1. Dual Language Immersion Parent Listening Session October 23, 2013 6:00 to 8:00 p.m.

2. Welcome I. Welcome remarks (5 minutes) II. Slide presentation (15 minutes) A.Purpose of the meeting B.Enrollment data presentation C.Summary of the parent focus group D.Norms of small group discussion III. Small group discussion (30 minutes) IV. Report out of small group discussion (30 minutes)

3. Purpose of the meeting The purpose of this listening session is to receive feedback from parents to inform district decision-making in crafting a K-12 immersion pathway in Minneapolis Public Schools.

11. Summary of parent focus group 1.Why immersion?  Parents view learning a second language as an asset  Some parents emphasized the importance of maintaining their home language and liked having staff members speak Spanish fluently 2. Language and content expectations?  Parents were fairly satisfied with the progress at which their children were learning Spanish and excited to see that their children are also on par with their English abilities  Parents expressed some frustration in understanding what the Spanish language expectation is for students who are enrolled in the immerison model

12. Summary of parent focus group 3. Middle School programming?  Some parents shared that they would have their children attend Anwatin whereas other parents were not sure about having their children attend Anwatin due to different reasons.  Parents would prefer to have a middle school that is centrally located but that some parents acknowledge that it would be challenging “no matter were you place it.” 4. High School programming?  Parents with children in high school are not satisfied with the opportunities available for students coming out of the immersion program  Parents expressed interest in an immersion program for high school and wonder why we don’t have one already

13. Recommendations District Follow Up Recommendations 1. Content assessments in Spanish PODER, a Spanish Language proficiency assessment, will be piloted at the Kindergarten level at Windom during the 2013-2014 school year. In addition, we are pursuing a potential field testing of the PODER for 1 st and 2 nd grade. 2. A district program coordinator for the Two Way Dual Language Immersion program The district in in the process of hiring a Magnet School Coordinator, whose job responsibilities include overseeing the Two Way Dual Language Immersion program pathway. 3. A high school immersion program to complete the immersion pathway A quality high school immersion program is in the works to be implemented Fall 2014.

14. Norms of small group discussion 1.Welcome disagreements and focus on solutions 2.Critique ideas, not people 3.Do not monopolize the discussion 4.Speak from your own experience without generalizing

15. Questions for small group discussion 1.What features draw you/your child to continuing in the immersion program? 2.What are the greatest obstacles for you and/or your student to continuing in the immersion program? 3.What features are the most important for you and your student in choosing to enroll in the immersion classes? 4.What features need to be present in the school as a whole for you to continue the immersion pathway? 5.What would it take for you to be comfortable in attending the immersion program? 6.Are there any other factors we should be taking into consideration to plan a successful and quality immersion pathway?