Greetings from Montana LINCS

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Montana Information

1. HiSET Blast

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

Used Answer Sheet Returns

Please be sure to return all used answer sheets, Supervisor's Irregularity Reports and Center Report Forms to:

Inbound Processing Center
200 Ludlow Drive
Ewing, NJ 08638

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.

Phone toll-free:


Montana HSE Update: June 2015­­­

Update:  6/15/15

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

ETS Practice Test Webinar to be Posted


HiSET Accommodations Overview for 2014

Response by ETS to Montana Math Instructor Observations

Montana math instructors submitted questions to ETS about the new math HiSET test.

Click here to read ETS response.

Estimate how well prepared you are for the HiSET exam:

HiSET Preparation Materials 2015

Montana HiSET Resources

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 Graduation

Check out Montana ABLE Program and Student Highlights and read about Lewistown’s graduation:  Nexus Celebrates 100 Graduates from GED Program, Honors Retiring Teacher

3. Montana and National News Information

Click here  to access a site that will take you to the most current information without your having to search.  More resources posted on 6/14/15.

4. Montana Postsecondary News

·       'Access state': UM, MSU accept nearly all applicants  Missoulian, June 10, 2015

… In Montana, families have an expectation their children will grow up and be able to attend UM or MSU or any other Montana University System school …

·       Associate degree is first step for many Community College Daily, June 15, 2015

… Among students who were 20 years old or younger when they earned an associate degree, 60.9 percent had earned a bachelor’s within six years. That percentage dropped to 43.3 percent among those age 21 to 24 and to 31.4 percent among those over 24 ...

5. Instruction

Check out #7, #8, #9, #10, #11, and #12.

6. Montana Moving Pathways Forward Resources

Click here to access all MPF Resources.

7. WIOA Update

6/22/15:  WIOA Comment Period Done

WIOA Montana Updates:

Click here  to access the following:

Montana WIOA:  Chunking Pertinent Information for Montana.

National Information

8. 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”.

9. Career Pathways:  Workforce Readiness EdTech Tools

Taken from LINCS Career Pathways 


Are any of you using workforce readiness curriculum or tools?

Answer #1

One suggestion I have is to check out, a partner of The American Job Center NetworkMyNextMove provides freely accessible career exploration resources to support learners in matching their interests with the Knowledge, Skills and Abilities (KSAs) of related careers.  It also includes information on educational and technology requirements, as well as state level and national employment outlook information.

Mike Cruse

Answer #2

The Adult Literacy Education (ALE) Wiki has a workforce readiness curricula page at . It also has large (although not recently updated) sections on workforce development and workplace education that you can reach from,_Workplace_and_Worker_Education 

David Rosen

Answer #3

… In terms of curricula we are focusing on Edtech tools that are developing employability skills that are in the Employability Skills Framework developed by US ED. You can take a look at the framework here:

Richard Miller

Answer #4

Another resource that may be worth exploring is Skills USA's Career Readiness Curriculum (CRC).   It is a 27 lesson curriculum incorporating Personal Skills, Workplace Skills and Technical Skills. Skills USA is a national, non-profit partnership of students, teachers and industry representatives working together to develop a skilled workforce. The organization supports teachers, and high school and college students who are preparing for careers in technical, skilled and service occupations. 

The Career Readiness Curriculum is a Skills USA member benefit. The membership cost is reasonable: $14 per year for national dues, plus variable state dues, which you can check here.  You can learn more about other benefits one the Skills USA membership kit website.

Mike Cruse

10. 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.

11. 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.

12. 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:

I-Fang E. Cheng

13. Reading:  Reading Closely and Building on Others’ Ideas

Taken from LINCS College and Career Standards

As we implement the standards in our teaching, many of us are focused on "close reading" as outlined in Reading Anchor 1. Posing good questions is an essential aspect of teaching. It's easy to get stuck asking low-level questions about a text for which we already know the answer, and a common pattern we use is the IRE, initiate, respond, evaluate.

Pam Goldman from the Institute for Learning at the University of Pittsburgh explains the IRE pattern as follows:

"IRE, Initiation, Response, and Evaluation, is, by far, the most common type of classroom talk in the United States. Whether as a teacher or a student, you are probably familiar with the scenario: the teacher asks a question (typically one with a fixed answer), the student replies (usually with a short response), the teacher evaluates (right or wrong) and then moves on to the next student with a new question. The IRE pattern emphasizes correctness over reasoning. Once a question is answered, conversation shuts down rather than opens up. IRE reveals answers but does not reveal or build students' knowledge nearly as well as open-ended talk."

How do you avoid -or at least limit- the IRE pattern in your teaching?

Susan Finnmiller


The training activities/resources found within Unit 3, “Identifying Questions Worth Answering” are all about posing good questions. They are meant to develop in educators an appreciation of how powerful questions can be in activating students’ abilities. Abilities that include: how to focus carefully on complex texts, how to collect the evidence needed to support their claims and conclusions, and how to become better readers. All the “Identifying Questions Worth Answering materials are located at: .

Ronna Spacone, Educational Specialist, U.S. Department of Education

Response #1

The materials include the following prompts to evaluate the quality of questions.

1. Could a student find evidence in the text to answer the question?

2. Does a reader have to dig deep to answer the question?

3. Does the question ask about a vocabulary word in the text?

Response #2

A few years ago, I read a great article by Dan Rothstein and Luz Santana "Teaching students to ask their own questions" in which they outline "four essential rules" for students to formulate their own questions.

"Question Formulation Technique

Produce Your Questions
• Ask as many questions as you can.
• Do not stop to discuss, judge, or answer the questions.
• Write down every question exactly as it is stated.
• Change any statement into a question.

Improve Your Questions
• Categorize the questions as closed- or open-ended.
• Name the advantages and disadvantages of each type of question.
• Change questions from one type to another.

Prioritize the Questions
• Choose your three most important questions.
• Why did you choose these three as the most important?

Next Steps
• How are you going to use your questions?"

Students work in small groups, and the article includes the teaching steps to guide the process …

Members might be interested in exploring more ideas related to supporting students to raise their own questions at the Right Question Institute website.

Susan Finnmiller

14. 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: _Webinar.pdf

To view the AutoTutor video that was preseted during the webinar, go to:

Daphne Greenberg

15. Technology:  Millennials Aren’t Tech Savvy

Taken from LINCS Technology and Learning 

A new Change the Equation research brief, "Does Not Compute", on the U.S. millennials' performance on PIAAC PSTRE skills, has some useful infographics. 

David J. Rosen

Information from website

Just because millennials are glued to their tech devices doesn’t mean they know how to use them well. They may know how to take selfies, surf the web, or keep up with their social networks, but "Does Not Compute," a new research brief we are releasing today, reveals that most have a hard time solving problems using technology. That’s bad news, because technology won’t add much to the human equation if we can’t use it to solve problems. It would lose its power to supercharge productivity and accelerate innovation. Fortunately, some of the nation's best STEM education programs are showing by example how we ensure that the next generation becomes truly tech savvy.

… To learn more, check out our brief and the accompanying infographic: "Does Not Compute: The High Cost of Low Tech skills in the U.S.--and What We Can Do About It."

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