Montana LINCS Update

5/2/11

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 http://www.nwlincs.org/mtlincs/index.htm

 

 

1.   Montana ABLE TABE/BEST+ Training:  May 3 & 5

 

Click here http://www.nwlincs.org/mtlincs/opi/opiableupdates.htm to view information about trainings.

 

2.   Montana ESOL Conference Agenda and Handouts:  May 3 (evening) & 4

 

Click here http://www.nwlincs.org/mtlincs/opi/esl/MT_adult_esl_conference_2011.htm  to view information about trainings.

 

3.   COABE:  Any resources to share?

 

Still asking - Did any Montana ABLE folks attend COABE?  Do you have any resources to share with your Montana colleagues?  If so, please click here to email your thoughts or resources to MTLINCS.

How lucky you were if you were able to attend COABE!  Here are some snippets below.

 

COABE Social Change Panel

With the increasing focus on workforce development as the driving force of adult education, we need to examine the hidden costs and repercussions on the field and adult learners. Adult learners seek education to develop themselves not just as workers but also as family and community members, concerned with a multitude of social issues. As work readiness and preparation for postsecondary education and training take center stage in our field, is the role of adult education solely to teach adults workforce and basic skills? Is it also to help them navigate work and labor-related issues in the workplace? Is it to help them gain the tools they need to create the change they want to see in their lives? …

          Posting by panelist Paul Jurmo:

What should we be advocating for?

 

Unfortunately, adult basic education has largely been ignored in this country as a tool for workforce, family, and community development.  As a field, we generally haven’t built on the lessons to be learned from good programs in the US and other countries. 

 

As advocates for this work, we need to:

 

1.  do our homework and build on the good work that has already been done in our field and that we are still doing;

2.  learn how to work together to build a broad effort for adult education as a tool for a productive, just, and forward-thinking society;

3.  develop effective positions and advocacy strategies, focused on helping our country, states, and communities build effective, comprehensive adult learning systems (not short-term, quick fix “projects”) which help various populations of adults and out-of-school youth of all skill levels participate effectively in work, family, and civic roles.

4.  acknowledge that preparing learners for productive and rewarding work is a very important goal but it has to be done in a way that helps workers get family sustaining wages and benefits.

5.  broaden the constituency for effective adult education policy by connecting with other organizations that are trying to develop solutions to the economic, social, environmental, public health, public safety challenges our nation faces.  We should show these groups how contextualized adult basic education can help them meet their goals.

6.  communicate with policy makers and funders (at federal, state, and local levels, as well as private funders) to argue for supports needed for effective adult learning systems that help adults of varying skill levels deal in self-reliant, thoughtful ways with work, family, and civic responsibilities.

 

Paul Jurmo, Ed.D.

Senior Advisor

U.S. and Africa Divisions

World Education

44 Farnsworth Street

Boston, Massachusetts  02210-1211

 

TEAL Teaching Excellence in Adult Literacy http://teachingexcellence.airws.org/

American Institutes for Research is pleased to announce the Teaching Excellence in Adult Literacy (TEAL) Center, which is funded by the U.S. Department of Education’s Office of Vocational and Adult Education (OVAE). The purpose of the Center is to improve the quality of instruction in adult education and literacy programs through technical assistance (TA) and professional development (PD).

 

4.   Common Core Curriculum:  Foundations Look to Advance Common Core Curriculum

 

Click here http://thejournal.com/articles/2011/04/27/foundations-look-to-advance-common-core.aspx  to access the complete article.

By David Nagel

04/27/11

Two foundations are partnering to support Common Core State Standards through the development of both open and commercial digital instructional resources.

The Pearson Foundation and the Bill & Melinda Gates Foundation Wednesday launched into a three-year initiative to fund an instructional system and 24 online courses--a "complete, foundational system of instruction" to be developed by Pearson--covering K-12 English/language arts and K-10 math. One course will be provided for each grade level. Four of those courses--two in each subject area in the early to middle high school grade levels--will be contributed as free and open resources through Gates Foundation funding "with the intent of widening access and spurring innovation around the Common Core," the groups reported …

 

5.   Literacy Reading

 

Taken from LINCS PD Discussion List

 

Rethinking Literacy Education by Allan Quigley http://www.amazon.com/Rethinking-Literacy-Education-Critical-Practice-Based/dp/078790287X/ref=ntt_at_ep_dpt_1/191-8692112-7166906 

 

Building Professional Pride in Literacy by Allan Quigley http://www.amazon.com/Building-Professional-Pride-Literacy-Development/dp/1575242621/ref=ntt_at_ep_dpi_2 

… both of which discuss the prospect of building a comprehensive adult education curriculum and the complex relationship between workforce literacy and both humanitarian and social justice themes.   

 

6.   Reading Discussion with Stephen Reder

 

Taken from LINCS Reading/Writing Discussion List

I am very excited to share with you that next week, starting May 2 through May 6th, Dr. Stephen Reder from Portland State University will facilitate a guest discussion on his LSAL study on the Reading and Writing Skills List. This study focused on 1,000 high school dropouts over about 10 years providing repeated measures to look at issues such as change in individuals’ educational and occupational goals and experiences, literacy skills, uses of literacy, social and economic status. If you want more information about this discussion, please go to:

http://lincs.ed.gov/lincs/discussions/readwrite/11Growth

 

I hope that you can plan to join and share your questions, thoughts, and comments with Dr. Reder. Given your interests in ELL issues, you may find it interesting to ask Dr. Reder if and how ELL issues were included in his study. To join the Reading and Writing Skills List, please go to:

http://lincs.ed.gov/mailman/listinfo/readwrite#sub

and be sure to follow the directions in the email to verify your subscription request.

Daphne Greenberg

Reading and Writing Skills Electronic List Facilitator

 

7.   Technology Resource:  Trunk.ly

 

Taken from LINCS PD Discussion List

Trunk.ly is a new social bookmarking service. It monitors your social presence and aggregates any links you share via Twitter, Facebook, Personal Blog, etc.  I found it in my search for a replacement for Delicious.com, a bookmarking service I have used for years that may be in jeopardy. (Its owner Yahoo has stopped supporting it and has put it on the selling block)

Here is a link to a Next Web blog post about trunk.ly

http://thenextweb.com/apps/2011/04/19/trunk-ly-now-an-even-better-delicious-replacement-with-improved-social-search/

 

Trunk.ly is a bit immature and will need some improvement in its features and mass acceptance before it truly useful. However it does have some great potential.

 

As far as auto-magically collecting a list of tweets with links around a backchannel hashtag, there may be services already that do this.  Let’s all keep a look out.  Twitter’s own search tool allows you to do this with its advanced settings, however it is a manual chore. The Twitter company is actively seeking new ways to engage its members and keep these services out of third party vendors. Perhaps they will provide better tools in the future.

 

http://search.twitter.com/advanced

 

Ken Zutter

Adult Education Accountability Specialist

Business Process Analyst II

Nevada Dept. of Education

 

8.   Transitions Discussion:  Assessing Personal Readiness for Post-Secondary Education

 

Taken from LINCS Transitions Discussion List

There has been some very interesting discussion taking place on the LINCS Transitions Discussion List.  Here is just a snippet from the discussion.  To read through more of the discussion, go to http://lincs.ed.gov/pipermail/transitions/2011/date.html .

 

Hi all - as a long time ABE educator, and during the last four years a reading specialist with a community college program, I feel the "placement" tests provide only a minimal picture of a student's readiness for college.  Working with new college students I find that many are not aware of the requirements in college for extended critical reading, for summarizing and using information from text.  Most need introduction/ review of reading/study skills such as outlining, annotating, summarizing.  Tests such as ACCUPLACER provide a rough assessment of baseline "reading comprehension", so that those at the top level are probably competent readers/learners, (scoring above 75) and those at the lowest level (below 50) seem to have real challenges with getting meaning from text, and may have to complete extensive "developmental" course work before entering credit courses.

 

My colleagues in developmental math and writing find the same:  the tests are extremely limited baselines for establishing readiness:  in depth surveys that ask such questions as: have you mastered basic arithmetic and basic algebra, including applications?  Have you been required to write a research paper: do you know the form and style expectations such as the MLA?  Have you read several complete books in the past year?  Do you understand how to identify an authors primary purpose and message?  Do you know the difference between primary and secondary sources?

 

There are numerous materials/ curricula that introduce the soft skills/ life skills for college success that are essential as well.  Readiness includes knowing the requirements for time use and management, attention to syllabus and class requirements, protocols for communications with instructors, and resources in college for struggling students such as tutoring.  I recommend surveying college success texts such as those published by Pearson or St. Martins.

 

My years working in adult basic education and adult ESOL convinced me that ABE students who want to go to college would be well served by an ABE based class in college readiness including review of college syllabi, texts, and scheduling requirements.  Hope this is helpful!

 

Sally Gabb M.S.J; C.A.G.S. Adult Reading Bristol Community College QUEST Reading Skills Specialist

508 678 2811 Ext. 3106

Sally.Gabb@bristolcc.edu<mailto:Sally.Gabb@bristolcc.edu>

 

 

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 http://www.nwlincs.org/mtlincs/ .  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

norenehp@bresnan.net