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State Seal of Bilingualism-Biliteracy (SSBB)

///State Seal of Bilingualism-Biliteracy (SSBB)
State Seal of Bilingualism-Biliteracy (SSBB) 2020-11-13T05:55:38-07:00

SSBB One Pager

The State Seal of Bilingualism-Biliteracy: A Capstone of Culturally and Linguistically Responsive Education


A tribe may certify that a student is proficient in the tribal language. Tribes will develop the methods and processes for determining proficiency in their respective tribal languages.

A student may demonstrate proficiency by meeting both the units of credit and assessment requirements.

(1) The student must receive a grade of C or higher in four units of credit in a language other than English. All four units of credit must be in the same language other than English and shall consist of language courses, language arts courses, content area courses or any combination thereof. For the purposes of meeting the requirements of this option, a student may not use units of credit in English language arts or English as a second language for English language learners.

(2) The student must meet the assessment of proficiency requirement as follows:

(a) the student must attain a score of three or higher on an advanced placement examination for a language other than English; or

(b) the student must attain a score of four or higher on an international baccalaureate examination for a higher-level language other than English course; or

(c) the student must score proficient on a national assessment of language proficiency in a language other than English; or

(d) the student may demonstrate proficiency by passing a New Mexico assessment in a world language other than English.

A student may demonstrate proficiency by meeting both the units of credit and alternative process portfolio option requirements.

(1) The student must receive a grade of C or higher in four units of credit in a language other than English. All four units of credit must be in the same language other than English and shall consist of language courses, language arts courses, content area courses or any combination thereof. For the purposes of meeting the requirements of this option, units of credit in English language arts or English as a second language for English language learners cannot be used.

(2) The student must create a portfolio comprised of the following: a presentation, an interview with a panel composed of three or more members of the district’s education staff and community who are proficient in the target language other than English, and a student-produced work sample, written when appropriate. Districts shall ensure that the alternative portfolio option includes both the receptive and expressive aspects of the language other than English.

A student may demonstrate proficiency by meeting both the assessment and alternative process portfolio option requirements.

(1) The student must meet the assessment of proficiency requirement as follows:

(a) the student must attain a score of three or higher on an advanced placement examination for a language other than English; or

(b) the student must attain a score of four or higher on an international baccalaureate examination for a higher-level language other than English course; or

(c) the student must score proficient on a national assessment of language proficiency in a language other than English; or

(d) the student may demonstrate proficiency by passing a New Mexico assessment in a world language other than English.

(2) The student must create a portfolio comprised of the following: a presentation, an interview with a panel composed of three or more members of the district’s education staff and community who are proficient in the target language other than English, and a student-produced work sample, written when appropriate. Districts shall ensure that the alternative portfolio option includes both the receptive and expressive aspects of the language other than English.


Tools for use by Districts, Charters, and Tribal Education Leaders

Option 1 — Tribal Language Proficiency Certification Non-regulatory Guidance

Option 2 — Units of Credit and Assessment Sample Checklist

Option 3 — Units of Credit and Alternative Process Portfolio Sample Checklist

Option 4 — Assessment and Alternative Process Portfolio Sample Checklist


To notify the NMPED of a school board adoption of the State Seal of Bilingualism-Biliteracy


Bilingual Biliteracy Seal Sample

District and State Charters that adopted the SSBB


Learn More About the History & Process

NM Bilingual Seal Presentation 2016


Law: New Mexico State Statute & New Mexico Public Education Department Administrative Code (Rule)

22-1-9.1 NMSA (Statute)

6.32.3 NMAC (Rule)


How to implement the SSBB using the Non-regulatory Guidance Handbook

New Mexico diploma of excellence state seal of bilingualism-biliteracy guidance handbook Updated Sept 2020

Page last updated November 13, 2020