alliance and the Annie E. Casey Foundation, this article highlights specific knowledge that parents need to support students’ success, as well as ways that schools can engage parents as partners.
AdLit.org, "Engaging Parents to Support Academic Achievement" - Academic achievement is a strong predictor of high school graduation and is critical to long-term success in college, work, and life. A sixth grader who fails Math or English has unsatisfactory behavior, or poor attendance, has a 75% likelihood of dropping out. Freshmen in Chicago public schools who earn a B average or better have an 80% chance of finishing high school with at least a 3.0 GPA.
IES, "Literacy Tips for Parents of Adolescents" - Based on common instructional elements, these are activities that parents can initiate at home to help ensure successful literacy outcomes for their adolescent students.
Meadows Center, "How Can I Help My Middle Schooler Read Multisyllabic Words? Five Helpful Steps" - This resource describes a simple strategy you and your child can use to help decode long words.
Scholastic, “17 Ways to Keep Your Middle Schooler Turning Pages” - As your kids get older, they may put reading on the back burner. Learn the best ways to keep them turning the pages with these helpful tips.
WestEd, "Understanding and Supporting Your Child’s Literacy Development: Grades 4–8" - Designed for families and educators of children in Grades 4–8, this resource promotes stronger school-home collaboration around literacy.
Assessment
ADE Assessment - Educator resources for the new Arizona state assessments. [Arizona's Academic Standards Assessment - AASA (3rd-8th), ACT Aspire (9th), ACT (11th)]
Including:
- Performance Level Descriptors and Item Specifications (AASA)
- Arizona State Standards Alignment Guide (ACT and ACT Aspire)
Graduation Supports
High School Graduation - Information and Requirements
Postsecondary Resources - Resources and Events
Office of English Language Acquisition Services (OELAS) Guidance - High School Credit for Integrated and Targeted ELD | OELAS Homepage
Secondary ELA Professional Learning
Ongoing Professional Learning Opportunities for Secondary ELA Educators
Join me for monthly webinars, virtual book studies, on-demand asynchronous courses, and much more!
- Request Secondary ELA/ Adolescent Literacy Implementation Support and Professional Learning for your School/ District - Schedule a 30-minute virtual meeting!
- Adolescent Literacy Hub - Support and resources for Secondary ELA Educators in AZ and beyond
- Feel free to check out the resources from the 2025-2026 Secondary ELA Webinar series - keep an eye out, this school year these will be made available as asynchronous courses in our APLD system!
Secondary ELA Webinars on APLD
Earn PD credit and collaborate with other secondary ELA teachers! A variety of topics, including: ELA standards, reading comprehension, writing, secondary MTSS, collaboration with Social Studies, and more! - Use the search term "secondary ELA." Check out the exciting webinar offerings for school year 2025-2026!
Register!
Use the search term "secondary ELA" to narrow down your search.
All ELA Professional Learning Opportunities
Register - use the search term "k12-AS-ELA" to narrow down your search
APLD Support:
For questions regarding registration, certificates, accessing courses, etc., please refer to our APLD FAQs
Secondary ELA Book Studies
School Year 2026-2027
Text: Reading Isn't Optional: Fulfilling the Promise of Literacy for Secondary Students, edited by Jeanne Schopf
Join the ADE English Language Arts Team for a FREE Secondary ELA Focused 9-session school-year long book study. Everyone is welcome!
To order: Purchase your book soon – The Reading League is currently offering a discount - use code READ15
Coauthor and editor Jeanne A. Schopf brings together leading literacy experts to address one of secondary education’s most significant gaps: teaching adolescents to read. Grounded in literacy research and implementation science, this book guides middle and high school educators through systems, leadership, MTSS, and evidence-based instructional practices that transform literacy development for struggling readers, including multilingual learners, across all content areas.
Access this flyer for more information on the schedule and registration! We will have a kickoff event with some of the authors on 9/10/26!
Register - use search term "book study"
General Information for our book studies:
- Virtual book chats take place via Microsoft Teams.
- Register in the APLD system to receive credit - each session is offered individually.
- All participants who register in APLD, read their chapter(s), and attend the book study will be given 2 hours of PD credit for each session they attend.
Archived Book Studies:
- The Essentials of Adolescent Literacy by Joan Sedita
- Literacy Intervention in the Middle Grades: Word Learning, Comprehension, and Strategy Instruction, Grades 4-8 by Kevin Flanigan and Latisha Hayes
- Reading for Understanding: How Reading Apprenticeship Improves Disciplinary Learning in Secondary and College Classrooms, THIRD EDITION
- The Writing Revolution: A Guide to Advancing Thinking Through Writing in All Subjects and Grades
- Providing Reading Interventions for Students in Grades 4-9 and Beyond: Practice Guide
- Thinking Reading: What Every Secondary Teacher Needs to Know About Reading
- Effective Instruction for Middle School Students with Reading Difficulties
- Disciplinary Literacy Inquiry & Instruction
- Fundamentals of Literacy Instruction and Assessment, Grades 6-12
AIM Pathways to Proficient Reading: Secondary - ADE-funded Cohorts
Thank you to everyone who took part in our ADE-funded cohorts of AIM Pathways to Proficient Reading: Secondary professional learning course in 2024-2025 and 2025-2026. Please feel free to visit our cohort Padlet.
At this time, there are no current offerings of this cohort, but If you and/or your district/charter are interested in future availability for this training, please fill out this interest form: AIM Pathways to Proficient Reading: Secondary Interest Form for Future Opportunities.
Archived Webinars
| Webinars | Description and Information |
|---|---|
| Special Presentation - "Secondary ELA Webinar: Restoring Humanity to Striving Adolescent Readers" | Recording - use this Passcode: V^2e5*h0 | Padlet of Resources |
| Special Presentation - "A Face Like Mine: Connecting Classic Literature to Modern YA Books" | On 2/11/21, a panel of high school librarians discussed ways to incorporate modern YA books in teaching classic literature in the classroom. Click here to view the presentation |
| Building Background in the Virtual Secondary ELA Classroom | Building schema and background knowledge is one of the best ways to raise reading comprehension for our students. In this webinar, we explored some easy and fun ways to do this in the virtual/distance learning secondary ELA classroom. A better understanding of how building background and surfacing schema will help your students become better readers. Visit the Padlet with resources and a slide deck. |
| Summer Series - Spotlight on Media Literacy and Sourcing | In collaboration with our ADE Social Studies team - Join trainers from ADE, and master teachers from around the state in a webinar to teach and engage with media literacy at all grade levels. Recorded presentation |
| "What is Media Literacy and How Do I Teach It?" | This webinar will examine what media literacy means, how we teach students to be responsible consumers and producers of media, and examine some methods and lessons you can use in your classroom. Recorded presentation |
| Integrating Secondary Social Studies and ELA | In collaboration with our ADE Social Studies team - How do you integrate Social Studies and English Language Arts in a secondary setting? What are the benefits of collaboration between English and Social Studies educators? This webinar demonstrated best practices to integrate Social Studies and ELA efficiently and easily. This webinar also used texts with multiple perspectives to address new ways to create cross-curricular projects and lessons. Slide Deck |
Science Newsletters
Science Newsletters
Newsletters
2022
2021
World and Native Languages Archived Newsletters
World and Native Languages Archived Newsletters
2021-2022 Archived Newsletters
2020-2021 Archived Newsletters
2019-2020 Archived Newsletters
Contact Information:
Please email [email protected] to be directed to the World and Native Languages Team.
Arizona Computer Science Standards Development Process & Documents
Arizona Computer Science Standards Development Process & Documents
Computer Science Standards Development Process & Documents
The process to develop new Computer Science Standards is scheduled to begin late January. We hope you will consider applying for the opportunity to participate in this important work. The Arizona Department of Education is looking for K-12 educators, higher education/post-secondary educators, and industry partners from across the state to serve on the computer science standards working groups. The standards review process will use an accordion model for committee selection; an individual might be selected to serve once or multiple times, depending on the focus of the work and their expertise. Working group members who are unable to serve for a particular meeting due to schedule conflicts or other concerns are still eligible to be selected to participate in future meetings.
Public comment for the current DRAFT Arizona Computer Science Standards closes August 10, 2018.
Computer Science Standards Revision Documentations
Download the January 31, 2018 agenda
Download the January 31, 2018 presentation
Download the February 13, 2018 agenda
Download the February 13, 2018 presentation
Download the March 8, 2018 agenda
Download the March 8, 2018 presentation
Download the April 10, 2018 agenda
Download the April 10, 2018 presentation
On August 14, 2018 the Arizona Computer Science Revision Working Group met to review the public comment/feedback and technical feedback that had been received.
Agenda
Powerpoint
Cover page
Artifact 1
Artifact 2
Artifact 3
On August 28, 2018, the Arizona Computer Science Revision Working Group met to review the public and technical comment/feedback.
Agenda
PowerPoint
Cover Page
Artifact 1
Artifact 2
Computer Science Survey Responses and Comments
Computer Science K-HS
The Arizona Department of Education collected public comments on Arizona’s Computer Science Standards between October 24 – December 15, 2017.
The feedback received is displayed below.
Archived Survey Responses and Comments
Core Concepts
- Core Concept: Computing Systems
- Core Concept: Networks and the Internet
- Core Concept: Data and Analysis
- Core Concept: Algorithms and Programming
- Core Concept: Impacts of Computing
- Core Concept: Additional Concepts Needed
Core Practices
- Core Practice: Fostering and Inclusive Computing Culture
- Core Practice: Collaborating Around Computing
- Core Practice: Recognizing and Defining Computational Problems
- Core Practice: Developing and Using Abstractions
- Core Practice: Creating Computational Artifacts
- Core Practice: Testing and Refining Computational Artifacts
- Core Practice: Communicating About Computing
- Core Practice: Additional Practices Needed
- Additional Comments for CS Standards
As part of the ADE’s Continuous Feedback Process, you may still leave comments by clicking the Leave Feedback button.
Seal of Biliteracy
Seal of Biliteracy
Back to the Diploma Seals Page
The Arizona Seal of Biliteracy Program recognizes high school students who achieve proficiency in English plus at least one additional language. The seal is placed on the student’s diploma and noted on the transcript.
| Submit the Intent to Participate Form for 2026-2027 | CLOSED Seal of Biliteracy Reporting Form |
| This contact form must be completed each year. | Form opens April 15. Submissions are due by September 1. |
General Information
Seal of Biliteracy Background
The Arizona Seal of Biliteracy was created in 2016 by the fifty-second legislature to award students a diploma seal and recognition on their transcripts for demonstrating proficiency in a secondary language beyond English. Proficiency means meeting the intermediate-mid level on the ACTFL scale of proficiency (find it below). Since 2016, the number of participating schools, languages offered, and students awarded the seals has grown to an incredible amount; check out the reports below to see this growth!
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Arizona SB 1239 (Original 2016)
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Arizona SB 1404 (Approved 2021)
If a student earns the Seal of Biliteracy from the State, that will meet the 2-year foreign language requirement for our 3 ABOR institutions, and thus, a student will not be deficient in that subject area.
Seal of Biliteracy Yearly Reports
Reports are created each academic year. Schools are required to report the number of students awarded the Seal of Biliteracy by September 1 of the start of the next school year. Select the years below to view the annual report that includes: number of students awarded, languages tested, participating districts/charters, tests taken, and other general information.
- 2025-2026
- 2024-2025
- 2023-2024
- 2022-2023
- 2021-2022
- 2020-2021
- 2019-2020 - Report Not Submitted
- 2018-2019
- 2017-2018
- 2016-2017
Seeking more specific information that is not in the report? Please reach out to the Data Governance team.
What is Language Proficiency?
While language study can begin at any grade level, the use of the terms Novice, Intermediate, and Advanced indicates general performance and proficiency levels. Each level considers how well a speaker uses vocabulary, text type, language functions, context, accuracy control, and communication strategies. Additionally, each level takes into consideration how well the speaker is comprehended by others. A brief overview follows:
Novice: The student communicates with words/characters and phrases to express basic needs on familiar topics that have been highly practiced and memorized. The learner controls the accuracy within the memorized and practiced context and can be understood by one accustomed to dealing with language learners (a sympathetic listener). Example: “gloves”, “need gloves”, “I need gloves.”
Intermediate: The student communicates with sentences and some connected sentences while expressing and elaborating on basic needs. The learner controls the language with enough accuracy to be understood by one accustomed to dealing with language learners. Example: “I need winter gloves because my hands are cold.”
Advanced: The student communicates in various time frames in extended, organized, paragraph-length discourse to respond to and resolve problems. The learner controls the language sufficiently to interact effectively with someone unaccustomed to dealing with language learners. Example: “If gloves are on sale when I get my next paycheck, I might go get a pair to keep my hands warm.”
As students acquire language skills, they will progress through these proficiency levels with varying degrees of language control, expanding the range of listeners with whom they will be able to communicate. Students in the Novice and Intermediate levels, in particular, will tend to make many errors in their communication; this is normal. In general, students communicating at the Novice level will be comprehensible only to very sympathetic listeners, such as teachers and fellow language learners. As students move into the Intermediate level, they become more comprehensible to sympathetic listeners in a wider range of situations, and their expanding skills should afford them the ability to sometimes be understood by some native speakers. By the time they reach Advanced proficiency, students should have a higher degree of accuracy, and they should be largely comprehensible to most native speakers.
The graphic above illustrates the full scope of student performance and proficiency in a target language over many years of study and across 5 levels of proficiency. These levels are generalizations and vary according to the time spent in the language as well as the difficulty of the language studied. These proficiency levels are based on the American Council on the Teaching of Foreign Languages (ACTFL) Proficiency Guidelines 2012 and can be used to measure performance in an instructional setting. The levels of Novice, Intermediate, and Advanced are further subdivided into sub-levels Low, Mid, and High. As students spend more time in the target language, their performance toward their true proficiency level begins to expand. The highest two levels (Superior and Distinguished) are not included in Arizona’s World and Native Languages Standards because these levels are generally not considered outcomes of K-12 learning.
Diploma Seals Snapshot Videos
These videos, recorded in April 2026, highlight key details of the four diploma seals.
Information for Students and Parents
Contact your district directly if you have questions about earning the Seal of Biliteracy.
Student Eligibility
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The student must be attending a public school or charter school. Not sure if you attend a public school? Search for your district/charter on the AZ School Report Cards website.
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Students must complete all requirements during grades 9-12. Previous experience will not be counted.
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Students must complete all required English Language Arts courses with an overall grade point average (GPA) of 2.0 out of a 4.0 scale.
- Meet proficiency on an examination for English Language Arts. The most common exam is the statewide assessment.
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Demonstrate proficiency in a language other than English through a proficiency exam. Second language proficiency exams need to be completed during grades 9-12 and preferably in grades 11 or 12.
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If a student earns the Seal of Biliteracy from the State, that will meet the 2-year foreign language requirement for our 3 ABOR institutions, and thus, a student will not be deficient in that subject area.
Resources for Students and Parents
- Student Checklist for the Seal of Biliteracy
- Seal of Biliteracy Flyer
- Global Seal of Biliteracy
- The Global Seal of Biliteracy offers free certification in over 100 languages, enabling individuals to demonstrate their language proficiency worldwide. The Global Seal of Biliteracy is not affiliated with the Arizona Department og Education.
Participating Districts and Charters
|
Agua Fria Union High School District |
Gilbert Public Schools |
Paragon Management - Paradise Honors High School |
Need help finding your coordinator or not seeing your district/charter? Please email D[email protected] and include your name and school/district.
Information for District Coordinators
District/Charter Eligibility
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Any PUBLIC school, charter, or district may choose to participate, but they must complete the INTENT TO PARTICIPATE FORM (linked above) by September 1 of the participating year.
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Schools/districts must develop their own process for collecting student data and distributing the seals. Public school districts and charters must designate at least one individual to serve as the Coordinator of the Program.
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Participating school districts and charters must make information regarding the Seal of Biliteracy available to parents and students.
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Schools/Districts must report seal data through the REPORTING FORM (linked above) no later than 90 days after the school year or by September 1.
Requirements for the Seal of Biliteracy
Students must meet the following requirements to earn the Seal of Biliteracy. ADE will never ask for student personal identifiable information (PII), but it is suggested that districts hold onto the data for at least 3 years.
Coordinators and their teams can collect this data in whatever means work best for coordinators, sites, students, parents, and teachers.
- Students must complete all requirements during grades 9-12. Previous experience will not be counted.
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Students must complete all required English Language Arts courses with an overall grade point average (GPA) of 2.0 out of a 4.0 scale.
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Meet proficiency on an English Language Arts examination.
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From SB 1404 (2021) Students must "Pass AN EXAMINATION in English language arts." Due to this requirement, we will no longer accept dual enrollment/concurrent enrollment course completion as an acceptable determination of proficiency.
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Demonstrates proficiency in a language other than English through a proficiency exam. Second language proficiency exams need to be completed during grades 9-12 and preferably in grades 11 or 12.
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If a student earns the Seal of Biliteracy from the State, that will meet the 2-year foreign language requirement for our 3 ABOR institutions, and thus, a student will not be deficient in that subject area.
Resources for Coordinators
Questions on the Reporting Form (the data coordinators need to submit)
Awarding the Seal of Biliteracy
Formal seal from the Arizona Department of Education
The Arizona Department of Education will contact those districts/schools that participated and will request an unofficial count of students receiving the Seal of Biliteracy in April. Foil and sticker seals will be sent at the beginning of May to be added to Diplomas.
Optional recognitions for the Seal of Biliteracy
The Arizona Department of Education does not supply any of the following options. A local district or school may provide these items to its students who earn the Seal of Biliteracy.
- Triple-wrapped graduation cord - Colors for the seals should be the Arizona state flag colors of red, yellow, and blue
- Certificates issued to students earning the Seal of Biliteracy
- Medals for the Seal of Biliteracy
- Recognition ceremony or assembly
- Mention in a local paper
- A banner with student names that earned the Seal of Biliteracy
If a student receives proficiency test data after school has ended (AP or IB exams, for example), they still earn the Seal. They can return their diploma to their school to have the Seal of Biliteracy attached. The transcripts would also be updated by the district/school once the proficiency tests have been recorded.
Approved Assessments
Assessment Need To Knows
- Assessments must be approved by the State Board of Education. Assessments to be approved will be presented twice a year, in October and April. Assessments approved in April are for the following school year. If you are seeking approval for an exam, please email D[email protected].
- If using the AZELLA to demonstrate English proficiency, it must have been taken in grades 9-12.
- Dual enrollment or concurrent enrollment language courses do not meet the proficiency requirements.
- PLEASE NOTE that Category III/IV Languages (languages with significant linguistic and/or cultural differences from English) require different scores than the Category I/II counterparts (languages similar to English).
- Must follow federal rules when testing students with an IEP or 504.
English Language Arts Assessments
From SB 1404 (2021) Students must "Pass AN EXAMINATION in English language arts." Due to this requirement, we will no longer accept dual enrollment/concurrent enrollment course completion as an acceptable determination of proficiency.
If the student has a primary language other than English, and they obtain a score of proficient or higher on the AZELLA assessment based on the English Language Proficiency Standards (ELPs), pursuant to section 15-756, they have met the ELA Assessment requirement. Students must meet this AZELLA score between 9th and 12th grades in order for it to meet the ELA requirement. If a student took the AZELLA and proved proficient before 9th grade, they must take one of the following assessments.
| Assessment | Required Score* |
|---|---|
| District Created English Summative Exam |
Attain a passing score of a C (70% or above) on the assessment. |
| Statewide High School Assessment: ACT (Grade 11) |
ACT ELA Score of Proficient or Above (minimum score of 19 as set by the Arizona State Board of Education) |
| AAPPL (ACTFL Assessment of Performance Towards Proficiency in Languages) |
Attain a performance score of I-3 on English Language (for both Form A2 and Form B2) |
| ACCUPLACER ESL |
Language Use 82 and above Listening 70 and above Reading 82 and above Sentence Skills 88 and above WritePlacer ESL 6 and above |
| ACCUPLACER Next-Generation |
Reading score of 250 Writing score of 250 |
| ACT (Traditional ACT Test as compared with SAT) |
Attain Reading Score of 22 and English Score of 18 OR attain an ELA score of 20 (Readiness Benchmarks set by ACT and not affiliated with Arizona) |
| AP English Language and Composition | Attain a score of 3 |
| AP English Literature and Composition | Attain a score of 3 |
| Avant STAMP 4S |
Attain a score of 5 Intermediate-Mid in each category (Reading, Writing, Listening, Speaking); Composite score must be 5 or above, with no category being lower than 5. |
| CLEP |
Analyzing and Interpreting Literature Score 50 College Composition Score 50 College Composition Modular Score 50 |
| IB English Literature and Language | Gain a grade 3 or higher |
| EdReady | English Course Placement score of 80 or above |
| SAT |
Evidence-Based Reading and Writing Score 480 |
*The listed score or HIGHER
Second Language Assessments
PLEASE NOTE that Category III/IV Languages (languages with significant linguistic and/or cultural differences from English) require different scores than the Category I/II counterparts (languages similar to English).
Scores for the following languages are one threshold lower than their counterparts:
Arabic, Bengali, Japanese, Korean, Macedonian, Mandarin, Polish, Russian, Serbo-Croatian, Tagalog, Vietnamese
See Full List of Category III/IV Languages Here
|
Assessment |
required score* |
Languages |
|---|---|---|
|
AAPPL (ACTFL Assessment of Performance Towards Proficiency in Languages) |
Attain a performance score of I-3 (for both Form A2 and Form B2) |
Arabic – English – French – German – Italian – Japanese – Korean – Chinese (Mandarin) - Portuguese – Russian - Spanish |
| AAPPL American Sign Language | Attain a performance score of I-3 (for all sections) |
American Sign Language |
|
ALIRA (ACTFL Latin Interpretive Reading Assessment) |
Attain a performance score of I-3 |
Classical Latin |
|
Attain an OPI score of Intermediate-Mid Attain a WPT score of Intermediate-Mid (Each rating is fully described in the ACTFL Proficiency Guidelines 2012.) |
Albanian, Amharic, Bangla, Bosnian, Bulgarian, Cantonese, Croatian, Dari, Gujarati, Haitian Creole, Hebrew, Hindi, Malayalam, Pashto, Polish, Swahili, Tagalog, Tamil, Thai, Turkish, Ukrainian, Urdu, Vietnamese, and Yoruba |
|
|
Attain a score of 3 |
Chinese, French, German, Italian, Japanese, Latin, Spanish, Spanish Literature and Culture |
|
|
Oral Proficiency and Writing Proficiency Tests |
More than 90 languages, including low-density languages, are often unavailable from other providers. |
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American Sign Language |
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| Sign Language Proficiency Interview (SLPI) from the Rochester Institute of Technology | Attain a Score of Intermediate | American Sign Language |
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Attain a score of 5 Intermediate-Mid in each category (Reading, Writing, Listening, Speaking); Composite score must be 5 or above, with no category being lower than 5. |
Arabic- English – French – German – Hebrew – Hindi – Italian – Japanese – Korean – Mandarin (Simplified) - Mandarin (Traditional) - Polish – Portuguese (Brazilian) - Russian – Spanish |
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Attain a Receptive Skill of 5 Attain an Expressive Skill of 5 |
American Sign Language |
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Attain a Writing score of 5 Attain a Speaking score of 5 |
Amharic – Armenian – Cabo Verdean - Chin (Hakha) - Chuukese – Czech – Filipino (Tagalog) - Haitian Creole - Hawaiian (‘Ōlelo Hawai’i) - Hmong – Ilocano – Kannada – Marathi – Marshallese – Samoan - Somali Maay Maay - Somali Maxaa - Swahili - Tamil – Telugu – Turkish – Ukrainian – Urdu – Vietnamese - Yoruba - Yup’ik - Zomi + MORE |
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| Avant SuperLanguage | Attain a score of 5 (Intermediate Mid) on all four sections (Reading, Writing, Speaking, Listening) | 90 + SuperLanguage Assessments Available |
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Attain A Grade |
Arabic (8680) - Chinese (8238) - French (8028) - German (Nov. Test Only 8683) - Portuguese (8684) - Urdu (June Test Only 8686) |
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| CLEP |
Attain the ACE Recommended Score for the Language at Level 2 Score |
French - German - Spanish |
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Spanish |
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Receive French Diploma DELF B1 (overall pass mark of 50/100) |
French |
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| Deutsch Sprachdiplom Stufe II | Attain a score of B1 or better |
German |
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European Consortium for the Certificate of Attainment in Modern Languages |
A complex exam is successful if the candidate achieves a minimum of 40% in each part of the exam (reading comprehension, written communication, listening comprehension, and oral communication), and the average of the four parts of the exam is a minimum of 60%. |
Bulgarian – Croatian – Czech – English – French – German – Hebrew – Hungarian – Italian – Polish – Romanian – Russian – Serbian – Slovak - Spanish |
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Certificate of Attainment in Greek, Ellinomatheia Certificate |
Attain Level B1 Certificate |
Modern Greek |
| Must take and pass the B1 or greater (this test is offered through the ASU testing center). | German | |
| Must take HSK Level 5 and receive a Passing Score | Mandarin | |
| IB Language Exam (International Baccalaureate) |
Attain an IB Language HL score of 4 |
Language ab initio - Language b - Classical Languages |
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Language Placement & Proficiency Exam (l.p.p exam) |
University of Arizona Language Placement Exam Meets or Exceeds |
Chinese – French – German – Italian – Japanese – Korean - Latin - Russian - Spanish |
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LAS Links Español (Data Recognition Corporation (DRC)) |
Attain a Proficiency Level 3 | Spanish |
| National French Exam (Grand Concours) | Students must score above the 50th percentile of the Level 4 French Exam. | French |
| National German Exam (AAGT) | Students must score above the 50th percentile of the Level 4 German Exam. | German |
| National Latin Exam | Students must meet the yearly cut scores for the Intermediate Latin exam (or above). Scores lower than Cum Laude do not meet the requirement. | Latin |
| National Spanish Exam (AATSP Exams) | Must take the Level Three Exam (or above) Attain a score of 80 or Above |
Spanish |
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Attain a score of 4 Definition of Navajo Language Proficiency: Students must be able to speak accurately and easily, conjugate verbs correctly, convey meaning through complex sentences, and communicate effectively and competently. |
Navajo (Díne) |
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Attain a score of 4 (Intermediate-Mid) on all 4 sections (Reading Comprehension, Listening Comprehension, Integrated Writing, Integrated Speaking); Composite score must be 4 or above, with no category being lower than 4. |
Arabic – Korean – Portuguese - Russian |
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| Test of Chinese as a Foreign Language (TOCFL) | Must pass Band A Level 2 or above. | Chinese |
| TCT "tout public" | Attain a rating score of B1 (300-399 Points) | French |
| World Language Comprehensive Examination in Polish Language | Attain a score of 80 or Above | Polish |
| National German Exam | Attain a passing score on the Level 4 Test | German |
| National Spanish Exam | Attain a passing score on the Level 4 Test | Spansih |
*The listed score or HIGHER
Frequently Asked Questions
FAQs for Coordinators, Students, and Parents
- Our students are taking exams that do not return scores until the summer. How do we know who to give the seal to?
- It is suggested that you mark in some way that the student is a Candidate for the Seal of Biliteracy. We can honor students as candidates at honors ceremonies as well. Remember, the Department of Education only provides foil seals (stickers) so schools can honor students through cords or certificates, etc. Once the scores are delivered, notify the students, update transcripts, and send out diplomas/seals (or have the students come pick them up).
- What can my students do for the Alternate Method?
- The Arizona Department of Education will only consider Alternate Methods if a) there is no proficiency test for the language or b) the cost of the test is a financial burden on districts/students.
- Can students test and meet the requirements in any grade 9-12?
- Proficiency must be proven during grades 9-12, and preferably, students are tested for proficiency in 11th or 12th grade. But ultimately, it is up to the district and who their students are. The Seal of Biliteracy can only be issued to those who meet all Arizona Graduation Requirements, including all ELA courses, and maintain a 2.0 GPA.
- What if a student took the AZELLA in 8th grade and met the proficiency requirements?
- In order to use AZELLA as an English proficiency test, the student must take it within grades 9-12. If they have already taken the AZELLA and tested proficient before grade 9, they must take one of the other ELA Examinations.
- How many ELA courses are included in the GPA requirement?
- To graduate in Arizona, students must take four years of English. If you take an elective English course, it does not need to be counted towards the GPA requirement.
- A student retook a course and got a better grade?
- Drop the lower grade and only count the new and improved grade.
- Can students be awarded multiple Biliteracy Seals if they demonstrate proficiency in multiple languages?
- Students can only earn the seal once, but if they test and pass multiple languages, it is encouraged to note it on their transcript.
- If a student earns the Seal of Biliteracy, does that count as meeting the foreign language graduation requirement?
- If a student earns the Seal of Biliteracy from the State, that will meet the 2-year foreign language requirement for our 3 ABOR institutions, and thus, a student will not be deficient in that subject area.
- A student is graduating early. Are they still able to earn the seal?
- Yes, as long as they meet all of the requirements and will not be continuing their K-12 education.
Welcome to Diploma Seals
Welcome to Diploma Seals
The Arizona State Board of Education has approved two seals for social studies, one for world languages, and one for arts education. These seals recognize high school students that achieve proficiency in related course work and complete additional examinations along with extracurricular tasks. Students are recognized with a seal on their diploma and a notation on their transcripts.
Academic Diploma Seals
The Seal of Biliteracy, Civics Literacy, and Personal Finanace are overseen by the Academic Standards team. Please contact D[email protected] if you have any questions about the academic seals.
Seal of Biliteracy
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Seal of Personal Finance
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Seal of Civics Literacy
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Arts Education Diploma Seal
The Seal of Arts Proficiency is overseen by Title IV-A. Please contact [email protected] if you have any questions about the Seal of Arts Proficiency.
SEAL OF ARTS PROFICIENCY |
Other Standards
Other Standards
Other Standards
 | Access PAASport Look for the word CASE as an option for our Word and PDF files. The Competencies and Academic Standards Exchange is the framework that allows for the navigation and integration of Arizona Academic Standards. |
Early Learning Standards PDF
Early Learning Standards CASE
English Language Proficiency Standards PDF
English Language Proficiency Standards CASE
History and Literature of the Biblical Era
Welcome to Get SET for STEM!
Welcome to Get SET for STEM!
Thank you for your interest in the Get Set for STEM grant. Unfortunately, due to statewide budget constraints, the Get Set for STEM grant program has been discontinued and funding is no longer available.
Social Studies Archived Newsletters
Social Studies Archived Newsletters
Social Studies Newsletter - February 2023
Social Studies Newsletter - January 2023
Social Studies Newsletter - December 2022
Social Studies Newsletter - November 2022
Social Studies Newsletter - October 2022
Social Studies Newsletter - September 2022
Social Studies Newsletter - August 2022
Social Studies 2021-2022 Archived Newsletters
Social Studies 2020-2021 Archived Newsletters
Social Studies 2019-2020 Archived Newsletters
Contact Information:
Please email [email protected] to be directed to the World and Native Languages Team.