Greetings from Montana LINCS
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email? Click here
for MTLINCS Email for 8/31/15.
Looking for past emails?
Go to the Email Archives in the upper left-hand corner on the
home page at http://www.nwlincs.org/
WIOA Kickoff Followup Coming Soon!
1. HiSET Blast
HiSET® Program eUpdate | August 2015
The HiSET® Program is pleased to announce the release of the new practice tests! The Free Practice Tests, eBooks and Official Practice Test in Language Arts — Writing, Language Arts — Reading, Mathematics, Science and Social Studies have been updated to prepare test takers for the 2016 HiSET exam. The new releases include evidence-based writing prompts, a set of a paired passages and new mathematics items. For a breakdown of the updates and how to purchase the new practice tests, please see the Quick Reference Guide (PDF).
The 2016 HiSET Program Manual (PDF) will be available on our Download Library on September 1, 2015. This new edition contains updates to the directions for test administration, annual test book returns and other program updates.
The 2015 Test at a Glance (TAAG) (PDF) has been updated to include more details and a new section on the College and Career Readiness Standards for the Mathematics section. This updated PDF is available on our Download Library.
The 2016 Test at a Glance (TAAG) (PDF) will be released and available on our Download Library on September 1, 2015. The new 2016 TAAG (PDF) will have College and Career Readiness Standards for Reading, Writing and Mathematics. All subtest areas have been updated to include approximate percentages and new content areas.
The Scored Sample Writing Response and Writing Response Scoring Guide (Rubrics) have been updated to include a new evidence-based writing prompt, a new writing sample and a new rubric and will be available on our Download Library on September 1, 2015. You can access both the Scored Sample Writing Response and Writing Response Scoring Guide (Rubrics) on our Download Library.
New sample items for all subtests with Depth of Knowledge levels will also be available on September 1, 2015. You can access these new sample items on our Download Library.
Expired Vouchers Policy
Organizations or individuals that have purchased vouchers have up to six months from the date of expiration to notify us that they would like to be issued new voucher numbers for those vouchers that have not been redeemed. After six months from the expiration date, the voucher will be removed and unavailable for further use. Please contact us at email@example.com so we can assist you with this process.
Registering Test Takers — Important Reminder
When registering test takers, please click the submit button only ONCE. Double-clicking creates duplicate batteries and appointments in our systems.
Save the Date — ETS HiSET Conference
Registration is limited and will be on a first-come, first-served basis. Registration information will be available soon.
HiSET Success Stories
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 Bill Kopco with details and include "HiSET Success Story" in your subject line.
For more information about the HiSET program, contact us.
Montana HSE Update: August 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.
HiSET Test at a Glance Update
Greetings HiSET States & Territories-
Just a quick update on revisions to our Test At A Glance (TAAG) document.
We will be making modifications to the HiSET TAAG, specifically to provide additional information in Math. This update will be released the week of August 10th.
Also, as a reminder the 2016 TAAG will be released on September 1st. Please let us know if you have any questions.
Jason A. Carter, National Director, High School Equivalency Testing (HiSET®)|Educational Testing Service
Save the Date!
2015 HiSET Conference
November 30 to December 2
Registration and Exhibit information available soon!
As you know, we are continuing our efforts to improve processes and ensure test integrity through the practice of regular, random test center audits. These audits are meant to ensure consistency in the processes followed to deliver the HiSET nationally, and are in no way an attempt to impede testing or to get centers “in trouble”. Our efforts are related directly to best practices, and we hope that this process continues to create an environment where centers can grow and learn and improve processes, as well as offering an opportunity to find centers that exemplify what we consider stellar center management. We are sending out the reminder to test centers below this week, as we’ve had a handful of centers surprised by their audits, and want to remind everyone that these audits are standard, customary practice and in no way should impact their day to day operations of delivering tests.
As part of our ongoing commitment to quality and consistency in the delivery of the HiSET exam, a test center observer may visit your center the day of the test or the week preceding it. You should check the observer’s identification and letter of authorization from ETS Office of Testing Integrity. If you are still in doubt about the identity of the auditor, you should call the number on the letter to verify the visit. Test center observations are scheduled to ensure that procedures and facilities meet test center standards. The observer will want to monitor as many aspects of the administration as possible, particularly test security arrangements and procedures, testing environment conditions and any evidence of recent changes in program policies, procedures, or requirements. It is requested you provide full cooperation to the observer, however, an observer should not in any way impede you or your staff in the execution of the test administration. These audits will be unannounced and are random and ongoing throughout the testing year in all of our HiSET jurisdictions. You can always contact Test Administration Services at 1-800-257-5123 for additional questions or information regarding test center audits.
Please feel free to reach out to me if you have any questions or concerns.
Amy E. Briggs
Director of Product Management
ETS High School Equivalency Test (HiSET)
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.
2. Montana Instruction
out #7 - #14.
3. Montana Moving Pathways Forward Resources
Click here to access all MPF
4. Montana and National News Information
Click here http://www.nwlincs.org/
5. Montana Program and Student Highlights
Congratulations to our new citizens in Great Falls! Click here.
6. TABE: Participate in the TABE 11 & 12 Field Test Review
Corporation | CTB will be field testing new test items for the development of
new TABE® forms. To achieve this
goal, we need your help. We invite your program to join in this national field
test review. You will have the opportunity to view and respond to test items
that may appear on the new TABE 11&12.
Programs electing to participate will benefit in several different ways. First, they will contribute to improving the quality and development of the adult assessments they already use to effectively assess the skills and knowledge of adult learners. Second, they will gain familiarity in experiencing the new TABE forms. And finally, as a thank you for participating, both your program and students will receive monetary compensation.
For additional information on participating in the TABE 11&12 national field test, please fill out this brief survey. After you fill out the survey we will keep your information on file and will contact you when we are ready to begin the field test.
To access the survey, click here »
For questions about prequalification for the field test study please contact:
National Adult Education Manager
Data Recognition Corporation | CTB
7. WIOA Update
8/24/15: WIOA Vision Document from US Department of Education
OCTAE Program Memorandum (OCTAE/DAEL 15-4) : Vision for the Adult Education and Family Literacy Act in the Workforce System and Initial Implementation of the Workforce Innovation and Opportunity Act; and
· OSERS Technical Assistance Circular (RSA-TAC-15-02): Vision for the State Rehabilitation Services Program as a Partner in the Workforce Development System under the Workforce Innovation and Opportunity Act.Back to Top.
8/10/15: Montana WIOA Kickoff Follow-up Coming Soon
WIOA Montana Updates:
Montana WIOA: Chunking Pertinent Information for Montana.
Taken from LINCS College and Career Standards
Last fall, the Office of Career, Technical, and Adult Education held a meeting of assessment experts to discuss the next generation of assessments for adult education accountability. The paper <Developing Next Generation Assessments for Adult Education> presents a summary of that discussion on two topics: 1. Approaches to assessments for accountability in adult education and 2. Characteristics and approaches for next generation assessments. The paper is also posted on the National Reporting System website at: www.nrsweb.org.
Ronna Spacone, Office of Career, Technical, and Adult Education
9. Reading: Adjusting Reading that Is Too High Strategies
Taken from LINCS Postsecondary Education
I am interested in using an article by Laura Tropp, A World Without Time and Money, with students who will be working in a blended learning environment. Many are English speakers of other languages but in this context are part of a group of adult learners (both ESOL and native speakers) transitioning to health career programs at their local community college. This article is approximately at the 9+ GLE. Most of the students are reading at the 6-8 GLE. The students will write a short summary of the article and add a reflection that considers if our digital world discourages skills that we need. What do you suggest?
… There is some vocabulary that, although important, might be unknown to many students (broaching, obsolete, perspective, transaction). Maybe you can highlight these words in the text and give the meaning or a synonym. There are also some complex sentences and maybe you could have an alternate version of the text that is edited for those students reading at a lower level. Breaking compound or complex sentences into shorter sentences could bring it down a grade-level or two. If it will be used in a class situation there are some interesting idioms to discuss (stealing a glance, change-making skills, no uncertain terms) that are probably new for ESOL students and maybe for native speakers as well.
There is a great tool on the website
Achieve the Core called Academic Word Finder that allows you to enter a text
and it will highlight Tier 2 words (academic words) at a specific grade level
that might help to identify which words might be most problematic for your
One is to use the site Rewordify http://rewordify.
The other is to use the article as is
and provide the kind of scaffolding that students would need to learn to read
complex texts: preteach some vocabulary, chunk the text into shorter sections
and tackle them one at a time. Discuss the article so confusions can be cleared
up. Tim Shanahan's blog http://www.shanahanonliteracy.
You might also find some helpful ideas in the Reading Apprenticeship discussion that was held a while back, or in the book if you have a copy or can get hold of one.
Another suggestion is to have more advanced students simplify/rewrite the content as an exercise for them and a wonderful benefit to others. We learn what we teach!
As for vocabulary building, my very, very favorite tool is https://quizlet.com/. Students look up or discuss terms with others, after which they go to quizzlet and create flashcards. The beauty of the site is that once the cards are created and, often, illustrated, students can click on different options to review the terms, play games with the terms, and test themselves. Cards are easy to create and then become available for everyone to see. Some of the teachers here are introducing medical terms that way, sometimes creating the cards for students and then having them practice them in quizzlet.
Below are links to a couple of quizlets that one of "my" developers has created lab modules for a STEM project we are implementing. When they open, look at the top menu for all of the options to practice the terms!
10. Reading: Resource for Addressing ELA Standards with Paired Texts
Taken from LINCS College and Career Standards
Check out ReadWorks.org . At this site, you can search for reading materials based on Lexile (or grade) Level as well as by topic. We are using more informational texts these days, but you can also find poetry and narrative texts on ReadWorks. After registering on the site for free, you can download PDFs of the articles and print them. Each article is aligned to specific standards and includes question sets for each.
A feature you can choose to search for "paired texts," i.e., texts on similar themes to support students to extend their knowledge and understanding of a topic and to address ELA Anchor 9: "Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take."
For instance, an article about "Earth Science: Hurricanes" at Lexile Level 830 is paired with an article about "Spinning Thunderstorms," i.e., tornadoes.
Susan Finn Miller
11. Technology: Instructional Design Objectives and Online Tools to Help Accomplish Them
Taken from LINCS Technology and Learning
This is a new feature of the
Technology and Learning CoP, a permanent ("sticky post") thread where
members of the Technology and Learning CoP, and other CoPs, can post an
instructional or program design objective and ask for help in identifying
online or other digital tools that have potential for addressing that
objective. Click here to access: https://community.lincs.ed.
Here are some examples of instructional and program objectives for which there may be good technology solutions, online tools to:
· Save and organize promising online tools
· Add or improve a program or class online learning presence (a website, online storage site, shell program etc.)
· Automate reminders to students
· Use online formative assessment tools as a teacher to learn, and help students learn, what they know before and after a lesson
· Experiment with or improve a flipped learning model by finding and/or creating video presentations that students watch before class and using class time for one-on-one or small group assistance or for project-based learning or other engaging activities
· Share computer screens in real time with distance learning or blended learning students
Post your instructional or program design objective or goal here and ask for help in identifying online tools. There are plenty of experts here that can help.
David J. Rosen
"I have been using Seesaw, The
Learning Journal. It's a great way for students to capture learning as it
David J. Rosen
Zaption: … We love video as pre-work, but other than being able to see that they opened the video, we couldn't really confirm they gleaned the content. I discovered a tool that lets you add questions to segments throughout. It's called Zaption, and it is the COOLEST thing since Web 2.0!
You can find it at: www.zaption.com
12. Technology: Open Educational Resources Discussion
Taken from LINCS Notice
What are OER?
“Open educational resources (OER) are teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits sharing, accessing, repurposing—including for commercial purposes—and collaborating with others.”
What’s the difference between an open resource and a free resource?
Free is great. Open is great. The difference between the two is the legal permissions attached to OER that allow for modification, unlimited sharing, unlimited access, and modification. (Yes! I mention modification twice. J It’s that important.)
Free resources are valuable, and we are not suggesting that you do not use them. We are encouraging you to learn about, use, and even create OER in addition to the other resources you already use. Determining if a resource is an OER or not can be tricky if you don’t have much experience doing so. Understanding the legal terminology can be time consuming and confusing; however, once you know what to look for, it becomes much faster. The greatest value in resources that are open is that open resources allow users to remix and revise the content legally and then share that revision with the rest of the open community. This provides the opportunity for users to take a great resource and modify it to match their students’ needs and instructional objectives, as well as add to the supply of instructional materials – for us, it’s adding to the less robust pool of adult focused materials.
I just went of OER Commons and found
this link http://www.oercommons.org/
The activities are for k-12, but can easily be modified for adult ESL students. For instance, I downloaded a graphic organizer for a simple letter/email, something that I do with my students each cycle. There are also sample letters, with and without mistakes.
We created an OER Commons group for saving adult education specific OER. It's called "Adult Education Open Community of Resources" and as of this morning, there are 189 resources saved to that group. Within the group we created subfolders: Adult ESL, Math, Science, Workforce Prep, Digital Literacy and Teacher Professional Development are some examples of these folders. Because it is a public group anyone can join and create different folders.
To find any resource you can go to OER Commons and use the search feature, too. As part of the LINCS ESL Pro teacher user group process, teachers were asked to 'tag' all evaluated resources with "Adult ESL". If you put this phrase in the search feature, you will find Stephanie's resources and all of the others. This would give you multiple options to choose from for use in your class. Marcela also made a great point when she mentioned that even if a resource isn't tagged Adult ESL, because the resources are open, you have the option of modifying them so they are appropriate for your learners and then you can share your modification and tag it, contributing to this growing body of adult specific teaching and learning materials …
WIOA: Request for Comments on WIOA Unified and Combined State Plan
Taken from LINCS Notice
The Departments of Labor, Education, Health and Human Services, Agriculture, and Housing and Urban Development are soliciting comments concerning a collection of data that will be used for unified and combined state plans under the Workforce Innovation and Opportunity Act (WIOA). The WIOA Unified and Combined State Plan Requirements is a consolidated information collection that would implement sections 102 and 103 of WIOA (P.L. 113-128). WIOA requires that, no later than March 3, 2016, each State, at a minimum, submit a Unified State Plan as a condition of receiving funds for core programs subject to the Unified State Plan requirements. In the alternative, States may submit a Combined State Plan as a condition of receiving funds under certain named programs subject to the Combined State Plan provisions. See 29 U.S.C. §§ 3112 and 3113. The Unified or Combined State Plan requirements are designed to improve service integration and ensure that the publicly-funded workforce system provides a range of employment, education, training, and related services and supports to help all jobseekers secure good jobs while providing businesses with the skilled workers they need to compete in the global economy. To that end, the Unified or Combined State Plan would describe how the State will develop and implement a unified, integrated service delivery system rather than discuss the State’s approach to operating each program individually.
A copy of the proposed
Information Collection Request with applicable supporting documentation may be
accessed at http://www.regulations.gov by selecting Docket ID number ETA-2015-0006 or directly at http://www.regulations.gov/#!
Taken from LINCS Assessment
This EdSurge blog article https://www.edsurge.com/news/
Adult Education Center
415 N. 30th Billings, MT 59101