Montana LINCS Update
Greetings from Montana LINCS
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1. Montana Data Quality 2011: September 21 - 22
Click here http://www.nwlincs.org/mtlincs/opi/data/Montana_ABLE_Data_Quality_2011.pdf for an agenda. Contact Carol Flynn for more information.
2. Montana GED Conference 2011: September 20
Contact Carol Flynn for more information.
3. The Change Agent Issue 33: Peaceful Tomorrows – History of 9/11
This issue of The Change Agent breaks new ground. It teaches the history of 9/11, wrestles with important legal and moral questions related to security and liberty, examines the “rule of law” in the context of terrorism, provides a forum for the humble but profound voices of people seeking justice and reconciliation, and includes extremely moving stories – many of them written by adult learners – about 9/11 and the aftermath.
Using poetry, short narratives, interviews, cartoons, illustrations, and photos, this issue roots reading, writing, and social studies lessons in content that is thought-provoking and relevant to adult learners. Background pieces and interesting facts provide opportunities for students to extend their learning. Lesson plans and discussion questions give teachers classroom-ready material that will engage students and provide an important forum for critical thinking, sharing, and achieving understanding across diverse experiences.
For more information, see http://www.nelrc.org/changeagent/ or click here to download Issue #33.
4. Adult Education and Family Literacy Week: September 12 – 18
On Monday, August 1st, Representative Jared Polis (D-CO) introduced, for the third year in a row, a House resolution (H. Res. 385) designating the week of September 12th as National Adult Education and Family Literacy Week 2011!
5. GED Discussion: A Conversation about the GED 21st Century InitiativeTM: Moving from GED® Test to a Career and College Ready Assessment System – September 12 - 15
Taken from LINCS Assessment Discussion List
Click here http://lincs.ed.gov/mailman/listinfo/assessment to subscribe to the discussion list.
A Conversation about the GED 21st Century InitiativeTM: Moving from GED® test to a career and college ready assessment system.
The panelists will discuss the GED 21st Century Initiative, with primary focus on the upcoming version of the new GED® assessment system (currently known as the GED test) set to be released in early 2014. Topics will focus on the components of the Initiative; overview and current activities for the new GED® assessment system; how content and format will differ from the current GED® test; expected outcomes of the revised test; and how instructors and programs can begin to prepare for these changes.
From the GED Testing Service® website:
The GED 21st Century Initiative will transform the GED® test into a comprehensive program that will prepare more adult learners for postsecondary education, training, and careers. The program’s structure includes three major components which are labeled Prepare, Perform and Progress. Within these components are:
1. Nationally accessible preparation programs designed to prepare more adults more quickly to perform on the new GED® exam;
2. A GED® assessment system based on 21st century skill requirements including alignment with emerging Common Core state standards and certifying not just high school equivalence but also college- and career-readiness;
3. A transition network that supports and links adults with postsecondary education, training and career opportunities -- providing them a chance to earn a sustainable living wage.
The Initiative will contribute to the nation's vital goal to build a globally competitive workforce by ensuring more adults, who previously dropped out of high school, become college- and career-ready through this new GED® program.
Martin D. Kehe, Vice President, Products, GED Testing Service®. Martin formerly served as Deputy Executive Director, GED® Programs for the GED Testing Service®, which until recently was a program of ACE. Since his arrival at ACE in 2008, Mr. Kehe has been responsible for the design, development, and implementation of the GED Test in the U.S., Canada, and internationally. Prior to his work with the GED® test, Mr. Kehe served for nearly a decade as the Chief of Assessment, Maryland State Department of Education. During his tenure in Maryland, he was responsible for the design and implementation of all of the State’s K-12 assessments. Mr. Kehe received a Bachelor of Science degree in Accounting from Arizona State University and an MBA from the Anderson School of Management at the University of California, Los Angeles. He is currently pursuing a Ph.D. in Postsecondary and Adult Education.
CT Turner, Public Affairs Director, GED Testing Service®. CT formerly served as Associate Director of Marketing and Public Relations before becoming the Director of Public Affairs in the new GED Testing Service joint venture. His work has focused on developing systems and materials to continually enhance communications and outreach with the organization’s key stakeholders. He has worked extensively with media on adult education and GED testing topics, developed the popular monthly e-newsletter for GED testing professionals and adult educators, and continues to work with state legislators and policymakers on issues related to GED testing. Before joining GED Testing Service in 2008, he served as Senior Vice President and Partner of SimpsonScarborough – a national higher education marketing, branding and crisis communications firm. CT has consulted, and produced enrollment, fundraising, and P.R. results with a number of nonprofit organizations such as: University of Colorado System, Indiana University, American Nuclear Society, The California State University and the American Council on Education®.
Tracy Gardner, Senior Director of Assessment Services, GED Testing Service®. Under the direction of Dr. Gardner, the Assessment Services team leads the development, research, and psychometric efforts for products and services in the GED® Assessment System. This includes developing content frameworks, assessment targets, performance level descriptors, assessment blueprints, and processes for test construction, field-testing, psychometric analyses, standard setting, scoring, and reporting. She also directs the development of a comprehensive research agenda that will support the validity inferences of the full GED® assessment system. Prior to her work with GED Testing Service® Dr. Gardner was a Psychometrician and Manager of Psychometric Services at Pearson from 2000-2010. She served as the lead Psychometrician on large-scale assessment programs in Hawaii, Mississippi, Nevada, Virginia, and Washington, and supported numerous other projects in an advisory and/or supporting role. In this role, she also supervised a team of Psychometricians and consulted on psychometric issues in the areas of standard setting, test equating, test construction, item analysis, and research design. Dr. Gardner received her M.A. and Ph.D. in Research Methodology from the University of Pittsburgh and her B.A. in Psychology from the University of Texas at San Antonio.
Debi Faucette, Senior Director of Field Outreach, GED Testing Service®. Debi Faucette joined GED Testing Service in January 2011 to serve as the Senior Director of Field Outreach, charged to bring strategic direction in the interactions and relationships with key stakeholders in the field that comprise the GED network. Her current role follows an extensive and robust career in adult education at the local, state, and national level. She began as a local adult education program director, then became a Division Director for the Louisiana Department of Education. In 15 years as the State Director of Adult Education and GED Testing, other duties within her Division included the administration of High School Redesign, Career and Technical Education (Perkins), Dropout Recovery and Prevention, and NCLB Programs such as Even Start Family Literacy, Migrant Education, Limited English Proficiency, and Education for Homeless Children and Youth. The opportunity to administer such a diverse group of programs to serve the underserved in our society prepared her to seek and offer solutions for adult learners at the national level.
Recommended preparations for this discussion:
Please read about the GED 21st Century Initiative, and about the new assessment system on the GED Testing Service® website:
· Read the fact sheet about the new Initiative
· Review the framework for the Initiative
· Visit the new GED Testing Service microsite
· FAQs about the new Initiative
· Overview of the new GED assessment
Background information about the new GED Testing Service structure
· Read the press release about the new GED Testing Service structure
· Watch video address to the field from Nicole Chestang (YouTube video)
· FAQs about the new GED Testing Service
Taken from LINCS Learning Disabilities List
Click here http://lincs.ed.gov/mailman/listinfo/learningdisabilities to subscribe to the discussion list.
If adult learners didn’t have any special needs they would go to a library, take out GED practice books, meet with friends to study, pass the GED Tests, and successfully manage postsecondary and/or employment. However, ALL adult learners in basic education, literacy, developmental education, and transition courses have special learning needs. Many have been diagnosed as having LD and have received either special education services or other support services during their school years.
Persistence research has confirmed that adult education cannot replicate K-12, special education, or traditional support services. Across the board, there appear to be a common set of systemic changes that will improve learner persistence and outcomes. So, what will work to serve this population and why have initiatives targeting systemic shifts in service delivery been so difficult to implement and sustain? Join this provocative discussion to focus on a service delivery system that is needed ... right now!
7. Learning Disabilities: Learning Styles Debunked
Taken from LINCS Learning Disabilities List
8. Technology: E-Learning for Special Populations
Taken from LINCS Learning Disabilities Discussion List
Click here http://www.edweek.org/ew/collections/e-learning-2010/e-learning/index.html to access Education Week's series on virtual education.
This special report, another installment in Education Week's series on virtual education, examines the growing e-learning opportunities for students with disabilities, English-language learners, gifted and talented students, and those at risk of failing in school. It shows the barriers that exist for greater participation among special populations, as well as the benefits and drawbacks of this approach. It also looks at the funding tactics schools are using to build virtual education programs for special populations and the evolving professional-development needs for these efforts.
Taken from LINCS Tech/DL Discussion List
Click here http://pewinternet.org/Reports/2011/Social-Networking-Sites.aspx to read more.
Fully 65% of adult internet users now say they use a social networking site like MySpace, Facebook or LinkedIn, up from 61% one year ago. This marks the first time in Pew Internet surveys that 50% of all adults use social networking sites … “The graying of social networking sites continues, but the oldest users are still far less likely to be making regular use of these tools,” said Mary Madden, Senior Research Specialist and co-author of the report. “While seniors are testing the waters, many Baby Boomers are beginning to make a trip to the social media pool part of their daily routine.”
Taken from LINCS Reading/Writing Discussion List
Click here http://lincs.ed.gov/mailman/listinfo/readwrite to subscribe to the discussion list.
The Teaching Excellence in Adult Literacy (TEAL) project, operated by the American Institutes for Research (AIR) and funded by the U.S. Department of Education Office of Vocational and Adult Education, provides ABE teachers with professional development (PD) related to effective teaching with an emphasis on evidence-based practices in writing instruction. The TEAL team created sustained PD by running online courses during the 2010-2011 school year, culminating in a 4-day face-to-face institute on research-based writing instruction, held in August 2011.
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!
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