Greetings from Montana LINCS
Having trouble with this email? Click here for MTLINCS Email for 11/16/15.
Looking for past emails?
Go to the Email Archives in the upper left-hand corner on the
home page at http://www.nwlincs.org/
One of the purposes of MTLINCS is to provide you with not only state information but also snippets from national discussions. Do not be overwhelmed. Just quickly scroll through the list of items to see what may be pertinent or interesting to you.
National Information: *WIOA Items
1. Montana ABE Resources: November
NEW Contextualized Template (Wyoming is sharing templates based upon Montana templates.)
2. Montana Moving Pathways Forward Resources
Click here to access all MPF Resources. Logic Model and Contextualized Templates now posted.
3. Montana and National News Information
Click here http://www.nwlincs.org/
4. WIOA Update
9/7/15: WIOA Kickoff Follow-up
Presentations posted on DLI website: https://dli.mt.gov/ under Data and Publications.
WIOA Montana Updates:
Click here http://www.nwlincs.org/
5. Adult Basic Skills Webinar: The Impact of Adult Basic Skills Programs on Long Term Outcomes - Now Posted
Taken from LINCS Postsecondary Completion
The webinar, The Impact of Adult Basic Skills Programs on Long Term Outcomes, now posted:
Using data from the Longitudinal Study of Adult Learning (LSAL), study author Dr. Stephen Reder of Portland State University summarizes the long-term impact of Adult Basic Skills (ABS) participation on individuals’ earnings, literacy proficiency, General Educational Development (GED) credential attainment, and engagement in postsecondary education.
*6. Blended Learning: Blended Learning Webinar
Taken from LINCS
Didn’t get to participate in the Blended Learning Webinar? Here are some links to resources for the discussion beginning next week on Blended Learning:
· Guide to Blended Learning for Adult Educators Register, then download the guide.
On Monday, November 16th, I will post some of the questions for our discussion from those who participated in the webinar -- questions that might be answered by any of a number of people here who use blended learning, several of whom were on the webinar, and others. I will also weigh in where I can with answers to some of the questions, and with some questions of my own. My hope is that we have a robust discussion of blended learning from a wide range of viewpoints and that many of the members of this CoP will join in.
David J. Rosen
More Resources from Webinar
To be considered blended, what percent of online vs. face-to-face
learning is required?http://olc.
What the research shows
· Examples of Turnkey Models
· Other examples of Turnkey Models
o Core Skills Mastery (free)
o My Foundations Lab (not free, Pearson)
· ESL Turnkey
· Digital Literacy Skills
o GCF Learn Free (free)
· Build it Yourself Platforms
o MoreThan1Math Teacher-made math website
· Student access to technology: computers and portable digital devices
o Get access to low-cost computers and Internet service for students at home and for your classroom (e.g. www.everyoneon.org/adulted)
· Free Blended Learning Tools
· Blended Learning Professional Development
*7. ESL: New and Improved USA Learns Webinar – December 4
Taken from LINCS Technology and Learning
New and Improved USA Learns webinar will be given by John Fleischman on Friday, December 4, 2015 at 2:00 pm Eastern. Even though it might a little early to commit to attending, you will receive a reminder. And even if you can't make it, by registering you will receive a link to the recorded webinar. So you can register now.
8. Instruction: Energy Science – Teaching Energy Literacy to Adults
Taken from LINCS Health Literacy
This professional development opportunity combines a self-paced course with an opening webinar, ongoing discussion, and development of an energy literacy lesson or unit for your students. The core content comes from a new resource in the Literacy Information and Communication (LINCS, http://lincs.ed.gov) Resource Collection titled, Teaching Energy Literacy to Adult Learners. The self-paced course and resource explain the concept of energy literacy, and introduces the Energy Literacy Framework developed by the U.S. Department of Energy. The course introduces educators to the Framework through videos and a wide variety of teaching resources. As we move through the course, we will share our reflections, suggestions, and science teaching resources through a dedicated discussion strand in the LINCS Community of Practice.
Course Dates: November 17 to December 14, 2015
Webinar Date/Time: November 17, 2015/2:00-3:00 pm
Registration Deadline: November 10, 2015
Facilitator: Cynthia Zafft
Estimated Completion Time: approximately 7 hours total
Expectations for the Course: Participants are expected to complete activities according to the course schedule, read all assigned materials and other resources, respond to discussion prompts, and respond thoughtfully to other's postings. Participants must successfully complete course requirements to receive a certificate of completion.
Contact: Kaye Beall, firstname.lastname@example.org
9. Instruction: Financial Literacy
Taken from LINCS Financial Literacy
Here is a resource for
Financial Literacy Curriculum - it is called JumpStart (Financial Smarts for
Students). This is a clearinghouse to search for curriculum by topic and
grade level. Here is the website: http://
10. Instruction: Preventing Feedback Frizzle
Taken from LINCS Assessment
It has been pointed out in a few discussions on LINCS, most recently in the guest-led discussion in October on "Self-Determination, Grit and Academic Resilience in Adult Learners" that having a growth mindset is essential to achievement. It's important for teachers and students to believe that effort and persistence matter.
In light of this understanding, we will want to consider the type of feedback we provide to students. Positive feedback should be focused on a student's effort ("You worked hard and you figured out how to solve the problem" rather than on his or her ability ("You are talented"). Furthermore, we should strive to provide feedback that describes what students have done well as well as where there is room for improvement.
Here's how Susan Brookhart (2008) in an excellent article entitled "Preventing Feedback Frizzle" (reprinted in the EL [Educational Leadership] Action Pack on Assessment) explains the value of feedback that describes:
"It focuses on one or more strengths of the work and provides at least one suggestion for a next step. Don’t assume that your students know what they did well and that they only need corrections or fixes."
This was a good reminder to me to point out the positive aspects of students' work and to give students the opportunity to revise, i.e., to learn from their mistakes. Brookhart insists that if students don't get another opportunity to demonstrate their learning, our feedback "fizzles."
I'm endeavoring to do this with the writing students are doing in my class. I want to let them know what they have done well, and to revise their work based on my descriptive feedback as well as the descriptive feedback of their peers …
*11. Professional Development Blogs
Taken from NCAL ENews 8
· Moving PD Closer to the Top: National Council for Adult Learning
… New college and career readiness standards for adult education have raised the bar for adult education teachers. As high school equivalency exams now are based on these standards or are quickly moving to address them, many teachers need to improve their content knowledge and teaching skills to meet the new standards. This is a particularly difficult challenge for math teachers, for the programs in which they work, and for state professional development systems. Although a few teachers may have a math background and skills in teaching math that are consistent with the new standards, most do not; and many do not feel confident in their own math abilities. For those teachers, addressing this through professional development will require many hours of in-depth learning …
· Throwing Down the Gauntlet for PD: OCTAE
… No matter how strong community or regional partnerships are or how well designed our strategies are, if teachers of the basic foundation skills are not engaged, prepared, and supported by effective leaders and by programs that deliver high-quality instruction, and if our teachers do not have access to appropriate professional development opportunities and well-paid career paths, student outcomes are unlikely to improve. Note that Strategy #4 of OCTAE’s Making Skills Everyone’s Business aims to “ensure that all students have access to highly effective teachers, leaders, and programs.” It states that “success in helping low-skilled youth and adults enrolled in programs to reach higher levels of education and employment hinges ultimately on what happens between students and teachers.” …
*12. Reading: Teaching Adults to Read Study Circles for Winter and Spring
Taken from LINCS Math and Numeracy
A FREE Professional Development Opportunity brought to you by LINCS.
Facilitated online study circles for adult educators who want to learn – and practice - more about assessing and teaching the components of reading.
Winter series: Teaching Comprehension. Spring series: Teaching Vocabulary
This study circle series focuses in-depth on implementation of the reading components into personal instruction practice. Meeting in interactive webinars once a week for a month, teachers form a cohort community and together explore research-based strategies for teaching and learning reading with struggling ABE and ELL readers. Participants develop a Participatory Action Research (PAR) plan as part of the study circle, in which they design research-based reading activities, implement them, and reflect on their meaning for student learning and their own professional growth in instructional practice. Participants are supported to develop a portfolio to document what they have learned.
The facilitator, Kristin Ockert, and presenters (Christie Knighton and Shash Woods) are Adult Education instructors and Professional Development specialists with decades of experience.
Each series starts with Teaching Adults to Read: Introduction to Effective Reading Instruction Research. This is a single session offered quarterly the week prior to the start of a component series, which participants must take at least once before participation in a component series. Component series are comprised of 4 sessions, one week apart.
State-tailored Sessions: Sessions tailored to specific states can be negotiated for a timeframe and schedule that suits the needs of their participants. Each session is 2 hours long.
Open Sessions: Sessions that are open to participants nationwide take place on the same day and time slot each week, typically Fridays, by time zone - 12:15-2:15 PM Eastern, 11:15-1:15 PM Central, 10:15AM-12:15 PM Mountain, 9:15 AM-11:15 PM Pacific, 7:15 – 9:15 AM Hawaii.
Teaching Adults to Read: Comprehension Introduction session January 29, 2016; Component sessions February 5, 12, 19, and 26.
Teaching Adults to Read: Vocabulary
Teaching Adults to Read: Fluency and Alphabetics schedules TBD.
Each component series may be taken as a separate set of modules, or all of them may be taken to qualify the participants to receive a Teaching Adults To Read Series Certificate of Completion from OCTAE, US Dept of Education.
For registration or questions, please contact: Paul Heavenridge, Executive Director of LINCS Region 4 Regional Professional Development Center. EMAIL: email@example.com
HiSET® October 2015 Newsletter
Khan Academy Math Videos
In collaboration with Khan Academy, the HiSET® program has identified videos and exercises that can assist you in preparing for the HiSET Math test. These training videos can improve the fundamental skills in Numbers and Operations, Geometry, Data Analysis and Algebra that you need to be successful on the HiSET Math test. See the Khan Academy Instructional Support Videos and Exercises (PDF) for more information.
Ordering Test Materials for 2016
HiSET Test Administration Services (TAS) will be placing 2016 initial orders for all paper-delivered test centers. This will alleviate the burden of calculating battery bundle quantities for chief examiners. TAS will begin ordering materials on November 2, 2015. Please do not place orders for 2016 material without first contacting your HiSET TAS representative.
Returning Test Materials for 2015
All 2015 HiSET test books must be returned to the ETS warehouse at the conclusion of the 2015 testing year by chief examiners. Because of policy and procedures, you may not keep the test books for any reason whatsoever after the 2015 testing year concludes.
The test books should be returned sorted and counted by subtest and form, i.e., count by Math Form A, Math Form B, etc. Please label each box in your shipment with the center's name or HSTP number, and keep a record of the tracking numbers.
Unused answer sheets can be used in 2016 and do not need to be included in your returns. See our 2015 Test Materials Return (PDF) and 2015 Test Materials Return Notice (PDF) for detailed instructions.
Quick Reference Guide
The HiSET Quick Reference Guide (PDF) is a detailed list of all HiSET practice tests that are currently available. Please use this resource when choosing which practice tests to purchase or download.
Test Prep Providers
The HiSET Program has a list of publishers of HiSET test prep materials for educators and test takers. The HiSET® Test Prep Providers page, found in the "For States and Educators" section of the HiSET website, has a list of available products and publishers. These products were reviewed by third parties for alignment with the HiSET exam, but are not endorsed or approved by ETS.
Test centers do not need to mail in the confidentiality statement to the TAS department. The confidentiality statement is included in the Computer Based Testing test package and the test taker signs off on the confidentiality statement on the back of their answer sheet. Therefore, it is no longer necessary for test takers to write out and sign the confidentiality statement.
HiSET Success Story — Lawrence, Massachusetts
With the help of YouthBuild®, Daniel Morales successfully passed the HiSET exam and earned his high school equivalency certificate. Now set on a path to achieve lifelong goals, Morales is enrolled in an associates program at Northern Essex Community College. Read more about Morales' 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.
HiSET Annual Conference — Registration is now closed!
We look forward to seeing you in New Orleans on November 30–December 2, 2015. If you have any questions, please email us at firstname.lastname@example.org.
For more information about the HiSET
program, contact us.
Montana HSE Update: October 2015
HiSET 2015 Information Brief - Math
As many Math teachers requested, we have enhanced the Math information with a great deal of detail. Teachers may expect a similar level of detail in our 2016 Informational Brief for all subtests. This particular update was developed in response to feedback received from Math teachers across all HiSET states and territories.
Click here for the brief.
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/
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
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/
Norene Peterson, Adult Education Center