Greetings from Montana LINCS
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1. HiSET Blast
2.Montana and National News Information
Click here http://www.nwlincs.org/
3. Montana Instruction Ideas
Check out #7, #11, and #12.
4. Montana Moving Pathways Forward Resources
Click here to access all MPF Resources.
5. WIOA Update: WIOA Timeline
3/30/15: WIOA Quick Start Action Planners: A New Tool for the Implementation of WIOA (Posted on LINCS Career Pathways)
Workforce Innovation and Opportunity Act (WIOA) Quick Start Action Planners (QSAPs) are web-based self-assessment tools designed to help state and local leaders identify areas of strength and challenges as they prepare their workforce systems for the implementation of WIOA.
The QSAP is designed for leaders in the public workforce system at the state and local levels. You can complete a QSAP in 20-30 minutes, and then discuss the results with your team to develop a common understanding of your readiness to implement WIOA.
You can access the planner here: http://wioa.mahernet.com/page/
I hope that some of your organizations will use one, or more, of these planners as you prepare for WIOA implementation. I look forward to hearing about your experience using the QSAP, what was helpful, and what questions you still have about implementing these new provisions.
3/18/15: WIOA National Update from Career Pathways Exchange
WIOA Vision and System Update
U.S. Department of Labor, U.S. Department of Education, and the U.S. Department of Health and Human Services, 2015
The U.S. Department of Labor, U.S. Department of Education, and U.S. Department of Health and Human Services presented a webinar on March 3, 2015, offering an update on the Workforce Innovation and Opportunity Act (WIOA). Agency leadership shared the federal vision for the workforce system under WIOA, discussed actions states and local workforce areas can take to support implementation, and fielded questions from the audience. A complete recording of the webinar as well its transcript and presentation slides are available through the Department of Labor's Workforce3One website.
WIOA Montana Updates:
3/17/15: Using "Measurable Skill Gains" to Best Serve Low-Income, Lower-Skilled Individuals
The Center for Law and Social Policy (CLASP) is very pleased that Congress, in passing the Workforce Innovation and Opportunity Act (WIOA), included an interim measure of progress as one of the six “primary indicators of performance.” The legislative description of this indicator reads as follows:
The percentage of program participants who, during a program year, are in an education or training program that leads to a recognized postsecondary credential or employment and who are achieving measureable skill gains toward such a credential or employment. (WIOA, Section 116(b)(2)(A)(V)).
This common measure offers an opportunity to ensure WIOA funds are used to provide services for participants with initially low basic skills, including English language learners. Recognizing that these individuals will require additional services and a longer timeframe to succeed in postsecondary education and the labor market, this measure helps programs demonstrate success through interim outcomes achieved by this population …
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, http://wdr.doleta.gov/
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.
Cheryl L. Keenan
Director, Adult Education and Literacy
Office of Career, Technical and Adult Education
U. S. Department of Education
Click here http://www.nwlincs.org/
Montana WIOA: Chunking Pertinent Information for Montana. a
6. ABE: Participation in Adult Basic Education Programs Impact Earnings
Taken from LINCS Program Management
Have you wondered if there is evidence that participating in an ABE program has a long-term impact on adult learners' earnings? Perhaps you have been frustrated that there is little if any research on the question of economic impact. You may even be familiar with Economist James Heckman's research that shows that getting a GED diploma or certificate does not have an impact on one's lifelong earnings unless it is used to open the gate to further education and training and one completes at least a year of training and education leading to a certificate or degree.
Now, we have evidence from researcher Stephen Reder at Portland
State University, based on his analysis of data from his Longitudinal Study of
Adult Literacy (LSAL), a decade-long study of about a thousand randomly
selected adult school dropouts in Portland Oregon. The U.S. Department of
Education has published this research brief (along with four others of Reder's research
briefs) in which he analyzes the economic impact results for participants in
adult basic skills (ABS) programs. http://lincs.ed.gov/
The March 26th U.S. Department of Education OCTAE Newsletter offers this summary:
The Impact of ABS Program Participation on Long-Term Economic Outcomes considers the long-term impact of participation in ABS programs on individuals' earnings. The research results show that individuals who participate in ABS programs have higher future earnings as a result of participating, and their income premiums are larger with more intensive participation. Minimal levels of participation do not produce statistically significant premiums, but 100 hours or more of attendance were found to equate to extra earnings of $9,621 per year, in 2013 dollars.
The research brief is, well, brief. You can read it in under thirty minutes or skim it in under five minutes. Please do read it, and comment on it here.
1. What do the findings mean for your program? For example, was the 100 hours or more of attendance needed for significant impact a surprise or a confirmation of what you already know?
2. Are the findings important?
3. Could you use these findings in educating students, community members, local policy makers, education funders who have expressed doubt about the impact of adult basic skills education? If so, how would you use them? In your program or school? With your state professional development agency? With your state adult education public policy education/advocacy group? With your state adult learner leadership group? What exactly would you do with these findings.
If you want to read about all five research briefs that are
based on the LSAL data, see the OCTAE newsletter at http://www2.ed.gov/news/
David J. Rosen
7. CareerOneStop: Website Redesigned
Taken from LINCS Career Pathways
The U.S. Department of Labor’s Employment and Training Administration is pleased to announce the 2015 launch of the redesigned CareerOneStop website.
The redesigned CareerOneStop website offers streamlined access to key resources and tools for job seekers, businesses, veterans, students, workers with disabilities, older workers, workers with criminal convictions, and more. The site is fully mobile-ready—meaning it automatically adjusts to fit smartphone or tablet screens.
Check out the new CareerOneStop at www.CareerOneStop.org. Learn more from the What can CareerOneStop do for you? video or get started at one of the six main sections:
• Explore Careers—Get quick access to occupation details as well as information on self-assessments, career planning, and more
• Find Training—Find local training programs as well as information on training options, certifications, licenses, financial aid, and more
• Job Search—Using CareerOneStop’s newly enhanced Job Search, find job listings updated daily from US.jobs, America’s Job Exchange, CareerBuilder, and Indeed, along with tips on networking, resumes, interviews, and more
• Local Help—Use the American Job Center Finder and nearly a dozen additional tools to easily locate and find contact information for local workforce services across the United States
• The Toolkit—Find all of CareerOneStop’s online tools—more than three dozen in all
• Resources for—Use CareerOneStop’s targeted resources for veterans, businesses, people with criminal records, laid-off workers, career professionals, workers with disabilities, and others
You’ll find more information including brochures on
CareerOneStop, Veterans ReEmployment, Business Center, and Web Services. You
can access printable brochures and more materials—in English and
Please contact CareerOneStop at info@CareerOneStop.org with any questions. We look forward to your feedback!
8. Career Pathways: Non-First-Time Student Degree Completion
Taken from LINCS Career Pathways
Non-First-Time Student Degree Completion
The following information comes from the Center for Postsecondary and Economic Success at CLASP and contains 2 useful links. The first is a chart detailing the demographics of non-traditional students, and the second is to the study from which the information comes …
Mixed Enrollment Status: Favorable for Non-First-Time Student Degree Completion
The traditional 18-year-old high school graduate enrolling full time at a university no longer represents the majority of college students. Today’s nontraditional students are entering or returning to postsecondary education older, with families and jobs, and with varying degrees of enrollment intensity.
In 2012, 51 percent of undergraduate students were independent, 40 percent were age 25 or older, 15 percent were single parents, and 37 percent were enrolled part time.
A new national study on the enrollment and persistence of non-first-time students (NFT), conducted by a group of higher education organizations, indicates that when NFT students combine periods of part-time and full-time enrollment, they are less likely to drop out and are more likely to complete an associate’s degree than exclusively part time students.
9. Career Pathways: Upskill America
Taken from LINCS Career Pathways
UpSkill America is an employer-led movement to expand economic
opportunity for American workers. Members are The Aspen Institute Skills for America's Future, The Council for
Adult and Experiential Learning (CAEL), The National Fund for Workforce
Solutions, Business Leaders United for Workforce Partnerships (National Skills
Coalition), and the Committee for Economic Development. All of these
members are worth knowing about. The Upskill America website is http://www.upskillamerica.org/
Best Practices for Employer-Provided Training
1. Increase investments in frontline workers to pave the way for job progression and better pay
2. Expand employee eligibility of higher education benefits and encourage more frontline workers to take advantage of them
3. Reward frontline workers' on-the-job training and skill mastery with promotions and incentives
4. Work with other employers and partners so that frontline workers’ learning and training leads to marketable and nationally recognized credentials that can generate higher pay
5. Create or expand apprenticeship program for investing in training
6. Offer scheduling flexibility or stability - and related supports - to frontline workers that allows them to succeed at training, higher education, and career advancement
10. COABE App
Taken from LINCS Technology and Learning
The 2015 COABE
Conference is a month away. For a second year COABE is using a conference
app. Not only is the app useful if you are attending the conference, but
it allows those who cannot attend to participate virtually. The COABE
2015 app is already available --you can download it on your mobile devices by
going to this link http://doubledutch.me/
There are already affinity groups available on the COABE 2015 app. These follow the conference strands and give you the opportunity to interact now with other people who are interested in the same topics as you. There's a technology affinity group just waiting for you to join. Introduce yourself, meet presenters, and let other group members know what you hope to learn at the conference this year.
11. ESL: Mobile Pedagogy for English Language Teaching – A Guide for Teachers
Taken from LINCS Technology and Learning
Here is an interesting resource on using mobile technology in teaching English. How are ESOL teachers using mobile devices with students?
Mobile pedagogy for English language teaching: a guide for teachers
"This guide is for anyone interested in teaching and learning languages, and thinking about teaching practices. It sets out a philosophy and proposes a frame of reference to aid teacher-thinking when designing mobile language learning in and beyond the classroom, informed by research conducted with teachers and learners in ESOL and EAP contexts.
The ideas within highlight the use of activities which exploit a dynamic language and technology environment while drawing on teacher wisdom and the distinctive capabilities of both teachers and their learners.
This publication is free to download in pdf format."
12. ESL: TABE and WorkKeys Resources for ELL
Taken from LINCS Adult English Language Learners
In South Carolina, many of our transitioned ESL students remain with an ESL teacher in a class that often contains students assessed with different tools: TABE Language and/or Reading, BEST Plus and/or BEST Literacy. To assist teachers with content, my colleague, Terry Phillips, created a chart which shows the content of each TABE level/form (the checkmarks denoting the number of questions assessed on that level/form). Here is a link to the TABE Reading chart and the TABE Language chart. As you can see from looking at the charts, the skills covered are often found in a variety of ESL curricula. Helping the teacher see precisely what is assessed can assist them in contextualizing priority skills as related to their students' unique needs.
To help with differentiating instruction and groupings within the ELL classroom, I created this Assessment Analysis Tool which helps a teacher look at his/her classroom composition in terms of individual skill strengths and weaknesses. This is a new tool and has been received well in theory, but I'm awaiting practical feedback from those actually implementing its use in the classroom.
One of our ESL instructors, Jan Camp from Horry County Adult Education, developed this ESL Career Ready 101 Guide to help teachers in using CareerReady 101 (CR101) with ELLs. In South Carolina last year, 72 ELLs earned Career Ready Certificates (CRCs) (63 of which were ESL students). These CRCs were earned by students at all NRS levels, but we do find that ESL High Beginning and Intermediate Low is the best starting point. Jan recommends having students work through levels 1-3 of Applied Math and Reading for Information before beginning Locating Information due to the difficulty of the latter. They have responded enthusiastically commenting how the training has helped them to assist their children with math homework, etc. Students also see their progress and enjoy having their certificates celebrated, both of which encourage student retention.
CR101 actually offers a lot to our ELLs; of course, the CRCs help them to enhance their employability (for those who are eligible) while at the same time building their technology skills. However, the other modules include listening activities, financial awareness, and a wide variety of content, tapping into the diverse interests and backgrounds of our students. We have actually approved all of the units for ESL distance learning, so students can work from home at their leisure.
I hope some of these resources are helpful to others who have transitioned ESL students into 'Regular Ed' assessments. I should mention that while our transitioned ESL students do typically make gain with TABE Math subtests, we don't recommend using those subtests until the student has reached 7.0-9.0 GLE on both the TABE Reading and Language subtests. In this way, we continue to strengthen the students' language acquisition which they can then use for their diverse pursuits.
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/
Adult Education Center
415 N. 30th Billings, MT 59101