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Spotlight on You: Bryan Emmert

Coordinator of Curriculum and Assessment, Fremont Union High School District, Sunnyvale, California

Since 1923, Fremont Union High School District (FUHSD) has been a high-school only district, now with over 10,000 students in 5 High Schools. Incoming students come out of two feeder programs, Cupertino and Sunnyvale, which have vastly different world language programs.

So, how does a district with five high schools appropriately place over 8000 language students every year in order to maximize the learning time at the beginning of the year as well as ensuring greatest efficiency in classroom space? How does the district recognize heritage speaker proficiencies as well as provide for effective articulation between the elementary and high-school district programs? How does the district support parents and students in making informed decisions related to the world language choices in their open enrollment?

Bryan Emmert has applied his wide perspective (borne out of years as teacher, school administrator, and now district curriculum and assessment coordinator for all content areas) to these specific world language program challenges. In recognition of the critical role of Chinese proficiency in the local community and the world, he and his district began applying that perspective three years ago to the challenge of appropriate placement for heritage speakers and immersion program students while still providing an inviting environment for new learners of Chinese.

FUHSD has open enrollment wherein students register for their choice of required and elective classes. Incoming single language students who have never studied a second language naturally register for first year study and there is no need for proficiency assessment for those students. However, students emerging from immersion programs and Chinese School programs, along with heritage speakers, naturally register for 2nd, 3rd or even 4th year language classes. It is those students who often realized the need to switch classes as school commences, thus leading to a tumultuous start and potential for less than full enrollment in some classes. Now, these same students take the STAMP test at one of the FUHSD schools throughout the spring before class schedules have been finalized. School administrators use STAMP results to identify optimal placement of students in fall classes thus minimizing transfers and empty seats.

What have been some of the key challenges and successes in implementing the placement testing?

Initially, teachers expressed concerns about externally developed online testing — a concern that was alleviated through education about STAMP being computer adaptive as well as objective and time-efficient. Additionally, to alleviate the concern about the huge variety of characters that exist and awareness of which characters had been taught to their student population, they chose to administer STAMP for only Reading and Speaking, and teachers are still able to review the writing tests themselves.
Some of the parents and teachers of the Chinese language community question why the testing is ONLY applied to Chinese language students while some of the parents & teachers in all other language programs question why the testing in NOT available for their students. From a fiscal perspective, this challenge continues as available funds remain focused on the more complex placement needs of the Chinese programs (articulation and placement issues are less in the more mature modern language programs).

What are some of the hidden benefits?

In the process of coordinating the program with the external Chinese Schools, regular meetings with the teachers and parent-community have resulted in awareness about proficiency models and improved articulation with FUHSD.
Similarly, as FUHSD high school teachers gather to review the written test items, the standards-based approach and resulting data from the STAMP Reading & Speaking portions provide an objective backdrop for vigorous conversation which in turn informs and improves the curriculum program.

What are the top three benefits you’ve seen from the placement program?

Enhanced articulation between feeder programs and FUHSD programs.
Improved curriculum development by educators who gather to evaluate the written responses.
Maximized learning opportunities for the students AND maximized efficiency of tax-payer dollars — both benefitting the community