Clients

Comments from workshop participants:

Karen is VERY knowledgeable and is willing to share lots of resources and offer support to our group. She is a dynamic and engaging presenter — easy to follow, positive, fun, flexible.

This has been the most concretely effective workshop I think I’ve ever taken. …effective in solidifying the concepts and especially in making the essential step from theoretical understanding to practical implementation.

It gives me a positive and manageable example so that implementing change does not seem so overwhelming.

Karen validated and stretched everyone’s thinking and allowed them to place their learning into their context.

It has changed how I will give feedback to my students.

Thank you, Karen, for hearing us and being flexible and understanding. I appreciate you leading us today … with perhaps a group that had lots circling in our minds.

Very responsive and met each participant at their individual level of understanding and learning.

You’re presence was absolutely lovely and I felt like my time was very valued.

I am feeling empowered to keep going with more energy and enthusiasm to keep working on rubrics and feedback as well as assessments and grading practices within our PLC

What a great day that was – thanks so much for a brilliant workshop and a relaxed atmosphere.

The workshop was very interactive, even though it was via Zoom, and it was well-organized, making it easy to stay engaged and follow along.

List of Clients

  • ACTFL, CSCTFL, IWLA, MCTLC, MiWLA, WAFLT National, Regional, and State World Language Conferences and Conventions
  • Anchorage School District (AK) – Honoring Learners With Equitable Grading
  • Anoka Hennepin Schools ISD #11 (MN) – Proficiency Standards-Based Grading
  • Australian Federation of Modern Language Teachers Associations (AFMLTA) Conference (Adelaide, AU) – Enhancing Feedback Effectiveness with Rubrics
  • CARLA Center for Advanced Research on Language Acquisition (Online) – Feedback
  • Chicago Public Schools (IL) – Feedback to Promote Growth
  • Chicago Public Schools (IL) – Equitable Grading
  • Concordia College Moorhead (MN) – Equitable Grading & Gamification
  • Edina Public Schools (MN) – Engaging, Eliciting & Evaluating Performance
  • Extempore (Online) – Bilingual Seals Program
  • Extempore (Online) – Finding Support: Collaborative Data Discussions
  • Falmouth Public Schools (MA) -Data Discussions
  • The Galloway School (GA) – Guiding Learners to Higher Levels of Proficiency (ACTFL)
  • Homewood-Flossmoor Schools (IL) – Foundations of ACTFL Proficiency Guidelines (ACTFL)
  • Intercultural Development Inventory – Personalized Experiences
  • International Center for Language Studies (DC) – Book Club
  • International School of Tucson (AZ) – Foundations of ACTFL Proficiency Guidelines (ACTFL)
  • Lingco Language Labs (Online) – Grading Practices
  • Middleton World Language Department (WI) – Book Club
  • Minneapolis Public Schools ISD #1, Somali Heritage Language Program (MN) – Interactive Target Language Use and Formative Checks for Understanding
  • MDE (Minnesota Department of Education) – Proficiency & Performance
  • MDE (Minnesota Department of Education) – Developing & Assessing the 3 Modes (ACTFL)
  • Osseo Area Schools IDS #279 (MN) – Proficiency Standards-Based Grading
  • Osseo Area Schools IDS #279 (MN) – Assessing Assessments/Self Evaluation
  • ReDefiners (FL) – Developing & Assessing the 3 Modes, Customized Discussion (ACTFL)
  • Rochester Institute for Technology – ASL (MA) – Developing & Assessing the 3 Modes (ACTFL)
  • Rosemount-Apple Valley-Eagan IDS #196 (MN) – Curriculum Choices, Design and Implementation
  • University of Tulsa (OK) – Developing & Assessing the 3 Modes (ACTFL)
  • VISTA Higher Learning (Online) – Grading to Promote Proficiency
  • Your institution could be listed here