- Foundational Unit 1 Focusing on the Major Work of the Levels addresses the most critical concepts and skills that students must master to be prepared for college and careers.
- Foundational Unit 2, Thinking Across Levels to Connect Learning, concentrates on the concept of coherence and its central role in the CCR standards.
- Foundational Unit 3 Engaging the Three Components of Rigor investigates what it means to create a rigorous mathematics curriculum.
- Foundational Unit 4, Connecting Standards for Mathematical Practice to Content, provides techniques to enrich instruction by integrating the eight Standards for Mathematical Practice with content-specific standards.
- Elevate the state vision for high-quality work- based learning;
- Implement state-led pilots of high-quality work- based learning programs and plan to evaluate and expand them;
- Build an infrastructure to support talent pipeline partners’ e orts to scale the programs;
- Provide incentives for industry to launch and continue sponsoring the programs; and
- Provide incentives for educational institutions to integrate work-based learning into the education system and support students who participate.
- 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.
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Abstract:
By participating in this webinar, attendees will learn about Lincoln Tech's High School Share model, which is a pay per course model available at each of its 22 Campuses in 10 States. This Program model is currently being applied at the YALE School in New Jersey, where adults engaged in an one year diploma completion program are able to take Skilled Trades Education Courses in HVAC as they earn their diploma. Original webinar date: June 26, 2026 Webinar recording link: https://youtu.be/WO9yK8vZtwQ
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Abstract:
This report and audio podcast discusses how college students are increasingly caught in remedial education classes.
Publication Year
2016
This article and 51-minute podcast describes the conundrum of remedial education - a system put into place in order to improve college students' chances of being successful in college, but which can cost students time and money, without significant evidence that it works. The report explores the roots and history of remedial education and its disproportionate impact on students of color. The article then delves into alternate systems in place in community colleges around the country including the state of Connecticut and the Community College of Baltimore County. Supplemental resources include a bibliography and full documentary transcript.
What the experts say
Stuck at Square One provides a valuable overview of the state of developmental education - the challenges, the critiques, and possible ways to fix the current system. Adult educators can use it when considering college readiness programs or partnerships with college educators. It is written in an engaging and accessible style and includes multiple links and a solid research base, and presents a complex picture of the state of developmental education today - the purpose, the problems, and possible solutions. It will be of interest to adult education programs building or modifying transitions programming and to any program collaborating with developmental education colleagues at postsecondary institutions.
This well-documented audio podcast explores the impact of postsecondary placement testing by weaving the educational research with student stories. The podcast’s detailed written transcript includes links to the cited research, examples of placement test questions, graphs of the major research findings, and audio and written student stories. It also provides examples of successful programs that blend basic skills, developmental education, with college-level course taking. The report could be a centerpiece or a kick-off point for a discussion or study circle of college placement tests, a source of great interest and angst for both adult educators and students in transitioning into postsecondary education. It could also provide a focal point for a state-level workgroup containing adult and developmental educators considering how to best help students successfully enter at college-level courses.
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:
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 (CCR) standards in mathematics.
Publication Year
2016
Resource Type
Informational Material
Key Words
Product Type
Target Audience
Abstract
The College and Career Readiness (CCR) Standards Math 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 mathematics 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 a careful examination of the critical content and processes that fuel mastery in mathematics, including the coherent progression from level to level and pursuing conceptual understanding, procedural skill and fluency, and application with equal intensity.
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, high-quality instruction. Usage of the Math 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 mathematics 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 the mathematics 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.
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Abstract:
This brief strategies governors can implement to increase opportunities for high-quality, demand-driven work-based learning and prepare their citizens for the modern workforce.
Publication Year
2016
Industries in every state are struggling to find qualified applicants for jobs, while job seekers too often find they lack the skills needed to enter or progress along a career pathway. Preparing a workforce that is poised to meet the needs of businesses and ultimately to make the state more economically competitive is a top priority for many governors. State Strategies to Scale Quality Work-Based Learning highlights strategies governors can implement to increase opportunities for high-quality, demand-driven work-based learning and prepare their citizens for the modern workforce.
With the support of their states’ talent pipeline partners, Governors can take a variety of concrete steps to scale high-quality work-based learning experiences:
What the experts say
This whitepaper from the National Governor’s Association Center is exactly what is needed to bring businesses, workforce centers, educational centers, and adult learners to the same table to create a win-win for citizens and state economies. However, without a strong adult education component embedded into this approach, it will not be successfully sustained. To date, the Workforce Innovation and Opportunity Act (WIOA) has been thorough in bringing adult education to the table. Much of the lasting value for individual adult learners and states’ varied needs can be attained if the ideas in this report are fully implemented.
This paper is an excellent source for policy makers to review their work-based learning systems. It’s particularly important due to shifting policies at the federal level, the “skills mismatch” that is besetting many industries, and the silver tsunami facing America with 10,000 baby boomers reaching retirement age daily. It is essential that local adult education centers, community colleges, workforce centers and local governments work together to bring these ideas to fruition if they want their citizens and states to thrive, attract new business, and remain competitive.
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:
A collection of classroom videos and associated lesson materials to implement the instructional shifts required by the Common Core State Standards.
Resource URL
Publication Year
2016
The Leona M. and Harry B. Helmsley Charitable Trust funded the development of this collection of classroom videos and associated lesson materials to help K-12 educators implement the instructional shifts required by the Common Core State Standards. Each videotaped lesson includes descriptive annotations that identify lesson elements, and teacher and student actions and behaviors, that support Common Core learning.
These Teaching the Core lessons have been carefully reviewed and annotated by experienced educators and content experts using Student Achievement Partners’ Instructional Practice Guide, a tool that helps educators plan and review their Common Core-aligned lessons to make the necessary shifts in instruction.
Benefits and Uses
The Teaching the Core video lessons demonstrate standards-based instruction at different grade levels. After opening a free account, use the search feature to find videos by subject and/or grade level. Each video is accompanied by a teacher interview, lesson plan, instructional materials, and student work. The lessons are K-12, so some adjustments and contextualization would need to be made for adult learners. The higher grade levels will be most appropriate for adult educators.
Use the Teaching the Core videos for independent study or as part of a professional learning community or professional development program.
The most useful feature of the actual videos is the timestamp feature, which allows viewers to go to certain sections of each video and watch for specific teacher and student moves. You may find the following ELA Teaching the Core videos very helpful: “Author’s Message with Multiple Texts” (10th grade) http://www.teachingthecore.org/view/51 and “Connotation & Exile” (9th grade) http://www.teachingthecore.org/view/20.
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:
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.
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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.
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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.