Montana LINCS Update


Greetings from Montana LINCS


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Montana Information

1.     Montana EQ:  Save the date!

Montana Educational Quality (EQ) will be September 11 and 12.  More information will be coming later.


National Information

2.  Common Core Information by Susan Pimentel, Author of the CCR Standards for Adult Education

Taken from LINCS Community:  Evidence-based Professional Development

Click here  to access What’s In and What’s Out in ELA Materials?

*Susan Pimentel was a lead writer for the Common Core State Standards for ELA and the Project Lead and Author of the CCR Standards for Adult Education. 


*Susan will be presenting at MEA this year.  Stay tuned for more information!

3.  Corrections Webinar:  The ACP-SC Webcast Series Presents on July 1 -  Adult Career Pathways in Correctional Education and Re-entry Programs

Taken from LINCS Community Notice

The ACP-SC Webcast Series Presents: Adult Career Pathways in Correctional Education and Re-entry Programs

2:15 PM - 3:15 PM EDT


Join John Linton from the U.S. Department of Education, Office of Vocational and Adult Education (OVAE) and expert panelists in The Adult Career Pathways Training and Support Center (ACP-SC) Webcast Series Presents: Adult Career Pathways in Correctional Education and Re-entry Programs as they share their perspectives and recommendations on developing and implementing Adult Career Pathways programs in correctional education and re-entry settings. The webcast will be filmed live at the Correctional Education Association Conference and simultaneously broadcast to the field.


Adult Career Pathways in Correctional Education and Re-entry Programs


July 1, 2013 at 2:15 PM – 3:15 PM EDT

Register here:

Funded by the U.S. Department of Education, Office of Vocational and Adult Education, ACP-SC Presents Webcasts allow both the virtual and face-to-face audience the opportunity to interact and engage with leading experts on key topics for designing and implementing quality Adult Career Pathways programs.

Viewers are encouraged to participate in the Q&A portion via Twitter using #CreatePathways. You can post questions any time before, during, or after the webcast by using the hashtag #CreatePathways.

4.  Learning with LINCS

Taken from LINCS Community Notice

As part of our ongoing efforts to connect adult education practitioners to free, high-quality professional development opportunities, LINCS has launched the LINCS Learning Portal: The LINCS Learning Portal is a web-based platform that connects adult educators to self-paced online courses from OVAE initiatives, including LINCS, TEAL, and more. As members of the LINCS Community, you all are the first to hear about the Learning Portal! We invite you to register for the portal, sign up for the first course, and spread the word to your colleagues and friends in the field.

The first course developed by LINCS —Engaging Adult Learners in Science— is available now, as well as Learning to Achieve courses. Additional courses in ESL instruction, adult career pathways, science, and other topics will soon follow. You will receive a certificate of completion for each course that you complete.

Science Course Outline

·        Session 1: Understanding the Importance of Scientific Literacy for Adult Learners

o   Science and scientific literacy

o   Relevance of science to adult learners in basic education

·        Session 2: Exploring the Scientific Practices

o   Eight scientific practices

o   Compare and contrast the scientific practices and the scientific method

o   The scientific practices in everyday life

·        Session 3: Observing the Scientific Practices in the Classroom

o   Classroom activities that use the scientific practices

Important note about accounts: The LINCS Community and LINCS Learning Portal currently are two separate systems. This means that you will need to create a new account to join the LINCS Learning Portal. You do not need to pick a new username; as your username for the Learning Portal will be your email address. However, you will need to choose a new 8-character password. The LINCS team is investigating the technical steps it would take to merge these two systems under one account structure (i.e., Single Sign On).

To join the LINCS Learning Portal, follow the following steps:

1. Go to the log in page at:

2. Click the Create User / Sign up button in the Need to register? box. You will need to create a new account (separate from your LINCS Community account).

3. Complete the requested information to create your account. Check the box to accept the terms and conditions; and click Create an Account.

4. An email will be sent to you to confirm your email address. Click the link in your email to verify your email address and complete your account set up.

5. Within that email, click the Continue to LINCS Learning Online link and log in by entering your username (email address) and password.

To enroll in Engaging Adult Learners in Science

1. Click the course title: Engaging Adult Learners in Science in the LINCS Science section.

2. Click Enroll me on the next screen, then on the new screen click Launch to start the course.

We are excited to provide you with this valuable resource and expand it by adding additional courses throughout the coming months! If you have any questions about accessing or using the LINCS Learning Portal, please contact us at:

LINCS Community Team

5.  Standards Webinar:  More Discussion Snippets

Taken from LINCS Community:  Evidence-based Professional Development

Snippets from the discussion

Go to to access all discussion.


1.      Link to the webinar presentation:

2.      New Resource Added to KYAE CCR Standards Page:  Susan Pimentel

*Susan Pimentel What's In and What's Out Chart to KYAE's CCR Standards page:   

This simple table addresses the instructional shifts needed to teach the new CCR Standards for English Language Arts. 

3.  Implementing standards in daily lessons

Classroom instruction in our program has changed significantly, even though we have completed only two of the three years of the PD.  Simply put, it has created a focus for instructors.  Instead of feeling like we are assessment-driven (teaching to the test – whichever test that may be), we now have the framework of the standards to guide our instruction.  Of course, the beauty of being an adult educator is that we can pick and choose the standards that are appropriate and relevant for our students.

Our classes are structured into content as well as academic level. We have Reading/Language Art Writing taught together in GED and Pre- GED groups, and then we have mathematics broken in GED and Pre-GED. Anyone who has a Reading level below 4.0 automatically goes into the Reading Foundations class, no matter their level in the other areas, because we have learned that if the students reading skill is that low, they are inevitably going to struggle in the other academic areas. Staffing is always an issue, so we try to best accommodate the majority of the students and still revert to one-on-one, in many situations.

One important thing we have discovered while trying to implement the standards is that each level is just an extension of the grade level before it. Once we discover that, it became much easier. While completing the PD, we were able to choose one particular level and work with it. It wasn't until we received the flip chart that we really could see that the standards weren't really so bad.  Susan Dixon

4.     Math and Reading

… this was a hard lesson that we learned. We had enrolled some students in math, thinking that they would learn the skills pretty quickly, but when they got to the applied math, they just couldn't get their gain, because of low reading skills.  Betsy Popple

5.     Unpacking the Standards

… I agree that this process makes a person look deeply into the standard which will be very valuable.  In my attempt to use the common core, I agree that I was just reading the standard and saying that it fit, but to be able to look at it and unpack it will make the effort more meaningful.  Thanks. Tswoger

I would like to add the at first, the instructors felt that the unpacking was busy work.  After all, weren't we just re-writing the standards as they already existed?  But we quickly realized that breaking them down in this way forced us to process them at a much deeper level than just reading them did.  We thought we understood them by reading the standards, but we found that much discussion occurred around "what is this really getting at?".  This was extremely valuable and would not have occurred if we had not been working together.  Betsy Popple

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