Resources

StandardsWork, Inc. produced the Standards-in-Action (SIA) 2.0 mathematic classroom observation system under contract ED-91990018-C-004019 with the U.S. Office of Career, Technical, and Adult Education for the SIA project, 2018–2023. The classroom observation system is designed to be formative and forward-looking for administrators, teacher trainers, and instructional leaders—where the observer is invested in the instructors’ success. The observation training tools measure whether lesson content is rigorous and relevant for the level defined by the state-adopted standards. The tools also focus on ensuring activities productively engage students and connect to students’ funds of knowledge. One additional Core Action applies when ELs are in the classroom. It identifies strategic scaffolds that provide ELs access to lesson content. The ready-to-use training materials include:  

• Annotated PowerPoint presentations
• A mathematics observation tool
• Two math classroom videos
• A Video Resource Package that includes descriptive annotations of the two classroom videos, lesson plans, and a sequence of planned activities
• Other supplementary video-viewing resources

Benefits and Uses The SIA 2.0 training addresses three basic questions: 1) How well are lessons aligned with the standards’ demands? 2) How can lessons—including instructional practices—promote higher and deeper levels of student learning and more relevance to adult learners? 3) Based on observation feedback, what are professional development priorities to strengthen standards-based instruction? Through structured classroom observations, administrators, teacher trainers, and other instructional leaders assess how well instructors align their instruction to standards and employ effective instructional strategies. The goal is not to pass judgment on instructors. Instead, the goal is to coach them on more effective practices and to create a way to identify needed improvements. These training and tools help administrators and trainers shape instructors' approaches in the classroom with students. They learn how to support instructors in developing their lessons and student assignments, and implementing instructional practices aligned with standards. How the Training Is Conducted: Participants first learn about the research components of the observation tool. Then, working in groups, they practice using the observation tool by reviewing recorded classroom lessons. They note what they see and hear, including information about student behaviors, class discussions, and instructor actions. After discussing their evidence for each Core Action, they compare their ratings to those provided in the Resource Package. They note points of agreement and reach consensus about any points of disagreement. After sufficient practice, participants plan, conduct, and debrief live classroom observations. They learn about and apply sound observation procedures. After the practice observations, they determine what feedback and support they would provide to the instructors observed. 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. Experienced SIA trainers are available to provide this training to states. For more information, please email the LINCS Technical Assistance Center at training@lincs.ed.gov. 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.

StandardsWork, Inc. produced the Standards-in-Action (SIA) 2.0 ELA/literacy classroom observation system under contract ED-91990018-C-004019 with the U.S. Office of Career, Technical, and Adult Education for the SIA project, 2018–2023. The classroom observation system is designed to be formative and forward-looking for administrators, teacher trainers, and other instructional leaders—in which the observer is invested in the instructors’ success. The observation training tools measure whether lesson content is rigorous and relevant for the level defined by the state-adopted standards. The tools also focus on ensuring activities productively engage students and connect to students’ funds of knowledge. One additional Core Action applies when ELs are in the classroom. It identifies strategic scaffolds that provide ELs access to lesson content. The ready-to-use training materials include:  

• Annotated PowerPoint presentations
• An ELA observation tool
• Two ELA classroom videos
• A Video Resource Package that includes descriptive annotations of the two classroom videos, lesson plans, and a sequence of planned activities
• Other supplementary video-viewing resources

Benefits and Uses The SIA 2.0 training addresses three basic questions: 1) How well are lessons aligned with the standards’ demands? 2) How can lessons—including instructional practices—promote higher and deeper levels of student learning and more relevance to adult learners? 3) Based on observation feedback, what are professional development priorities to strengthen standards-based instruction? Through structured classroom observations, administrators, teacher trainers, and other instructional leaders assess how well instructors align their instruction to standards and employ effective instructional strategies. The goal is not to pass judgments on instructors; it is to coach them on more effective practices and to create a way to identify needed improvements. These training and tools help administrators and trainers shape instructors' approaches in the classroom with students. They learn how to support instructors in developing their lessons and student assignments, and implementing instructional practices aligned with your standards. How the Training Is Conducted: Participants first learn about the research components of the observation tool. Then, working in groups, they practice using the observation tool by reviewing recorded classroom lessons. They note what they see and hear, including information about student behaviors, class discussions, and instructor actions. After discussing their evidence for each Core Action, they compare their ratings to those provided in the Resource Package, noting points of agreement and reaching consensus about any points of disagreement. After sufficient practice, participants plan, conduct and debrief live classroom observations. They learn about and apply sound observation procedures. After the practice observations, they determine what feedback and support they would provide to the instructors observed. 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. Experienced SIA trainers are available to provide this training to states. For more information, please email the LINCS Technical Assistance Center at training@lincs.ed.gov. 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.

StandardsWork, Inc. produced the SIA 2.0 EL Training Institute under contract ED-91990018-C-004019 with the U.S. Office of Career, Technical, and Adult Education (OCTAE) for the SIA project’s activities, 2018–2023. The training shows adult educators how to capitalize on the reservoir of talent that ELs bring to the classroom to boost their language acquisition and to reach beyond life skills instruction. The training showcases three evidence-based lessons—two literacy and one mathematics—designed especially for ELs. Each one embodies current research by promoting the simultaneous building and production of language with content rather than developing language in isolation. As such, all three lessons integrate academic and English language proficiency standards. They also add effective scaffolding to provide ELs full access to vital literacy and math content. In addition, the lesson activities are transferable to other lessons and adaptable to students learning at lower and higher language levels. The training materials include a series of annotated PowerPoints and Participant Materials. These materials outline in detail a host of hands-on activities that participants conduct in small groups with the assistance of skilled coaches. In the “doing” of these activities, participants learn how to effect change in adult education classrooms immediately. The training changes how teachers think about and implement standards-based EL instruction. In particular, the training provides participants with methods and materials they can put to work immediately in their teaching. That’s why this training is best implemented by experienced standards trainers and language experts who know well—and have used—these methods and materials. This training serves as powerful professional development for classroom instructors. States can request this training for their adult educators—instructors, teacher trainers, and administrators—from experienced SIA trainers through the LINCS Technical Assistance Center. For more information, please email the LINCS Technical Assistance Center at training@lincs.ed.gov. How the Training Is Conducted The training features a learn-practice-apply-and-then-learn-some-more cycle. The original training was delivered virtually in a three-week cycle, with participants meeting twice weekly. The design of the training is as follows:

• In the first week, participants work actively over two half-days with a literacy lesson designed to engage ELs deeply in reading, writing, speaking, and thinking about challenging texts and engaging content.
• In the second week, participants work with a literacy lesson pitched at a high-beginner or intermediate level of language study to solidify their learning from the first week. Then, during the second day of the second week, participants apply what they've learned to critique and strengthen lessons they currently use with ELs.
• In the third week, the training moves to two half-days of carefully planned hands-on practice with mathematics content. The mathematics lesson showcases a series of teacher moves, sociocultural norms, and EL strategies that participants can apply when teaching any content or co-teaching with their Adult Basic Education (ABE) counterparts.

While the training is designed to be delivered virtually, it is easily adapted for in-person use. Moreover, the EL Institute materials are flexible enough to allow states and programs to adopt different scheduling configurations with some important caveats. First, it is important to allow some time between work sessions to allow participants time to digest what they’ve learned before expecting them to learn more. Second, as noted above, this training is best implemented by experienced standards trainers and language experts. That assistance is available through the LINCS Technical Assistance Center. Benefits and Uses Through this interactive training experience, participants will:

• Acquire hands-on experience with model lessons in literacy and math designed especially for ELs.
• Gain a concrete understanding of current EL research and how to translate it into more robust instruction.
• Build program and instructors’ capacity to align their teaching with that research through lots of opportunities for collaboration with their peers and support from experienced standards trainers.

Participants will also gain the following:

• Ready-to-use instructional activities that will engage ELs in high levels of content and language development.
• Methods that will engage ELs in robust levels of discussions and reasoning.
• Scaffolds that will allow ELs to participate successfully in ABE classes.

The overall result gives participants the confidence to teach ELs in new and essential ways. 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.

StandardsWork, Inc. produced the Standards-in-Action (SIA) 2.0 State-Based Curriculum Review Training for Mathematics 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 mathematics. The Curriculum Review Training resources deepen practitioner knowledge about mathematics content, research-based instructional strategies, and a curriculum’s effectiveness with English learners (ELs). The training materials are framed by four college- and career-ready instructional dimensions:

1. Critical Mathematical Concepts and Skills
2. Mathematical Progression and Connections
3. Reasoning and Communicating with Mathematics
4. Quality Mathematical Tasks

1. Each dimension provides users with criteria to assess the degree to which curricula contain critical mathematical 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, please 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.

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.