Montana LINCS Update


Greetings from Montana LINCS


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



1.   Montana MABLE Conference Evaluation

Click here to view conference evaluation. 

2.   Montana MABLE Conference Outcome:  Student Profile Form


Click here to view potential updated student form. 


3.   MABLE Conference Follow-up:  Conference Call 2/15 from 3 to 4


Contact Carol Flynn at for more details.


The conference call has been scheduled, and we will  address the parking lot questions that we received at the conference.   We would like you to submit any questions that have come up since you have returned home and have started to think about ways to implement the various strategies that were presented.  PLEASE EMAIL ME ANY QUESTIONS YOU MAY HAVE HAD COME UP SINCE THE CONFERENCE BY FEBRUARY 9, 2011.


4.   Montana ABLE ESOL Study Circle Update


Click here for a summary of the 1/24 conference call and recommended reading for the next conference call.


5.   Montana Content Area Websites:  New Websites Posted!


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


In case you haven’t had a chance, check out the new postings on the Language page – Academic Vocabulary and Writing.  Don’t forget online math videos posted by Kathie Daviau!


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


6.   Career and Technical Ed:  Remarks by Secretary Duncan


Click here  to access OVAE Connections. 

Secretary Duncan Speaks at Release of New Report by Harvard on CTE Options for Youth Employability

On Feb. 2, the Harvard Graduate School of Education’s (HGSE) Pathways to Prosperity Project released a report examining the failure of U.S. education to prepare many of its young people for college and careers and describing a vision of how the United States could regain world leadership in educational attainment. According to the HGSE news release, Pathways to Prosperity: Meeting the Challenge of Preparing Young Americans for the 21st Century “…contends that our national strategy for education and youth development has been too narrowly focused on an academic…approach… [which] has produced only incremental gains in achievement and attainment, even as many other nations are leapfrogging the United States. In response, the report advocates development of a comprehensive pathways network to serve youth in high school and beyond ...”

In response to the report, Secretary of Education Arne Duncan offered remarks including the following:

·       The Pathways to Prosperity study envisions a new system of career and technical education that constitutes a radical departure from the vocational education of the past.

·       I am not here today to endorse the specifics of your policy recommendations. I want instead to suggest two takeaway messages from your study and the Department's reform efforts.

·       First, for far too long, CTE has been the neglected stepchild of education reform. That neglect has to stop. And second, the need to re-imagine and remake career and technical education is urgent. CTE has an enormous, if often overlooked impact on students, school systems, and our ability to prosper as a nation.

·       I am admittedly impatient for reform. But patience is not called for in the face of opportunity gaps. Children get only one chance at an education. They cannot wait on reform. It is time to finish the transformation of the old vocational education system into the new CTE.

7.   ESL:  National Adult English Language Learning Professional Development Network


Click here to access the network.


ELL-U <> is now open to the public!  As an ESOL practitioner, we would like to invite you to join this unique online professional community that aims to provide practitioners with tools to broaden, deepen, and strengthen teacher development and the overall quality of adult English language instruction. ELL-U will offer registered users access to free professional development resources, virtual and face-to-face learning events, and ongoing collaboration with ESOL subject matter experts and peers. 


To begin your ELL-U experience, simply go to to register.  For daily updates on the latest news and information in the ESOL community, follow us on Twitter ( and Facebook (


For more information, please contact us at


Please note that pulls information from social networking Web sites. Some offices may block employee access to these sites and inadvertently block ours as well. If you are having difficulties accessing the Web site please email us at


8.   Language and Literacy Resources:  Graphic Organizers for Content Areas


Click here  to access a great teacher resource of graphic organizers for reading strategies, vocabulary development, academic writing, history/social studies, language, and science/math.  Let your Montana colleagues know which activities are the most usable for your students!!! 


You may also want to click on Jeff Zwiers homepage at for explanations about the following:

·       Developing Academic Language

·       Teaching Thinking Skills

·       Teaching Languages

·       Scaffolding Content Learning for All Students

·       Building Academic Literacy

·       Summative & Formative Assessment

·       International Education 


9.   Transitions:  Academic Word Lists


Interesting discussion on LINCS ELA discussion list regarding vocabulary.  Several resources were given for those second language learners who wish to go on to college.  Take a look at the lists.  These may be words that all college-bound students need to master for academic reading regardless of their being second language learners. 


What is AWL?

The AWL is a list of words which appear with high frequency in English-language academic texts. The list was compiled by Averil Coxhead at the Victoria University of Wellington, New Zealand.


The words selected for the AWL are words which occur frequently in a range of academic subjects, including the Arts (including history, psychology, sociology, etc.), Commerce (including economics, marketing, management, etc.), Law and the Sciences (including biology, computer science, mathematics, etc.). This means that the AWL is useful to all second-language learners who wish to study in an English-speaking institution no matter what their field of study. The AWL does not, however, include technical words which are specific to a given field. Nor does it contain words which are of general use and very high frequency.


Click here to access student interactive websites. 


10.   Workforce:  LINCS Resource on Career Pathways


A resource listed under both workforce education and English language acquisition is How to Build Bridge Programs that Fit into a Career Pathway: A Step-by-Step Guide Based on the Carreras en Salud Program in Chicago. This resource, using a specific career pathway program—Carreras en Salud (Health Careers) —as an example, provides information and guidance on building a career pathway for ABE and adult ESL students.


Employers Understanding:  For career pathways to be effective, employers need to understand the importance of literacy and its effect on work. Literacy is an international issue, so it is often informative to look at resources from other countries. A workforce education research report—What You Don’t Know Can Hurt You: Literacy’s Impact on Workplace Health and Safety—includes findings from a two-year Conference Board of Canada study that can be used to alert employers to the impact of literacy on safety and health in their businesses.


Cultural Understanding:  While literacy alone can affect adults at work, culture also plays a critical role—at work and in your classroom, especially when those adults are not native English speakers. The adult English language acquisition discussion list recently hosted two guest speakers who addressed these issues. Sharon McKay focused on Culture Shock in the Classroom: Yours and Theirs, and Joan Pougiales discussed How Culture and Language Affect Workplace Success. Visit the discussion list archives if you missed these discussions.


Technology Integration:  Technology integration is an ongoing issue in education and has become even more important as technologies have become ubiquitous at work and in the community. Two new technology resources can help you use these tools effectively to enhance students’ learning. Although Technology Integration: Essential Questions (Part 1) is geared toward the K-12 classroom, the information is relevant to adult educators. Integrating Computers in Adult Basic Skills Education provides a guide for technology integration and would be useful for professional development.


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