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 ABLE January Regional Meetings: Cohorts and Data
Missoula Dickinson Lifelong Learning Center
9:30 A.M. to 3:30 P.M.
Don't forget the following items:
· 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: Reminder about ELL-U
Dear Montana ESOL Colleagues:
… Don’t forget to
register for ELL-U at
Please email Ellen at email@example.com 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 http://www.nwlincs.org/mtlincs/opi/research/opiable_research.htm to access a compilation of all of the MTLINCS research for 2012 – 2013.
· Adult College Completion Toolkit, U.S. Department of Education OVAE http://www.nwlincs.org/mtlincs/opi/research/able_research2012-2013college.htm
· Improving Adult Literacy Instruction – Options for Practice and Research, National Academy of Sciences, 2012 http://www.nwlincs.org/mtlincs/opi/research/able_research_2012-2013literacy.htm
4. Research Snippet: Adult College Completion Toolkit, U.S. Department of Education OVAE
The January 14 MTLINCS email discussed a variety of strategies the Toolkit suggested State Administrators could do to improve program performance and teacher quality:
1. Promote Teacher Effectiveness and Evidence-Based Practices.
2. Hold programs accountable for performance by establishing a performance-based funding (PBF) system, monitoring progress, and training staff in the collection and use of data.
3. Track adult learners’ progress in postsecondary education and employment by integrating adult education in statewide longitudinal data system (SLDS).
Adult College Completion Toolkit, p.25 at http://www2.ed.gov/about/offices/list/ovae/resource/adult-college-completion-tool-kit.pdf
So what can local practitioners do to promote quality in program instruction? The Toolkit suggests three strategies for local practitioners.
1. Engage in professional development activities, such as communities of practice, to improve teaching practice continuously.
During this program year, MTLINCS has been offering snippets of research from the Toolkit and Improving Adult Literacy Instruction. Montana ESOL leaders have also been encouraging professional development via the ESL Wiki at http://mtlincs-esl.wikispaces.com/ and most recently ELL-U. Finally, work continues via the SIA process with the refinement of the Montana Reading Standards.
2. Use local report cards to evaluate performance and improve programs.
In Montana local report cards have taken on a slightly different twist. During regional data trainings, local programs have begun sharing their strategies for student retention. Various strategies include ideas such as improving intake process, implementing managed enrollment, discussing positive and negative forces with students to lessen negative forces, etc.
3. Track program outcomes using regular desk monitoring.
Have you looked at the MABLE Site Performance link under Summary? This is a great place to see a snapshot of your program. Check out your student performance in comparison to the state targets. Are you on track? How many students do you have enrolled in specific EFLs?
Of course, MABLE will be rolling out two new reports so that you will be able to more accurately keep track of outcomes and goals: the Classroom Report and the Cohort Report. Stay tuned!
Coming Next: Completion Strategies for State Administrators
Taken from LINCS Community
Motivating Adult Learners to Persist by Avoiding Demotivation
Teachers Take Note: Approaches to Avoid
Research suggests that teachers can contribute to learners’ negative framing and explanations in a variety of ways, including by:
• Communicating, intentionally or unintentionally, to learners that a reading problem is internal to them. Teaching practices that could build negative internal attributions include labeling readers and writers as strong or struggling; making obvious assignments of readers and writers to working groups by skill level; and encouraging some learners to excel, while exhibiting low expectations for others.
• Providing inadequate or no feedback, which can signal that skills are inherent and immutable. For example, if a teacher responds to an answer with, “No, that is wrong—try again,” and does not provide feedback or suggestions for development, then the student may develop or apply a maladaptive attribution (e.g., “I must not be very smart”): an internal, stable, and uncontrollable attribution for failure that is unlikely to enhance motivation to read.
6. College Readiness: Vocabulary Resource - Academic Word List
Taken from LINCS Community: Reading and Writing
Many adult educators are recommending that students need to have a more solid grasp of academic vocabulary. One such resource has been recommended: The Academic Word List by Averil Coxhead at http://www.victoria.ac.nz/lals/resources/academicwordlist/
7. ESL: Practitioner’s Guided for Working with Preliterate
Taken from LINCS Community: Adult English Language Learners
The Goodling Institute for Research in Family Literacy has published a new practitioner’s guide:
Working with Preliterate and Beginning Literacy Level Parents in Family Literacy and Parent Involvement Programs (Colleen Shaughnessy and Esther Prins)
8. Science: The Journey North
Taken from LINCS Community: Science
Looking for a fun activity to do with your students? Check this out.
Journey North: A Global Study of Wildlife Migration and Seasonal Change
It’s that time of year again, when animals in the western hemisphere begin their annual migrations northward. Observe these journeys in near real-time on the long-standing website produced by Annenberg Learner, a division of the Annenberg Foundation. This is a free, Internet-based program exploring the “interrelated aspects of seasonal change” since 1997.
There are many ways to use the data provided by the “citizen scientists” who sign up to report their observations of migrations and seasonal changes. The spring checklist of animals can be found here: http://www.learner.org/jnorth/tm/ChecklistSpring.html
Follow the migrations of the Monarch butterfly, Whooping crane, Rufous or Ruby-throated hummingbird, gray whale, and many others.
In some adult education programs, learners choose a migrating animal and periodically check the website to learn about the animal and track the migration of that species. There are opportunities to practice reading of charts and maps, to analyze data, and to learn about biology, sunlight and seasonal change. You don’t need to be in/under a migratory pathway to observe these natural occurrences.
As Journey North states: “Whether groundhogs or grizzly bears, hummingbirds or Whooping cranes, the tiniest insects or the greatest whales, spring touches everything in its path.”
9. Universal Design in the Workplace
Taken from LINCS Community: Disabilities in Adult Education
Under the Department of Labor-funded Disability Employment Initiative's (DEI) project from the state of Virginia, the Arlington/Alexandria Workforce Investment Board has produced a 5-minute video on "Universal Design in the Workplace." This video highlights a variety of assistive technology in the workplace for persons with various disabilities. You can access this video at https://disability.workforce3one.org/view/4011231236981110700
Rochelle Kenyon, SME
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