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October 2007 Discussion

As had been stated earlier, this discussion page is an evolving process.  Besides responses to the initial question, several questions/comments have been posted in relation to many of the professional development activities that have recently occurred for Montana ABLE.  The goal is to make this page more user friendly.  Therefore, you will see a chart (below) at the top of each of the main postings for the month.  All you need to do is click on the topic you would like to read more about.  Then just scroll up to read the postings in sequential order on that topic. 

Assessment:  October

Reading Assessment Discussion



Interest Inventory Discussion



Math Assessment Discussion



Follow-up from MABLE discussion in Billings:  MT LINCS Participant Usage - Stats



Posting #3 (The comments in this posting vary greatly:  ARCS, Learning Preference Inventory, Participant Sign-in, Math Assessment, etc. - definitely some interesting reading!)


Response to Assessment - Math

This post is from the Billings ABLE Math Department.  We are aware that some others may be looking for help in student assessment in math.

Our approach has been to TABE test initially and then use an open-answer, in-house assessment for identifying the skill strengths of our students.  Our instruction is then based upon the skill areas that need to be strengthened. 

If you have specific questions, please post them (send them to MT LINCS) and we will do our best to answer them in this discussion.  We would like to invite you to contact us if you are in Billings and are interested in seeing what we use for our in-house assessment. 

Kathie Daviau, Kathy Jackson, Jesse Sauskojus, & Rose Steiner 


Response to Accessing Participant Usage

Glad you asked the question below!  The server which hosts MT LINCS  is located at the Ohio Literacy Resource Center.  Tim Ponder is able to provide us with data about the number of visits to this website.  So far we have had 169 actual visits, averaging 4 per day, and, no, they are not from the same person!!! =)  NP =)

Click here for RIB stats.

Accessing Participant Usage

Are you able to see how many people actually access the comments (ie. is it getting used regularly?).   Montana ABLE Participant


Response #2 to question about GED stats regarding wages earned

Here are the resources that I use: 

  1. Working Together:  Aligning State Systems and Policies for Individual and Regional Prosperity put out by the Workforce Strategy Center in December of 2006.

  2. The US Census Bureau American FactFinder:

  3. Or you can just go to and look under people and then median earnings by education attainment.

  4. Lastly College Board put out a report that I like at that talks about earning potential.

Renee Bentham, Missoula


Response #1 to question about GED stats regarding wages earned

Check out the following link from NCSALL: - Is the GED Valuable to Those Who Pass it?

If anyone has another resource, please email MT LINCS.  NP =)


Question about GED stats regarding wages earned

I have a question.  Did I hear ... a quote (at the Character Ed Conference) to the effect that GED grads make $150 - $200 more per week than non GED workers?   Where did you get those numbers?  Do you have the citation? 

 Inquiring minds want to know.  Thanks.

Rick Whitman, Montana Women's Prison


Result from MABLE Meeting:  Sign-in Form for Programs without Student Schedules

At the MABLE meeting in Billings, smaller programs were discussing how to keep track of drop-in students.  The Livingston program sent the form below to MT LINCS to post along with the following info: 

The attached document is our sign-in sheet.  Students seem to have adapted to this new way of signing in with little angst.  We developed this form to determine in what activity/activities a student spent time.  We do not have classes; we develop individualized lesson plans based on the TABE results and Contemporary’s Achieving TABE Success Correlation Charts.  The student is to use the correlation chart as a progress check list ... This new approach began when we received most of the different levels of the workbooks.  The students seem to appreciate having a concrete list of assignments.

Click here for the Sign-in Form. (pdf version)



You can get more information about the Diagnostic Assessments of Reading (DAR) at the following website:  NP =)


ARCS Reading Assessment

I think the website is a great way for adult ed teachers to learn more about reading.  Where can I get the DAR?  Montana ABLE Participant


Response #2  to Learning Preference Inventory request

We have used the CAPS/COPES/COPS with students who are looking at going to college.  We had some additional funding to support that and were able to have a retired Career and Vocational Counselor teach it.
Another great, free resource is MCIS.  They use the O*NET Interest
Profiler to help narrow down possible career options.  I really like
MCIS and it is free to anyone who wants to use it at this point.  The
website is

Renee Bentham, Missoula


Response #1 to Learning Preference Inventory request

Have you looked at the Study Skills section on the MT LINCS Pilot Project.  There are various links to learning style inventories.  Go to the Pilot Project by clicking on and then click on Study Skills.   NP =)


Other Inventories

RE: other inventories: I am using a learning preference inventory (a learning modality survey), but would love someone to post one that they are using. Mine was a hard copy I came across and the print quality is  not  very good. I would also like to see career inventories other folks might be using.... Montana ABLE Participant

ARCS Reading Assessment

The ARCS reading asessment website has been a great assessment tool for helping me work with low literacy students. I  administer the DAR (Diagnostic Assessment of Reading) and enter those scores into the website profiler. The website profiles give me tools and information on how to most successfully work with each individual reader. I like that it is research based, and that I am not "guessing" about what my student needs to improve in reading.