Montana LINCS Update


Greetings from Montana LINCS


Problems with the links in the email?

Go to the Email Archives in the upper left-hand corner on the home page at


1.   Montana ABLE Data Quality:  A Reminder!

Click here  to access the main page for the new MT ABLE Data link. 

(You can always find the Data page by clicking on the MTLINCS homepage and clicking on the word Data on the Montana ABLE graphic.) 


Data Action Plans are due Monday, November 8.  Email your Action Plan to Margaret Bowles at with a cc: to Carol Flynn at .


Access the following items:

·       Handout for Data Quality

·       PowerPoint – Using Data to Improve Adult Literacy Programs

·       Sample Action Plan

·       Template for Action Plan  

·       Data Divers Extraordinaire


2.   MABLE Users Manual - Updated!

Click here to access the MABLE Users Manual.  This manual will help you not only see which reports are available but also work with your data as you continue with your Data Action Plans.


3.   Montana Content Area Websites

Click here to access the Montana Content Area Websites which is now a link on the Teacher/Tutor page at


Several times during the year, Montana ABLE staff recommends websites to their colleagues.  A new link has been added on the Teacher/Tutor page for these recommendations.  For example, Katya from Great Falls just recently recommended some Creating PowerPoint tutorial websites to the ESOL Study Circle.  Those sites are listed on the Technology link.   


If you have any content area websites you would like to recommend to others, click here to email the website to MTLINCS.


4.   ESL Discussion Coming Soon and an ESL Workforce Resource


Coming on the English Language Acquisition Discussion List from November 8 - 12, Sharon McKay will lead a discussion on the topic of Culture Shock: Yours and Theirs in the Classroom.


Here’s a brief overview by Sharon McKay:


I am pleased to support the Adult English language Acquisition Discussion list on the topic of cultural diversity in the classroom. With twenty years of classroom experience and fifteen years of professional development work, I have had classes with twenty-two different cultures alive and well in a class of thirty. About ten years ago, I became very interested in how cultures work together and how I could forward that effort in my classes. I see this in two parts—where you start and where you want to go. I realized that it was important to become aware of my own biases in the classroom and to find ways to reveal personal biases of the learners as well. It is always part of the equation to know where you are in the beginning of your work in cultural diversity. Once you know where you are in terms of your personal and cultural identity, you can begin to make shifts in your attitudes and ways of viewing events around you. Learning more about new cultures impacts attitude and may shift long-held biases as well. When this happens, it seems that you might become a more effective teacher.


Language for Work: CLB and Essential Skills for Trainers

      The Language Benchmarks were designed to help immigrants be better prepared for the workplace. This training manual establishes a guide for practitioners on teaching important language and literacy skills for work. This manual explains the skills, offers learner profiles and interventions for common language learning problems, best practices, diagnostic checklists, and a section on working with new ESL teachers. To read the complete review including what the expert reviewers had to say, go to

The URL for the resource itself is


5.   History/Social Studies Resource


Click here to access Awesome Stories.


In October of 1962, the United States and the Soviet Union came very close to nuclear war.  Previously classified documents from the National Archives reveal how serious the situation was before Robert Kennedy, then Attorney General, conducted secret negotiations to end the crisis.

October is also the anniversary month for other significant events and marks the release of a film about Secretariat, the great race horse whose heart (it was discovered after his death) was twice the size of a normal equine heart.  

Videos, images and lesson plans for these topics, plus many other October commemorations - such as the 1929 stock-market crash, John Brown's raid on Harpers Ferry, Gandhi's birthday, the "War of the Worlds" radio broadcast and the famous battles of Hastings and Agincourt - are provided together with primary sources.

Group access to the site is free for all schools, libraries and educators.  Request group access with this form.   It is also free for students and members of the general public.  Select an individual password using the same URL.  


To assist English learners/instructors, many of the stories are narrated.  The following is a list of currently available materials. 

The site's privacy policy is strictly enforced.

Carole Bos
Dean's Advisory Board
Grand Valley State University

6.   Literacy and Earnings:  Adult Literacy Development and Economic Growth 


Click here to access Steve Reder’s new insights into the relationship between changes in adult literacy skills and earnings, especially during periods of economic growth and recession.  The paper analyzes literacy, earnings and employment data from the first five years of the Longitudinal Study of Adult Literacy, (LSAL).


7.   Reading Resource - Making Sense of Decoding and Spelling:  An Adult Reading Course of Study 


Click here to access the Teachers’ and Administrators’ Guide for Making Sense of Decoding and Spelling:  An Adult Reading Course of Study. 


Making Sense of Decoding and Spelling: An Adult Reading Course of Study is an evidence-based course written by Charles MacArthur and Judy Alamprese that is designed to teach low—intermediate level adult learners to decode and spell more accurately and more fluently. The materials were developed as part of a study jointly funded by OVAE, NIFL, and the National Institute of Child Health and Human Development. The study investigated the effectiveness of adult literacy interventions for low-literate adults, including the role of decoding, vocabulary, fluency, and comprehension instruction in adult literacy and explicitness of instruction. The course includes a teachers’ and administrators’ guide, a learner activity book, and 30 scripted lesson plans.


8.   Technology Chat 10/27 - 21st Century Learning: Teaching Network Literacy


Click here to access information about the chat. 


Wednesday, October 27, 4 p.m. Eastern time Live Chat With Will Richardson

Are you experiencing the urgency and excitement of adapting broad changes in information technology to classroom instruction?
Are you seeking to integrate growing intellectual demands and opportunities presented by global online networks?
Drop into this chat to hear how author and classroom-tech expert Will Richardson suggests teachers integrate Web 2.0 tools—including online-learning networks for students—into the classroom.


Will Richardson, a former high school English teacher, is an instructional technology consultant and the author of Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms.

Anthony Rebora, managing editor Education Week Teacher and the Teacher PD Sourcebook will moderate this chat.


9.   Technology Resources -  Integrating Computers in Adult Basic Skills Education and Technology Integration:  Essential Questions (Part1) 


Two new resources have been added to the Technology Resource Collection.  Both look at the issues surround integrating technology into education. 


Click here to access Integrating Computers in Adult Basic Skills Education. 

Click here to access Technology Integration: Essential Questions (Part 1)


10.   Transitions and the GED:  GEDTS Finds Positive Relationship Between Holding a GED and Enrolling in College 


Click here to access Crossing the Bridge: GED Credentials and Postsecondary Educational Outcomes.


The GED Testing Service recently unveiled a new report, Crossing the Bridge: GED Credentials and Postsecondary Educational Outcomes, indicating that more than 17,000 GED graduates from 2003 have since earned a college credential. The study found that adults with GED credentials enrolled in postsecondary education at a significantly higher rate than did non-passers. Study data show that, when given enough time, most GED Test-passers with postsecondary education goals (71.5 percent) followed up on those goals. The majority (77.8 percent) of postsecondary students who had passed the GED Tests enrolled in community colleges or similar institutions.


P.S.  Remember -- if you are having trouble with the links in this email, go to the Email Archives at the top of the MTLINCS homepage at .  Also if you no longer wish to receive this mailing, please let me know!  Thanks!


Norene Peterson
Adult Education Center
415 N. 30th
Billings, MT 59101