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StandardsWork, Inc. produced the Standards-in-Action (SIA) 2.0 State-Based Curriculum Review Training under contract ED-91990018-C-004019 with the U.S. Office of Career, Technical, and Adult Education as part of the SIA project, 2018–2023. The training teaches adult educators how to evaluate the quality of their existing instructional materials in relation to their state-adopted standards and the key instructional shifts in literacy. The Curriculum Review Training resources deepen practitioner knowledge about literacy content, research-based instructional strategies, and a curriculum’s effectiveness with English learners (ELs). The training materials are framed by five college- and career-ready instructional dimensions:

1. Close Reading of Complex Text
2. Building Academic Language
3. Volume of Reading to Build Knowledge
4. Evidence-Based Discussions
5. Evidence-Based Writing

1. Each dimension provides users with criteria to assess the degree to which curricula contain critical literacy content and effective instructional strategies to support student learning. Each criterion includes questions to guide the search for evidence of instructional effectiveness in a curriculum. Each dimension also provides additional attention to how well curricula support ELs accessing core academic content. Such support allows ELs to meaningfully participate in Adult Basic Education classes to prepare for college and beyond.

The training resources include a series of annotated slide decks, curriculum review workbooks, sustainability planning guidance, and other resources. The training accommodates variations in adult educators’ experience, though familiarity with the demands of their state standards is an asset. How the Training Is Conducted Through a sequence of virtual sessions, participants practice learning how to apply the dimensions and their attendant criteria to a model curriculum supplied to participants. Then, they apply what they’ve learned from reviewing the model curriculum to an existing program curriculum used within their state. Participants subsequently determine whether the existing program curriculum is strong enough to be retained or should be replaced or modified. A participant workbook, facilitator guidance, and slide decks provide direction and context for understanding each dimension and criterion to conduct a review. Thus far, 24 state teams have engaged in this training. Participants made concrete plans to evaluate other curricula, train additional curriculum reviewers, and revise or replace less-than-well-aligned curricula as part of the training. There is a sustainability planning document included with these resources. It guides the establishment of an immediate and long-term vision for evaluating curriculum in the state and actions to take in response to assorted curriculum ratings. The training accommodates variations in adult educators’ experience, though familiarity with the demands of their state standards is an asset. Therefore, this training is best implemented, on the state level, by an experienced standards trainer or facilitator. While the training is designed to be delivered virtually, it is easily adapted for in-person use. Experienced SIA trainers are available to provide this training to states. For more information, states may email the LINCS Technical Assistance Center at training@lincs.ed.gov. Benefits and Uses This training aims to spur the review of existing adult education curricula to ensure instructors have the necessary tools to improve student learning and program outcomes. A good curriculum makes teaching and learning consistent within and across levels of learning; it ensures alignment with critical aspects of a state’s academic standards. Specifically, the training and tools will:

• Build instructors’ capacity to align their teaching with the demands of state standards, including instructional supports for ELs to access core academic content.
• Develop adult educators’ understanding of when existing curricula should be replaced, modified, or supplemented. That includes retaining strong standards-aligned curricula for high levels of student learning.
• Provide adult educators with opportunities to work together to define what standards-based instruction should look like.
• Supply adult educators with the knowledge and skills required to conduct curriculum reviews and train others on the process.
• Support states’ current and long-range curriculum needs so all instructors will have the tools to improve student outcomes.

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.

Internationally Trained Professionals (ITPs) bring many assets to their communities, educational programs, and workplaces. These assets include international credentials, multiple languages and literacies, professional work experience, and experience building social capital. IELCE/IET programming can leverage these assets to accelerate the progress of ITPs toward careers that match their education and professional experience. States, adult education programs, teachers, and navigators can take action to improve the experience and outcomes for ITPs enrolled in adult education programming. States can support adult education programs in serving ITPs by providing guidance, technical assistance, and resources to identify current and potential students who are ITPs and by leveraging expertise across the state. Understanding the assets and needs of ITPs enables programs to better design services and develop partnerships that meet the unique needs and leverage the assets of each ITP. Lastly, career navigators and instructors provide direct services to ITPs through providing robust navigation and advising services and providing targeted and contextualized English Language Acquisition instruction. Resources to learn more about supporting ITPs are included. Benefits and Uses This spotlight shares practices that states, programs, and practitioners can use to support ITPs in applying their assets, skills, and credentials to achieve economic integration. Examples of practices in action are provided. Additionally, this spotlight refers to OCTAE Program Memo 19-2, which outlines when IELCE funding can be used to support the foreign credential evaluation of ITPs. Per OCTAE Program Memo 19-2, IELCE funding can be used when ITPs are enrolled or enrolling in IET programs where credential evaluation is necessary, reasonable, and allocable to the adult education program and necessary to achieve the purposes of the IET program. 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.

The playlist includes videos on designing IET programs, developing workplace preparation activities, strategies for developing single set of learning objectives (SSLO), and much more. There are 13 informational videos within the playlist, all specific to IET programming. This IET Programs playlist includes webinars and PD sessions focused on the basic components of IETs, strategies for using the IET Design Toolkit, and SSLO support. The videos can be watched in their entirety, or viewers can advance to the desired chapter within each video specific to their learning goals. Benefits and Uses The Minnesota Adult Education Professional Development YouTube Channel contains video playlists of webinars, conferences, and PD sessions to support ABE professionals in various aspects of the field. Visitors can choose a video to watch from the playlist that corresponds to their need(s). This IET Programs playlist includes webinar and PD sessions focused on the basic components of IETs, strategies for using the IET Design Toolkit, and SSLO support. The videos can be watched in their entirety, or viewers can advance to the desired chapter within each video specific to their learning goals. The resource supports background knowledge for those new to Integrated Education and Training (IET). Many of the video titles align with IET content for those searching for IET topics. While these videos were created specifically for Minnesota ABE providers, the content is IET-focused and is applicable to programs in any state. 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.

Each year, the United States sets aside the third Monday in January to remember the life and work of legendary civil rights leader Dr. Martin Luther King Jr. King’s life ended abruptly when he was assassinated in 1968, but he left behind a generation of leaders who  continued fighting for equal rights. Today, many people spend Martin Luther King Jr. Day volunteering in their communities and reflecting on the things King stood for. The NewsHour Classroom resources to examine King’s impact on civil rights and his ongoing legacy. Benefits and Uses Instructors can follow recommendations offered in each lesson plan; a flow of sequence, supplemental materials, procedures are provided as well as numerous extension activities and resources.  The material is developed for first language English speakers; (although one resource does provide translation of JFK's inaugural speech in 14 languages) - some of the material can be adapted for high intermediate / advanced level language learners and/or can be incorporated into other units designed for language learners.  The primary audience is really adults (and HS students) who speak and understand English well. The lessons are straightforward and could be used for independent reading. Parts of the lessons could be used in a unit about wages or understanding the history of jobs or policies - beyond only the civil rights movement, helping to show that the civil rights movement was not just for Black people but also for poor and disenfranchised people through the US. The material ranges from written to audio to visual allowing for differing approaches to learning. Items such as the music could be used just as a welcome to the class or used during breaks to begin to acquaint the students with the music and make it a part of the environment so that when put into the framing of the civil rights era it does not seem as foreign. What the experts say This resource has a range of uses and applications - from exploring the holiday itself (as a one-off lesson), to a far deeper and extended dive into the country's legacy of racism, violence, striving for civil rights and ongoing efforts to work for social justice.  Drawing on Dr. King's work and its impact and the materials can support developing critical thought and analysis through a range of activities and modalities. The lessons bring in little known parts of the civil rights movement such as the roles of Baynard, the CIA, and women (or the noticeable lack of women speakers) - bring a much-needed context to an era often fantasized about as if the rights movement was welcomed and welcoming which was not always the case. The links to quizzes and music bring a topic that could feel stale into the here and now. The music could be infused throughout the classroom experience to allow for the students to begin to become acquainted with songs of the rights movements. 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.