Publications

  • IT’S HERE! Learner Feedback for Language Growth: A Guidebook for Evaluating Learner Work Through Performance Domains and Indicators, ACTFL (Co-authors: Megan Budke, Karen Nickel, Sarah Strauss) October 1, 2024, Now available through ACTFL (IPG) and others.

Read excerpts from the book in the article below, published by The Language Educator.

Budke, M., Nickel, K., & Strauss, S. (2025). Learner feedback for language growth. The Language Educator,  20(2), 26-31.

Budke-Nickel-Strauss – Learner Feedback – The Language Educator – Spring 2025Download
  • Facilitating Proficiency-Based Learning Blog Series, Extempore, 2024-2025.
  • Part 1.1 : Proficient at what? (LINK)
  • Part 1.2: Communication (LINK)
  • Part 1.3: Demonstrating Communication (LINK)
  • Part 1.4: Framework (LINK)
  • Part 2.1: Developing Curriculum – Identify Desired Results (LINK)
  • Part 2.2 Determining Acceptable Evidence (LINK)
  • Part 2.3 Planning Instruction and Learning Experiences – (LINK)
  • Part 3: Aligning Effective Practices with Proficiency – coming soon
  • Part 4: Reporting Progress and Grading – coming soon
  • Learner Feedback for Language Growth, The Language Educator, (Co-authors: Megan Budke and Sarah Strauss) -see LINK above.
  • Turning Obstacles Into Stepping Stones: A Cohort Model to Navigate a Pathway to Teacher Licensure, The Language Educator (Co-author: Megan Budke) Spring 2022,  (LINK) Minnesota Council on the Teaching of Language and Cultures (MCTLC) in partnership with other organizations such as PELSB and Concordia College in Bemidji MN worked with cohorts of teachers to support them in gaining Minnesota teaching licensure.
  • All Aboard: Destination Minnesota Bilingual Seal with Performance at Proficiency Levels Along the Way, The Language Educator (Co-author: Megan Budke) Fall 2020, (LINK) Find out how we designed a district-wide world language program using ACTFL (American Council on the Teaching of Foreign Languages) tools, performance-based tasks and assessment checkpoints with the end goals of learner growth and language proficiency.
  • PLCs Make It Possible:  Providing an equitable student learning experience through the power of Professional Learning Communities, The Language Educator, (Co-author: Megan Budke) August/September 2018, (LINK) Using the PLC (Professional Learning Communities) process across all languages and levels in our district we collaboratively transformed our curriculum to give every student access and a pathway to success.