GLASPORT first convened in October 2009 with funding provided by a Foreign Language Assistance Program (FLAP) grant. The grant proposal was submitted by then Glastonbury Assistant Superintendent of Schools (and former Foreign Language Director) Christine Brown. The committee was charged with two ambitious objectives: (1) to aid in the development of national assessment tools to improve the articulation of curriculum and instruction over time from elementary/high school to higher education; and (2) to develop a process across the nation and across levels for the collection of student work samples in an electronic portfolio system. To that aim, a task force was created from a cross section of elementary through college level educators as well as representatives of leading foreign language organizations and state agencies. For the ensuing four years, meetings were held every fall and spring to brainstorm ideas, collaborate on prompts and generate the criteria for a rubric in an attempt to meet the objectives stated in the grant. Included in the grant was funding to assist The American Council on the Teaching of Foreign Languages (ACTFL) to develop an online assessment system. As a result, the Assessment of Performance toward Proficiency in Languages (AAPPL) made its debut as a pilot test for Glastonbury students in the spring of 2009. The ecstatic student response was positive recognition of the many hours that had been spent filming native speakers of Chinese and Russian in real-life situations, requiring meaningful student responses. With that endorsement, Arabic was soon added to the assessment repertoire. The AAPPL assesses three modes of communication: (1) interpersonal listening and speaking, (2) presentational writing and (3) interpretive reading and writing. It is now available in Arabic, Chinese, French, German, Russian and Spanish. This article describes and details the discoveries, accomplishments, and next steps of the task force as the FLAP grant drew to a close.