Montana LINCS Update

6/16/14

Greetings from Montana LINCS

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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

Writing:  More about the HiSET Writing Test for 2015 

2015 HiSET assessments will include evidenced-based essays as writing prompts. According to ETS, The students will use a provided excerpt to extract evidence to support their conclusions.   The evidence based essay could be a persuasive essay, but would use textual evidence (quotes) from provided text to support their conclusions rather than a random reference to something they might have read in the past.

There are no reported changes on the time limit at this time.

Resources

Check out the shared resources on the HiSET Resource page at http://www.nwlincs.org/mtlincs/opi/HiSET/hiset_resources.htm. 

Remember:  The resources below are teacher-designed resources that may be changed as teachers learn more by experience with HiSET and more vendor HiSET materials become available.

Have you created or found any resources that you are willing to share?  Please email them to MTLINCS.

Share your HiSET success and graduation stories!

Do you have any graduation or celebration information and/or photos you would like to share?  If so, please send them to Margaret Bowles at mbowles@mt.govShe, in turn, with share these with ETS so that others may learn about Montana success!  Time to share!  Your successes will also be posted at http://www.nwlincs.org/mtlincs/opi/opiableps.htm

2.  Montana Career Pathways:  Moving Pathways Forward

Career Pathways was a hot topic at the National LINCS meeting.  More information will be coming regarding Montana’s role as one of the 14 states selected to receive a Moving Pathways Forward “grant”.  In the meantime, check out Posting #7 below regarding the Career Pathways webinar on June 24.

State Benefits and Outcomes from Participation in Intensive Technical Assistance for Moving Pathways Forward

State teams that participate will receive:

  Customized technical assistance to enhance and/or expand existing career pathways system activities;

  Subject matter expertise to assist in addressing state-specific challenges;  

  Access to resources, tools, and guidance based on their state’s individual needs;

  Opportunities to share with and learn from other states in similar or more advanced stages of career pathways systems development; and

  Heightened public awareness of their state’s efforts from participating in a national career pathways initiative.

By the end of the project, states that participate in intensive technical assistance can expect to:

  Have all essential components of a state career pathways system in place;

  Align adult education career pathways with at least one other state agency’s career pathways activities,

  Increase the number of local programs providing career pathways services; and

  Strengthen the breadth and depth of career pathways services available to students.

3.  Montana ABLE Graduations

Graduation is in the air for many programs.  Send any of your media coverage to MTLINCS.

Missoula Graduation

Click here http://www.nwlincs.org/mtlincs/opi/opiableps.htm to access information about the Missoula Lifelong Learning Center graduation.

Bozeman Graduation

Click here http://www.nwlincs.org/mtlincs/opi/opiableps.htm to access information about the Bozeman Adult Learning Center graduation.

4.  National News Impacting Montana:  WIOA (formerly WIA)

Information from CAAL

At this moment, CAAL understands that the bipartisan, bicameral Workforce Innovation and Opportunity Act (Reauthorization: WIOA, replacing WIA) may be "tasked up" in the Senate as early as this week. The bill, in its current form, is being backed by most adult education and workforce development leaders.  Last week, several other groups added their voices of support: the National Governors Association, the U.S. Conference of Mayors, and many other business, governmental, and education leadership organizations and associations. A press release with links to each of those letters has been placed in the CAAL website.

… We cannot affect the process of federal enactment at this stage, but we can keep a watchful eye on the process of implementation by the involved departments, especially by OCTAE in terms of providing training and technical assistance to Adult Education leaders and to the states.

Important as the federal policy and funding role is, it cannot be emphasized enough that informed and committed leadership from the states is essential going forward, because building a strong, well-funded Adult Education role is a vital part of planning to achieve state economic and community development goals.                      

5.  Montana ABLE Meetings

Click here http://www.nwlincs.org/mtlincs/opi/13-14/spring2014/Spring2014Meetings.html for more information from the Montana ABLE Spring Meetings has been posted.                

                              Reminder:  ESL information and TABE information have been posted. 

6.  PIACC Resources:  Still not read about PIACC?  This link is for you:  a 2:26 minute video!

Click here https://www.youtube.com/watch?v=UgRwgFD-Ynk to watch a brief overview of PIACC.  More resources on Post #9 below!                        

 National Information

7.  Career Pathways Webinar:  Informational Webinar Supporting CP Initiative

Taken from OCTAE Connection

Please join OCTAE’s new three-year Career Pathways project for the informational webinar, “Moving Pathways Forward: Supporting Career Pathways Integration,” about the project and OCTAE’s services for the field. The webinar will provide an overview of the Career Pathways initiative, describe the technical assistance available to enable states to build and advance their career pathways systems, and share more about the project’s virtual technical assistance benefits and offerings. State-level adult education staff and interested career pathways stakeholders are invited to join project staff at the webinar for a Q & A session and to participate in a follow-up discussion online to learn more about the project and its services.

Fourteen states have now been selected to participate in the initiative: Georgia, Indiana, Iowa, Kentucky, Michigan, Minnesota, Montana, New Jersey, Ohio, Oregon, Rhode Island, Virginia, West Virginia, and Wisconsin. These states will receive customized, intensive technical assistance through direct coaching, as well as access to the resources, tools, and guidance that will help them identify and address their specific career pathways needs. 

According to Johan Uvin, acting assistant secretary for career, technical, and adult education, “We are very excited about the launch of this new technical assistance initiative. It will be an integral part of the ongoing interagency effort to expand career pathways state systems development, and support efforts to better align education and workforce development services with job-driven demand principles.” 

The webinar will take place on Tuesday, June 24, 2014, from 3 to 4 p.m. EDT.  To register, please click on or copy and paste this link into your browser: https://events.r20.constantcontact.com/register/eventReg?oeidk=a07e9ab67s80a354ef4. If you are having trouble accessing the link, please try a different browser such as Google Chrome or Mozilla Firefox.

8.  Disabilities:  The link between parents with ADHD and children with ADHD or autism

Taken from LINCS Disabilities in Adult Education

Here is an interesting article that I read on http://www.digitaljournal.com/pr/1983954#ixzz34oRMv3PG / about the link between parents with attention deficit hyperactivity disorder (ADHD) and their children with ADHD or autism spectrum disorder (ASD).   It reports on research done at Florida International University in Miami that was recently published in the Journal of Child Psychology and Psychiatry.   This study is the first to find that mothers with ADHD are six times more likely to have children diagnosed with ADHD and two-and-a-half times more likely to have children diagnosed with Autism Spectrum Disorder (ASD) than moms who do not have ADHD.  This link was not previously known and may be genetically based or environmentally based.

ADHD and autism are the two most common neurodevelopmental disorders observed in children. This investigation is one of the first large, population-based studies to examine the degree to which ADHD and ASD are transmitted in the same families. The researchers relied on electronic medical data for more than 46,000 women and children between the ages of 6 and 12 in the United States.

Rochelle Kenyon

9.  PIACC Resources

Taken from LINCS Evidence-based Professional Development

Need a snapshot of PIACC?  AIR and the National Coalition for Literacy have published new resources on PIAAC.

        PIAAC Overview Brochure

        PIAAC: What the Data Say About the Skills of U.S. Adults

        Adult Education Pays for Safer and Healthier Communities

    Video     

PIACC Education GPS

Have you checked out the PIAAC Education GPS?  This tool can be found at:  http://gpseducation.oecd.org/

Education GPS is the OECD source for internationally comparable data on education policies and practices, opportunities and outcomes. Accessible any time, in real time, the Education GPS provides you with the latest information on how countries are working to develop high-quality and equitable education systems.

You can draw from a wide variety of education indicators and data to construct your own, customized country reports, highlighting the facts, developments and outcomes of your choice.  You are also able to search for specific education indicators by country, theme or level of education and compare the results using interactive charts and tables.  With this site you are able to examine the OECD's extensive research and analysis of education policy around the world. Get a quick overview of key insights and policy options for a wide range of topics in education. Or delve deeper into the OECD knowledge base through quick and easy access to related websites and publications.  The OECD Education GPS is under constant development and the available information is continually growing.

Check out this site and let us know how you might use this in your work!

Gail Cope, SME, LINCS Program Management Group

10.  Program Resources:  Checklists and Rubrics – More Discussion

Taken from NAEPDC

SNAP Resources

At the OCTAE State Directors’ meeting last month, David Stout (SC) spoke about the program resources available through the SNAP program to supplement existing adult education program services.

Marcie Foster from CLASP sent the information below on a number of CLASP resources that provide SNAP background and details.

In February 2014, Congress reauthorized the Supplemental Nutrition Assistance Program (SNAP) as part of the Agricultural Act of 2014 (the Farm Bill). This legislation included $200 million for the creation and evaluation of pilot projects to test innovative strategies designed to help SNAP participants gain skills, training, or experience that will improve their employment prospects and reduce their reliance on SNAP benefits. Ten states will be selected to receive funding under this opportunity.

These pilots, funded through the SNAP Employment and Training (E&T) program, represent an important opportunity to improve programs aimed at helping SNAP participants get jobs and increase their earnings. Beyond assisting pilot participants, lawmakers and advocates will look to the pilots to inform future policymaking about SNAP work requirements and services at both the federal and state levels. The pilots also provide an opportunity to develop innovative partnerships between SNAP and workforce programs, and for stakeholders to learn about effective strategies that help eligible SNAP participants get jobs and increase their earnings.

CLASP has recently released several background briefs to provide information on this new opportunity and to assist states seeking funding under this pilot opportunity:


 - SNAP E&T Overview describes the E&T program; the different types of funding it offers; the services it can support; and the ways it interacts with the SNAP work activity participation requirements and time limits on benefit receipt by childless adults who are not receiving disability benefits.

 -
SNAP E&T Pilots highlights the significance of SNAP E&T programs for SNAP recipients who work; the statutory requirements for the pilots; and the opportunities they represent. It includes recommendations to FNS and states on ways to maximize the effectiveness of the pilots.

 -
Washington BFET highlights the Washington Basic Food (SNAP) Employment and Training Program, one of the most robust SNAP E&T programs in the country. BFET is a public-private partnership wherein investments made by state and local government and philanthropy collaborate to leverage additional federal SNAP E&T funding to provide job search and training services to recipients of SNAP. This is the first in a series of briefs highlighting promising practices under SNAP E&T.

CLASP will be providing additional information and resources on SNAP E&T pilots leading up to and following the expected August publication of the Request for Applications. If you would like to receive emails when these materials are released, please
click here>>>

11.  Teaching:  Checklists and Rubrics – More Discussion

Taken from LINCS Adult English Language Learners

Follow-up to webinar on using checklists and rubrics to differentiate instruction for adult English language learners:  Go to https://community.lincs.ed.gov/discussion/checklists-and-rubrics-more-discussion-resources-strategies for more discussion about Checklists and Rubrics.

Snippet #1

The why and how of engaging learners in rubric and checklist creation - take a look at these resources:

Litz, D. (2007, November). Student-directed Assessment in ESL/EFL: Designing Scoring Rubrics with Students. Internet TESL Journal. Retrieved April 30, 2014 from http://iteslj.org/Lessons/Litz-StudentDirectedAssessment.html 

Henning, M. (nd) "Involving Students in Creating Rubrics" in Rubrics to the Rescue. Retrieved June 9, 2014 from http://www.teachersfirst.com/lessons/rubrics/involving-students.cfm

Teacher Vision Student-Generated Rubrics: Part Five in a Five-Part Series

Jayme

Snippet #2

I believe as educators we are challenged by the task of creating rubrics.  They force us to have very specific and differentiated objectives, often in a number of areas.  I think being exposed to many examples is key to becoming more comfortable with the process, and we must be comfortable and confident with them prior to asking our students to create them.  Dave

12.  Teaching:  Summer Reading for Professionals

Taken from LINCS College and Career Standards

The New Psychology of Success is an extremely interesting book about fixed or growth mindset.  THIS BOOK IS A MUST READ in my opinion.  It is very applicable for those who work with adult learners and also for learning about fostering better relationships in your everyday life.

You may want to check out this interview with Dr. Dweck about her book on YouTube https://www.youtube.com/watch?v=ICILzbB1Obg.

Meryl Becker-Prezocki, SME

 13.  Technology:  Professional Development Videos – MLots Redesigned

Taken from LINCS Adult Language English Learners

The Media Library of Teaching Skills (MLoTS) http://mlots.org has just been re-designed to make it easier to use. MLoTS is a collection of free adult education (ABE, ESOL/ESL and other pre-college basic skills for adults) professional development videos. Think of it as a "video window" on other adult education teachers' classrooms. These videos can be used by professional developers for face-to-face, blended or distance learning courses or workshops. They can also be used by individual teachers on their own or in small groups, for example, at their programs. The videos are short, ranging from about 4 minutes to 15 minutes, and are actual lessons recorded in authentic classrooms. These are not designed as "best practices" videos, although some do use best practices, but instead are designed to engage teachers in looking at other teachers' practice and also thinking about their own, ideally in face-to-face or online real-time meetings with colleagues. Our videos also now appear on our MLoTS YouTube channel, but it does not include the supporting documents, only the videos.

One intriguing way to discuss these videos is to watch them online in real time with other other teachers in your program, your community, or your state using Google Hangouts or other software that allows teachers to log on at the same time, view a video together, and then discuss it. Typically this kind of discussion, including watching the video, takes from 20 to 45 minutes.

In addition to the videos my colleague and I have made of classes in Massachusetts and Vermont, many of which are aligned to state adult basic education standards in those states, we also have MLoTS web pages with links by category (Basic Literacy, ESOL/ESL,Family Literacy, Integrating Technology, Math, Reading and writing) to others' professional development videos, some of which are authentic classrooms and some not, but all of which focus on adult basic education.

If you know of good online videos that you think we should include in the Other Adult Learning Videos pages, please let me know.  If you have comments on the videos you could leave them on the MLoTS web site or on the MLoTS YouTube channel. If you have questions or comments you would like to share here, that's fine too.

If you want to watch an MLoTS video from your school or program, but YouTube Videos are blocked there, you can download and save the video(s) to a flash drive or other portable hard drive and load them onto a computer desktop and, if you like, show them using an LCD/multimedia projector. Let me know if you need a list of free software for downloading YouTube (and some other) videos.

David J. Rosen

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