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. MT ABLE Shoptalk Summary
Click here http://www.nwlincs.org/mtlincs/opi/shoptalk5-21-13.pdf to access ShopTalk Summary and topics.
· ALT Ed Conference
· GED Dropout Designation Update
· HiSET Options Program
· ABLE Standards-Action Plan
· EQ: September 11 & 12
· MEA Adult Education Strand
· Program Monitoring
· Approved Policies
· ESOL Conference Debrief
2. Montana ABLE ESOL Conference 2013 Summary
Click here http://www.nwlincs.org/mtlincs/opi/esl/2013ESOLConference_summary.pdf to access summary. Please note revision in summary for ordering immigration kits.
3. Montana ABLE Distance Learning Updated Policy
Click here http://www.nwlincs.org/mtlincs/opi/pp/Distance_Learning_Policy_05_10_13_addition.pdf to access updated DL Policy.
4. Montana High School Equivalency Test – HiSET
Click here http://www.nwlincs.org/mtlincs/opi/HiSET/hiset_resources.htm to access information about HiSET Montana.
5. MTLINCS Research 2012 – 2013: Summer Activity Teaching Reading
Click here https://www.learnerweb.org/LearnerWeb/LearnerWeb.html?region=literacyworkslincs&locale=en&#REGION_HOME_PAGE to access an online course which provides instruction about reading.
A free series of five online, self-paced courses, based on a 3-day workshop on the four components of reading, developed by experts in the field of adult basic education and literacy: Dr. John R. Kruidenier, Susan McShane, and Dr. Rosalind Davidson. (Both Dr. Davidson and Dr. Kruidenier have presented reading workshops in Montana within the last eight years. You can check out some of those resources at http://www.nwlincs.org/mtlincs/opi/reading/resource_index.htm )
· Teaching Adults to Read: Alphabetics
· Teaching Adults to Read: Fluency
· Teaching Adults to Read: Vocabulary
· Teaching Adults to Read: Comprehension
· Assessment Strategies and Reading Profiles
Each course provides participants with background information, informative readings and resources, hands-on activities, and multimedia examples of recommended assessment and instructional strategies. Participants will explore the components of reading and research-based strategies for assessing and teaching both native and nonnative English-speaking adults how to read. Each self-paced course can be completed in 2-4 hours, and participants will receive a certificate upon completion of each course. To register, please visit: http://literacyworkslincs.learnerweb.org
6. MTLINCS Research 2012 – 2013: Summer Reading
Compilation of Research
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.
Click below to access specific areas.
· 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
Snippet from Discussion on CCR Regarding Math Standards
Several of you may already know that the College and Career Readiness Standards for Adult Education have been released!!! Listed in these standards on page 48, are the Mathematics Standards, "Standards for Mathematical Practice". There are 8 of these practices:
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically
6. Attend to precision
7. Look for and make use of structure
8. Look for and express regularity in repeated reasoning.
I would like to have a discussion on this topic of mathematical practice because they are essential in making sure that math is more than rote memorization or using some formula. It's about developing our learners into more than just shadows of our instructional practices but about creating mathematical thinkers. Therefore, let's each pick one of these practices go to page 48 read about it then post in your own words what that mathematical practice means in your own words. Make sure it is clear to other adult education practitioners and perhaps discuss how you teach (or would teach) this practice in your classroom.
I hope you will participate even if you have never posted before; we have so much to learn about these new standards and mathematical practices. Let's do it together!
LINCS Subject Matter Expert
Math and Numeracy
In observing several training sessions involving implementation the math CCSS in our state, I noticed several of our instructors having trouble with the significance of the Stds for Practice (as did I) ; so, I began searching for simple explanations of exactly how the 8 Standards applied, and ran across these short presentations about each of the 8 Standards on the following McGraw Hill website:
Perhaps those of you that peruse this discussion may have no issues with grasping the finer points of the standards for practice, but I can assure you that many of the folks teaching math in Adult Learning Centers lack a total understanding of the significance of these 8 standards, and could benefit from the presentations on the afore mentioned website.
Thanks, Brooke, for highlighting these significant practices. I have just a couple thoughts I'd like to share.
These Mathematical Practices grew out of the work from NCTM's Process Standards work (math as communication, problem-solving, connections, reasoning, and representation) and the National Research Council's Adding It Up work with the five mathematical proficiency strands (procedural fluency, adaptive reasoning, conceptual understanding, strategic competence, and productive disposition). The point of each of those documents was to encourage teachers to do more than just teach isolated procedures and rote computation.
I had hopes that the mathematical proficiency strands - especially clearly stating that we need to do more than just teach procedural fluency - would catch on in the classroom. If it is happening, it's doing so very slowly.
My fear is that these new practices, while built on sound research and principles, will again take a back seat to memorization of rules, especially since these 8 Mathematical Practices are not written as clearly as the NCTM and NRC documents are …
Click here https://community.lincs.ed.gov/discussion/college-and-career-readiness-standards-adult-education-lets-talk-about-mathematical-pract to read more.
Click here http://lincs.ed.gov/publications/pdf/CCRStandardsAdultEd.pdf to access the College and Career Readiness Standards for Adult Education.
Taken from LINCS
ELL-U is excited to announce that we will continue our role as an expert resource for ESOL practitioners and the field as part of the Literacy Information and Communication System (LINCS) Community. Starting in July 2013, ELL-U resources will transition to the LINCS website.
We need your ongoing support throughout this transition and beyond. Over the next few months, the ELL-U team will roll-out new learning activities that you can encourage programs in your state to participate in and complete. ELL-U users look to you for guidance, and we hope you will join us in promoting the benefits of the transition once it occurs.
Benefits of the Transition from ELL-U to LINCS:
· Access to a wide variety of vetted, federally funded resources (plus, courses and key resources from ELL-U will still be available on LINCS)
· Opportunities to network and collaborate with additional adult education practitioners
· Priority access to information about Department of Education initiatives
Register for the LINCS Community today! After July 2013, your Regional Professional Development Center (RPDC) can help you with ESOL-related training needs. Together, we will continue to support and further the field of adult ELL education as part of the LINCS community.
Taken from LINCS
Thursday, May 30, 2013 - 2:00pm - 3:30pm
The kick-off webinar for the Center on Great Teachers and Leaders (GTL Center), is taking place on Thursday, May 30, 2013, from 2 to 3:30 p.m. EDT.
The mission of the center is to advance states' efforts to grow, respect, and retain great teachers and leaders for all students. It is working to increase both regional center and state education agency capacity for improving educators’ quality by addressing states' pressing needs through thoughtful, responsive technical assistance. OVAE has invested Perkins Career and Technical Education Act funds in the center, which is co-funded with the Department’s offices of Elementary and Secondary Education and Special Education and Rehabilitative Services.
In this webinar, Thoughtful Partners, Responsive Support, you will discover ways to access the center's technical assistance services and tour its website. You also will learn about the new tools and resources to be released in the coming year, including:
· Following the Roadmap: A four-part professional learning module series on designing comprehensive teacher evaluation systems.
· Innovation Station: A central online location for cutting-edge information, tools, and resources for recruiting, rewarding, retaining, and extending the reach of effective teachers and leaders.
· Great Teachers and Leaders for All Learners Blog: An online conversation to share ideas and research about innovation and action in the equitable distribution of effective educators, and to provide examples of such innovations and actions.
Register here for the webinar. If you have questions about the webinar or need assistance, please contact Whitney Grays at firstname.lastname@example.org.
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