Montana LINCS Update


Greetings from Montana LINCS


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1.  Montana ABLE January Regional Meetings:  Cohorts and Data


January 17

Billings Lincoln Center Board Room

9:00 A.M. to 3 P.M.


                    January 31

Missoula Dickinson Lifelong Learning Center

9:30 A.M. to 3:30 P.M.


Don't forget the following items:

·        Laptop

·        Program jumpdrive given to you at DQ 2012

·        Report on Student Retention:  Please be prepared to share a minimum of one strategy from your Work Plan that is positively impacting or appears to be going to have an impact on student retention.


2.  Montana ESL:  Note from Colleagues about ELL_U


Dear ESOL Colleagues:
We are amidst an age of ever increasing networking and technological resources!
Please join us in taking small steps to integrate technological resources into our Best Practices for professional development and ESOL instruction! The Office of Vocational and Adult Education (OVAE) has provided a wonderful new resource that we will be integrating into our ESOL WIKI. It is called the English Language Learners University (ELL_U.) It is a professional development website filled with cuttingvedge resources and PD on ESL instruction. We will be integrating the ELL-U into our ESOL WIKI blog this month. So our first step is to have 100% of our Montana ESOL program teachers register for ELL-U online. Please click the following link right now to register:

Once registered, we will be working with this PD material online through our ESOL WIKI and set monthly themes to explore as a cohort via the WIKI. We are excited about this new federal resource and request that you take two minutes RIGHT NOW to register! : ) Please email Ellen at to let her know if you were successful in registering on the ELL-U site. Many thanks!  We will share next steps soon!
Katya, Jacqueline, Ellen


3.  MTLINCS Research 2012 - 2013


Click here  to access a compilation of all of the MTLINCS research for 2012 – 2013.   

·       Adult College Completion Toolkit, U.S. Department of Education OVAE  

·       Improving Adult Literacy Instruction – Options for Practice and Research, National Academy of Sciences, 2012


4.  Research Snippet:  Adult College Completion Toolkit, U.S. Department of Education OVAE


According to the Adult College Completion Toolkit, quality for adult education programs that are preparing students for success in postsecondary education is two-fold.

#1  Teacher Effectiveness

Quality means teacher effectiveness. To be effective, teachers need the appropriate knowledge, skills, and disposition and the ability to use evidence-based instructional practices (Goe, Bell, and Little 2008; National Research Council 2011).

#2  Data

Quality also means using data to strengthen programs: assessing program effectiveness; identifying improvement strategies; targeting professional development and technical assistance resources; creating incentives for high performance; and monitoring progress. Student outcome data, including transitions to postsecondary education and employment, are critical in determining program quality. To collect these data, state adult education data need to be linked with other state data in a statewide longitudinal data system (SLDS).

Adult College Completion Toolkit, p.25 at

The Toolkit also suggests three main strategies State Administrators can follow to improve program performance.

Promote Teacher Effectiveness and Evidence-Based Practices

Five Characteristics of Effective Teachers

1.     Have High Expectations ...

2.     Contribute to postive, academic, attitudinal, and social outcomes for students ...

3.     Use diverse resources to plan ... engaging opportunities; monitor student progress ...; adapt instruction ...; and evaluate learning ...

4.     Contribute to the development ... that value diversity and civic-mindedness ...

5.     Collaborate ... to ensure student success ...

Evidence-Based Instructional Practices

1.     Targets (as needed) word recognition, fluency, vocabulary, reading comprehension, background knowledge, strategies for deeper analysis and understanding of texts, and the component skills of writing;

2.     Combines explicit teaching ... extensive practice ...

3.     Explicitly targets the automation and integration of component skills and the transfer of skills ...

4.     Includes formative assessments ...

Adult College Completion Toolkit, p.26 at

Montana ABLE provides many resources for teachers to become aware of best practices (MTLINCS) and access credible resources (Montana ABLE Toolbox, Career Pathways Bridge Resources, and the ESL Wiki) Have you been to any of these sites?  If not, please check them out.


State Administrators can create a learning community on data use.  Learning communities can help increase local practitioners’ use of data ... and track adult learner progress ...

·        To create incentives for strong program performance, states are implementing performance-based funding (PBF) systems ...

·        State administrators can use desk monitoring systems to hold local programs accountable for their performance ...

·        Local report cards are another way to hold programs accountable for performance ...

Adult College Completion Toolkit, p.28 at

Do you think Montana ABLE has been following through with data training?  Of course!  If you have attended any of the recent Montana ABLE trainings, you know that you have been immersed in data.  In fact, do not forget the Cohort Training that is happening this month for program directors.  Be sure to ask your program director about what he/she has learned most recently about data!

Coming Next:  Quality and Local Practitioners

5.  Research Snippet on Persistence - Improving Literacy Instruction:  Supporting Learning and Motivation

Taken from LINCS Community

Motivating Adult Learners to Persist

Offering Feedback in Ways that Motivate

Self-efficacy requires having fairly accurate perceptions of one’s current competencies.  Overestimating one’s ability to read and understand a text, for instance, will not lead to engaging in the behaviors needed to develop new skills. Underestimating one’s abilities may lead to coping or hiding behaviors that prevent the learner from making use of his or her existing skills.  To develop accurate perceptions of their competencies, students need to receive clear, specific, and accurate feedback. The feedback should be appropriate to the learners’ needs and be specific about the area that should be improved.

·       Assist learners in managing errors.

·       Reframe explanations in ways that motivate persistence.

·       Model literacy strategies.

Improving Literacy Instruction:  Supporting Learning and Motivation, p.18 at

National Information

6.  College and Career Standards:  Employer Toolkit


Taken from LINCS Community:  College and Career Standards

Meryl Becker-Prezocki, Subject Matter Expert, posted information about the Achieve website at .

You can find a wealth of information about the Common Core State Standards and resources that support instruction ...These resources include PowerPoint presentations, Facts, Implementation Tools, Briefs, State Materials and Web sites along with a wonderful collection of videos about the Common Core State Standards ...

One of the resources on the site is Building Employer Support for Student Success at Remember:  we do not need to reinvent the wheel.  There are many resources out there from which we can adapt information for our needs.

7.  Data:   Decline of AELS

Taken from LINCS Community:  Evidence-based Professional Development

A very interesting discussion cited by data is taking place on the Evidence-based Professional Development Community at about the decline of AELS numbers.  Here is a snippet from Tom Sticht:

There was a loss of some 14% of enrollees from 2001-2002 through 2008-2009. What is uncertain is whether there is a real gain trend in percentage of those making educational gains in ABE/ASE levels during the period shown as funds per enrollee increase by about 33-43 dollars from 2002 to 08 or 09. Additional years of data could inform this question.

What IS certain is that the federal funds per enrollee are obscenely low. Even adding the average state contribution only brings the per enrollee up to a little over $900 compared to some $8,000-$10,000 per enrollee in Early Head Start and Head Start. Clearly the policy seems to be to sacrifice the parents and let the society rescue their children.

Tom Sticht

8.  Technology:   Digital Divide Day - February 6

Taken from LINCS Community:  Technology and Learning

You can join Gov. Bob Wise and the Alliance for Excellent Education for the Digital Town Hall on February 6, 2013 from 1:00 p.m. to 2:30 p.m. (ET). The Digital Town Hall will focus on how great teaching, combined with effective technology, makes a positive impact on improving America’s schools, particularly those that serve high-risk and high-poverty populations ...

Sign up now to watch the live simulcast of the Digital Town Hall at

... As a registered participant of Digital Learning Day, teachers receive tips and interactive lessons that offer great opportunities to collaborate, celebrate and participate in this important campaign to highlight the potential of digital learning ...

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