- Identify the varied roles teachers play in order to cover the wide range of content taught in low-literacy adult ESL classrooms.
- Become familiar with frameworks and strategies for building balanced instruction into big picture planning and daily lessons.
- Become familiar with frameworks and strategies for building balanced instruction into big picture planning and daily lessons.
- Why were ELP standards identified for adult education? Who identified them?
- How were the ELP Standards for Adult Education identified? Who is their audience?
- What do the ELP standards entail and why?
- How do the ELP standards correspond to states’ academic content standards?
- How can adult educators begin to use them?
- Understand the rationale and history behind the selection of the ELP Standards for Adult Education;
- Recognize how the new ELP standards relate to states’ academic content standards;
- Recognize how the ELP standards may differ from previous sets of language standards;
- Identify the goals, guiding principles, essential components, and language used in the ELP Standards for Adult Education; and
- Navigate the ELP Standards for Adult Education.
- Download and print the module’s resources (which appear in the Resources tab beginning on slide 4) before you begin the training.
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- Asian-American Civic Association (Boston, MA)
- Community Action, Inc. of Central Texas (Austin, TX)
- Eastern Aroostook Adult and Community Education (Caribou, ME)
- Genesis Center (Providence, RI)
- Johnson County Community College (Johnson County, KS)
- LaGuardia Community College (Queens, NY)
- Northeast Mississippi Community College (Booneville, MS)
- Southwest Regional Adult and Continuing Education (Southwest VA)
- Twenty-one percent had not yet started IET programming, while 42% have been doing IET for more than two years. Only 69% feel certain that their program meets all of the IET requirements.
- The majority of survey respondents are implementing or planning IET with Integrated English Language Civics Education (IELCE), WIOA section 243 funds. Twenty-nine percent offer IET outside of section 243 funds, demonstrating a willingness to provide IET with general funds.
- Many types of organizations provide the workforce training component: 39% are community and technical colleges, 14% are local workforce one-stop contractors, and 13% are local school districts.
- Health care occupations dominate IET program offerings—over half of all IET programs reported preparing students for the Certified Nursing Assistant (CNA) credential.
- Adult educators are targeting industries in multiple high-demand areas. Fifty-six percent offer IET programs in in-demand industries as defined by local workforce development boards, while 17% get their industry information from community and technical colleges.
- Forty-one percent of IET programs use state grant funds for the workforce training component, while 37% are designed to utilize federal financial aid.
- Forth-two percent of respondents didn’t know if their IET program is part of their state’s Eligible Training Provider List (ETPL). WIOA title I Adult and Dislocated Worker funds can be used to fund adult education and literacy services when bundled in an IET model
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Abstract:
CareerOneStop added more career videos and added newly-emerging careers related to the 16 career clusters.
Publication Year
2017
Newly-created career videos from CareerOneStop give career explorers, students, and job searchers a portrait of life in hundreds of careers—from Actor to Zoologist. The videos, part of a collection depicting more than 800 careers, bring to life the responsibilities, work settings, and employment trends for a broad range of occupations. The new videos provide updated information and context for career explorers navigating today’s employment world.
All career details are based on authoritative occupation and labor market information from the U.S. Department of Labor’s Occupational Information Network (O*NET) program and the Bureau of Labor Statistics (BLS).
Check out the entire collection at CareerOneStop.org/Videos, where you can browse videos organized by career cluster, or select “New career videos” to see only the updated collection. Essential facts are shown on screen—including current wages, employment outlook, and education requirements—to give viewers an immediate snapshot of the field. Video transcripts are also available in Spanish.
Benefits and Uses
The CareerOneStop video collections provides short clips for a adult learners looking to start or change their careers and search thousands of job listings in your area or across the country. Adult Learners can learn about fields in high demand, take an assessment, looks at the different career options, and make a career plan. The site also allows learners to find out about High School Diplomas, certifications, licenses, schools, financial aid, and scholarships.
Adults are able to customize the results to find local information to meet their needs. Teachers of adult learners can use this site to provide students a starting point to explore and learn about workforce opportunities.
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.
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Abstract:
This study circle is a professional learning activity for teachers of low-literacy adult ESL students.
Publication Year
2017
This study circle is a professional learning activity for teachers of low-literacy adult ESL students, i.e., learners with little or no first-language literacy. With a special focus on balancing instruction to meet the complex needs of these learners, teachers explore relevant research and its implications for best practices in the classroom. Participants engage in at-home reading and reflective classroom tasks that inform and deepen discussions and allow for maximum professional growth.
The study circle is designed to be delivered in a total of nine hours, delivered through three, 3-hour meetings spread over six to eight weeks.
The study circle objectives are that participants will:
What the experts say
This resource is designed to be a professional development guide for teachers of low-literacy adult language learners, an often overlooked segment of the adult learner population. It provides practical guidance for facilitators with multiple activities for participants. These activities include a review of research and practice, practical application in classrooms, and reflection and discussion. Step-by-step guidance is provided for establishing and running a study circles as well as discussion questions and processes.
The guide relies on, and is informed by, evidence-based practice and research in the areas of balanced literacy instruction for both children and adults. Explicit links to research and practice provide the foundation for the activities. It is a model that facilitators could use with other topics.
While it is designed for facilitators, it also provides sufficient materials and readings suggestions for work and study to be undertaken independently.
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.
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Abstract:
This report details 14 "Building Blocks" of a comprehensive, community-based adult literacy program, identifies the resources needed to fully implement the Building Blocks, and includes an operating budget for a local program implementing this model. Resource URL https://www.lacnyc.org/investing-in-quality.html Publication Year 2017 Investing in Quality was created as a tool for programs and funders to use in a variety of ways: (a) to inform new program design or development; (b) to spur program reflection and continuous improvement; (c) to understand and articulate quality program practices; (d) to identify key areas for professional development; (e) to delineate and benchmark program costs; and (f) to pave the way for funding levels that fully support sustainable, comprehensive, quality adult literacy programs and adult literacy infrastructure. The report is divided into four main sections plus an Introduction that provides the background and context for the project. The first section summarizes the "14 Building Blocks for a Quality Adult Literacy Program" for easy reference. The second section describes each "Building Block" in detail. The third section, "Key Elements for Investment," outlines the critical areas that programs need to invest in to create high-quality, sustainable adult literacy services. Finally, the "Defining Costs" section presents a sample operating budget for a hypothetical mid-size adult literacy program that incorporates all of the Building Blocks and Key Elements for Investment. What the experts say This report outlines a robust cost model of a hypothetical adult education program based on research from the question “What are the defining features of a quality literacy program and what does it cost to run one?” The authors conducted a review of the literature going back more than 20 years, and collected feedback from experts, providers, and students to identify the key features of successful adult education programs and develop the 14 Building Blocks. Adult education programs can use the sample operating budgets to compare and consider the cost of their programs. The blueprint is intended to be used by programs and funders in a variety of ways including informing program development and continuous improvement; understanding quality practice; identifying areas for professional development; and outlining program costs. Rather than use to predict future outcomes, the authors suggest a better use would be to use the "Building Blocks" and "Key Elements" to analyze what is needed now. Although the report is focused on New York City, its content is relevant to adult education programs in general because it is not a rigid prescription for a program; rather, the report presents a wide variety of elements from which to choose. The “blueprint” outlined in the report is flexible and adaptable based on the needs and abilities of each program, and provides a roadmap for continuous improvement. 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.
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Abstract:
This module introduces the English Language Proficiency Standards for Adult Education and provides an understanding of why and how the standards were selected and how they are organized.
Publication Year
2017
Module One, “Introduction to the English Language Proficiency (ELP) Standards for Adult Education” is the first in a series of three professional development modules about the ELP Standards for Adult Education. These training modules are intended for instructors, program administrators, professional development staff and other key stakeholders. Module One answers the question: what should every adult educator working with adult English language learners (ELLs) know about the new ELP Standards for Adult Education?
Specifically, online training addresses the following questions:
Benefits and Uses
By the end of Module One, participants should be able to:
Required Training
None. An understanding of your state’s academic content standards is helpful.
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.
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Abstract:
This guide profiles an array of integrated education and training (IET) programs providing inspiration, models, and lessons for adult educators as they plan or strengthen their own IET programs.
Publication Year
2017
The federal Workforce Investment and Innovation Act (WIOA) has changed the landscape of adult education, focusing the field squarely on workforce development outcomes and programming that supports the integration of education and training (IET) and career pathways. This guide emerged from efforts to learn how eight adult education programs around the country have been integrating education and training. Many of these programs are making adjustments to conform to WIOA requirements and activities; others are using WIOA as an opportunity to forge new workforce collaborations. Across the board, there is much to learn from what they are doing effectively, what hasn’t worked well, and what they are thinking about going forward.
Despite their wide range of contexts, all IET programs face some common realities. One is that the world of work is constantly evolving. New jobs require updated technological skills and a comfort with digital tools; employers are modernizing with green technologies and practices; and industries may rise, fall, or relocate. IET programs need to be nimble in responding to these realities. Illustrated in this guide are programs that continue to revamp their services, employ sectoral approaches that focus on technical skills that transfer across job categories, or rotate their job trainings so that they don’t over-saturate the market with workers who are then left without strong employment options.
Another universal reality for IET programs is that this integration of services requires building relationships with and engaging new partners, and collaborating in new ways. The expanded team involved in such a collaboration needs to figure out how to work together and best utilize the strengths of each partner. The profiles in this guide offer a wide array of approaches both in who the adult education programs partner with (e.g. career and technical education (CTE) departments within a college or technical high school, WIOA-authorized training providers, or in-house technical training instructors) and how they collaborate in those partnerships to develop an integrated curriculum.
The programs profiled are:
What the experts say
Practitioners are looking for IET examples that can be used as models in developing their own programs. This resource fulfills this need by providing simple and precise examples of workforce development in adult education in the following areas: health care, rural communities, urban areas, culinary arts, building maintenance, entrepreneurship, and curriculum development.
This resource builds awareness of model IET program across a wide diversity of contexts. It would be useful for those developing local programs, studying the national context, or doing more research. Individual case studies include core information presented in a question and answer format. In particular, the design and funding portions of each case study are significant for practitioners, administrators, and policy-makers.
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.
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Abstract:
Results of a national survey of adult education providers to learn more about Integrated Education and Training (IET) models, funding mechanisms, and partnerships across the country.
Publication Year
2017
Integrated Education and Training (IET) is a research-proven educational practice based in adult learning theory. The Center for Law and Social Policy (CLASP) and the Texas Workforce Commission conducted a national survey of adult education providers to learn more about IET models, funding mechanisms, and partnerships across the country. Two hundred sixty-five people from 43 states took the survey, which consisted of 31 questions. All results are included in the appendix.
Highlighted results from the survey include:
What the experts say
Integrated Education and Training: A Career Pathways Policy and Practice is well designed to promote continuous improvement at various levels in the field. A single provider could use it as study material for staff to compare its offerings with the field at large and assess the extent to which its own programs meet research-based standards such as the “tipping point.” WIOA providers in a region could use the IET publication as its title suggests: to review its career pathways policy and practice for improvement. For example, the resource provides several suggestions and strategies to move away from one-off special funding to regular program funds and describes the relevant WIOA regulations to support that move (see page 9).
There is significant value to an analysis of the extent of the field’s adoption of the IET approach. This report will be valuable both to practitioners who are considering adding an IET component to their offerings as well as to those seeking guidance on how to strengthen already existing programs. The format is easy to follow and the language is clear.
Since IET is an important component of WIOA, many adult education practitioners will be interested in reviewing the results of this survey. At this juncture, this is a helpful overview document both for programs that are already implementing IET as well as for those who are just getting started.
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.
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Abstract:
This policy brief summarizes Integrated Education and Training (IET), which is a combination of education and job skills training that is used to transition adult learners beyond adult basic education and through a career pathway that can offer them job training and eventual gainful employment.
Publication Year
2017
This brief presents the Integrated Education and Training (IET) model as a way to support adults in gaining the skills needed to enter a career pathway that leads to living wage jobs. IET programs combine adult basic skills education and job skills training to offer adult learners a streamlined opportunity to transition from adult basic education classes to employment and/or postsecondary educational opportunities. This brief overviews different teaching models for offering an IET (e.g., co-teaching and alternating teaching). They then delve into a more refined description of each of these teaching models, indicating the benefits and possible drawbacks of each teaching model. The authors also identify key components and considerations when planning, developing, and offering an IET (e.g., data collection to monitor implementation and engage in continuous improvement, funding sources). Embedded in the brief are descriptions of two successful IET programs that offer concrete examples of this model and the resulting student outcomes. The authors note that delivering an IET may require a larger investment due greater implementation costs; however, higher rates of student outcomes and greater transitions to employment and education may make the investment worthwhile.
What the experts say
This CALPRO Brief is what a good brief ought to be: succinct, concise, clear, and helpful for users. It provides a basic overview explaining how the components of Integrated Education and Training (IET) can be delivered concurrently and contextually and builds a case for states and programs to implement integrated education and training. It is short and easy to read and provides a good starting point for discussions around the benefits of IET and considerations to think about when developing an IET. Specific examples are given to explain different ways occupational skills training and basic skills instruction can be integrated using co-teaching and alternating teaching models. A list of ten possible funding sources for IETs is included. One caution for users – it is dated 2017, which makes it several years out of date. Users may want to seek current data on, for example, correlations between poverty and academic skill levels.
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.
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Abstract:
This resource offers guidelines to help teachers choose a financial literacy curriculum for their classroom.
Publication Year
2017
This resource provides a clear process for evaluating financial education curricula. There are suggestions and examples for setting goals and thinking about the characteristics and prior knowledge of students. Readers are advised to give consideration to intended audience of the curriculum, topics covered, and outcomes or competencies that students will achieve through the curriculum. There is also a section that explains each category of the Financial Education Curriculum Evaluation Worksheet which can be used to compare various financial literacy curricula.
Benefits and Uses
This resource was written for Assets for Independence (AFI) projects, but adult education classroom teachers will find the information and suggestions useful for selecting a financial literacy curriculum to meet their students’ needs.
How to Choose a Financial Education Curriculum is organized into two parts.
Part 1: “Start with Your Participants” helps staff assess and understand the particular needs of their students by taking a look at their commonalities and differences. Part 1 also has staff consider what outcomes they would like to achieve with a financial literacy curriculum.
Part 2: “Steps to Evaluating a Financial Education Curriculum“ provides guidelines and helpful hints for evaluating the strengths and weaknesses of the financial education curricula under consideration. It includes a Financial Education Curriculum Evaluation Worksheet with sections to review key aspects of the curricula's materials, content, approach, and organization. There are questions to consider for each section to help guide teachers in their decision on a financial literacy curriculum.
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.