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What is the Culminating Project?

Students may demonstrate the required level of proficiency for the New York State Seal of Biliteracy (NYSSB) in English and/or a world language by completing and presenting a Culminating Project, which can take the form of project, a scholarly essay, or a portfolio.Ìý The Culminating Project, when successfully completed and presented, may earn the student two (2) points for criterion 1E (English) and/or 2E (world languages) of the NYSSB.Ìý

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What level of proficiency must a student demonstrate to satisfy the Culminating Project criteria?

Through the Culminating Project and Presentation, students must demonstrate the required level of proficiency based on the language of the project.Ìý

• For English and category 1-2 modern languages (those that use a Roman-based alphabet such as Spanish, French, Italian, German), the required proficiency level isÌýIntermediate High.Ìý
• For category 3-4 modern languages (Indigenous languages such as Seneca and Tuscarora, those that use a non-Roman-based alphabet such as Arabic, Greek, Hebrew, and Russian, and those that are character-based such as Japanese, Korean, Mandarin, and Vietnamese), the required proficiency level isÌýIntermediate Mid.Ìý
• For classical languages (those from an earlier time in human history that have no living native speakers such as Latin and ancient Greek), the required proficiency level isÌýIntermediate High for Interpretive Reading.

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How is the Culminating Project presented?

Culminating Projects are presented by the student in the language being assessed to a panel of at least two qualified adult speakers of the language.Ìý Panelists may include classroom teachers, other faculty and staff, and community members.Ìý Students present their projects and then the panel interviews the students in the language being assessed.Ìý

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How is the Culminating Project and Presentation evaluated?

Projects are evaluated using a rubric that is aligned with ACTFL proficiency levels.Ìý Â鶹¹ÙÍø has created sample rubrics in English for each of the language categories that schools may use to evaluate student work.Ìý

• Rubric for category 1-2 modern languages (those that use a Roman-based alphabet such as Spanish, French, Italian, German):ÌýÌýFull-size rubric (multiple pages),ÌýCondensed rubric (one page)
• Rubric for category 3-4 modern languages (indigenous languages such as Seneca and Tuscarora; those that use a non-Roman-based alphabet such as Arabic, Greek, Hebrew, and Russian; those that are character-based such as Japanese, Korean, Mandarin, and Vietnamese):ÌýÌýFull-size rubric (multiple pages),ÌýCondensed rubric (one page)
• Sample rubric for classical languages (those from an earlier time in human history that have no living native speakers such as Latin and ancient Greek):ÌýÌýFull-size rubric (multiple pages),ÌýCondensed rubric (one page)

The suggested NYSSB Culminating Project rubrics are also available in the following languages:

• Arabic
• Bengali
• French
• Haitian Creole
• Karen
• Mandarin Chinese
• Russian
• Spanish
• Urdu
• Uzbek

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School-Developed Rubrics

Alternatively, schools may develop their own rubrics, which must be submitted to Â鶹¹ÙÍø for approval with the NYSSB School Notification Form in December of each year.Ìý In order to be approved, school-based rubrics must meet the criteria established by Â鶹¹ÙÍø based on the following essential questions:

1. Is proficiency in the language being assessed the only aspect that is assessed on the school’s Culminating Project rubric?
2. Are the column headings of the school’s Culminating Project rubric labeled with ACTFL proficiency levels?
3. Are the performance descriptors in the school’s Culminating Project rubric aligned to ACTFL proficiency levels?
4. Does the school’s Culminating Project rubric indicate the proficiency level required to earn the NYSSB?
5. Does the school’s Culminating Project rubric separately address all three modes of communication (interpretive, interpersonal, presentational)?

Rubric used by Â鶹¹ÙÍø to evaluate school-based rubrics

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