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 http://www.nwlincs.org/mtlincs/index.htm
1. Montana GED Initiative
Click here http://www.montanagednow.mt.gov/ to view more information about the Future ForGED.
“Through strong teamwork with education and training service providers, we will
take the steps necessary to provide our citizens the training and skills they
need to be employed and earn more money than they would without a GED. The GED
is more than education attainment; it is about self-sufficiency and the skills
attainment that will sustain Montana’s economic future.”
Denise Juneau, State Superintendent of Public Instruction
Click here http://www.nwlincs.org/mtlincs/opi/opiableupdates.htm to view more information about the Future ForGED from Montana GED Director Margaret Bowles.
Many of you attended the GED Initiative meetings in December to share in the cross agency discussion on reaching out to youth who have left school and do not have a GED. The meeting helped shape the Future ForGED Initiative. This month is a soft launch, time to get the materials you selected out to the field … Margaret Bowles
2. MABLE Documents Now Posted
MABLE FAQs: Click here http://www.nwlincs.org/mtlincs/opi/data/MABLEFAQMay2011.pdf
MABLE Tracking Assessment and Gain: Click here http://www.nwlincs.org/mtlincs/opi/data/TrackingAssessment&GainsMarch2011.pdf
MABLE Data Cleanup: Click here http://www.nwlincs.org/mtlincs/opi/data/DataCleanupMay2011.pdf
3. Montana Facts and Statistics Addition
Click here http://www.nwlincs.org/mtlincs/facts2.htm to access McGraw-Hill Research Foundation’s Policy Paper: ROI of Adult Education.
4. Montana ESOL Conference and TABE Training Summary Coming Soon!
5. ESL: Developing Academic Readiness Skills with Adult English Language Learners Posted
Taken from LINCS ELA Discussion List
I'm pleased to announce that the summary of a discussion held on this list January 31- February 4, 2011, “Developing Academic Readiness Skills with Adult English Language Learners from the Beginning,” facilitated by Betsy Parrish and Kim Johnson, has been completed and is posted online at http://lincs.ed.gov/lincs/discussions/englishlanguage/11readiness_summary
The summary links from this page - http://lincs.ed.gov/lincs/discussions/englishlanguage/11readiness - which also links to information on the facilitators, resources, and a description of the discussion.
Finally, the summary itself also links to the individual posts (there were about 170 of them!) at http://lincs.ed.gov/pipermail/englishlanguage/2011/thread.html#6932
Miriam Burt, moderator
6. Reading Discussion with Stephen Reder
Taken from LINCS Reading/Writing Discussion List: Snippet
Do others have short tools that might be reasonably accurate and feasible to administer with the “typical” ABE/GED class?
Examples of literacy practices include activities like reading the newspaper, checking email, or using an ATM to withdraw money. Increased engagement in these practices might involve a person starting a new practice or increasing the frequency of an existing one.
Absolutely this is difficult to do in real programmatic time, just as standardized testing is. LSAL had the luxury of collecting data and assessments directly from individuals without having to rely on or trouble the programs they may have attended. The measures we developed were appropriate for our research purposes, but other tools need to be developed for systematic use in programs. Although what we did could be a starting point for developing such measures, there's a long way to go. The essential point here is that the intrusive and time-intensive standardized tests used to measure student progress appear *not* to be helping programs put their best foot forward for accountability and program improvement purposes. Other measures are needed to fully reflect the impact that programs are having on the adult learning process.
7. Technology and Critical Thinking
Taken from LINCS
Developing Discipline-Based Critical Thinking Skills Via Use of Interactive Technologies http://lincs.ed.gov/lincs/resourcecollections/abstracts/workforce/RC_work_abs81 may be of particular use to GED teachers and those who are involved with efforts to help students transfer to postsecondary institutions. The resource provides a rationale for incorporating the teaching of critical thinking skills into the online learning environment, maintaining that critical thinking skills assist learners to evaluate and link the extensive information and ideas available via online and social networking technologies (bulletin boards, wikis, hypertext). The author explicitly lays out strategies for each principle of learning included in the resource.
8. Technology Resource: Free Webinar Service
Taken from LINCS Tech and DL Discussion List
I found a FREE webinar service that might be of help. It is called Anymeeting and is totally free. It does all that GoToMeeting, GoToWebinar, and WebEx is able to do, plus much more. You can look at it and refer her here: http://www.anymeeting.com/
You can see videos on YouTube that train on how to use the service. The videos are here: http://support.anymeeting.com/index.php?title=Main_Page
You can also register for free webinar trainings here: http://www.anymeeting.com/SupportTeam
Hope this helps!
Roberta M. Coleman
Brainerd Community Development Corporation
Chicago, IL 60643
9. Transitions: Assessing Developmental Assessment in Community Colleges
Taken from LINCS Transitions Discussion List
Click here http://ccrc.tc.columbia.edu/Publication.asp?UID=856 to access article by Katherine L. Hughes & Judith Scott-Clayton — February 2011. New York: Community College Research Center, Teachers College, Columbia University.
Placement exams are high-stakes assessments that determine many students' college trajectories. The majority of community colleges use placement exams—most often the ACCUPLACER, developed by the College Board, or the COMPASS, developed by ACT, Inc.—to sort students into college-level or developmental education courses in math, reading, and sometimes writing. More than half of entering students at community colleges are placed into developmental education in at least one subject as a result. But the evidence on the predictive validity of these tests is not as strong as many might assume, given the stakes involved—and recent research fails to find evidence that the resulting placements into remediation improve student outcomes ...
10. Workforce: Crossing the Bridge – GED Credentials and Postsecondary Educational Outcomes
Taken from LINCS Discussion List
Preparing adults to transition successfully to postsecondary education and careers has become the central message for adult educators in terms of learner outcomes. The underlying message, however, is that learners need to improve their basic skills if they are to be successful in those transitions. This message is clear in Crossing the Bridge: GED Credentials and Postsecondary Educational Outcomes, the first year report of a longitudinal study on the effects of obtaining the GED on postsecondary enrollment, persistence, and completion. Findings show that higher GED scores result in a greater likelihood of postsecondary success.
11. Workforce: Universal Design Webinar Posted
Taken from LINCS Workforce Discussion List
Universal Design in the One-Stop Career Center System-How to Better Serve all Customers, Including Persons with Disabilities webinar posted.
If you log in https://www.workforce3one.org/ , choose Webinars on the bar, proceed to the calendar and click on 2:00PM on April 14. It will take you to the page where you can access the recording.
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!
Adult Education Center
415 N. 30th
Billings, MT 59101