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
1. HiSET Blast
Social Studies and Writing Webinars
ETS HiSET Social Studies-20141212 1906-1
PLAY RECORDING (11
ETS HiSET Writing-20141215 1436-1
Please note: Passing score for HiSET essay continues to be 2 for 2015.
RECORDING (21 min)
Click here http://hiset.ets.org/s/pdf/scored_sample_writing_responses.pdf to peruse scored sample essays.
Host wants to share this WebEx recording with you.
The HiSET® program would like to extend warm holiday wishes to everyone during this special time of year. This has been our first full year of testing and we are excited about all we were able to accomplish — in providing a more affordable and accessible option to states. We owe our success to all of the states, territories and tribal nations that have chosen to adopt the HiSET exam. We definitely couldn't have done it without your feedback and support. We are eager to build upon the success of 2014, as we move into 2015. We look forward to working with our existing clients and with new states seeking alternatives to high school equivalency. Happy holidays and a prosperous new year!
Test Center Reminders
It's the holiday season and many of us are taking vacations after a busy year! If you are unable to reach your normal Test Administrative Services representative, please remember to email email@example.com so that another representative can assist you. ETS has coverage in place for anyone out on vacation and we will be able to serve you quickly in the event your representative is taking some time off for the holidays. You can also call Test Administrative Services (TAS) at 1-800-257-5123 and you will be directed to an available representative. ETS will be closed on December 24–26, 2014, for the holidays, as well as January 1–2, 2015, for the New Year's holiday.
ETS will be undergoing system maintenance on Sunday, January 4, 2015. Registration, scheduling and testing will be unavailable on this day. Centers will receive a separate communication regarding opening up on Monday, January 5, 2015, as some action will be required when you reboot your machines.
For PBT Centers:
If you have any questions about your 2015 materials orders, please feel free to reach out to TAS at 1-800-257-5123. If you find that you have received more materials than you expected, please return those materials using the 2014 materials return instructions. A quick reminder — any used and unused materials from 2014 should be returned at the end of your testing year.
HiSET® Practice Test Options:
There are three HiSET Practice Test options available for order and download. The 2014 Paid Practice Tests (PPT) and the 2014 Free Online Practice Tests (FPT) can still be used for preparation throughout 2015. We have added the Official Practice Test for state directors, educators and administrators to use as pretests.
Answer sheets for the PPTs and FPTs are available on the HiSET Download Library. They can be photocopied and reused as many times as necessary. By March 2015, we will add more practice tests that are comprised of released operational items.
The 2015 Official Practice Tests (OPTs) are:
* Note: Orders for OPTs will be delayed. The scoring scales are currently being reviewed to align with the HiSET exam.
The 2014 PPTs are:
The 2014 FPTs are:
For more information about the HiSET program, contact us.
HiSET Endorsed by American Federation of Teachers
Taken from LINCS
… the American Federation of Teachers has endorsed HiSET®, over the GED(r) for students who drop out of high school. This is relevant to our ongoing discussion about the low pass rates for the GED(r) and critical issues around equity. For those who are interested, here's the resolution, "Reclaiming the Promise of GED Fairness in the United States."
Montana HSE Information: January
I hope you have been
following the GED discussion in our MTLINCS that was posted this week. Low
participation and passage rates are the national buzz. I encourage you to read
the link below regarding this conversation. It sums up the national scene very
I will have the MT HiSET passage rates for you soon; we are getting the data ready for release. It is good that we had the HiSET ready to go!
They’re finally addressing alternative tests to the GED:
For 72 years, the GED was the only game in town, no matter which town you lived in. Then, in a matter of one year, 10 states dropped it.
The days of one monolithic high school equivalency test are over. And that means, for the first time, someone in Boston or Baton Rouge who's hoping for a second chance won't have to pass the GED.
Thank you for embracing and making the HiSET a reality for our adult test takers,
Margaret Bowles, Adult Literacy and Basic Education Director
Montana HiSET Resources
Check out the shared resources on the HiSET Resource page at http://www.nwlincs.org/mtlincs/opi/HiSET/hiset_resources.htm.
Remember: Some of the resources have been 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.
HiSET Success: Montana
Do you have a HiSET success story you want to share with us and others? If so, we want to hear it. Email Margaret Bowles with details. Include "HiSET Success Story" in your subject line.
2. Montana Instruction Ideas
Check out the new snippets in Postings 10 GED® and 14 Reading Apprenticeship.
3. Montana Moving Pathways Forward Resources
Moving Pathways Forward homework due: January 12.
Click here for MT_ABE_Regional_Mtgs_ Labor_Market_Information_Nov_2014.
Click here for Montana Job Projections 2012-2022.
Click here for Montana Job Projections Spreadsheet.
Click here to access all MPF Resources.
4. WIOA Update: WIOA Timeline
WIOA Montana Updates:
1/9/15: WIOA Regulations
The document below
announces the regulations for WIOA will not be released in January. A spring
release is now the target date. OCTAE has not released any statements on the
impact on our required due dates. The Montana state WIOA partners have agreed
to start meeting in early February to begin our Unified Plan regardless of the
lack of regulation release. The common belief is that we need to get started.
I will keep you posted as I receive information.
Margaret Bowles, Adult Literacy and Basic Education Director
Q. When will the Workforce Innovation and Opportunity Act Notice of Proposed Rulemaking be published?
A. The Workforce Innovation and Opportunity Act (WIOA), enacted July 22, 2014, provides many opportunities to advance a customer-centered workforce investment system driven by the needs of job seekers and employers, to support strong regional economies, and to provide individuals with pathways to the middle class and beyond.
WIOA establishes an aggressive timeframe for the Departments of Labor and Education to publish a set of regulations for implementation. The Departments continue to work diligently together to develop these regulations, informed in part by outreach to outside stakeholders, as appropriate. While we continue to work toward completion of this important and complex proposal, the publication of the proposed regulations is currently anticipated to occur in Spring 2015, rather than January 18, 2015, as stipulated in WIOA.
In Spring 2015, the Departments of Labor and Education plan to concurrently publish five Notices of Proposed Rulemaking (NPRMs) to implement WIOA. One of these will be a joint NPRM involving jointly administered activities including unified and combined state plans, performance, and aspects of the one-stop system. Another NPRM will implement the remaining provisions of Title I and Title III that are administered by the Department of Labor. Three additional NPRMs involve Department of Education programs, including one implementing Title II Adult Education and Literacy and two implementing the Title IV Amendments to the Rehabilitation Act of 1973 of WIOA. These five NPRMs will be published in the Federal Register and posted on www.regulations.gov, where public comments can be submitted following publication. The Departments of Labor and Education will analyze these public comments, and anticipate issuing Final Rules implementing WIOA in early 2016.
Because many provisions of WIOA go into effect July 1, 2015, the Department of Labor’s Employment and Training Administration (ETA) also will issue operating guidance in Spring 2015 to support implementation. In addition, ETA intends to issue targeted guidance documents in the Spring, accompanied by technical assistance activities. Once issued, the guidance can be accessed at www.doleta.gov/WIOA/.
To achieve successful implementation and the full vision of WIOA, ETA will continue to consult with the workforce system and strongly advises states and local areas to begin planning and taking action to prepare to implement WIOA immediately. There are legislative and technical assistance tools currently available at www.doleta.gov/wioa that can support initial WIOA transitional activities.
Click here http://www.nwlincs.org/mtlincs/opi/wioa/wioa_updates.html to access Montana WIOA: Chunking Pertinent Information for Montana.
5. Career Pathways: WIOA Technical Assistance Webinar Resources Now Available
Taken from LINCS Notice
6. Career Resources for Students
Taken from LINCS Career Pathways
7. Disabilities Discussion: Disabilities & Correctional Ed – A Special Discussion, Jan. 12-16
Taken from LINCS Notice
8. Employability Skills Framework Webinars Now Archived
Taken from LINCS Notice
9. ESOL: Webinar – Program Models and Resources for Serving English Language Learners
Taken from LINCS Notice
LaGuardia Community College/CUNY
National College Transition NetworkNew England Learner Persistence ProjectNew England Literacy Resource Center
10. GED® Completion Rates Discussion Continues
Taken from LINCS Career Pathways
Is the new GED test an educational improvement or setback?
A 'Sizable Decrease' In Those Passing The GED
11. Health Literacy Discussion on Staying Healthy for Beginners
Taken from LINCS Health Literacy
Staying Healthy for Beginners
PDF of presentation slides
12. Reading: Snippets from Book Study on Reading for Understanding - How Reading Apprenticeship Improves Disciplinary Learning in Secondary and College Classrooms
Taken from LINCS Assessment
Have you had a chance to follow the discussion about reading Apprenticeship? If not, click here to join the Reading Apprenticeship micro group. See snippets below of the conversations that are occurring.
The ideas in the first couple of chapters speak to my experiences in education not only k-12, but also adult education. Students must have the ability to read critically in a wide variety of texts to be successful students/readers. Since 50% of all students entering community colleges are ready to read critically, what about the other 50%? Those are the students we are called to find new and improved strategies to help with critical reading skills in order to analyze the text. Certainly, before we even approach reading improvement, we must ensure that the classroom environment is safe, respectful and collaborative. Once the tone is set for an environment conducive to learning, the student can then move on to find strategies to improve their own reading process …
I found "Students as Untapped Resources" very interesting, and it definitely supported the information on page 32 around developing reader confidence. "The skills, strategies, and knowledge students bring to making sense of such daily reading as notes from friends or parents, websites, movie and music reviews, song lyrics, and electronic manuals are valuable resources teachers need to invite into the classroom." I really liked how the book goes on to emphasize that students just need to be convinced that they already have experience in working with many types of text. This then gives them the confidence to delve into alternative types of texts that they may never have considered …
There is a math teacher article "Never say anything a kid can say," by Steven C. Reinhart. In it he says... "My definition of a good teacher has since changed from "one who explains things so well that students understand" to "one who gets students to explain things so well that they can be understood.""
... I think that it is reflective of the RA process. Yes teachers can guide and provide their own input/experience/knowledge, but I think the most powerful learning comes when students share together their own reading strategies/understandings/methods/etc. and are supportive of each other as readers/learners.
I have gone through the STAR training as well, and we have been working to implement its principles in our classrooms to varying degrees. I find one of the most helpful techniques STAR has provided me is modeling, which RA emphasizes as well. However, personally, I'm struggling more with the differences between the two approaches, starting with the research base. STAR is grounded in the National Reading Panel report coming out of the No Child Left Behind years, which emphasizes the four component approach, especially phonics and decoding, and reading comprehension is primarily judged through cloze-type exercises. However, in their own words, the authors push back against that research/policies (p. 4) and the practices of returning to phonics/decoding, which STAR pushes heavily. During my training, I was also constantly told to "teach the reader not the text," which meant that our focus should be on teaching vocabulary, decoding (alphabetics), fluency, without much regard, if any, to the meaning of the text. RA's approach, though, seems to be founded on the inextricable relationship between reader and text. Finally, their focus on teaching complex texts, especially to struggling readers, seems to run counter to the kind of texts recommended to us during STAR training (Six-Way Paragraphs, for example). I hope to find more bridges between the approaches, but I also want to think through the differences.
13. Reading: Teaching Adults to Read – Study Circle for Alphabetics
Taken from LINCS Reading
Implementing TEACHING ADULTS TO READ - Practitioner study circles for applying reading research to instructional practice!
Next up: ALPHABETICS INSTRUCTION!
A professional development opportunity brought to you by LINCS RPDC 4. The next session in this series of research-based, facilitated online Study Circles for Teaching Adults to Read begins in the new year! Please see below for more information ...
Purpose: This study circle will focus in-depth on moving from knowledge about reading component research for adults to active skill building in using those approaches in personal instructional practice, using a Participatory Action Research approach. The program aligns with the objective in WIOA Legislation for implementation of researched-based “essential components of reading instruction.”
Participants: ABE and ELL instructors will form a cohort community to explore reading research and evidence-based best practices, discuss implementation strategies and lesson plans, and share experiences in using their lessons with different student groups. Both teachers who are new to the reading components and those who have taken TAR online or face-to-face courses are welcome to participate. This is a great professional growth opportunity for full- and part-time teachers and tutors.
Process overview: The interactive study circle integrates National Academy of Sciences research with a review of the TAR Study Circle series content. The program consists of 1 Introduction Session and 4 sessions that make up each Component Series, with implementation tasks to be completed between sessions. For the Alphabetics Series, sessions will be on Wednesdays: January 21 (Introduction Session), and January 28, February 4, 11, 18 (Alphabetics Sessions). All sessions will take place in the same time slot. That is (by time zone) 2:15-4:15 PM Eastern, 1:15-3:15 PM Central, 12:15-2:15 PM Mountain, and 11:15 AM-1:15 PM Pacific. Registration deadline: by 5 pm on Monday, January 19!
The Introduction Session provides an overview of research on reading components broadly, and outlines the goals, study circle framework, activities, resources and expectations for the Series. It is comprised of 2 hours of online contact time plus 2 hours of pre-work and follow-up total. This single Introduction Session is a pre-requisite for subsequent Component Series – i.e. participants may enroll in any Component Series (Fluency, Alphabetics, Vocabulary, and Comprehension) after they have at least once participated in an Introduction Session. Each Component Series provides component-specific research and best practices content and is comprised of 8 hours of online contact time plus approximately 7 hours of homework. As the sessions build on each other, commitment to completion of all sessions in a series is essential. NOTE: Dates for the Vocabulary and Comprehension Sessions are TBD.
The program emphasizes a comprehensive and ultimately integrated approach to teaching reading – completion of all 4 Component Series is strongly encouraged. Certificates of Completion are available to participants have completed all 4 sessions in a Component Series plus the Introduction Session, and their professional portfolios. For on-going implementation support instructors are encouraged to join LINCS Community of Practice. This is great preparation for individuals who will become reading resource people for their colleagues!
The study circle will be led by educational consultant and Subject Matter Expert Shash Woods, who has 17 years of experience teaching Adult Education, as well as 15 years leading teacher training in content standards and andragogical practices. The facilitator will be Kristin Ockert, LINCS staff, with 12 years of experience in teaching Adult Education, as well as 15 years in creating and supporting professional development programs for ABE instructors and staff.
E-Platform: Blackboard Collaborate with up-to-date Java software. Compatible Browsers: Safari 6.0 and above, Firefox 23 and above; Internet Explorer 9 and above; Chrome. Collaborate webinar site for computer set-up: https://sas.elluminate.com/d.jnlp?password=9OSK1LTNLWWPTUUHFFGG&sid=vclass
For registration or questions, please contact: Paul Heavenridge, Executive Director of LINCS Region 4 Regional Professional Development Center. EMAIL: firstname.lastname@example.org
14. Technology: Using PowerPoint with Students
Taken from LINCS Technology and Learning
Have you tried using PowerPoint with your students? You mention that you use a lot is Britannica Multimedia Encyclopedia. Students could take information they gather from the encyclopedia and then develop PowerPoint presentations to share a report on their research. PowerPoint allows the user to include images, animations, and add sound files so as students become more advanced with their skills they can develop multimedia presentations. Among the skills students will practice are reading on a screen, critical thinking, developing outlines for their content, using the mouse and keyboard, copying and pasting. PowerPoint skills are not only useful for online testing, but if students continue into post-secondary education (and many jobs) they will most likely be asked to create PowerPoint presentations.
Here are some tips on using PowerPoint with students:
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