Accelerated Programs, DLI, Health, P.E., Social Studies, and World Languages
- Accelerated Programs
- Dual Language Immersion
- Health
- Physical Education
- Social Studies
- World Languages
Accelerated Programs
Utah State Board of Education Advanced Placement Information
Advanced Placement (AP) is a program in the United States and Canada created by College Board that offers college-level curricula and examinations to high school students. AP courses are invariably more rigorous than other high school offerings. American colleges and universities may grant placement and course credit to students who obtain high scores on the AP examinations. According to the Utah State Board of Education, a recent United States Department of Education study shows that participation in AP and other challenging high school courses is one of the strongest predictors of college success.
Dual Language Immersion
Health
TCSD Approved Materials List for Sex Education
Primary Text for Health:
Health I: (approved by USBE)
● Teen Health Course 2 by Glencoe ISBN:0026531283
Health II: (approved by USBE)
● Health by Glencoe, McGraw-Hill 2009
Supplemental Materials for Health:
Maturation:
Videos:
● Kid to Kid- 6th grade (P&G)
● Always Changing and Growing Up - 5th grade (P&G)
Health I (8th Grade Health Classes):
● Choosing the Best LIFE by Choosing the Best Publishing, LLC 6th Edition, (including handouts and videos)
● Sexting Flyer - NetSmartz
● PRE/POST test
● Fertilization Video - Nucleus Medical Media
● Teenage Brain Explained Video (cut version)
● Contraception Presentation for TCSD (excluding slides 33-37)
● National Geographic video - Pregnancy 101
● Teen Health By McGraw Hill 2021
Health II (10th Grade Health Classes):
● Human Sexuality Review and Quiz questions
● Physical Reproductive Models
● Sexual Assult Pamphlet
PowerPoint presentations developed by teachers using their curriculum/textbook:
● Male, Female Reproductive System (43 slides Sex Education)
● Pregnancy & Human Development (15 slides)
● Sexually Transmitted Disease (33 slides)+AIDS/HIV (8 slides)
● Contraception Presentation for TCSD
Videos: all animation
● Inside Pregnancy (9:06): Weeks 1-9, 10-14, 15-20, 21-27 and 28-38 (Baby Center LLC 2008)
● Labor and Delivery (2:46) (Baby Center)
● Ovulation (2:39) (Nucleus Media)
● Birth - Life in the Womb, 9 months in 4 minutes (3:38) (YouTube, ayoubthegamer)
● STD (Cartoon)
● STI (Cartoon)
● Bacterial STI (Cartoon)
● Parasitic STI (Cartoon)
● Viral STI (Cartoon)
● PBS Crash Course Video - Female Reproductive System
● PBS Crash Course Video - Male Reproductive System
Guest Speakers approved are the Tooele County Health Dept. Nurses - 435-277-2311
The Fight the New Drug organization was approved to do student assemblies on the harms of pornography.
Other approved videos:
The Parent ’s License Pyramid film and video. 15 minutes Video shows different couples who want to have children but have to get a parents license. The big question: Am I really ready to give up my life and my freedom to be a parent?” (Used in the junior high.
If You Love Me…Show ME animated . (CCC of America) This video is a rollicking story about two teenagers as they struggle with sexuality. This video is about convictions and the courage to stand by them. This approach challenges teens to see sexuality in it natural context of love and life. It sets the road for happiness and success. (Used in the junior high.)
Female Reproduction https://www.youtube.com/watch?v=_BnIl5MLpC8 Video lecture on the female reproduction system. Used in the CNA class and Health II.
Male Reproduction https://www.youtube.com/watch?v=dpWCd_i9pJs Video lecture on the male reproduction system. Used in the CNA class and Health II.
Inside the Living Body https://www.youtube.com/watch?v=HBIYwiktPsQ Birth and breastfeeding are included in the video. The video is stopped at minute 40, just before puberty. This video was approved for Anatomy and Physiology
Other approved materials:
Reproductive PowerPoint with accompanying teacher lecture notes, student lecture guide, activity- poem writing, activity-Venn Diagram, Story Jumble (Approved 5/2016), Review, and Test. For Intro to Heath Science
"Porn is like a drug", "Porn in Addictive", and "Porn Changes the Brain"- Articles for Adult Roles
PowerPoints with accompanying student guides for birth defects, characteristics of pregnancy, prenatal care, characteristics of prenatal development, and the birthing process. - For Child Development
Conception and Ovulation animated Videos - For Child Development
Human Reproduction and the Birthing Process PowerPoints - For Child Development
Pregnancy and Development – Crash Course video in Nearpod that goes through the stages of pregnancy and development with embedded questions for students to answer - For Child Development
Hole’s Essentials of Human Anatomy & Physiology by Shier, 12th Edition published by McGraw Hill - For Human Anatomy and Physiology
Psychology by Katherine P. Minter, 2012 Edition published by Prentice Hall - For Psychology
Myers’ Psychology for AP by David Myers, 2010 Edition published by Worth Publishers - For AP Psychology
AP Human Development, Adolescents and Moral Development, and Infancy and Childhood-Piaget PowerPoints - For AP Psychology and Psychology
Stiff by Mary Roach - for Forensics Medicine
The Reproductive System, The Nervous System, The Immune System, and The Endocrine System PowerPoints - For Intro to Health and Medical Terminology
Taber’s Cyclopedic Medical Dictionary - For Medical Terminology
Body Structures and Functions 12th Edition by Ann Senisi Scott and Elizabeth Fong - For Medical Terminology and Intro to Health Science
Anatomy and Physiology Coloring Book by Summer Q.S. Parks for Medical Anatomy and Physiology
Human Anatomy Coloring Book by Joe Ziemian for Intro to Health
Dean Vaughn Total Retention System - For Medical Terminology
Teaching published by Goodheart-Willcox - For the Teaching as a Profession
Color Coding Only, Fetal Development (embedded referenced videos have been previously approved for Health II), Human Reproduction, Labor and Delivery PowerPoints, the embedded videos (animated delivery birth, epidural birth (no nudity version), c-section, birth positions, and vacuum and forceps) in the Labor and Delivery PowerPoint along with the Female reproduction worksheet, Male reproduction worksheet, and the note taking guides for the pre-natal development, labor and delivery, and reproduction - for Child Development
Contraception Presentation for TCSD - Can be used in classes as long as it aligns to the standards. Inspire Biology Chapter 26 by McGraw-Hill For Biology
Integrated iScience by Glencoe for 7th grade Science
Sociology by Houghton Mifflin Harcourt for Sociology
The Pharmacy Technician: A Comprehensive Approach 4th Edition– by Jahangir Monini, Published by Cengage - Chapter 28: Therapeutic Drugs for the Reproductive System for Pharmacy Tech
Edgenuity videos for Participation Skills, 8th Grade Health, and Fit for life
Counseling - Child Abuse Prevention Training Handbook for teachers, Child Abuse Training for Secondary students, and Sexual Violence Resources for Parents
Physical Education
Social Studies
Social Studies in Tooele County School District
These are summarized versions of the standards that we teach. There’s no standardized curriculum or sequence and teachers select among a variety of resources. If you have questions about how a specific standard is approached in a specific classroom, please reach out to the teacher.
Kindergarten Standards
- Standard K.1.1: Compare past and present lives, food, clothing, rules.
- Standard K.1.2: Analyze historical figures, why they're remembered for good traits.
- Standard K.1.3: Explain families' support, unique histories.
- Standard K.2.1: Construct simple maps, explain place representation.
- Standard K.2.2: Explain globe as Earth model.
- Standard K.2.3: Describe unique community geographical features.
- Standard K.2.4: Use relative location terms with maps/globes.
- Standard K.3.1: Describe rules and importance in family, class, school.
- Standard K.3.2: List qualities for working together (e.g., honesty, respect).
- Standard K.3.3: Identify ways people build strong community.
- Standard K.3.4: Explain importance of symbols, rules, traditions.
- Standard K.4.1: Distinguish basic human needs from wants.
- Standard K.4.2: Relate work types to meeting needs/wants.
- Standard K.4.3: Identify ways people use money: spending, saving, sharing.
First Grade Standards
- Standard 1.1.1: Explain different points of view on historical events.
- Standard 1.1.2: Summarize contributions of diverse historical figures, groups.
- Standard 1.1.3: Use primary sources to infer remembered events.
- Standard 1.1.4: Create primary source about personal history.
- Standard 1.2.1: Construct simple maps of familiar settings.
- Standard 1.2.2: Differentiate natural and engineered geographic features.
- Standard 1.2.3: Use maps/globes to locate community, state, nation, world.
- Standard 1.2.4: Explain reasons people, animals, goods move.
- Standard 1.3.1: Compare classroom rules to community laws.
- Standard 1.3.2: Identify ways to function as school/community members.
- Standard 1.3.3: Explain diverse groups working together to solve problems.
- Standard 1.3.4: Identify symbols, landmarks, documents, show respect.
- Standard 1.3.5: Demonstrate characteristics of responsible citizenship.
- Standard 1.4.1: Explain costs/benefits of spending/saving for needs/wants.
- Standard 1.4.2: Identify ways people make a living in community.
- Standard 1.4.3: Identify roles of consumers, producers, distributors.
Second Grade Standards
- Standard 2.1.1: Use primary sources to document history chronology.
- Standard 2.1.2: Use primary sources to identify community changes.
- Standard 2.1.3: Summarize key ideas in Declaration of Independence.
- Standard 2.1.4: Retell histories of people/events linked to symbols.
- Standard 2.1.5: Identify achievements of significant Americans.
- Standard 2.2.1: Locate poles, equator, continents, oceans, US, Utah, city.
- Standard 2.2.2: Interpret/construct physical maps using features.
- Standard 2.2.3: Identify major geographical features and their significance.
- Standard 2.2.4: Describe how location, climate, features affect living.
- Standard 2.2.5: Describe interdependent relationships between life and features.
- Standard 2.2.6: Identify natural resources, responsible use/stewardship.
- Standard 2.2.7: Locate family origins on map, share cultural information.
- Standard 2.3.1: Define essential qualities of good community members.
- Standard 2.3.2: Describe rights and responsibilities of US/Utah citizens.
- Standard 2.3.3: Provide examples of conflict resolution, unity in community.
- Standard 2.3.4: Explain why cities need government, its welfare promotion.
- Standard 2.3.5: Identify current leaders and their responsibilities/traits.
- Standard 2.3.6: Identify celebrations/holidays honoring Utah/US history.
- Standard 2.4.1: Explain benefits of personal savings.
- Standard 2.4.2: Explain scarcity, opportunity cost in choices.
- Standard 2.4.3: Describe services by local economic institutions.
- Standard 2.4.4: Describe people as producers and consumers.
- Standard 2.4.5: Identify specialized work for manufacturing/transporting goods.
Third Grade Standards
- Standard 3.1.1: Discuss basic differences in government forms.
- Standard 3.1.2: Explain "We the People" vital to government.
- Standard 3.1.3: Summarize US Constitution as supreme law.
- Standard 3.1.4: Identify First Amendment rights, their impact.
- Standard 3.1.5: Explain checks and balances in government branches.
- Standard 3.2.1: Locate community, state, country, continent on maps.
- Standard 3.2.2: Describe how geography shaped community development.
- Standard 3.2.3: Define own culture or community cultures.
- Standard 3.2.4: Evaluate how community changed over time.
- Standard 3.3.1: Analyze community shaped by diverse residents.
- Standard 3.3.2: Reflect on group processes vs. democratic processes.
- Standard 3.3.3: Research community improvements over time.
- Standard 3.3.4: Describe civic roles, why people serve.
- Standard 3.3.5: Explain leader selection, ways to improve community.
- Standard 3.3.6: Describe why governments collect taxes, how used.
- Standard 3.3.7: Discuss choices' effect on community's future.
- Standard 3.3.8: Collaborate to address community need through service.
- Standard 3.4.1: Choose/locate community outside US on maps.
- Standard 3.4.2: Research geography of chosen community, cultural inferences.
- Standard 3.4.3: Define cultures of chosen community.
- Standard 3.4.4: Examine/compare types of government in chosen community.
- Standard 3.4.5: Examine community's adaptation/modification of environment.
Fourth Grade Standards
- Standard 4.1.1: Use geographic tools to identify Utah features.
- Standard 4.1.2: Examine Utah maps, infer relationships, human changes.
- Standard 4.1.3: Describe Utah geography's health/safety consequences.
- Standard 4.2.1: Use evidence to explain Utah geography's importance to tribes.
- Standard 4.2.2: Explain economic concepts, apply to Native American trade.
- Standard 4.2.3: Use sources to compare Native American life ways.
- Standard 4.2.4: Investigate reasons early explorers came, their relevance.
- Standard 4.3.1: Use primary sources to compare migration experiences.
- Standard 4.3.2: Explain Utah geography's opportunities/constraints (1847–1896).
- Standard 4.3.3: Describe establishment/economic development under Brigham Young.
- Standard 4.3.4: Identify statehood challenges, women's suffrage involvement.
- Standard 4.3.5: Cite multiple perspectives on conflicts of this period.
- Standard 4.3.6: Describe human changes to Utah's environment (1847–1896).
- Standard 4.3.7: Explain Transcontinental Railroad's economic changes.
- Standard 4.4.1: Identify state government function, Utah Constitution rights.
- Standard 4.4.2: Compare Utah/US Constitutions: similarities and differences.
- Standard 4.4.3: Identify Utah symbols, their history/geography, respect.
- Standard 4.4.4: Use sources to explain Utah's economic changes.
- Standard 4.4.5: Analyze interaction of local, state, tribal, federal governments.
- Standard 4.4.6: Use case studies on global events' Utah impact.
- Standard 4.5.1: Describe Native American sovereignty, cultural preservation efforts.
- Standard 4.5.2: Make case for lasting significance of recent Utah event.
- Standard 4.5.3: Use data for sustainable development recommendations.
- Standard 4.5.4: Compare experiences of past and present immigrants in Utah.
- Standard 4.5.5: Propose positive steps for individual/group action.
- Standard 4.5.6: Choose/explain Utah cultural institution's significance.
Fifth Grade Standards
- Standard 5.1.1: Cite how geography influenced Native American lives.
- Standard 5.1.2: Identify Native American ideas, innovations, contributions.
- Standard 5.1.3: Use sources to evaluate exploration/colonization factors.
- Standard 5.1.4: Describe conflicts over land, trade, alliances during colonization.
- Standard 5.2.1: Use primary sources for Revolution perspectives.
- Standard 5.2.2: Summarize significant ideas in Declaration of Independence.
- Standard 5.2.3: Explain key individuals' influence on American Revolution.
- Standard 5.2.4: Craft argument: how colonists prevailed over empire.
- Standard 5.3.1: Investigate US government principles, foundational documents.
- Standard 5.3.2: Apply Preamble ideals to historical/current issues.
- Standard 5.3.3: Explain Founders' reasons for three branches, checks/balances.
- Standard 5.3.4: Explain Bill of Rights' significance, amendment impact.
- Standard 5.3.5: Investigate constitutional amendments, expanded rights.
- Standard 5.3.6: Describe civic duties in American society.
- Standard 5.4.1: Use evidence for Westward Expansion's impacts.
- Standard 5.4.2: Explain driving forces of 19th-century immigration.
- Standard 5.4.3: Summarize impacts of forced relocation on Native Americans.
- Standard 5.4.4: Compare differences leading to Civil War.
- Standard 5.4.5: Explain key individuals' influence on Civil War.
- Standard 5.4.6: Craft argument: how US prevailed in Civil War.
- Standard 5.4.7: Identify Civil War's outcomes, lasting resonance.
- Standard 5.5.1: Compare motivations for US entry into wars.
- Standard 5.5.2: Compare US entry motivations for WWI and WWII.
- Standard 5.5.3: Craft argument for most significant US event (1900–now).
- Standard 5.5.4: Make evidence-based claim about US world role.
- Standard 5.6.1: Investigate current US issues, propose solutions.
- Standard 5.6.2: Evaluate positive change methods/impacts as models.
- Standard 5.6.3: Connect causes/effects of 20th-century social movements.
- Standard 5.6.4: Research/summarize minority community accomplishments.
Sixth Grade Standards
- Standard 6.1.1: Discern civilization characteristics, compare ancient civilizations.
- Standard 6.1.2: Recognize origins of major religions, their role.
- Standard 6.1.3: Analyze how physical geography affected civilizations.
- Standard 6.1.4: Identify economic systems/technologies of civilizations.
- Standard 6.1.5: Compare cultures of civilizations, identify expressions.
- Standard 6.1.6: Compare purposes of early vs. modern governments.
- Standard 6.2.1: Summarize key tenets of major world religions.
- Standard 6.2.2: Explain spread of religious ideas influenced globalization.
- Standard 6.2.3: Identify historically significant inventions (500–1500 CE).
- Standard 6.2.4: Trace how geography affected human connection.
- Standard 6.2.5: Critique governance steps toward self-rule.
- Standard 6.2.6: Generalize spread of goods/ideas increased global influence.
- Standard 6.3.1: Describe exploration/colonization/imperialism conditions/motivations.
- Standard 6.3.2: Use maps/data to infer lasting impacts of expansion.
- Standard 6.3.3: Draw conclusions about economic impacts of conflicts.
- Standard 6.3.4: Explain causes/effects of 18th–20th century revolutions.
- Standard 6.3.5: Cite evidence for causes/effects of WWI, Depression, WWII.
- Standard 6.4.1: Describe impact/significance of major global events (20th–21st C).
- Standard 6.4.2: Summarize differences in economic systems globally.
- Standard 6.4.3: Determine human rights development, protection efforts.
- Standard 6.4.4: Cite current global events exemplifying interconnectedness.
Utah Studies (UT)
UT Strand 1: Native Innovations and Adaptations (Prehistory–Ca. 1847)
- Standard 1.1: Infer ancient cultures from prehistoric Utah artifacts.
- Standard 1.2: Analyze Utah's geography's interaction with American Indian cultures.
- Standard 1.3: Explain American Indian economic activity using basic concepts.
- Standard 1.4: Analyze European-American exploration; explain American Indian responses.
- Standard 1.5: Describe cultural change/continuity of Utah's sovereign Native American nations.
UT Strand 2: Utah’s Diverse Peoples (Ca. 1847–1896)
- Standard 2.1: Explain causes and effects of Mormon migration to Utah.
- Standard 2.2: Compare causes/effects of non-Mormon group migrations to Utah.
- Standard 2.3: Explain Utah settlement/urbanization patterns using geographic inquiry.
- Standard 2.4: Research multiple perspectives on political, social, cultural conflicts.
- Standard 2.5: Explain how transportation changed Utah's economy and geography.
- Standard 2.6: Explain how industries created new Utah communities and economies.
- Standard
World Languages
Seal of Biliteracy Information
State of Utah's Seal of Biliteracy in Tooele County School District
The Seal of Biliteracy is an award given to graduating seniors in the United States who have reached oral and written proficiency in at least two languages. In Utah, students must show evidence of an Intermediate-Mid level of proficiency in each language. According to the American Council on the Teaching of Foreign Languages (ACTFL) proficiency scale, Intermediate-Mid speakers can create with language to convey personal meaning in single sentences & strings of sentences.
The Seal of Biliteracy serves as a celebration of bilingualism and biliteracy, an honor for the skills our students attain, and evidence of skills for future employers and college admission offices. Students may have the seal included on their transcripts, as well as their resumes.
It is recommended that each student speaks with their counselor by September of their senior year in order to verify that they are on track to fulfill the requirements. Applications are due to the Counseling Center by April 1 of Senior Year. All completed and school-verified applications are due to the district office's Teaching & Learning department by April 30. Please be sure to review the Seal of Biliteracy Instructions before completing the application.
Utah Seal of Biliteracy
Acceptable Evidence of Proficiency
(All assessments except WIDA must be taken during grades 9-12)
Demonstrating Proficiency in Languages Other Than English |
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Assessment |
Languages Offered |
Minimum Score |
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AP - Advanced Placement - Language Culture Exam NEWL-National Examination in World Languages |
Mandarin Chinese, (Traditional or Simplified), French, German, Italian, Japanese, Latin, Spanish (not Literature Exam) Portuguese |
3, 4, 5
3, 4, 5 |
|
AAPPL - ACTFL Assessment of Performance toward Proficiency in Languages |
Arabic, Mandarin Chinese (Traditional/Simplified), French, German, Italian, Japanese, Korean, Portuguese, Russian, Spanish, ESL |
A score of I2 on 3 of 4 component with Speaking and Writing required. Taken in grades 7-12 |
|
STAMP 4S* and 3S* and for ASL Standards-based Measurement of Proficiency – |
Arabic, Mandarin Chinese (Traditional and Simplified), French, German, Hebrew, Hindi, Italian, Japanese, Korean, Polish, Portuguese (Brazilian) Russian, Spanish, Swahili, Yoruba |
A score of 5 (Int-Mid) on 3 of the 4 components with Speaking and Writing required. Speaking not required for ASL. |
|
International Baccalaureate - IB IB AB Initio IB SL (Standard Level) IB HL (Higher Level) |
Mandarin Chinese, French, German, Spanish |
5 (AB Initio) 4 (SL) 3 (HL) |
|
Hanyu Shuiping Kaoshi - HSK |
Chinese |
Level III (CEF B1) |
|
Portfolio - Combination of OPI or OPIc (Oral Proficiency Interview by Computer) & WPT (Writing Proficiency Test) |
OPI offered in 80+ languages. OPIc offered in 10+ languages. WPT offered in in 25 less commonly tested languages |
Intermediate Mid |
|
LEA - approved assessment or process |
Languages for which there is not readily accessible national examination *e.g., community members determine the process |
|
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Alta Language Testing |
https://altalang.com/language-testing/seal-of-biliteracy/ use link to see languages available for testing |
Intermediate Mid |
|
ALIRA |
Latin |
I-2 |
|
Portfolios* |
Languages to be determined by LEA |
Intermediate Mid |
|
Tribal Language Test |
Navajo and Ute |
Intermediate Mid or Letter from the Navajo or Ute Nation is acceptable evidence of proficiency. |
|
ASLPI for ASL |
ASL |
3 |
|
ASLFAI |
ASL |
Emerging-Mid |
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STAMP WS* AVANT WORLDSPEAK (Speaking and Writing) |
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, Tamil, Telugu, Turkish, Ukrainian, Urdu, Vietnamese, Yup'ik, Zomi, |
5 – Intermediate Mid |
|
*Portfolios - For languages with no assessment listed above, a portfolio is required to demonstrate proficiency. The portfolio consists of an Oral Proficiency Interview* (OPI) or an OPIc & WPT or a writing assessment. The OPI is offered in 80+ languages and the OPIc in 10 languages. WPT is offered in in 25 less commonly tested languages. |
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Demonstrating Proficiency in English |
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Assessment (All assessments except WIDA must be taken during grades 9-12) |
Minimum Score |
|
|
Utah Aspire PLUS – Grades 9th and 10th |
3 on the English Sections |
|
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SAT – Scholastic Assessment Test |
650 on English Subtest |
|
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ACT - American College Test – Grades 9th - 12th Replacing SAGE for 11th grade beginning Spring 2019 |
18 on English Section |
|
|
WIDA – World-class Instructional Design and Assessment Proficiency Assessment for ELs |
4.2 composite score |
|
|
AAPPL - ACTFL Assessment of Performance toward Proficiency in Languages – Speaking and Writing required |
I-2 on 3 of 4 components with Speaking and Writing required |
|
|
STAMP 4S* - Standards-based Measure of Proficiency – Speaking and Writing required |
5 on 3 of 4 components |
|
|
College Board ACCUPLACER for Reading and Writing |
250 minimum for each area |
|
|
AP English Language and Composition (not AP English Literature) |
3 |
|
Seal of Biliteracy Application
Printable Application for Seal of Biliteracy
Application Information
It is recommended that each student speaks with their counselor by September of their senior year to verify they are on track to fulfill the requirements. Applications are due to the Counseling Center by April 1 of Senior Year.
Student Name: ____________________ School: ____________________ Student ID: ____________________ Grade: ____________________ Date: ____________________
About the Seal of Biliteracy
The Seal of Biliteracy is an award issued by the state department of education or local district to recognize a student who has attained proficiency in English and one or more other World Languages (Second Language) by high school graduation.
The recognition becomes part of the high school transcript, and a certificate is provided at graduation. The Seal certifies biliteracy for students, employers, and universities, and signals readiness for college, career, and global citizenship. Source: http://sealofbiliteracy.org/state-guidelines
In Utah, students must provide evidence of proficiency in both English and a Second Language through approved assessments.
English Language Proficiency Requirements
Students must meet ONE of the following:
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ACT English (Grade 11)
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Qualifying Score: 18 or above
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Student Self‑Report: ACT English Score
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Counselor Verification: Test score verified; Counselor Signature
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AP English Language and Composition Exam
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Qualifying Score: 3 or above
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Student Self‑Report: AP English Lang/Comp Score
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Counselor Verification: Test score verified; Counselor Signature
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WIDA ACCESS 2.0 ELL Test
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Qualifying Score: 4.2 or above
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Student Self‑Report: WIDA Score
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Counselor Verification: Test score verified; Counselor Signature
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AAPPL (English) – all four tests
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Qualifying Score: I2 (Intermediate Mid) on 3 of 4 tests
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Student Self‑Report: ILS / IR / IL / PW
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Counselor Verification: Test score verified; Counselor Signature
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Second Language Proficiency Requirements
Students must meet ONE of the following:
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AP World Language and Culture Exam
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Qualifying Score: 3 or above
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Languages: Chinese, French, German, Spanish, Portuguese, Russian (not Literature Exam)
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Student Self‑Report: AP Score
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Counselor Verification: Test score verified; Counselor Signature
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OPI or OPIc
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Qualifying Score: Intermediate Mid
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Languages: Chinese, French, German, Spanish, Portuguese, Russian
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Student Self‑Report: OPI/OPIc Score
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Counselor Verification: Test score verified; Counselor Signature
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AAPPL – all four tests
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Qualifying Score: I2 (Intermediate Mid) on 3 of 4 tests
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Languages: Chinese, French, German, Spanish, Portuguese, Russian
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Student Self‑Report: ILS / IR / IL / PW
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Counselor Verification: Test score verified; Counselor Signature
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ASLPI
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Qualifying Score: 3
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Language: ASL
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Student Self‑Report: ASLPI Score
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Counselor Verification: Test score verified; Counselor Signature
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ASLFAI
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Qualifying Score: Emerging Mid
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Language: ASL
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Student Self‑Report: ASLFAI Score
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Counselor Verification: Test score verified; Counselor Signature
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Students in AP World Language who do not meet the AP proficiency requirement may take the AAPPL test to verify proficiency (I2: Intermediate Mid). For languages not listed, contact the Director of Curriculum at cward@tooeleschools.org.
Student Information Section
Language to be tested: ____________________
Current World Language/Second Language course level (check one):
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☐ World Language Level 3
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☐ World Language Level 4
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☐ AP World Language
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☐ I am a heritage/native speaker
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☐ I am not currently enrolled in a World Language course but have completed at least Level 3
By signing below, I indicate that I have provided accurate information and understand that school officials will verify the information before the Seal of Biliteracy is awarded.
Student Signature: ____________________ Date: __________ Parent Signature: _____________________ Date: __________
Utah Seal of Biliteracy: Acceptable Evidence of Proficiency
(All assessments except WIDA must be taken during grades 9–12.)
Proficiency in Languages Other Than English
AP / NEWL Exams Languages: Mandarin Chinese (Traditional or Simplified), French, German, Italian, Japanese, Latin, Spanish (not Literature Exam), Portuguese Minimum Score: 3, 4, or 5
AAPPL Languages: Arabic, Mandarin Chinese, French, German, Italian, Japanese, Korean, Portuguese, Russian, Spanish, ESL Minimum Score: I2 on 3 of 4 components; Speaking and Writing required; grades 7–12
STAMP 4S / 3S / ASL Languages: Arabic, Mandarin Chinese, French, German, Hebrew, Hindi, Italian, Japanese, Korean, Polish, Portuguese (Brazilian), Russian, Spanish, Swahili, Yoruba Minimum Score: 5 (Intermediate Mid) on 3 of 4 components; Speaking and Writing required; Speaking not required for ASL
International Baccalaureate (IB) Languages: Mandarin Chinese, French, German, Spanish Minimum Score: 5 (AB Initio), 4 (SL), 3 (HL)
HSK (Chinese) Minimum Score: Level III (CEF B1)
Portfolio (OPI/OPIc + WPT) Languages: 80+ (OPI), 10+ (OPIc), 25 (WPT) Minimum Score: Intermediate Mid
LEA‑approved assessments Languages: Those without national exams
Alta Language Testing Minimum Score: Intermediate Mid
ALIRA (Latin) Minimum Score: I‑2
Portfolios Minimum Score: Intermediate Mid
Tribal Language Test Languages: Navajo, Ute Minimum Score: Intermediate Mid or letter from the Nation
ASLPI Minimum Score: 3
ASLFAI Minimum Score: Emerging Mid
STAMP WS / AVANT WorldSpeak Languages include: Amharic, Armenian, Cabo Verdean, Chin (Hakha), Chuukese, Czech, Filipino (Tagalog), Haitian‑Creole, Hawaiian, Hmong, Ilocano, Kannada, Marathi, Marshallese, Samoan, Somali Maay Maay, Somali Maxaa, Tamil, Telugu, Turkish, Ukrainian, Urdu, Vietnamese, Yup’ik, Zomi Minimum Score: 5 (Intermediate Mid)
Proficiency in English
Utah Aspire PLUS (Grades 9–10) Minimum Score: 3 on English sections
SAT Minimum Score: 650 on English Subtest
ACT (Grades 9–12) Minimum Score: 18 on English Section
WIDA Minimum Score: 4.2 composite score
AAPPL (English) Minimum Score: I‑2 on 3 of 4 components; Speaking and Writing required
STAMP 4S Minimum Score: 5 on 3 of 4 components
ACCUPLACER (Reading and Writing) Minimum Score: 250 in each area
AP English Language and Composition Minimum Score: 3