SEAL OF BILITERACY: IDENTIFYING MULTILINGUAL STUDENTS AND THE IMPACT OF DISSEMINATING INFORMATION TO STAKEHOLDERS

Abstract

This capstone project addresses a significant problem of practice (PoP) in the Language Diverse Public School System (LDPSS): the current Seal of Biliteracy (SoBL) identification procedures fail to adequately account for Multilingual Learners (MLs) as a distinct subgroup. This systematic oversight fundamentally compromises equitable access for students who have mastered both their heritage language and English.The study examines four primary causal factors contributing to this issue: (1) school-based issues; (2) family-related concerns; (3) SoBL state policies; and (4) cultural elements. To address these, the researcher developed an improvement theory to increase the number of SoBL-eligible MLs, disseminate information about the SoBL, and increase the number of students receiving the SoBL by 10% compared to the previous year by June 2026. This goal is pursued by identifying SoBL-eligible MLs and disseminating information about program benefits to teachers, counselors, and administrators. Using a Plan-Do-Study-Act (PDSA) methodology, the researcher conducted two cycles: one in a middle school and one in a high school, both in school clusters with high ML populations. Each cycle consisted of three parts: a survey, an information session with an exit ticket, and semi-structured interviews conducted with school staff. Baseline survey data indicated that 38% of staff respondents had no prior knowledge of the SoBL, and 50% reported never having shared information about the award with students or parents. Following an informational intervention, 100% of participants reported being "highly likely" or "likely" to identify and encourage SoBL-eligible ML students to pursue Seals. Qualitative interviews highlighted the need for effective communication about the SoBL, particularly the benefits for students' college and career opportunities. The findings suggest that while educators are highly motivated to support MLs, the current decentralized communication model is insufficient. To meet the theory-of-improvement goal of a 10% increase in SoBL attainment by 2026, the district must implement systematic, data-driven identification tools and standardized professional development focused on communicating information about the SoBL. This study concludes that legitimizing multilingualism through the SoBL requires moving beyond passive information sharing toward an active, advocacy-based identification process that bridges the gap between ELD and world language departments. Survey data indicate that 80% of participants are familiar with the SoBL and that they are unanimous that more information is needed to increase ML student participation.