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2015
San Diego Convention Center
November 17-19, 2015
National Association of District
Supervisors of Foreign Languages
2
National Association of District Supervisors of Foreign Languages
November 17-19, 2015, San Diego, California
AGENDA AT-A-GLANCE
Tuesday, Nov 17
Marriott, Coronado Room
Wednesday, Nov 18
Convention Center
Thursday, Nov 19
Convention Center
12:30 pm Check in/
Registration
6:45 am Check in/
Registration
Opens
7:30 am Breakfast (AOD)
Ballroom 6A
1:00 pm
(optional
workshop)
Guiding Teachers
to Improve their
Instructional
Game
7:30 am Breakfast
7:30-8:30
Ballroom 6C
8:30 am I Can Lead
Teachers
Ballroom 6F
8:40 am I Can Lead–
Supervisor of the
Year Panel with
NCSSFL
Ballroom 6F
9:50 am Leadership
Initiative for
Language Learning
10:10
am
Assembly of
Delegates Report
10:30
am
Break 10:30
am
Break
5:00 pm
Mentoring New
Members
10:45
am
I Can Lead
Programs
10:45
am
Reflections
6:00 pm Dinner as a group
(Pay on Your
Own)
12:00
pm
Supervisor of the
Year Luncheon
Ballroom 6C
11:00
am
Business Meeting
Dismiss at 11:30
for AOD Lunch
1:30 pm I Can Lead
Curriculum and
Assessment
11:45
pm
AOD Luncheon
Ballroom 6A
3:30 pm Break 1:00 pm Assembly of
Delegates (AOD)
Ballroom 6B
4:45 pm Dismiss 4:15 pm AOD Application
Ballroom 6F
5:00 pm Reception
Marriott Marquis,
Temecula Salon
5:15 pm Dismiss
6:00 pm President’s
Reception
Friday Breakfast, 7:00-8:00 – Marriott Marquis, San Diego Ballroom Salon C
NADSFL Booth #1930 in Exhibit Hall
3
Wednesday, November 18
San Diego Convention Center
6:45 a.m. Check in/Registration Opens
7:30 a.m. Breakfast (Ballroom 6C)
8:40 a.m. Supervisor of the Year Leadership Panel with NCSSFL (Ballroom 6F)
NCSSFL: Janis Jensen (2004), Jacque Van Houten (2008)
NADSFL: Greta Lundgaard (2014), Rita Oleksak (2013)
Facilitator: David Jahner(2008)
10:30 a.m. Break and A Word from our Sponsors
10:45 a.m. I Can Lead Programs
Speakers: Jen Carson, Alyssa Villareal, Leslie Grahn
12:00 p.m. Supervisor of the Year Luncheon (Ballroom 6C)
Sponsored by Middlebury Interactive Languages
1:30 p.m. I Can Lead Curriculum and Assessment
Speakers: Greg Duncan, Diane DeNoon, Mara Cobe
3:30 p.m. Break and A Word from our Sponsors
5:00 p.m. Evening Reception (Marriott Marquis, Temecula Salon on Level 1)
Sponsored by Mandarin Matrix and Macmillan Education
A LEADER TAKES PEOPLE WHERE THEY WANT TO GO. A GREAT LEADER TAKES PEOPLE WHERE THEY
DON'T NECESSARILY WANT TO GO, BUT OUGHT TO BE.
- ROSALYNN CARTER
4
NADSFL/NCSSFL Supervisor of the Year Effective Leadership Panel
Characteristics of effective leadership:
Key ideas from SOY panelists:
I Can Lead PROGRAMS
Effective World Language programs are designed to provide long sequences of articulated courses to achieve the highest possible
proficiency.
Program Indicators Leadership Behaviors Discussion Notes
o Courses are offered to ensure
students meet or exceed proficiency
targets.
o Contact time and frequency are
maximized to meet proficiency
targets.
o Schedules are created to support the
importance of language learning and
the goals of the program.
o World language instructional time is
protected for all students.
o I advocate for, design, and implement
clearly articulated sequences of
language courses.
o I provide scheduling options to
schools to maximize contact time and
frequency.
o I offer ongoing professional
development to schools to support
best practices for scheduling well-
articulated language sequences.
Effective World Language programs provide access to all students.
Program Indicators Leadership Behaviors Discussion Notes
o Course offerings are accessible
to all students regardless of:
academic standing, home
language, or special needs.
o Learning opportunities are
offered to meet the needs of
students, such as classes for
heritage or native speakers.
o I expand face-to-face World Language instruction
opportunities as needed.
o I support effective blended World Language learning
opportunities as necessary.
o I partner with other institutions (e.g. post-secondary
institutions) to offer advanced or less commonly
taught language opportunities.
o I foster collaboration with Career and Technical
Education personnel to create specialized language
learning opportunities.
o I foster collaboration with Exceptional Children
personnel to create adapted/specialized language
courses to meet student needs.
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Effective World Language programs communicate routinely with stakeholders.
Program Indicators Leadership Behaviors Discussion Notes
o The goals of the program are
articulated to stakeholders.
o Stakeholders are afforded
opportunities to provide feedback
about the program.
o The proficiency-driven grading system
of the program is articulated to
stakeholders.
o The accomplishments of teachers and
students are shared (as appropriate)
with stakeholders.
o I identify avenues through which
programs and stakeholders can
communicate.
o I facilitate the evaluation of
stakeholder satisfaction with the
program.
o I build the capacity of school
administrators to monitor and
support programs within their
schools.
Effective World Language programs include policies and/or practices that encourage student involvement in the global community.
Program Indicators Leadership Behaviors Discussion Notes
o The students have a variety of
opportunities to:
o study/travel abroad;
o communicate with native
speakers;
o engage in service
learning/community projects;
and
o develop international
partnerships.
o I encourage teachers to access local
and global target language
communities.
o I encourage teachers to use available
technologies to interact with global
target language communities.
o I provide opportunities for students to
study/travel abroad.
o I provide opportunities for students to
engage in service learning projects in
the local and global target language
communities.
I Can Lead PROGRAMS
Discussion Questions
• Why is transformation so difficult in our role of leadership? What barriers do we face?
• How do we overcome these barriers? How are they similar or different for each role?
• What resources would be helpful in supporting transformation in practices in your
organization?
• What do we need to do MORE? What do we need to do LESS?
• Why is engagement crucial to making the vision a success?
• How do we engage our learners/stakeholders as part of this vision in each of our roles?
What does this look like? At the classroom level? At the organization level?
Now is no time to think of what
you do not have. Think of what you
can do with what there is.
-Ernest Hemingway
8
Curriculum in effective World Language programs leads to the development of global competencies and is based on national and state standards.
Program Indicators Leadership Behaviors Discussion Notes
o The World-Readiness Standards for
Language Learning and state standards
frame the curriculum development process.
o Curriculum connects to state and local
content standards for other disciplines.
o Curriculum supports the development of:
o language proficiency across the
communicative modes;
o intercultural competence;
o learning and innovation skills,
information, media & technology
skills, and life and career skills.
o I use the World-Readiness Standards for
Language Learning and state standards to
frame the curriculum development process.
o I lead the development of curriculum that
makes connections across content areas.
o I lead the development of curriculum that
targets language proficiency across the
communicative modes.
o I lead the development of curriculum that
allows students to build intercultural
competencies.
o I lead the development of curriculum that
fosters:
o learning & innovation skills,
o information, media & technology
skills,
o life & career skills.
Curriculum in effective World Language programs is aligned with clearly defined proficiency targets.
Program Indicators Leadership Behaviors Discussion Notes
o Realistic proficiency targets are set,
allowing for multiple student
pathways and entry points.
o Curriculum allows students to meet or
exceed the identified proficiency
targets.
o I recognize and describe the different
ACTFL proficiency levels.
o I explain the difference between
proficiency and performance.
o I articulate realistic expectations for
student performance based on
proficiency levels within our program
design.
I Can Lead CURRICULUM and ASSESSMENT
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Effective World Language programs value the curriculum writing and review process.
Program Indicators Leadership Behaviors Discussion Notes
o There is an established process
for developing district curriculum
that includes student and
teacher input.
o There is a regular review process
in place to refine the curriculum
and maintain relevancy.
o I employ a curriculum writing process instead
of adopting an existing curriculum.
o I establish a process for developing a
curriculum for my district that includes student
and teacher input.
o I establish a regular review process to refine
the curriculum and maintain relevancy.
Effective World Language programs take a balanced assessment approach to increase student proficiency.
Program Indicators Leadership Behaviors Discussion Notes
o Assessments measure student
language development across
the modes of communication
through performance tasks.
o The assessment plan provides
both formative and summative
performance assessment
opportunities.
o The assessment plan ensures
performance assessment tasks
mirror instruction and align with
curriculum.
o I establish a comprehensive assessment plan
that monitors students’ progress toward and
beyond proficiency targets.
o I ensure that formative and summative
assessments are used to grow student
performance.
o I facilitate the creation of internal common
benchmark assessments.
o I use data from internal assessments to monitor
program effectiveness.
o I provide leadership to help identify appropriate
external assessment.
o I use data from external assessments to monitor
program effectiveness.
o I ensure that there is a balance between
formative and summative assessment to grow
student performance.
I Can Lead CURRICULUM and ASSESSMENT
11
Effective World Language programs use feedback to increase student proficiency.
Program Indicators Leadership Behaviors Discussion Notes
o Teachers share the process by which
grades are earned in advance of the
assessment.
o Students routinely receive meaningful
descriptive feedback on their
performances.
o Students are afforded the opportunity
to refine their practice by applying the
feedback they received.
o Students can articulate different
levels of performance and their
correlation to proficiency.
o The assessment plan provides
meaningful descriptive feedback to
students to promote reflection and
growth.
o I facilitate the selection of research-
based feedback strategies based on
programmatic needs.
o I guide teachers’ implementation of
research-based feedback strategies to
maximize learning.
o I guide the development of rubrics to
measure performance.
o I ensure inter-rater reliability among
teachers.
Effective World Language programs monitor and document student growth through performance assessment.
Program Indicators Leadership Behaviors Discussion Notes
o Performance assessments are the
primary source from which data is
collected.
o Performance assessments
o focus on one or more modes
of communication;
o have a real-life context; and
o are inviting and age-
appropriate.
o I articulate the difference between
growth measures and achievement
measures.
o I support teachers in selecting
appropriate student growth
measures.
o I assist teachers in developing
opportunities for students to self and
peer assess their growth.
I Can Lead CURRICULUM and ASSESSMENT
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Effective World Language programs use student growth data to drive programmatic decision-making.
Program Indicators Leadership Behaviors Discussion Notes
o Performance Assessment plans gather
data to provide insights on the
effectiveness of teaching and
learning.
o Assessment plans gather data to
provide insights on the effectiveness
of classroom program performance.
o I support teachers in collecting
student evidence of growth toward or
beyond the targets.
o I develop a plan to collect and analyze
student performance data.
o I use performance data to guide
programmatic decision-making.
o I identify avenues for disseminating
performance results to stakeholders.
I Can Lead CURRICULUM and ASSESSMENT
Don’t find fault, find a remedy.
-Henry Ford
It is better to lead from behind and to put others in front,
especially when you celebrate victory when nice things
occur. You take the front line when there is danger. Then
people will appreciate your leadership. -Nelson Mandela
Thursday, November 19
San Diego Convention Center
7:30 a.m. Assembly of Delegates Breakfast (Ballroom 6A)
8:30 a.m. I Can Lead Teachers (Ballroom 6F)
Speaker: Tina Dong
9:50 a.m. Leadership Initiative for Language Learning Report
Christi Gilliland
10:10 a.m. Assembly of Delegates Morning Report
10:30 a.m. Break and A Word from our Sponsors
10:45 a.m. Reflections
11:00 a.m. Business Meeting
11:30 a.m. Dismiss for Assembly of
Delegates Luncheon
11:45 a.m. Assembly of Delegates Luncheon (Ballroom 6A)
1:00 p.m. Assembly of Delegates (Ballroom 6B)
All NADSFL and NCSSFL members attend AOD
4:15 p.m. Assembly of Delegates Discussion and Application (Ballroom 6F)
5:15 p.m. Dismiss
6:00 p.m. NADSFL/NCSSFL Presidents’ Reception (Hilton Elevation Room)
Sponsored by Stevens Learning Systems
14
THE ROAD TO SUCCESS IS ALWAYS UNDER CONSTRUCTION. – LILY TOMLIN
Effective World Language programs are staffed with reflective practitioners.
Program Indicators Leadership Behaviors Discussion Notes
o Teachers reflect on their current
practice in order to grow.
o Teachers set annual goals to improve
their practice.
o Teachers receive ongoing descriptive
feedback that helps them improve
their practice.
o I help all teachers set annual goals for
their growth.
o I ensure teachers receive regular
descriptive feedback on their goals.
o I help teachers revise goals at key
intervals in the school year.
o I help teachers to process and plan
from the feedback they receive.
Effective World Language program staff build and refine their content knowledge and skills.
Program Indicators Leadership Behaviors Discussion Notes
o The importance of continued
growth is evidenced by the variety
of learning opportunities available
to teachers.
o Teachers have advanced levels of
proficiency in the target language
and English.
o I share opportunities for content knowledge
and skill development as appropriate.
o I create opportunities for teachers to
collaborate in building content knowledge
and skills.
o I encourage ongoing language development
for all teachers.
I Can Lead TEACHERS
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Effective World Language programs develop, empower, and retain teachers.
Program Indicators Leadership Behaviors Discussion Notes
o There is shared leadership for
cultivating and developing capacity
across programs.
o Leaders in the content area are
leveraged to build capacity across
programs.
o There is a mentor/support system to
retain teachers.
o I provide leadership opportunities.
o I identify and cultivate future leaders
across programs.
o I provide ongoing professional
development to develop teacher
efficacy.
o I facilitate and provide mentorship
opportunities.
I Can Lead TEACHERS
Be a yardstick of quality. Some people aren't
used to an environment where excellence is
expected. -Steve Jobs
Measure what matters. Whether you're measuring student growth, using data to
improve program effectiveness, qualifying for the Seal of Biliteracy, accurately placing
students, or assessing Spanish Heritage Speakers' skills for placement or credit, our
STAMP, PLACE, and SHL assessments have you covered. Our adaptive tests allow
students to do their best without any pre-set upper limits. Explore our new Korean and
Russian STAMP 4Se tests and see for yourself how Avant is measuring what matters.
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Management is about arranging and telling. Leadership is about nurturing and
enhancing. - Tom Peters
Steps to take:
REFLECTION
Thank you to the developers of the Effective World Languages Programs document:
Jennifer Carson, Mara Cobe, Debbie Callihan-Dingle, Alyssa Villarreal, Thomas Sauer
Key Learnings:
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20
Conference Evaluation
National Association of District
Supervisors of Foreign Languages
Thursday, November 19
Business Meeting
1. Membership Directory – coming soon
2. Elections for 2016
3. Sponsorship update
4. Treasurer’s update
5. Bylaws changes
6. ACTFL 2016 Proposals due January 15, 2016
7. Visit the NADSFL booth - #1930
8. Shop the NADSFL on-line store! designillusions.itemorder.com Code=NADSFL
9. Reminder – Friday breakfast is in the Marriott, San Diego Ballroom C
10. Complete the conference evaluation - http://bit.ly/1QkilDw
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National Association of District
Supervisors of Foreign Languages
Executive Board
Leslie Baldwin
President
Jennifer Carson
Vice President
Debbie Callihan-Dingle
Treasurer
Sandy Harvey
Secretary
Alyssa Villarreal
Past-President
Mara Cobe
Executive Secretary
CSCTFL Regional Rep
Rachel Gressel, IL [email protected]
NECTFL Regional Rep
Lea Graner-Kennedy, CT [email protected]
SWCOLT Regional Rep
Jason Ward, AZ [email protected]
SCOLT Regional Rep
Amy Anderton, TX [email protected]
PNCLT Regional Rep
Michelle Aoki, WA [email protected]
Networking Chair
Dawn Samples, SC [email protected]
Mentoring Chair
Laura Terrill, IN [email protected]
Nominating Chair
Brandon Locke, AK [email protected]
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National Association of District
Supervisors of Foreign Languages
Supervisors of the Year
2000 Loretta Williams Plano School District, TX
2001 Kathleen Riordan Springfield PS, MA
2002 Christine Brown Glastonbury PS, CT
2003 Peggy Boyles Putnam City Schools, OK
2004 Donna Clementi Appleton SD, WI
2005 Laura Terrill Parkway School District, MO
2006 Maria Still Virginia Beach City Public Schools, VA
2007 Martin Smith Edison Township Schools, NJ
2008 David Jahner Gwinnett County Schools, GA
2009 Priscilla Russel Princeton Regional Schools, NJ
2010 Paula Patrick Fairfax County Schools, VA
2011 Thomas Sauer Jefferson County Schools, KY
2012 Alyssa Villarreal Memphis City Schools, TN
2013 Rita Oleksak Glastonbury Public Schools, CT
2014 Greta Lundgaard Plano ISD, TX
2015 Supervisor of the Year Awards Sponsored by
Middlebury Interactive Languages
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AOD A-ha’s
24
Thank you to our 2015 NADSFL/NCSSFL Sponsors!
Distinguished
www.middleburyineractive.com www.slsilabs.com
Superior
www.santillanausa.com www.santillanausa.com/spanish-classroom www.icalanguages.com
www.thislislanguage.com www.swifteducation.com
http://vistahigherlearning.com/
http://www.hmhco.com/
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www.avantassessment.com
www.educacion.es/exterior/usa
Advanced
www.mandarinmatrix.org www.vifprogram.com
www.languagetesting.com
www.betterchinese.com
www.cal.org
http://www.macmillaneducation.com/
26
Intermediate
www.classk12.org www.filmarobics.com
www.wor.com www.sansinc.com
We’re here for a reason. I believe a lot of the
reason is to throw little torches out to lead people
through the dark.
-Whoopi Goldberg
27
NADSFL BYLAWS
Submitted by the NADSFL Executive Board
ARTICLE I: NAME
The name of this Association shall be the National Association of District Supervisors of Foreign
Languages (NADSFL), which is an Affiliate of the American Council on the Teaching of Foreign
Languages (ACTFL).
ARTICLE II: PURPOSES
The purposes of this Association are:
1. To stimulate, identify, recognize, and to support in the development of efficient and
effective supervisory practices as an instrument for the improvement of foreign language education;
2. To enhance the status of foreign language supervisors by providing opportunities for
professional growth;
3. To create a forum for foreign language supervisors to discuss and take action on matters
of common interest and concern; 4. To stimulate and support the development of curriculum materials;
5. To present to the appropriate agencies issues of concern to foreign language educators;
6. To report on research and initiatives affecting foreign language such as: policy,
advocacy, pedagogy, language acquisition theory, assessment, curriculum and instruction;
and 7. To support members in their endeavors as foreign language supervisors.
ARTICLE III: MEMBERSHIP
Section 1:
This organization shall have four classes of membership: regular, associate, retired, and patron.
Section 2: Membership shall be determined as follows:
Regular
Those eligible for regular membership are public elementary or secondary personnel (local
education agency) OR private (non-state supported) elementary or secondary personnel whose
28
area of responsibility is supervision of world language programs including the implementation of
state and district policies for languages other than English of any state of the United States of
America, the District of Columbia, and the possessions of the United States of America.
Additionally, elementary or secondary directors/administrators within a local education agency
or private education agency who were formerly responsible for world language education and
who are currently responsible for the oversight of personnel and programs related to world
language education are eligible for regular membership.
Associate
Those eligible for associate membership include the following:
a. individuals from post-secondary institutions, public or private, with responsibility for world
language education or world language teacher education or training;
b. representatives of national or state professional organizations that are advocates for world
language education from the United States and other countries; or
c. representatives of national, state, or local world language publications or world language
related commercial vendors; or (Note: These are represented below under patrons.)
d. individuals who are full-time professional world language consultants
Retired
Those eligible for retired membership are persons who have held regular membership in NADSFL and who have retired from positions in elementary or secondary public or private institutions.
Patron
Those eligible for patron membership include: individuals who are employed on a regular basis
by commercial vendors such as textbook publishers, educational materials developers, or
assessment companies.
Section 3:
• Regular members shall have voting privileges and are eligible for election to the Executive
Board as outlined in Article IV.
• Associate members shall have voting privileges but shall not be eligible for election to the Executive Board.
• Retired members shall have voting privileges but shall not be eligible for election to the
Executive Board.
• Patron members shall not have voting privileges or eligibility for office.
29
ARTICLE IV: OFFICERS Section 1: The officers of the Association shall be a President, a Vice President, an Immediate Past President, a Secretary, and a Treasurer. Any REGULAR member in good standing is eligible to serve as officer of the organization.
Section 2:
The President, Vice President, Secretary, and Treasurer shall serve for a term of two years. No officer shall serve more than two consecutive terms in the same office.
Section 3: The officers shall be elected by a ballot (such as electronic or paper). All NADSFL members in good standing, with the exception of PATRON members, may vote for officers.
Section 4:
The duties of the officers shall be those which appear in the list of job descriptions for such officers and other specific duties as the President and/or the Executive Board deem necessary for the
effective functioning of the Association.
Section 5: Officers shall assume their office at the conclusion of the Annual Business Meeting at which their
election is announced.
Section 6: If the President is unable, for any reason, to complete his/her term of office, the Vice President shall
assume this office. If any other officer is unable, for any reason, to complete his/her term of office,
the President shall, with the approval of the Executive Board, appoint a person to complete the unexpired term.
ARTICLE V: EXECUTIVE BOARD
Section 1: The Executive Board shall consist of the elected officers and the Executive Secretary, appointed
by the President. regional representatives, the newsletter editor, webmaster, mentoring
members chair, nominations chair, membership chair and any other chair positions appointed by
the President.
Section 2:
The Executive Board shall be the governing body of the Association.
Section 3:
The Executive Board shall meet annually, in conjunction with the Annual ACTFL Convention, and at
such other times as determined by the President virtually at least once a quarter.
30
ARTICLE VI: REGIONAL REPRESENTATIVES OF THE EXECUTIVE ADVISORY BOARD
Section 1:
The Advisory Board shall consist of the Executive Board and the appointed positions of: Regional
Representatives, mentoring members chair, nominations chair, membership chair, and any other
chair position appointed by the President.
Section 2: The There shall be five Regional Representatives’ whose geographic areas are defined by the following
regional conferences: Central States Conference on the Teaching of Foreign Languages, Northeast Conference on the Teaching of Foreign Languages, Southern Conference on Language Teaching, Southwest Conference on Language Teaching, and the Pacific Northwest Council for Languages.
Section 23: The term of office of the Regional Representative and other appointees shall be two years.
Section 34:
The Regional Representatives and Presidential appointments shall assume their offices at the
conclusion of the Annual Meeting at which they are appointed. Specific responsibilities for the
Regional Representatives shall be determined by the Executive Board at the Annual Business
Meeting and at such other times as determined by the President.
Section 5:
The Advisory Board shall meet annually, in conjunction with the Annual ACTFL Convention, and
virtually at least twice during the year.
ARTICLE VII: MEETINGS
Section 1:
There shall be an annual meeting of the Association in conjunction with the Annual ACTFL
Conference.
Section 2:
Other meetings may be held as decided by the Executive Board.
31
ARTICLE VIII: APPOINTMENTS AND COMMITTEES
Section 1: All standing committee chairpersons, as stated in Article VI, are appointed by the President with the
approval of the Executive Board.
Section 2: There shall be a Nominating Committee composed of a Chairman and at least three members. The
President, with the approval of the Board, will appoint the Chairman and members annually. Among
other responsibilities, the Nominating Committee will prepare a slate of candidates for the biannual
election and present it to the Executive Board for approval. Upon approval, the Nominating Committee will set a time frame for the election so that the results can be announced at the annual
meeting.
Section 3: The Executive Board may establish various committees to carry on special projects and activities as
the need may arise. The President, with the approval of the Board, will appoint the members of such
committees and will serve as an ex-officio member.
ARTICLE IX: QUORUM AND RULES OF ORDER
Section 1: A simple majority of members in attendance at the Annual Meeting shall be required for approval of
any motions.
Section 2: Meetings of the Executive Board, other than those held at the Annual Convention, may be called by
the President.
Section 3:
Robert's Rules of Order, Revised, shall govern the conduct of all meetings of the Association.
32
ARTICLE X: DISTRIBUTION OF ASSETS Section 1: No part of the net earning of the Association shall inure to the benefit of, or be distributed to its
members, trustee, officers, or other private persons except that the Association shall be authorized
and empowered to pay reasonable compensation for services rendered and to make payments and
distributions in furtherance of the purposes set forth in Article II hereof. No substantial part of the activities of the Association shall be the carrying on of propaganda, or otherwise attempting to
influence legislation, and the Association shall not participate in, or intervene in (including the
publishing or distribution of statements) any political campaign on behalf of any candidate for public
office. Notwithstanding any other provisions of these articles, the Association shall not carry on any
other activities not permitted to be carried on (a) by an Association exempt from Federal income tax
under section 501 (c) (3) of the Internal Revenue Code of 1954 (or the corresponding provision of
any future United States Internal Revenue Law) or (b) by an Association, contributions to which are deductible under section 170 (c) (2) of the Internal Revenue Code of 1954 (or the corresponding
provisions of any future United States Internal Revenue Law.).
Section 2:
Upon the dissolution of the Association, the Executive Board shall, after paying or making provision
for the payment of all of the liabilities of the Association, dispose of all of the assets of the
Association exclusively for the purpose of the Association in such a manner, or to such organization
or organizations organized and operated exclusively for charitable or educational purposes as shall at
the time qualify as an exempt organization or organizations under section 501 (c) (3) of the Internal
Revenue Code of 1954 (or the corresponding provision of any future United States Internal Law), as
the Executive Committee shall determine. Any such assets not so disposed of shall be disposed of by
the Court of Common Pleas of the county in which the principal office of the Association is then
located, exclusively for such purposes or to such organization or organizations, as said Court shall
determine, which are organized and operated exclusively for such purposes.
ARTICLE XI: CIVIL RIGHTS COMPLIANCE
The Association complies with Title VI of the Civil Rights Act of 1964. It also complies with Title IX.
ARTICLE XII: AMENDMENTS
Section 1:
Amendments to the Bylaws of this Association may be proposed by the Executive Board or any
group of fifteen members at the annual meeting.
33
Section 2:
Said proposals are to be presented at the annual meeting by the Secretary.
Section 3:
Proposed amendments shall be submitted to all members for vote by the Secretary within forty days
after the Annual Business Meeting. Said votes shall be called for and counted by the Secretary sixty
days after the Annual Business Meeting.
Section 4: An amendment shall be enacted if two-thirds of the votes are in favor of the amendment.
ARTICLE XIII: DUES
Section 1:
Membership in the organization is contingent upon
payment of dues.
Section 2:
Annual dues shall be determined by the Executive Board and approved by a simple
majority of members in attendance at the annual meeting
34
National Association of District
Supervisors of Foreign Languages NADSFL Presenters at ACTFL
Name Session
#
Title Co-Presenters Day/
Time
Location
Leslie
Baldwin
Will you marry me? Engage in
interpersonal conversation!
Friday
3:45
ConvCtr
Room 3
Dawn
Carney
3554 IPAs for Novice Learners: Integrating
Culture into Assessment & Instruction
Sarah
Moghtader
Saturday
2:00
ConvCtr
BallRm
6D
Jennifer
Carson
3047 Leveraging Personalized Learning to
Advance Student Proficiency Friday
5:00
ConvCtr
Rm 1B
Jennifer
Carson
4664 Principles of Effective World
Language Programs
Mara Cobe,
Alyssa
Villarreal
Friday
11:00
ConvCtr
Rm 31A
Donna
Clementi
Slow Down to Speed Up: Creating
Context to Build Competence Paul Sandrock Friday
1:15
ConvCtr
BallRm
6F
Donna
Clementi
5209 Visual Literacy: A Picture is Worth
1000 Words Laura Terrill Friday
5:00
ConvCtr
BallRm
6B
Mara
Cobe
4867 Culture: The Final Frontier Saturday
2:00
ConvCtr
Room 3
Mara
Cobe
4664 Principles of Effective World
Language Programs
Alyssa
Villarreal,
Jennifer Carson
Friday
11:00
ConvCtr
Rm 31A
Helena
Curtain
Building a Deep & Rich World
Language Curriculum
Friday
1:15
ConvCtr
BallRm
6#
Helena
Curtain
Learning to Create Chinese Pattern
Stories
Dali Tan,
Janice Dowd
Friday
3:45
ConvCtr
Rm 26A
Janice
Dowd
3524 Incorporating World Readiness
Standards into Chinese Classrooms Lucy lee,
Carol Chen
Friday
2:30
ConvCtr
Rm 26A
Janice
Dowd
Learning to Create Chinese Pattern
Stories
Helena
Curtain, Dali
Tan
Friday
3:45
ConvCtr
Rm 26A
Greg
Duncan
Pair Activities: Critical Ingredient to
Good Lesson Plans Friday
1:15
ConvCtr
BallRm
6B
Greg
Duncan
Using Formative Checks for Learning
to Motivate Students
Betsy Hart Saturday
8:00
ConvCtr
Rm 31C
Cris Ewell What Does an “A” Really Mean? Yuehua Zhang Saturday ConvCtr
35
Reporting by proficiency instead of
grades
2:00 Room
15A
Justin Fisk Standards-Based Grading:
Transforming Grading Practices in a
WL Classroom
Amanda
Cummings,
Michael
Martinez,
Anthony Reibel
Friday
1:15
ConvCtr
Rm 1A
Justin Fisk Implementing Standards-Based
Grading: Transforming Grading
Practices in a WL Classroom
Michelle
Cheng,
Anthony
Reibel, Li Ye
Friday
5:00
ConvCtr
Rm 31B
Justin Fisk Moving to Standards-Based Grading:
Our Blueprint From Experience
Samuel
Figueroa,
Patrick Grady,
Christina
Suarez
Saturday
10:00
ConvCtr
Rm 31A
Elizabeth
Gallagher
Strategies for Differentiating the
Language Demand of Learning Tasks
Sunday
10:00
ConvCtr
Rm 2
Noah
Geisel
4994 “Will you go to the dance with me?"
Getting social with tech in WL class
Saturday
11:15
ConvCtr
BallRm
6F
Noah
Geisel
ACTFL TOY Talks II: Recognizing Assets
& Opening Doors
Christine
Lanphere,
Linda Egnatz
Saturday
5:55
ConvCtr
BallRm
6A
Tiesa Graf Data Driven Foreign Language
Teaching, Assessment, and
Programming
Nicole Sherf Saturday
8:00
ConvCtr
Rm 3
Leslie
Grahn
A Recipe for Rigor in World Languages Dave
McAlpine,
Jennifer Cornell
Friday
3:45
ConvCtr
BallRm
6D
Lea
Graner-
Kennedy
4267 Inspire Students to Build Proficiency:
Engage Students in All Three Modes
Saturday
5:15
ConvCtr
Rm 15A
Sandy
Harvey
Performance By Design Francisco
Barocio
Andrea
Henderson
Melissa Vargas
Saturday
10:00
ConvCtr
Rm 31B
Sandy
Harvey
Effective Use of Authentic Resources
From Day One, Level One
Francisco
Barrocio
Melissa Vargas
Sunday
8:00
ConvCtr
Rm 1B
Carmen
Henninger
Using Can Do Statements to Empower
Self - Learning in Immersion
Education
Jane Ness
Ruby Costea
Martha Kristy
Friday
5:00
ConvCtr
Rm 31C
David
Jahner
Demystifying AP World Languages
and Cultures
Marcia Arndt Friday
3:45
ConvCtr
Rm 2
Norah
Jones
5017 Transform Student Experience (and
Commitment)
Friday
11:20
ConvCtr
Rm 31A
36
Brandon
Locke
Live the Language: Integrating
Experiential Learning into the
Language Classroom
Cassandra
Glynn
Saturday
8:00
ConvCtr
BallRm
6E
Greta
Lundgaard
Linking Literacy with Language
Learning
Donna
Clementi Saturday
2:00
ConvCtr
BallRm
6F
Greta
Lundgaard
Educator Effectiveness in Language
Learning
Pete Swanson Saturday
8:00
ConvCtr
Rm 2
Greta
Lundgaard
Fueling Learner Growth with High
Octane Feedback
Saturday
11:15
ConvCtr
Rm 16B
Rita
Oleksak
Using Can-Do Statements to
Transform Early Language Learning
Kate Krotzer Saturday
2:00
ConvCtr
Rm 31C
Thomas
Sauer
Connecting the Many Dots: What a
Can-Do Can Do for You and Your
Students
Friday
2:30
ConvCtr
Rm 2
Tomas
Sauer
Don’t Just Tell Me, Show Me: Be
Empowered by Real Teachers in Real
Classes
Alyssa
Villarreal
Friday
5:00
ConvCtr
BallRm
6C
Ryan
Smith
Best of SWCOLT: Living on the Edge of
their Seats…Keeping Students
Engaged in their World Language
Class
Saturday
5:15
ConvCtr
Rm 25B
Laura
Terrill
5209 Visual Literacy: A Picture is Worth
1000 Words
Donna
Clementi
Friday
5:00
ConvCtr
BallRm
6B
Laura
Terrill
5279 Engaging Learners in the Interpretive
Mode
Saturday
10:00
ConvCtr
BallRm
6F
Irma
Torres
3840 Supporting Teacher Development &
Evaluation
Anne Nerenz,
Emily Spinelli Saturday
4:00
ConvCtr
Rm 31A
Alyssa
Villarreal
4664 Principles of Effective World
Language Programs
Mara Cobe,
Jennifer Carson
Friday
11:00
ConvCtr
Rm 31A
Alyssa
Villarreal Don’t Just Tell Me, Show Me: Be
Empowered by Real Teachers in Real
Classes
Tomas Sauer Friday
5:00
ConvCtr
BallRm
6C
Alyssa
Villarreal
Three New Resources For Teacher
Professional Development and
Certification
David Ellis,
Iman Hashem,
Munir Shaikh
Saturday
11:15
ConvCtr
Rm 24C
Jason
Ward
Assessing for Mastery: Continuing the
Learning Process
Sunday
10:00
ConvCtr
Rm 3
Yuehua
Zhang
What Does an “A” Really Mean?
Reporting by proficiency instead of
grades
CrisEwell Saturday
2:00
ConvCtr
Room
15A
37
2015 NADSFL Attendees
Kathy Abuchaibe [email protected]
Utah State Office of
Education
Amy Anderton [email protected]
Dallas Independent School
District
Michele Aoki [email protected] Seattle Public Schools
Paul Aoki [email protected]
University of Washington
Language Learning Center
Deanna Baird [email protected]
Upper St. Clair School
District
Leslie Baldwin [email protected]
Winston-Salem/Forsyth
County Schools
Greg Barfield [email protected]
Cobb County School
District
Carol Bass [email protected]
Prince William County
Schools
Pam Benton [email protected] Pinellas County Schools
Kathy Benzel [email protected] Denver Language School
Peggy Boyles [email protected] Peggy Boyles Consulting
Minnie Cardona [email protected]
Seminole County Public
Schools
Dawn Carney [email protected] Public Schools of Brookline
Cesar Carrillo [email protected]
Houston Independent
School District
Jennifer Carson [email protected]
Virginia Beach City Public
Schools
Lucy Cartland [email protected] West Hartford Pub Sch, CT
Ruth Chang [email protected]
East Brunswick Public
Schools
Donna Clementi [email protected] Lawrence University
Mara Cobe [email protected]
Charlotte-Mecklenburg
Schools
Lindsey Colling [email protected] Olathe Public Schools
Jennifer Cornell [email protected]
Howard County Public
Schools
Kyle Criswell [email protected] Not Applicable
Helena Curtain [email protected]
University of Wisconsin-
Milwaukee (Emerita)
Diane DeNoon [email protected] Blue Valley Schools
Tina Dong [email protected] Austin ISD
Marie Douglass [email protected] Round Rock ISD
Janice Dowd [email protected] Teaneck, NJ
Greg Duncan [email protected] InterPrep, Inc.
38
Deborah Espitia [email protected]
Cris Ewell [email protected]
Singapore American
School
Justin Fisk [email protected]
Adlai E. Stevenson High
School District 125
Maria Flores [email protected]
Prince George's County
Public Schools
Eileen Frankel [email protected] Fairfield Public Schools
Marybeth Fuller [email protected]
Washington County School
District
Elizabeth Gallagher [email protected] Wasatch School District
Jessie Garcia [email protected] ECISD
Georgia Geerlings [email protected] Granite School District
Noah Geisel [email protected] Verses Education
Christi Gilliland [email protected] Williamson County Schools
Jenny Goettsche [email protected] Libertyville High School
Sharon Gracia [email protected] Granite School District
Leslie Grahn [email protected]
Howard County Public
Schools, MD
Lea
Graner
Kennedy [email protected] Stonington Public Schools
Paris Granville [email protected] Bellevue
Rachel Gressel [email protected]
Evanston Township High
School 202
Eva Guardiola [email protected] Leander ISD
Carrie Harrington [email protected] Fort Worth ISD, TX
Sandy Harvey [email protected] Retired, Fort Bend ISD
Elisabeth
Michele Harward [email protected] Canyons School District
Carmen Henninger [email protected]
Prince George's County
Public Schools
Jamie Hincemon [email protected]
Stevens Learning Systems
Inc.
David Jahner [email protected] College Board
Amber James [email protected]
El Paso Independent
School District
Norah Jones [email protected]
Fluency Language
Consulting
Janice Kittok [email protected] Delano
Elizabeth Lapman [email protected] Hamden Public Schools
Cecilia Lara [email protected] KATY ISD
Weixin Le [email protected] Alpine School District
Lisa Lilley [email protected] Springfield Public Schools
Mark Linsky [email protected] Savannah-Chatham
39
County Public Schools
Brandon Locke [email protected] Anchorage School District
Greta Lundgaard [email protected]
Plano Independent School
District
Kim Malcolm [email protected] Richardson ISD,TX
Linda Markley [email protected]
Elizabeth Matchett [email protected] Palo Alto USD
Sharon McCullough [email protected]
Sally Mearns [email protected]
Stanford World Language
Project
Myriam Met [email protected] Independent Consultant
Diana
Moscoso-
Caudell [email protected]
USOE/Ogden School
District
Madeline Muniz [email protected]
Clayton County Public
Schools
Jane Ness [email protected]
Prince George's County
Public Schools
Kerrie Neu [email protected] Granite School District
Diana Noonan [email protected] Denver Public Schools
Chantal Normil [email protected]
Clayton County Public
Schools
Rita Oleksak [email protected] Glastonbury Public Schools
Dessie Olson [email protected]
Salt Lake City School
District
Judy Opfer [email protected]
Baltimore County Public
Schools
Ralph Pohlmeier [email protected]
Stevens Learning Systems
Inc.
Leslie Port [email protected]
Toms River Regional
Schools
Delynda
Ramirez-
Carter [email protected]
Wake County Public
School System
Deanna Roach [email protected]
Oklahoma City Public
Schools
Silvia
Robles
Juhas [email protected] Jordan School District
Priscilla Russel [email protected] Princeton Public Schools
Nancy Salsig [email protected]
Alisha
Dawn Samples [email protected]
Lexington School District
One
Thomas Sauer [email protected] Learning Shifts
Nicole Sherf [email protected] Salem State College
Kimberley Shinozaki [email protected]
Baltimore County Public
Schools
40
Only one man in a thousand is a leader of men – the other 999 follow women.
-Groucho Marx
Helen Small [email protected]
Newport News City Public
Schools
Martin Smith [email protected]
West Windsor-Plainsboro
RSD
Ryan Smith [email protected]
Washoe County School
District
Sheri Sorensen [email protected] Granite School District
Carol Sparks [email protected]
Rita Stevenson [email protected] Davis School District
Sarah Steverman [email protected] Westerly
German Suarez [email protected] Cobb County Schools
Linda Szwabowski [email protected]
Chesterfield County Public
Schools
Laura Terrill [email protected] Retired
Irma Torres [email protected] Oakland Schools
Maria
Natziely Torres [email protected]
Salt Lake City School
District
Nancy Urnes [email protected] Parkway
Jon Valentine [email protected]
Gwinnett County Public
Schools
Stephen Van Orden [email protected] Provo City School District
Melissa Vargas Fort Bend ISD
Virin Vedder [email protected]
Gwinnett County Public
Schools
Jason Ward [email protected]
Dysart Unified School
District
Tristin West [email protected]
Utah State Office of
Education
Kathryn Wolfkiel [email protected] Barrington CUSD 220
Carrie Woodcock [email protected] Hall County
Yu Young [email protected] Granite School District
Yuehua Zhang [email protected] Singapore American
Doris Ortiz [email protected]
Prince George's County
Public Schools
Jane Davis [email protected] Shelby County Schools
Michel Salazar [email protected]
Rumson Fair Haven
Regional High School
Silvia Sollai [email protected] University of Georgia
41
Wednesday and Thursday Meeting Space at the San Diego Convention Center
Ballrooms for meetings and AOD
Wednesday Evening Reception – Marriott Marquis, Temecula Salons, Level 1
Friday Morning Breakfast - Marriott Marquis, San Diego Ballroom C, Lobby Level
![Board of Supervisors update - Mono County California · January 23, 2015 [BOARD OF SUPERVISORS UPDATE] 1 Board of Supervisors Update | Mono County Animal Control Bridgeport Animal](https://img.pdfslide.us/doc/110x75/5adb04917f8b9a53618d6147/board-of-supervisors-update-mono-county-california-23-2015-board-of-supervisors.jpg)
