Greetings from Montana LINCS

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Montana Information

1.    HiSET Blast

HiSET® Program eUpdate | February 2015

Test Center Reminders

2014 Returns:

Please return your 2014 HiSET® testing materials to ETS, if you have not yet done so. All 2014 test books and answer sheets, used or unused, must be returned to ETS along with the Test Book Return Notice. You may not keep these materials for any reason. The 2014 materials cannot be administered in 2015, and scores will not be reported on 2014 materials. Continued use of these materials may result in the closure of your center.

2015 Returns:

You may return any overages or extras of the 2015 HiSET Battery Bundles as well. Please send them to the address below, and clearly mark "2015 Materials" on the box.

HiSET Program
Attention: Pam Cato
Mail Stop 18-P
660 Rosedale Road
Princeton, NJ 08541

Official Practice Test

The Official Practice Tests are available for ordering. Please continue to allow 4–6 weeks for processing and shipping. An updated order form is available on the HiSET Download Library. Please complete this form and send it to Order Services with every order.

HiSET Success – Cedar Rapids, Iowa

After getting involved in gang life at an early age, Ethan Ayers found himself incarcerated at the age of 19. To build self-esteem and better his life for his family, Ayers registered to take the HiSET exam at the Iowa Medical Classification Center (IMCC). Due to Ayers' motivation, determination and encouragement from the IMCC staff and educators, he successfully passed the exam. Read more about Ayers' story.

Does your state or jurisdiction have a HiSET success story you want to share with us and others? If so, we want to hear it. Email Sheri Mayo with details and include "HiSET Success Story" in your subject line.

For more information about the HiSET program, contact us.

Phone toll-free:



Montana HSE Update: January 2015­­­

HiSET Age Waivers:  New Protocol 1/22/15

ETS has implemented a block to underage (16-18) clients when they try to schedule.  The state didn’t have input to the system, but retained the right to override the block. State policy is that ONLY the state can override the underage block. If an underage tester comes into your center already scheduled to test, contact us immediately.

The procedure below is based on our current system and some input from other states.

  •            The process puts 17-18 year old approval in the hands of the local facility and that remains the case with one extra step. You will need to contact OPI for a systems override. The state is only going to permit testing at your request. Please remember to include the test taker’s ETS ID in your email or phone message.
  •            The process for 16 year-old test takers is basically the same, except after the OPI approves the waiver, we will need to override in the system. Please remember to include the test takers ETS ID on the form. A new form will be created, but in the meantime, just write the ETS ID on the top of the waiver.

Margaret Bowles, Adult Literacy and Basic Education Director

Montana HiSET PSA Template 1/14/15

The PSA templates that were requested of HiSET have arrived.

Click here for HiSET PSA template.  This is offered as examples that can  be rewritten, or edited, at your discretion. 


Montana HiSET Resources

Note:  HiSET Webinars

Webinars on content tests are not active.  ETS is updating the webinars. 

Check out the shared resources on the HiSET Resource page at

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 ABLE Shoptalk

Click here to access Shoptalk Summary.

3.  Montana and National News Information

Since so much related information is coming regarding HSEs, Pathways, Standards, and WIOA, keeping track of it is not always easy.

Click here  to access a site that will take you to the most current information without your having to search.

4.  Montana Instruction Ideas

Check out Posting #16, #18, #19 and #20.

5.  Montana Moving Pathways Forward Resources

Click here to access all MPF Resources: 

6.  WIOA Update:  WIOA Timeline

WIOA National Update 3/2/15:  More specific information below in Posting #14

A webinar, Workforce Innovation and Opportunity Act (WIOA) Vision and System Update, will be held on Wednesday, March 4, 2015, from 1:00 p.m. - 2:30 p.m.

You may register for this webinar at this link:

Gail Cope, LINCS Program Management Group

WIOA Montana Updates:

2/20/15:  Vision for the Workforce System and Initial Implementation of the Workforce Innovation and Opportunity Act of 2014

Our first official guidance for the new law. Please click on the link below to read the vision for implementation; it is only seven pages.  You will be very glad we are working on the pathways partner project and that the integrated data team has already been meeting. 


Dear State Director,

On February 19, 2015, the Department of Labor Employment and Training Administration, in collaboration with its federal partners, released the following Training and Employment Guidance Letter (TEGL No. 19-14,  The TEGL, entitled Vision for the Workforce System and Initial Implementation of the Workforce Innovation and Opportunity Act of 2014, lays out the vision for a revitalized workforce system under the Workforce Innovation and Opportunity Act (WIOA) and highlights a number of actions State and local workforce system leaders can take to begin planning and implementing WIOA prior to the release of the Notice of Proposed Rulemaking and publication of the final rule.

In the coming weeks, the Office of Career, Technical, and Adult Education will be releasing a companion piece highlighting the vision and role of the Adult Education and Family Literacy Act program as a workforce system partner and adult education activities that support opportunities for adult learners. 

Thank you,

Cheryl L. Keenan

Director, Adult Education and Literacy

Office of Career, Technical and Adult Education

U. S. Department of Education

Click here  to access the following:

Montana WIOA:  Chunking Pertinent Information for Montana.

National Information

7.  Career Pathways:  Approaches for the Delivery of Education, Training, Employment, and Human Services: Summary of Responses to a Request for Information

Taken from U.S. Department of Education

The Departments of Education (ED), Health and Human Services (HHS), and Labor (DOL) continue our exciting work together around career pathways – both systems building and programs. In April 2014, we issued a joint Request for Information (RFI) to get information and recommendations about career pathways from stakeholders in the public and private sectors.

We are thrilled that a diverse group of 141 respondents from across the nation commented. We got information about existing career pathways systems, roles and responsibilities of career pathways partners, connections to economic development strategies, how pathways systems are funded, how participant outcomes are measured, and how providers ensure that pathways stay current with labor market trends.

The interagency team has been reviewing and analyzing the responses and are happy to share this summary report with overarching themes from the RFI. The report includes facilitators and barriers to career pathway(s) development and implementation. It also includes promising practices and recommendations for what federal, state, tribal, and local agencies can do to support the successful development of career pathways systems. The report concludes with an overview of key opportunities to advance some of the major recommendations in light of recent developments such as the passage of the Workforce Innovation and Opportunity Act. Did you know that career pathways are referenced no fewer than 21 times in the new law? That’s an exciting opportunity for our work in this area!

Please know that the information you shared with us will be used to inform technical assistance efforts, funding opportunities, policy discussions, and other activities to support the development of career pathways systems.   So, stay tuned by visiting the following link!

 8.  Career Pathways:  Certificates – A Fast Track to Careers

Taken from OCTAE Connection

In this column, we continue our discussion from OCTAE Connection issue 225 on the value of earning a certificate in obtaining employment.  This week’s focus is on occupational fields in which certificates often provide paths to entry.  Different occupations are featured, as illustrated in the report Certificates: A Fast Track to Careers. It is recommended that guidance counselors, teachers, parents, and students read the entire report for further information on occupational certificates. 

According to the Bureau of Labor Statistics (BLS), 33 occupations have been identified as requiring a certificate or other postsecondary nondegree award as the typical point of entry. In 2010–11, the NCES identified the most popular disciplines for certificate programs as healthcare, personal and culinary services, and mechanic and repair technologies and technicians. 

Certificates:  A Fast Track to Careers contains several tables about occupations within selected broad career areas, citing data from a survey by the Occupational Information Network (O*NET) in 2010–11. The survey asked workers or occupational experts what the required level of education was for specific jobs.  Each table lists the percentage of workers who reported needing a postsecondary certificate to become employed in their fields.  They also list the percentage in each field of those surveyed who said they needed a high school diploma or its equivalent, an associate’s degree, or a bachelor’s degree.  

Under each broad occupational heading, there is a discussion of BLS data on job outlook, employment, and median annual wages for select occupations.   Wages for workers varied significantly within most of the broad categories.  An occupation is high wage if it is above the May 2011 median annual wage of $34,460 for all wage and salary workers, and low wage if it falls below the May 2011 median annual wage.  

This information is summarized, by broad occupational category, below. 

Healthcare:  About 463,000 certificates—or almost half of all certificates earned—were in healthcare and related professions and programs.  Jobs like surgical technologists, emergency medical technicians and paramedics, pharmacy technicians, radiologic technologists, licensed practical and licensed vocational nurses, massage therapists, dental assistants, medical transcriptionists, veterinary assistants and laboratory animal caretakers, and medical assistants are represented in this category.  The May 2011 median annual wages within these selected healthcare occupations ranged from $22,830 for veterinary assistants and laboratory animal caretakers to $55,120 for radiologic technologists and technicians. 

Personal and culinary services: About 131,000 certificates were awarded in these fields.  Some of the largest occupations within this category are personal care aides, hairdressers, hairstylists, and cosmetologists.  In May 2011, median annual wages for these workers ranged from $19,430 for childcare workers to $31,030 for fitness trainers and aerobics instructors. 

Homeland security, law enforcement, and firefighting:  About 32,000 certificates were awarded for such jobs as police and sheriff’s patrol officers, correctional officers and jailers, and firefighters (the largest occupations in this category).  As of May 2011, median annual wages ranged from $38,990 for correctional officers and jailers to $71,770 for detectives and criminal investigators. 

Mechanic and repair technologies:  About 89,000 certificates were granted in such occupations as general maintenance and repair workers, automotive service technicians and mechanics, and heating, air conditioning, and refrigeration mechanics and installers, all of which are among the largest occupations in these fields.  Median annual wages ranged from $35,030 for general maintenance and repair workers to $53,960 for telecommunications equipment installers and repairers, except line repairers.

Precision production:  Within the precision production fields, some occupations require a certificate while others require more advanced education or training.  Approximately 29,000 certificates were awarded.  Median annual wages in these occupations (as of May 2011) ranged from $31,730, with 53 percent of workers reporting needing a high school diploma or its equivalent, to $46,650, with 68 percent of workers reporting needing a postsecondary certificate. 

Business, management, marketing, and support services:  About 66,000 certificates were awarded in these fields.  Median annual salaries ranged from $37,640 for procurement clerks, with 33 percent of workers reporting the need for a high school diploma or its equivalent, to $88,190 for industrial production managers, with 29 percent of workers reporting needing a bachelor’s degree. 

Computer and information sciences and support services:  About 28,000 certificates were earned in this category.  Some of the most popular occupations in this field are computer support specialists, computer programmers, information security analysts, web developers, and computer network architects.  In May 2011, computer support specialists earned an average wage of $47,660, while higher-end salaries averaged $79,930. 

Construction trades:  About 30,000 certificates were earned in construction trades. Many of these occupations require only a high school diploma or its equivalent, or a postsecondary certificate.  As of May 2011, median annual wages ranged from $27,010 for helpers of pipelayers, plumbers, pipefitters, and steamfitters to $37,750 for plumbers, pipefitters, and steamfitters. 

Transportation and material moving:  Certificates awarded in transportation and material moving fields numbered about 24,000.  The most common of these occupations are heavy and tractor trailer truck drivers and industrial truck and tractor operators.  As of May 2011, median annual salaries ranged from $19,930 for automotive and watercraft service attendants to $52,950 for first-line supervisors of transportation and material moving machine and vehicle operators.

9.  Career Pathways:  Making Skills Everyone’s Business

Taken from LINCS Career Pathways

The full report, Making Skills Everyone's Business, is now available.  This report is based on:

Making Skills Everyone’s Business, from the U.S. Department of Education’s Office of Career, Technical, and Adult Education (OCTAE) describes how the convergence of activity around adult education and workforce fields has the potential to spark a coordinated national effort to address the lack of foundational skills among U.S. adults.  The NSC Leadership Council had the opportunity to weigh in at a special listening session hosted in conjunction with the 2014 Skills Summit. Many of the approaches highlighted in OCTAE’s report are already embraced by NSC members and partners. Read more about the report here.

Gail Cope, LINCS Program Management Group

10.  Career Pathways:  Online Tools Updated

Taken from NAEPDC

DOL’s Employment and Training has released updates to their entire suite of online career tools for jobseekers, students, workforce professionals, and businesses, including a redesigned CareerOneStop website, a new 'Credentials Center' (Center), and CareerOneStop's mobile apps and tools and is now available at

These tools are most helpful for infusing careers throughout all levels of adult education instruction.  Please pass this on to your program managers and teachers.

11.  Career Pathways:  Report Released – Career Pathways Approaches for the Delivery of Education, Training, Employment, and Human Services Summary of Responses to a Request for Information

Taken from LINCS Career Pathways

Findings from a joint Request for Information (RFI) of The Departments of Education (ED), Health and Human Services (HHS), and Labor (DOL) were recently described on the National Skills Coalition blog page.  The RFI was issued to solicit information and recommendations about career pathways systems from stakeholders in the public and private sectors. The most frequently cited issues from stakeholders included data and evaluation; high- quality and well-coordinated partnerships; and reaching hard-to-serve populations.

Topics discussed in the data and evaluation category included:

·        the importance of common definitions and common measures across various federal programs

·        states with developed integrated data systems are well-positioned to implement career pathways initiatives.

In the high quality and well-coordinated partnership category, the following were discussed: 

·         importance of leadership-level commitment

·        dedicated staffing at the state and/or local level to ensure effective coordination among partners

·        expertise on how to braid complex federal funding streams.

Topics discussed in the reaching hard-to-serve population issues included:

·        suggestions for how to ensure that career pathways programs are accessible to

o   immigrants

o   low-skilled youth and adults, and

o   other hard-to-serve populations.

The following link provides additional information and a link to the report, CAREER PATHWAYS Approaches for the Delivery of Education, Training, Employment,  and Human Services  Summary of Responses to a Request for Information.  The report also summarizes recommendations on funding, promising practices, and needed research in structuring and sustaining high quality career pathways programs.

12.  Career Pathways:  SNAP E&T Strategies

Taken from NAEPDC

As you heard from David Stout (SC) and others at the NTI, the SNAP E&T program offers great opportunities to expand basic skills and career pathway services with SNAP funding.

Report with Successful Strategies: 

Workforce Data Quality Campaign, a project of National Skills Coalition, just released a new paper, “Stepping Up: State Developments in SNAP Employment and Training Data,” which explains state best practices for collecting, reporting, and linking SNAP E&T data to other information that can help identify successful pathways into sustainable employment. As states capitalize on increased attention and resources for SNAP E&T, the report provides ideas to enhance their program data and accountability.

The report features strategies from Florida, Washington State, Minnesota and Texas.


The Supplemental Nutrition Assistance Program (SNAP) provides food to more than 47 million of the poorest Americans each year, while the associated employment and training (E&T) program helps those receiving benefits to move into stable jobs.

SNAP Employment and Training (E&T) was created in 1985 to help families exit SNAP by becoming self-sufficient through work. Each state is required to administer a SNAP E&T program for participants who are not working or are underemployed. States receive federal funding for providing job search assistance, basic education, vocational training, job retention services, and other workforce opportunities. States must provide supportive services such as child care and transportation assistance if SNAP recipients are required to participate in an E&T program. States have flexibility to design their SNAP E&T programs—for example, what services to offer, which geographic regions to serve, whether the program is voluntary or mandatory, and how the state sanctions participants for noncompliance.  Rachel Gragg and David Kaz, Replicating Success: Recommendations and Best Practices from Washington State’s SNAP E&T Program (BFET), June 2014, p. 6

13.  Career Pathways:  Strengthening Measures of College and Career Readiness and Success

Taken from LINCS Career Pathways

This is the second of a two-part webinar series hosted jointly by the College and Career Readiness and Success Center at AIR (CCRS Center) and American Youth Policy Forum (AYPF) aiming to draw connections between the growing understanding of how states can more accurately measure college and career readiness and relevant state policy considerations.

The second webinar will discuss the progress of state longitudinal data systems and the governance structures developed to ensure proper use.  Our panel of national experts and state leaders will provide an overview of the successes and challenges of building cross-system longitudinal data systems and discuss the critical role that governance plays to ensure appropriate use and alleviate privacy concerns.

Presenters include:

·        Laura Jimenez, Director, College and Career Readiness and Success Center

·        DorothyJean (DJ) Cratty, Senior Researcher, American Institutes for Research

·        Elizabeth Dabney, Associate Director, Research and Policy Analysis, Data Quality Campaign

·        Rachel Anderson, Senior Associate, Policy & Advocacy, Data Quality Campaign

·        Jean Osumi, Senior Associate for Academic Policy and Evaluation, Hawai'i P-20 & Data Exchange Partnership

·        Melissa Beard, Data Governance Coordinator/Higher Education Analyst, Washington Education Research and Data Center



14.  Career Pathways:  Using Labor Market Information to Design Job-Driven Training Programs Webinar

Taken from LINCS Health Literacy

March 25, 2015
12:00 PM - 1:00 PM EDT

Click here to Register

Join us to learn how to utilize labor market information (LMI) to verify employer demands and build education and training opportunities for your program participants. By participating in the webinar, participants will walk away with the ability to:

·        Take the guesswork out of choosing in-demand training opportunities;

·        Make sense of real-time and wage data; and

·        Institutionalize a process for data-driven decision-making.

This webinar is a follow-up to the paper, “Using Labor Market Information to Design Job-Driven Training Programs,” that the Health Profession Opportunity Grants (HPOG) program recently published.  Authorized by the Affordable Care Act, the HPOG program helps low income individuals receive health care education and training, serving the dual purpose of increasing the nation’s health care workforce while also putting low income Americans on a path to self-sufficiency.

Presenter:  Joshua Fangmeier, Center for Healthcare Research and Transformation.

Joshua Fangmeier is a Senior Health Policy Analyst at the Center for Healthcare Research and Transformation.  Joshua co-authored the paper, “Using Labor Market Information to Design Job-Driven Training Programs,” published by the HPOG program.

15.  Collective Impact:  Free E-course - The Why and How of Working with Communities through Collective Impact

Taken from LINCS Program Management

A free ecourse, The Why and How of Working with Communities Through Collective Impact, is being offered through the Living Cities initiative.  The course uses collective impact principles as the foundation in helping to address concerns and challenges for many practitioners: Where does the community fit in? The free e-course will walk participants through five modules to help collective impact initiatives better understand why and how to work with community members. Each module includes resources, discussion questions and interactive exercises that will be released on While the course can be taken as an individual, it is recommended that participants discuss the modules in a group, with other members of their collective impact initiative.

Visit the following link for a description of the five modules and a registration link:

Gail Cope, LINCS Program Management Group

16.  Corrections:  ED Technology Mythbusters & Correctional Education Discussion Snippets

Taken from LINCS Correctional Education

Snippet #1

REENTRY MYTHBUSTER – On Information Technology Access in Secure Classrooms

Below is the main text from the Reentry MythBuster for Incarcerated and Reentering Adults released by the Department of Education in 2014.

First, What is a Reentry Mythbuster? -- This Myth Buster is one in a series of fact sheets intended to clarify existing federal policies that affect formerly incarcerated individuals and their families. Each year, about 640,000 individuals are released from state and federal prisons. Another 9 million cycle through local jails.

When reentry fails, the social and economic costs are high -- more crime, more victims, more family distress, and more pressure on already strained state and municipal budgets.

Because reentry intersects with health and housing, education and employment, family, faith, and community well-being, many federal agencies are focusing on initiatives for the reentry population. Under the auspices of the Cabinet-level interagency Reentry Council, federal agencies are working together to enhance community safety and well-being, assist those returning from prison and jail in becoming productive citizens, and save taxpayer dollars by lowering the direct and collateral costs of incarceration. For more information about the Reentry Council, go to:

Myth: Incarcerated persons should never be allowed Internet access because it creates an unreasonable risk to the public and to institutional security.oduct of the Federal Interagency Reentry Council June 2014

• Correctional institutions have a dual mandate: to protect public safety by running safe and secure prisons and to provide incarcerated individuals with treatment and training necessary to be productive and law-abiding citizens upon release. To address both mandates, a nuanced approach to Internet access can be used for many incarcerated populations—somewhere between “no access” and “unfettered access.” Lack of access can be an impediment to release preparation. Unfettered access can result in significant risks to public safety.

• Education and education-related activities—including computer assisted instruction, online learning, digital literacy development, assessment, certification, and academic research—are key reasons to examine safe and effective ways to expand access in correctional settings. However, numerous other reentry-related functions are also greatly enhanced by access to the Internet. These include activities such as seeking employment; accessing benefits important to sustaining a crime-free post-release life; and, addressing issues such as child support payments and student loans, and obtaining a driver’s license and health insurance.

• While access to online resources is appropriate for some segments of correctional populations, it may not be for others. Incarcerated individuals nearing release, especially those who have progressed to lower security status, may appropriately be afforded greater levels of access to electronic information resources. Correctional professionals classify members of the prison population to security levels and these security classifications will be a key determiner of appropriate levels of access to information technology. No access or extremely limited access may be necessary in the case of individuals in higher security risk classifications.

• Technologies to permit controlled or limited access to the Internet have advanced and are increasingly being applied in correctional settings. One prominent example is the now routine use of limited, electronic messaging for personal correspondence in the Federal Bureau of Prisons. This secure filtered access provides inmates with an additional method of communication with friends and family beyond visiting, telephone calls, and letters. At the same time, electronic messaging allows for security oversight through greater ease of monitoring and review. It also decreases physical mail, thereby allowing correctional staff to spend time on security and inmate programming rather than processing and inspecting in and outgoing mail.

Heather Irwin

Snippet #2

Interactive in-cell technology and gated Internet access

… There are strong business cases to be made for the value that gated Internet access can bring to societal reintegration/reentry, and we have these same discussions here in Australia with most of our jurisdictions.

Implementing a Prisoner Interactive Learning System (PILS) solution, while not sacrificing the security of the facility, is achievable. I've worked with a number of correctional facilities over the past decade who have done so, including gated/filtered web and email services. As a result, a colleague and I have prepared this design handbook. I welcome any feedback or questions.


Snippet #3


There have been a number of vendors coming out with tablets recently.  The Correctional Education Association (CEA) partnered with Union Supply and JPay to create a preloaded solution.  The article is missing on CEA's site, but here is the newsletter where they announced the venture.

M Bautista

17.  HSE Exams:  The Decennial Scurry

Taken from National Council of State Directors of Adult Education

The Decennial Scurry March 3, 2015/2 

Those of us in adult education are accustomed to the decennial scurry.  To maintain the credibility, relevance and acceptance of the high school equivalency tests, the GED ® Testing Service has historically updated their test every ten to fifteen years.  The “scurry” includes both the anxious months leading up to the introduction of an updated test as we actively solicit adults to finish incomplete tests and recruit additional examinees before “the test gets more difficult” as well as the months after the test changes trying to attract new examinees having just emptied the pipeline of potential examinees …

18.  PIACC:  What’s New?

Taken from PIACC Buzz

Click here to access the PIACC Outreach Toolkit.

The PIAAC Outreach Toolkit was prepared by the AIR PIAAC team to make it easier to access and share the 2012 PIAAC data.

Here’s just a  sampling of some of the questions about the proficiency of our adult  population that the Toolkit addresses:

·        What proportion of adults in the United States score below proficient in numeracy?

Answer: Sixty-four percent of U.S. adults ages 16-65 scored at or below level 2 in numeracy, using the OECD definition of proficiency as level 3. The proficiency definitions are found here.

·        What proportion of adults in professional jobs has literacy skills that are below proficient?

Answer: Twenty-four percent of adults in professional jobs scored at or below level 2 in literacy, using the OECD definition of proficiency as level 3. The proficiency definitions are found here.

·        What is the impact of parents’ education level on how well adults score on PIAAC in literacy?

Answer: There was a 57-point difference in average literacy scores (233 vs. 290) between adults who did not have a parent with a high school diploma and adults with at least one parent with a college degree. This gap is significantly larger in the United States than the international average.

·        How well do young adults in the United States perform relative to their peers in other countries in all three skills assessed in PIAAC?

Answer: The average scores for U.S. young adults (ages 16-24) were lower than that of their international peers across all three skills assessed in PIAAC. The score-point differences were 7 points (272 vs. 279) in literacy, 22 points (249 vs. 271) in numeracy, and 10 points (285 vs. 295) in digital problem solving.

·        What proportion of adults who work in the health care industry have low skills in literacy?

Answer: Among adults who work in the health care industry, 50% scored at or below level 2 in literacy. Moreover, six out of fourteen major industries in the United States have higher concentrations of workers at or below level 2 than at level 3 or above in literacy.

19.  Science:  Ocean Science and Polar Science Resource Reminder

Taken from LINCS Science

Ocean Science Station:

Polar Science Station:

One of the members of this Science Community of Practice, Lori Savage, mentioned in an earlier discussion thread that she spent almost a month at sea with the NOAA Submarine Ring of Fire-Mariana Arc research cruise, April 18-May 13, 2006.   Lori, an instructor at Rogue Community College, Oregon, accompanied oceanographers on a cruise track from Guam to Japan on the Research Vessel Melville.  You can read more about her experiences at Ocean Science Station: as well as at

From 2002-2006, a total of nine Oregon community college instructors went to sea with oceanographers from many research institutions. (one instructor went on two research cruises!)  Each instructor sent back daily online journal reports in which she posed real-life math problems related to oceanography and to life at sea.  The Oregon instructors had participated in a year-long professional development experience in which they learned how ocean sciences can be the topic within which math, writing, reading, science, geography and career skills can be learned and practiced. 

You can view all of these wonderful reports and resources at Ocean Science Station:   There is additional information on the website about many aspects of ocean science.  The website was produced by LINCS Resource Center-Region 4, and it is still archived at that site. 

In addition, LINCS Region 4 hosts Polar Science Station at  This site features reports, journals, and supplementary information about science in the polar regions.  The daily journals were written by two Oregon community college instructors who participated in Antarctic research: Susan Cowles at Palmer Station, Antarctica from January-March 2002, and Marion Tyson, on board the R/Vessel Nathaniel B. Palmer in the Drake Passage south of Chile in July, 2006.

All the materials on these two websites were written for the target audience of adult basic education instructors and students.  The websites are archived and they are periodically checked for updates and changes.  Please check out the work of members of the adult basic education instructor community!!!

Susan Cowles

20.  Teaching:  The Value of Mistakes

Taken from LINCS College and Career Standards

Check it out!

I recently read an article in Edutopia called Teaching Students to Embrace Mistakes at

Meryl Becker-Prezocki, SME

21.  Writing:  Paraphrasing

Taken from LINCS Assessment

How do members typically introduce a lesson on paraphrasing? The Online Writing Lab at Purdue University has some useful ideas and exercises for teaching paraphrasing. Has anyone tried these exercises? What are your thoughts about teaching and assessing paraphrasing?

Here's a link to an article that outlines how to teach both paraphrasing and summarizing. The following steps for paraphrasing are included in this article:

·        Replacing difficult vocabulary words or phrases with words the student understands

·        Rewriting lengthy or complex sentences into simpler sentences, or combining simple sentences into more interesting,

·        Explaining concepts and abstract ideas from sentences or passages using more clear and concise wording

·        Translating ideas and information into students' own words.

For anyone who plans to pursue post-secondary education, paraphrasing is a critically important skill to master.

Susan Finnmiller

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