- Foundational Unit 1 Connecting CCR Standards to Key Advances explores the fundamental elements, structure, and meaning of the CCR standards.
- Foundational Unit 2 Selecting Texts Worth Reading introduces text complexity, its central role in the CCR standards, and the complex texts students need to read.
- Foundational Unit 3, Identifying Questions Worth Answering focuses on the value of building students’ ability to draw evidence from texts and teachers’ ability to use text-based questions.
- Foundational Unit 4 Creating High-Quality Prompts teaches instructors how to build a culminating writing assignment that assesses student knowledge.
- General Writing
- Research and Citation
- Teacher and Tutor Resources
- Subject-Specific Writing
- Job Search Writing
- English as a Second Language
- Purdue OWL Video-casts
- How to prepare adult learners effectively for career training and postsecondary education, including related language demands
- Effective instructional models of integrating career training with academic instruction
- Key concepts in integrating academic skill development across many ELL levels to assist with learners’ transitions to postsecondary education, in preparation for work
- Find appropriately complex non-fiction texts accompanied by multiple choice quiz and sample writing prompts
- Build content knowledge on current events
- Supplement existing curriculum resources
- Connect historical or scientific topics with current events
- Create your own text sets by pulling together multiple articles on the same topic
- Access text sets created by other educators.
- High-interest texts appropriate for adult learners.
- This site is particularly appropriate for instructors who are planning and implementing instruction in multi-leveled classrooms. Because each article is provided at all its varying Lexile levels, this site helps to ensure all students can build their knowledge about the same content.
- After signing up to use the site, begin with the “Overview” section.
- The need for instruction and accompanying professional development that support the language demands of rigorous college- and career-focused content
- Engaging learners in increasingly complex texts, especially informational texts, while building students’ content knowledge
- Expanding project-based learning into academic subjects
- Enhancing the rigor of reading instruction for adult English language learners
- Funding. States can provide funding to local IET programs or partnerships through grants or formula funds, using state or federal resources.
- Program Initiatives. States can authorize the provision of IET via program initiatives that are part of a state adult education and workforce strategy.
- Program Requirements. States can go beyond merely authorizing IET by actively requiring the provision of IET.
- Reviewed state adult education, community college, and/or workforce board websites;
- Reviewed relevant sections of state code; and
- Conducted follow-up calls and emails with key informants to answer questions and confirm findings.
- At least 12 state provide funding for IET.
- At least 18 states have launched program initiatives using an IET model.
- No state has established policies requiring IET, although several states have longstanding initiatives that function as de facto requirements.
Download Resource
You must be logged in to download this resource. Register now if you don't have an account.
Abstract:
These foundational-level Standards-in-Action (SIA) resources and professional development provide educators with practical knowledge about the key shifts in instruction required to align with college and career readiness standards in English language arts (ELA)/literacy.
Publication Year
2016
Resource Type
Informational Material
Key Words
Product Type
Target Audience
Abstract
The College and Career Readiness (CCR) Standards ELA/Literacy Foundational Units 1-4 were produced by StandardsWork Inc. as part of the Implementing CCR Standards in Adult Education project, under contract to the U.S. Department of Education (Contract # ED-VAE-13-C-0066). The activities that make up Units 1 – 4 will help participants explore what it means to implement CCR standards for ELA/literacy in adult education. Participants will receive a practical and transferable understanding of the fundamental shifts in instruction embedded in CCR standards—including in your state standards—crucial to preparing adult students to meet the real-world demands of college and careers. At the heart of the instructional shifts is carefully examining the texts that students read and the questions students should address as they write and speak about them.
Benefits and Uses
This resource supports state and program efforts to implement adult education content standards aligned with college and career readiness to support rigorous and high-quality instruction. Usage of the ELA/Literacy Foundational Units 1-4 will strengthen the capacity of adult educators to implement CCR standards to better prepare adult students for success in college and careers. These activities provide the field with opportunities to dig into the CCR standards and explore what it means to adopt CCR-aligned standards in classrooms and how to do so sustainably. Understanding how CCR standards differ from previous sets of standards—and the necessary shifts or advances they call for—is essential to implementing CCR standards well.
Engagement in these four units of activities will enable adult educators to identify the most significant elements of CCR standards for ELA/literacy and to determine how best to integrate them into instruction and curriculum. The goal of Units 1 - 4 is for participants to leave with specific ideas, resources, and actions they can implement immediately. Designed primarily for group use, these units also support independent study.
The four units should be worked through sequentially. The units can be facilitated during a single daylong training or multiple trainings over several weeks or months. Each ready-to-use unit contains all the materials required to facilitate these training activities, including a facilitator’s guide, an annotated PowerPoint Presentation, and a packet of participant materials.
The participant materials include directions, charts, worksheets, answer keys, and other resource materials that guide the use of each unit. The PowerPoint presentations are a digital aid for presenters/facilitators who lead CCR ELA/literacy training activities. Notes are provided within the PowerPoint presentations to help you prepare for each session. This information accompanies the information offered in the facilitator guides—including the research base, rationale, advice, and other guidelines—to provide the support and guidance you may require.
Resource Notice
This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
Download Resource
You must be logged in to download this resource. Register now if you don't have an account.
Abstract:
The brief presents an examination of the initial impact of the Workforce Innovation and Opportunity Act (WIOA) on state SNAP Employment and Training (E&T) programs.
Publication Year
2016
Resource Type
Product
Number of Pages
31
Product Type
Target Audience
Abstract
Administered by the U.S. Department of Agriculture (USDA) Food and Nutrition Services (FNS), Supplemental Nutrition Assistance Program Employment and Training (SNAP E&T) is a federal program that supports employment and training activities and related supportive services to help SNAP participants advance to self-sufficiency. The brief presents an examination of the initial impact, if any, on States’ SNAP E&T programs of the passage of the Workforce Innovation and Opportunity Act (WIOA) and the opportunity it afforded States to develop new plans for their public workforce systems that align programs such as SNAP E&T with WIOA-supported core programs. It reviews State workforce plans that include SNAP E&T as a partner program. It also presents as a case study the approach of Tennessee, a state that has taken important steps to better align its growing SNAP E&T program with WIOA, both at a strategic and an operational level. Finally, the brief discusses the policies relevant to the alignment of WIOA and SNAP E&T as well as suggestions for integrating these programs in a way that is beneficial to the expansion of job-driven SNAP E&T programs.
What the experts say
For state or local adult education administrators, this resource adds to the growing body of work on SNAP E&T implementation strategies. The case study of Tennessee’s SNAP E&T program provides the most useful example to date of state adult serving systems developing an ongoing strategy for braiding SNAP E&T funds with education funds. While the other states profiled in this report offer few details, the Tennessee example names specific roles for state agencies and local providers.
Adult education has long served public benefits recipients but often without thought to aligning services or leveraging funding. Recent efforts by multiple states to align SNAP E&T services with education and workforce development services are enhancing services participants receive and building stronger relationships between organizations seeking to support individuals to economic self-sufficiency.
The case studies are valuable in their descriptions of the complementary use of SNAP E&T and workforce development. Additionally, the section on moving forward proffers ideas that may better align WIOA and SNAP E&T program services including: planning and coordinating processes involving state human/social services and labor/workforce agencies; deepening partnerships between SNAP E&T and America’s Job Centers cross-referrals, common assessment, and alignment through sharing of data and data systems; expanding third-party partnerships; using career pathways as a framework for alignment; and seeking opportunities to better align through the coordination of non-core programs with WIOA programs (e.g., TANF, SNAP, etc.).
Resource Notice
This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
Download Resource
You must be logged in to download this resource. Register now if you don't have an account.
Abstract:
Archive of September 14, 2016 webinar.
Resource URL
Publication Year
2016
Realizing Opportunities for English Language Learners (ELLs) Through State Academic Content Standards was produced by StandardsWork, Inc. as part of the CCR Standards-in-Action (CCR SIA) project. Facilitated by Susan Pimentel, lead CCR SIA content expert, the webinar concentrates on meeting the needs of English-language learners (ELLs). It discusses the necessary shifting away from traditional teaching theories that encourage language instruction in isolation from other academic disciplines. Specifically, the webinar showcases research-tested strategies on how ELLs can realize opportunities through new state-level academic standards in reading, writing, speaking and listening, and language. The webinar highlights a series of research findings on how best to realize opportunities for ELLs in reading, writing, speaking and listening, and language. Ms. Pimentel discusses pedagogical shifts for language acquisition and ten steps adult educators can take to re-envision ELL education in their programs. In the final portion of the webinar, she responds to attendees’ questions.
Benefits and Uses
This Webinar was created for College and Career Readiness Standards In Action (CCR SIA) project for adult educators from 12 states, who requested information on how CCR standards can be implemented for ELLs. This Webinar responds to their questions. The Webinar content, demonstration video, and links to further resources all provide essential information for you to use as you re-envision ELL education in your states.
Use this resource to help plan ways to implement CCR academic content in classrooms with ELLs. View it individually, as part of a professional learning community, or a professional development workshop. In addition to providing essential information about teaching ELLs, it could fuel a discussion of different strategies and approaches to implementing CCR standards.
The webinar includes a classroom video demonstration that is particularly useful in conjunction with Ms. Pimentel’s summary of research on reading, writing, speaking and listening, and language (slides 17-28). The slides which articulate the pedagogical shifts in teaching ELLs (slides 29-30) provide a concise statement of the new direction for ELL instruction afforded by the CCR standards. The PowerPoint slides are available a stand-alone resource.
Required Training
A fundamental awareness of the CCR Standards for English Language Arts/Literacy is recommended.
Resource Notice
This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
Download Resource
You must be logged in to download this resource. Register now if you don't have an account.
Abstract:
The Online Writing Lab (OWL) at Purdue University houses writing resources and instructional material, which teachers and trainers may use for in-class and out-of-class instruction.
Resource URL
Publication Year
2016
The Online Writing Lab (OWL) website was developed at Purdue University as a free service of the Writing Lab at Purdue. OWL houses writing resources and instructional material. Students—no matter their skill level— and members of the education community will find information to assist with many writing projects. Teachers and trainers may use this material for in-class and out-of-class instruction. The site is organized into the following sections:
Benefits and Uses
OWL is a collection of resources that support writing instruction created for college-aged students—no matter their skill level—and their instructors and tutors. These materials are relevant to ABE and ESL students and relatively simple to adapt for the purposes of adult educators.
OWL resources support instruction aligned to College and Career Readiness (CCR) Standards for writing and language, though CCR standards are not specifically named.
For example, the sections on academic writing address expository, argumentative, and narrative writing—CCR Writing Standards 1-3. The resources also support development of the writing process—CCR Writing Standard 5; the need for evidence to support claims—CCR Writing Standard 9 and Key Advance 2; and correct methods for citing resources—CCR Writing Standard 8. Conducting research is also addressed—CCR Writing Standard 7 as are mechanics, punctuation, and grammar—CCR Language Standards 1-2.
OWL provides writing resources and instructional materials to support students as well as educators. Resources present clear guidelines and expectations for academic writing. Teachers can use the site’s resources to develop lessons, assignments, and classroom resources. Students will find hands-on exercises and printable resources that support their continuing development as writers.
OWL provides a wealth of materials that address a variety of topics about writing, topics that are also addressed by CCR writing and language standards. The site is well-organized by topics and subtopics. The Site Map provides a good overview of the site’s scope and sequence.
Resource Notice
This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
Download Resource
You must be logged in to download this resource. Register now if you don't have an account.
Abstract:
This Companion Learning resource, Preparing English Learners for Work and Career Pathways, provides teachers and administrators with instructional tools, strategies, and resources that support career-focused, contextualized English language acquisition instruction.
Publication Year
2016
This Companion Learning Resource provides an update to several seminal resources from the adult English language learner (ELL) resource collection. It also extends and expands upon these resources by offering many practical ideas and concrete classroom examples that practitioners can use and adapt in order to better integrate language development and career and postsecondary preparation in adult ELA classes.
Highlights of key concepts and practical strategies include:
Benefits and Uses
This practice-oriented resource examines language demands of the workforce, postsecondary transitions for adult ELLs, and effective preparation of adult learners for career training and postsecondary education. It illustrates effective instructional models for integrating career training with academic instruction and demonstrates key concepts in integrating academic skill development across many ELL levels to assist with learners’ transitions to postsecondary education, in preparation for work. Concrete classroom examples come from across a range of levels and teaching contexts.
Formatted as a digital magazine, this clickable PDF contains embedded resources and links to websites that encourage users to delve deeply into the areas of greatest relevance. Through the resource, practitioners are able to link to concrete examples taken from each of the seminal resources and, where relevant, additional examples drawn from other relevant contexts (e.g., K–12 education).
Resource Notice
This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
Download Resource
You must be logged in to download this resource. Register now if you don't have an account.
Abstract:
Newsela builds reading comprehension through leveled articles, real-time assessments, and actionable insights.
Resource URL
Publication Year
2016
Newsela builds reading comprehension through leveled articles, real-time assessments, and actionable insights. Launched in June 2013, Newsela publishes high-interest news articles daily at five levels of complexity for grades 2-12 using Newsela’s proprietary, rapid text-leveling process. The resources are designed to help develop nonfiction fluency and critical-thinking skills necessary for students to master the Common Core standards for informational text.
The original version of each text originates from a published news source including the Associated Press, The Guardian, and The Washington Post. In addition to the original version,Newsela presents each text at different Lexile levels which correspond to College and Career Readiness (CCR) standards Levels B-E. These texts are organized by topics including war & peace, science, and health.
Registration (free) is required.
Benefits and Uses
Newsela aligns to the CCR standards Key Advance 1 (Regular practice with complex text and its academic language) and Key Advance 3 (Building knowledge through content-rich nonfiction).
The contemporary informational texts provided on this website will be useful in working with students to meet the level-specific expectations of the CCR standards for reading.
Use this site to:
Resource Notice
This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
Download Resource
You must be logged in to download this resource. Register now if you don't have an account.
Abstract:
This Companion Learning Resource, Meeting the Language Needs of Today’s Adult English Language Learner, presents numerous examples of instructional models, strategies, tools, and tasks for increasing the rigor of adult English language instruction.
Publication Year
2016
This Companion Learning Resource provides a synthesis of the main ideas in several seminal resources from the adult English language learner (ELL) resource collection. It also extends and expands upon these resources by offering many practical ideas and techniques that practitioners can use and adapt in order to increase rigor in adult ELA classes.
Highlights of key concepts and practical strategies include:
What the experts say
This practice-oriented Companion Learning Resource helps adult ELL instructors to better understand and meet the language demands of rigorous college- and career-focused content. A variety of instructional strategies and supports are included, such as nurturing academic conversations in the classroom, engaging learners with increasingly complex texts while building content knowledge, expanding project-based learning into academic subjects, and building teachers’ knowledge and skills around reading instruction.
Formatted as a digital magazine, this clickable PDF contains embedded resources and links to websites, encouraging users to delve deeply into the areas of greatest relevance. Through the resource, practitioners are able to link to concrete examples taken from each of the seminal resources and, where relevant, additional examples drawn from other relevant contexts (e.g., K–12 education).
Resource Notice
This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
Download Resource
You must be logged in to download this resource. Register now if you don't have an account.
Abstract:
A survey of all 50 states and the District of Columbia found that eighteen states have adopted at least one form of integrated education and training policy.
Publication Year
2016
Integrated education and training (IET) policies address the challenge of helping individuals who have basic skill gaps to qualify for middle-skill jobs. These policies encourage the adoption of program models that allow people to develop or refresh basic skills such as math, reading, or spoken English while simultaneously training for a in-demand occupation or industry. These policies are organized into three types:
What the experts say
Integrated Education and Training Policy: 50-State Scan is highly relevant to adult education. It is a practical resource that summarizes the how academic skills and job-related training can be combined (integrated) and what the states are doing in this regard. The report consists mostly of easy-to-read diagrams summarizing the accomplishments of each state in integrating instruction. It could be used in a study circle of program developers, state education and training directors, and program administrators.
This report is a good overview of the status of Integrated Education and Training Policy as of December 2016. It may be useful for a variety of individuals interested in adult education and the workforce including local leaders who are developing procedures and programs and want to see what other states are providing. Legislators could review this report to understand the status of neighboring and other states for policy development and federal policymakers could consider this information in identifying funding priorities. Certainly, adult education students doing research may have an interest in this report. The map and chart are the most useful features in that both provide information about the states at a glance.
Adult education state leaders, program managers, curriculum writers, and professional developers might use this scan to identify states that have adopted IET systems, but they would need to reach out to their counterparts in those states to learn about how those IET programs were/are created, funded, supported, and organized. The descriptions of what is actually happening in the states are brief and do not describe the substance or quality of the programs. This resource would be more useful if it included model programs and provided more detail on the funding, structure, curricula, instructor training, and other components.
Resource Notice
This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.