Montana LINCS Update

11/18/13

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

  

Montana Information

1.    HiSET Blast:  November Update

Montana HiSET Requirements:  http://hiset.ets.org/requirements/mt

 

HiSET website:  http://hiset.ets.org/

 

·       HiSET Practice Tests: 

 

o   http://store.ets.org/store/ets/en_US/DisplayCategoryProductListPage/ThemeID.12805600/categoryID.66826100?WT.ac=hiset_store

2.    ELA Presentation by Susan Pimentel Now Posted

Click here http://www.nwlincs.org/mtlincs/opi/EQ/13-14/Reading/Montana_v2.pdf  to access Susan Pimentel’s Montana presentation, College and Career Ready Standards in Action .

 

Click here http://www.nwlincs.org/mtlincs/opi/EQ/13-14/Reading/ELA.htm  for all of the ELA Resources.

 

Student Self-Assessment

Take a look at #5 below for an idea about student self-assessment.

 

Text Complexity

Still wrapping your head around Text Complexity?  Click here http://www.reading.org/Libraries/Books/bk478-samplechapter.pdf to read Text Complexity is the New Black.  Tuning into text complexity does not mean that we let go of other things.  It just means that we have a better understanding of those items that have already been documented.  Here is a snippet from the reading:

 

There is always something worthy of our attention in reading instruction. It seems that text complexity is now having its day. That’s not to say that the previous areas receiving focused attention have been bad or useless. Things are hot for a while, and when they are, new knowledge is generated. At one point, not too long ago, phonics and fluency were hot, but they are less so now (Cassidy & Loveless, 2011). When things are hot, attention is focused, and new insights into readers and the reading process are gained. When things become less hot, it seems that the field has reached some consensus or a new level of understanding for the time being, and therefore attention can be turned to a new area.

 

3.  MTLINCS Research Compilation

 

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.  The final portion of the research for Improving Adult Literacy Instruction has now begun.   

OR

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

 

National Information

4.  Career Pathways:  Understanding Accelerated Learning Webinar

Taken from LINCS Career Pathways

 

Click here to register for the Understanding Accelerated Learning webinar!  If you have questions about the webinar or need assistance, please contact Patrice Fabel at pfabel@air.org.

 

Accelerated learning serves as a promising tool to provide students the opportunity to move through secondary and postsecondary education at a pace that meets their academic needs. Building on a recent College and Career Readiness and Success Center (CCRS Center) brief, the CCRS Center and the American Youth Policy Forum are co-hosting the webinar, Understanding Accelerated Learning Across Secondary and Postsecondary Education, on Monday, November 25 from 1:00 – 2:30 p.m. Eastern Time. This webinar will be the first in a three-part series focused on accelerated learning.

 

During this webinar, we will:

 

·        Describe and discuss how acceleration is defined in secondary and postsecondary settings

·        Share what the research says about each strategy

·        Hear representatives from programs profiled in the brief

 

Presenters include:

 

·        Joseph Harris, Director, CCRS Center at American Institutes for Research

·        Jennifer Brown Lerner, Senior Director, American Youth Policy Forum, and External Network Coordinator, CCRS Center at American Institutes for Research

·        Melinda Mechur Karp, Senior Research Associate, Community College Research Center, Teachers College, Columbia University

·        Louisa Erickson, Program Administrator, Basic Skills, Washington State Board for Technical and Community Colleges

·        Thomas Acampora, Field Manager, Center for Social Organization of Schools at Johns Hopkins University

 

5.  Common Core and Student Self-Assessment

 

Taken from LINCS Assessment

 

Snippet from Discussion

 

We encourage learners to self-monitor and self-assess during explicit instruction for strategy learning.  Before the tutor gives feedback, the learner is asked to assess themselves.  We make every attempt to keep the assessment balanced (what you did well, what you still need to practice).  We hope this process not only encourages learning, but also increases self-determination through self-awareness and reflection.

 

Here is an example of a self-assessment tool that we developed using the Mi Common Core State Standards in Adult Education.  (http://www.wildernessbooks.org/WL/CCS%5CSkills%20Survey_Reading%203.pdf

 

6.  Digital Badges Discussion

 

Taken from LINCS Notice

 

On December 3–9, 2013, LINCS will provide an online public discussion through the Technology and Learning Community of the newly released report: The Potential and Value of Using Digital Badges for Adult Learners. This report examines the nature, value, and potential impact of digital badges, an emerging electronic system designed to certify an individual’s knowledge and skills. Badges can represent different levels of work and engagement, including more granular skills or achievements, marking in some cases small and/or very specific abilities. For this reason badges hold particular promise for adult learners in basic education programs, many of whom have few, if any, formal credentials (such as diplomas), but who are obtaining functional skills that would be valued in hiring situations if a mechanism for certifying those skills and knowledge was available.

Please join us for an exciting discussion about digital badges facilitated by Steve Reder (http://www.pdx.edu/profile/meet-professor-steve-reder) and David Wiley (http://davidwiley.org/), two researchers who bring combined knowledge of adult education, technology, and digital badges to our forum. The Potential and Value of Using Digital Badges for Adult Learners was co-authored by Jonathan Finkelstein at Credly, Erin Knight at Mozilla Foundation, and Susan Manning at the University of Wisconsin, under contract to the American Institutes of Research and with funding from the U.S. Department of Education’s Office of Vocational and Adult Education (OVAE).

7.  ESL:  Role of Culture

Taken from LINCS Adult English Language Learners

 

Click here https://community.lincs.ed.gov/group/adult-english-language-learners  to read postings about the role of culture.

 

New Snippets from Discussion

 

The aspect of culture I find tremendously important for teachers in the US to know and think about is the learners' ideas of how education should be conducted.  When learners' ideas about how a "good" classroom should be managed and how a "good" teacher and "good" student behave and interact conflict with or do not coincide with what the teacher him or herself is expecting, things can fall apart.  In my extensive work looking at reasons why adult English language learners fail to thrive or, in some cases, fail period, I learned that culture can often play a huge part in that failure.   Students who come from highly authoritarian educational systems can be unprepared for efforts by their teachers in American classrooms to get them to offer opinions, set learning goals and take responsibility for knowing what to study and how.   These students can feel their teachers do not know what they are doing, and can be very frustrated that the class is not going the way they want it to.  One example of this was related to me by a teacher in a GED program in Texas.  She said a student from Africa had finally "exploded" in frustration one day, railing against her GED teachers because they appeared not to know what they were teaching and what the students should study.  She noted that in her country, the teacher assigned a specific passage to "study" (i.e. memorize) and then the students knew EXACTLY what they would be tested on.  This student was frustrated at not knowing what her teacher meant when she assigned a reading to be "studied" and was unable to adapt to this more unstructured approach.     

Robin Lovrien Schwarz   

8.  LINCS Community User Training

Taken from LINCS Notices

 

Thursday, December 5, 2013 at 1:30 PM ET. 

 

This webinar will be a great opportunity to talk directly to the LINCS Community team and ask any questions you may have about the community’s purpose and features!

 

Members of the leadership team will present the purpose of the LINCS Community, and highlight the benefits of engaging in the community through a live walk-through of the features as well as a discussion with guest presenter Jackie Taylor (Subject Matter Expert for the Professional Development group). The webinar will culminate in a Q&A session and an overview of next steps that attendees can take in the community’s discussion groups. Attendees also will be able to post their questions for the presenters in a pre-webinar discussion thread.

 

Register for free at: https://events.r20.constantcontact.com/register/eventReg?oeidk=a07e8gf5snra61058e0&oseq=&c=&ch=. Upon registering, you will receive instructions on how to access the webinar.

 

If you cannot attend this event, you will be able to view an archived version online soon after the event.

9.  PIACC Gateway

Taken from LINCS Program Management

 

Click here  http://piaacgateway.com/  to access the most current information about PIACC.

10.  Reading:  Parents and Reading

Taken from National Center for Families Learning

 

Click here  http://www.edcentral.org/study-links-parents-reading-practices-to-childrens-literacy-skills/  to access the article, Study Links Parents’ Reading Practices to Children’s Literacy Skills.

 

A recent study published in the October issue of the Journal of Early Childhood Research shows a connection between children's home literacy environment and their language skills - particularly in understanding the structure and rules of written language ...

 

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!

 

Norene Peterson
Adult Education Center
415 N. 30th
Billings, MT 59101

norenehp@bresnan.net