Greetings from Montana LINCS
Having trouble with this email? Click here for MTLINCS Email for 6/15/15.
Looking for past emails?
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
HiSET Test Administration Update:
· Test Administrator: Directions for Administering HiSET Paper-based Exam
· Test Taker: Directions for Administering 2015 HiSET Paper-based Exams
· Test Taker: Spanish Instructions for Administering 2015 HiSET Paper-based Exams
HiSET® Program eUpdate | April 2015
Test Center Reimbursement
In an effort to be more eco-friendly and expedite payments, ETS is transitioning from paper checks to electronic payments. If your center or organization is currently reimbursed fees via check on a monthly basis, please either complete the Automated Clearing House paperwork that was enclosed with your monthly payment or contact Michele Gregov at email@example.com.
Used Answer Sheet Returns
Please be sure to return all used answer sheets, Supervisor's Irregularity Reports and Center Report Forms to:
Return envelopes and testing materials should not be sent to Pam Cato via the 2014 Test Book Return Options in the UPS account.
Sending answer sheets and testing materials to the incorrect location can delay scoring and risks test security.
For more information about the HiSET program, contact us.
Montana HSE Update: June 2015
ETS Practice Test Webinar to be Posted
Response by ETS to Montana Math Instructor Observations
Montana math instructors submitted questions to ETS about the new math HiSET test.
Estimate how well prepared you are for the HiSET exam:
Montana HiSET Resources
Check out the shared resources on the HiSET Resource page at http://www.nwlincs.org/mtlincs/opi/HiSET/hiset_resources.htm.
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 and National News Information
Click here http://www.nwlincs.org/mtlincs/opi/National_News2015.html to access a site that will take you to the most current information without your having to search. More resources posted on 5/9/15.
Check out #7, #8, #9, #10, and #14.
4. Montana Moving Pathways Forward Resources
Click here to access all MPF Resources.
5. WIOA Update
5/25/15: WIOA Comment Period Deadline - June 15
The AEFLA Title II NPRM is available online at https://federalregister.gov/a/2015-05540. The other four NRPMs are posted on the Federal Register Public Inspection website at https://www.federalregister.gov/public-inspection.
WIOA Montana Updates:
Click here http://www.nwlincs.org/mtlincs/opi/wioa/wioa_updates.html to access the following:
Montana WIOA: Chunking Pertinent Information for Montana.
6. Career Pathways: Condition of Education 2015
Taken from LINCS Career Pathways
On May 29th the National Center for Education Statistics released The Condition of Education 2015. The report includes an indicator on Employment Rates and Unemployment Rates by Educational Attainment (p.46). The overall findings indicate that “the percentage of the adult population who were employed was higher in 2014 than at the end of the recent recessions in 2010, but lower than before the recession began in 2008”.
7. Career Pathways: Simulated Workplace Initiative
Taken from LINCS Career Pathways
The following is excerpted from the National Journal, which recently published an article about an innovative Career and Technical Education (CTE) model that the state of West Virginia is implementing to make its CTE programs operate as student-run enterprises.
From The Classrooms Where Students Are In Charge
Doug Sands no longer greets visitors to his machine tool technology class in Clarksburg, West Virginia. Instead, one of his students will turn off whatever machine she's working on, introduce herself, and escort the visitor safely past the rows of lathes, milling machines, and drill presses on the shop floor. "That used to be the teacher's job," Sands said. "That's now the students' job."
Employers in West Virginia don't just want workers with technical skills. They want workers who'll show up on time, work in teams, and pass a drug test. So to teach both technical and so-called 'soft' skills, the state has redesigned career and technical education classes. By the 2016-2017 academic year, every CTE class in the state will operate, like Sands' course, as a student-run, simulated business.
8. Disabilities: Seeking Accommodations in Adult and Post-Secondary Education
Taken from LINCS Disabilities in Adult Education
A recent article in Education Week highlights a question many high school leavers (graduates and non-grads) with disabilities are facing, as they prepare to transition from the provisions of an Individual Education Plan (IEP) to the eligibility requirements for receiving accommodations in post-secondary education. College Special-Needs Students Face Choice: Seek Help or Go It Alone? offers some sobering numbers on graduates' decisions on this topic. The following is excerpted from the article.
As recently as 1995, just over a quarter of students with disabilities had enrolled in postsecondary education within four years of graduating from high school. But between 1990 and 2005, college-enrollment rates for students with disabilities increased by 19 percentage points, according to data from two federally funded studies that tracked post-school outcomes for youths with disabilities.
By contrast, during that same period, overall college-enrollment rates increased just 9 percentage points. The federal data show 67 percent of all youths and 60 percent of those with disabilities enroll in college within eight years of leaving high school.
Who are those students and what happens once they leave school? It's not always easy to say. When children are younger, the Individuals with Disabilities Education Act places the onus on the elementary or secondary school to identify, evaluate, and serve students with special needs. But in postsecondary education, the onus is on the student to identify him- or herself as having special needs and to seek assistance.
The problem is, once students reach college, most (63 percent) no longer consider themselves disabled, according to the longitudinal study data. The nondisclosure rate is even higher for students with learning disabilities like Stefanie's. Those students make up the single biggest category of secondary and postsecondary students with disabilities and 69 percent no longer consider themselves disabled once they reach college.
This last paragraph highlights an important reality for many learners in our programs. If students with learning disabilities 'make up the single biggest category of secondary and postsecondary students with disabilities', and '63% no longer consider themselves disabled', how do we best serve their needs in adult and post-secondary programs? Why do you think such a high percentage of these learners don't consider themselves disabled after leaving K-12 programs? What are the obstacles that keep many of these learners from accessing the accommodations that may help them be successful outside of K-12 education?
9. ESL: U.S. Citizenship & Teacher Competencies Discussion
Taken from LINCS Adult English Language Learners
From June 22nd to the 24th, the Adult English Language Learners Community of Practice will host a discussion focused on teacher competencies and knowledge for teachers in adult citizenship education programs. Topics may include various examples of teacher competencies, comparing adult citizenship and ESL teacher competencies, organizing competencies into a framework, and using teacher competencies to improve instruction.
This discussion will be relevant to teachers of citizenship and civics to adult ELLs, those helping eligible Lawful Permanent Residents prepare for the naturalization interview and test, adult ESL teachers, and program administrators.
Our discussion will be led by Paul Kim and Kelton Williams of US Citizenship and Immigration Service. During the discussion, members will have the opportunity to learn about USCIS and other relevant resource to assist adult education program administrators and teachers in developing teacher competencies for adult citizenship education programs.
Save these dates for the upcoming discussion. We'll look forward to your questions as well as your ideas for best practices related to citizenship education.
More about our guest moderators:
Paul S. Kim, Policy Analyst, Citizenship Education and Training, Office of Citizenship, US Citizenship and Immigration Services
Kelton Williams, Education Program Specialist, Office of Citizenship, US Citizenship and Immigration Services
Note: Office of Citizenship will discuss specific questions and comments on civics education to the extent they fall within the scope of citizenship and/or the office’s capacity to respond to such.
10. Instruction: Differentiated Instruction and Lesson Planning – Coming soon!
Taken from LINCS Math and Numeracy
The LINCS Learning Portal houses self-paced, freely accessible online courses developed by U.S. Department of Education, Office of Career, Technical, and Adult Education-funded initiatives. The LINCS project will be releasing an online course entitled Differentiated Instruction and Lesson Planning this summer. An announcement will be made when the course is live on the Learning Portal. Please disregard this post until the course is live.
11. Instruction: Open Educational Resources for the Classroom Webinar Now Archived
Taken from LINCS Notice
The May 28th webinar, Open Educational Resources:
Working Together to Evaluate and Promote High Quality Resources in the
Classroom, delivered by Dahlia Shaewitz, Dr. Tara Myers, and Amanda
Duffy from the American Institutes for Research (AIR) has been archived and is
now accessible on the LINCS YouTube Channel: https://www.youtube.com/watch?
I-Fang E. Cheng
12. Reading: Reading Webinar from May 29 Now Archived
Taken from LINCS Notice
To view the Center for the Study of Adult Literacy webinar, go to:
If you only want to see the slides, go to:
To view the AutoTutor video that was preseted during the webinar, go to:
13. Technology: Introduction to SAMR
Taken from LINCS Technology and Learning
The Substitution Augmentation Modification Redefinition model offers a method of seeing how computer technology might impact teaching and learning. Learn to assess and evaluate the technology you use in your classroom.
Click here to watch an Introduction to SAMR.
… The shift from Substitution to Augmentation in the SAMR model, particularly when adult learners are organizing the project, may integrate technology from project strategies suggested by students. We need to help technology-reluctant teachers to accept this learner leadership, and to let adult learners who may have the technology skills take positions of leadership. One way to do that, in cases where the teacher doesn't have the technology skills or comfort or time to supervise adult learners' work, is to engage volunteers who do have the technology competency and comfort to work with the students, and also to mentor the teachers. In cases where it is not possible to involve volunteers as technology mentors, there may be other teachers at the program who have the technology skills who can be a teacher mentor and, as needed, assist students.
Mentoring is an important strategy for advancing teachers' technology comfort and competence.
David J. Rosen
14. Technology: Technology and ABE
Taken from LINCS Postsecondary Completion
The move to eHealth has prompted studies of websites and the literacy levels needed to comprehend the information they provide – almost all bad news for people with low levels of literacy … But, you are asking a much more comprehensive question that includes all the steps from affording equipment and internet service to learning how to install and use equipment to accessing and successfully using Internet websites and portals.
There are studies that focus on portions of that trail. For example, here is Internet Usage by Low-Literacy Adults Seeking Health Information: AnObservational Analysis …
There are clearly some important implications from this study. For example, the finding that “seven out of 8 [adult learners in this study] selected ‘sponsored sites’-paid Web advertisements- over search engine-generated links” suggest a real need to teacher effective internet search skills.
15. Technology: Web Quest Activity for Jobs and Credentials
Taken from LINCS Technology and Learning
… Web Quests are a great way for teachers new to using technology and/or project-based learning to start. See one on How to Find a Good Job at http://www.altn.org/webquests/jobs/index.html
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