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Curriculum and Assessment for Language Immersion

Explore the K-12 language immersion program at Minnetonka Public Schools, featuring a rigorous curriculum aligned with ACTFL guidelines and innovative assessments for Chinese learners. Discover achievements, lessons learned, and ongoing challenges.

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Curriculum and Assessment for Language Immersion

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  1. Curriculum and Assessment for Language Immersion Minnetonka Public Schools Steve Urbanski: Director of Curriculum Matt Rega: Director of Assessment

  2. 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

  3. Minnetonka Chinese Immersion Enrollment Elementary Middle School

  4. Accomplishments:Curricular Design • Language Proficiency Framework • Grammar and Usage Framework • Alignment to AP Language and Culture

  5. 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)

  6. 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

  7. 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

  8. AVANT’s STAMP TEST • Administered to Grades 6-7 Chinese Immersion Students in 2013-14; Grades 6-8 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 cross-discipline Writing experiences • Strength area = Interpersonal Listening and Speaking

  9. 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

  10. Challenges • Grade Level Expansion • 9th-12th Grades • Beyond the AP Language Exam • Course Design and Teacher Certification • Curriculum Materials • Authentic • Translations • For Immersion Students

  11. Resources to Promote Collaboration Among Chinese Language Programs • Website • Language Program Database of Schools/Districts • Scheduled Virtual Collaboration • Regional • National

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