Curriculum and Assessment
for Language Immersion
Minnetonka Public Schools
Steve Urbanski: Director of Curriculum
Matt Rega: Director of Assessment
Minnetonka Chinese Immersion Program

Introduced in 2007 at First Grade

Currently serving K-8 at two of six elementary schools and both middle
schools

Housed at Excelsior and Scenic Heights Elementary Schools and both
middle schools: Minnetonka Middle School East and West

Elementary Model


Immersion in all content areas

Same curriculum as English
Middle School Model

Immersion in Social Studies and Language Arts

87 minutes per day in content area plus 20 minute advisory

Same curriculum as English
Minnetonka Chinese Immersion
Enrollment
Elementary
Grade
K
1
2
3
4
5
Total
Excelsior
49
44
50
42
42
39
266
Middle School
Scenic Heights
58
54
64
52
63
31
322
Grade
6
7
8
Total
Minnetonka
Middle School
East
31
28
18
77
Minnetonka
Middle School
West
25
28
19
72
Accomplishments:
Curricular Design



Language Proficiency
Framework
Grammar and Usage
Framework
Alignment to AP
Language and Culture
Proficiency Goals
Grade
6
7
8
9
ACTFL Proficiency
Guidelines
Reading
Intermediate High
Writing
Listening
Intermediate High
Advanced Low
Speaking
Intermediate High
Reading
Advanced Low
Writing
Advanced Low
Listening
Advanced Mid
Speaking
Intermediate High
Reading
Advanced Mid
Writing
Advanced Mid
Listening
Advanced Mid
Speaking
Advanced Low
Reading
Advanced Mid
Writing
Advanced Mid
Listening
Advanced High
Speaking
Advanced Low
Assessments and
Rationale
Rationale:
 Create a K-12 system aligned to the ACTFL Proficiency
Guidelines in order to have a common language and benchmark
across the entire Immersion language community
Assessments:
 Integrated Performance Assessment

AAPPL (ACTFL Assessment of Performance Toward Proficiency in Languages)

STAMP (Standards-Based Measurement of
Proficiency)
Integrated Performance Assessment

Administered to K-2 Chinese Immersion Students in 2013-14; 3-8 beginning in 2014-15

Locally created formative assessments administered in the Winter and Spring

Designed to increase engagement and offer authentic instruction and assessment
experiences

Modeled after ACTFL’s Integrated Performance Assessment (IPA) Model

Measures students language performance against ACTFL’s Performance and Proficiency
Guidelines

Designed to measure students using Interpretive, Interpersonal, and Presentational
modes

Results indicated that students need continued exposure to authentic materials

Strength Area = Interpersonal Listening and Speaking
ACTFL’s AAPPL Test

Administered to Grades 3-5 Chinese Immersion Students in 2013-14

Summative assessments administered in the Spring

Measures students language performance against ACTFL’s Performance
and Proficiency Guidelines

Used to measure students’ Interpretive Listening and Speaking and
Interpersonal Listening and Speaking performance

Results indicated students need continued exposure to authentic
reading and listening experiences to improve Reading and Listening
Comprehension

Strength area = Interpersonal Listening and Speaking
AVANT’s STAMP TEST

Administered to Grades 6-7 Chinese Immersion Students in 2013-14; Grades 68 beginning in 2014-15

Summative assessments administered in the Spring

Measures students language performance against ACTFL’s Performance and
Proficiency Guidelines

Used to measure students’ Interpretive Listening and Speaking, Interpersonal
Listening and Speaking, and Presentational Writing performance

Results indicated students need continued exposure to authentic reading and
listening experiences to improve Reading and Listening Comprehension; in
addition Writing results showed a need for increased authentic and crossdiscipline Writing experiences

Strength area = Interpersonal Listening and Speaking
Lessons Learned

Need for more authentic language experiences to help increase Reading and
Listening Comprehension as well as presentational Writing

Need for improved translations across the curriculum; this process has been
underway for the past several years

Increased opportunities for collaboration among Chinese and Spanish
Immersion staff to learn about Immersion language learners; Currently
happening through IPA training

Higher expectations in the area of grammar; Grammar is also an important
part of language acquisition

Need for professional development in the area of Social Studies for Chinese
Immersion teachers; difficult to teach if not born in the United States
Challenges


Grade Level Expansion

9th-12th Grades

Beyond the AP Language Exam

Course Design and Teacher Certification
Curriculum Materials

Authentic

Translations

For Immersion Students
Resources to Promote Collaboration
Among Chinese Language Programs

Website

Language Program Database of Schools/Districts

Scheduled Virtual Collaboration
 Regional
 National
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Curriculum and Assessment for Language Immersion