- the curriculum abstract,
- the scope and sequence,
- the syllabus, and
- unit assessments.
- the curriculum abstract,
- the scope and sequence,
- the syllabus, and
- unit assessments.
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Abstract:
This Guide is designed for people who are incarcerated and for those on community supervision (probation and parole) to help them get started—or continue—on the path to further education and training.
The Take Charge guide is designed for people who have been incarcerated, and for those on community supervision (probation and parole). It will help them begin-or continue-on the path toward furthering their education or training.
Benefits and Uses
The updated version of the Take Charge of Your Future guide provides an overview of the current education and training landscape to help target audience make informed decisions about their next steps in a career pathway. It includes tips for finding community resources and profiles of and advice from formerly incarcerated individuals about the importance of education and training in their lives.
Required Training
None
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.
Publication Year
2022
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Abstract:
Pennsylvania adult education programs are expected to use CCRS-based lessons and assignments as the core of instruction. This website includes tools, resources, and on-demand professional development modules to support the use of Pennsylvania's College and Career Readiness Standards in adult education.
The College and Career Readiness Standards for Adult Education (CCRS) are a subset of the Common Core State Standards that reflect broad agreement among subject matter experts in adult education about what adult students need to know to be prepared for the rigors of post-secondary education and the workplace. Pennsylvania adult education programs are expected to use CCRS-based lessons and assignments as the core of instruction. Below are tools, resources, and on-demand professional development modules to support the use of the CCRS. Resources are organized by category. If you are not sure where to begin, talk to your in-house professional development specialist or read the suggestions provided in each section.
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.
Publication Year
2022
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Abstract:
This publication provides information about the implementation of and findings from the Technology-Based Coaching in Adult Education (TBCAE) project.
The Nurturing and Nudging Adult Learners through Text Messaging: Final Report for the Technology-Based Coaching in Adult Education (TBCAE) Project describes the results from the TBCAE project, which explored the use of individual and personalized text messaging to support more than 400 learners’ participation in 10 adult education programs. The final report provides information about approaches to using individual text messaging with adult education learners, the types of assistance that staff provided in their text messages to learners, the immediate and near-term outcomes learners achieved during their participation in text messaging, and the perceptions of program leadership and staff about the utility of text messaging in adult education programs.
Benefits and Uses
The Technology-Based Coaching in Adult Education (TBCAE) Final Report provides the context for the increased interest in the use of text messaging with adult basic education learners and describes the results from the TBCAE project. The project explored how text messaging can be used to support adult basic education learners’ program participation and success and involved 420 adult learners from 10 adult basic education programs in four states. The final report discusses how the use of individual and personalized text messaging with adult basic education learners supported them in working toward their education goals, including earning a high-school equivalency credential, completing an Integrating Education and Training Program, and enrolling in postsecondary education. The report provides data about the types of text messages that adult education program staff sent to adult learners, the range of content addressed in those text messages, staff’s approach to using text messages to support learners, and the types of progress toward their goals that learners achieved. A key finding was that individual and personalized text messages can support and prompt learners to engage in the myriad activities that they must complete to achieve their longer-term education goals. Adult basic education program leadership and staff can use the report to stimulate discussion about the ways in which individual and personalized text messaging could assist their program participants in remaining engaged and in making progress toward their goals. This report can also be used in conjunction with the TBCAE Toolkit, which provides detailed guidance for planning and implementing individual and customized text messaging as an integral part of an adult basic education program.
Adult educators can use this resource to learn about the ways in which individual and personalized text messaging has been use with adult basic education learners, including the types of text messages that were exchanged between learners and staff and the types of progress that learners made in working to earn a high-school equivalency credential, participate in an Integrated Education and Training Program, and enroll in postsecondary education. Program leadership and staff can use this document to guide a discussion about the potential use of individual and personalized text messaging as a formal part of the operation of an adult basic education program. Adult education program leadership and would benefit from reading this resource along with the TBCAE Toolkit that is also in the LINCS Resource Collection.
The document is succinct so that adult educators can read the whole document. The section of the document that provides the results from the use of text-messaging is the most significant.
Required Training
Prior training is not required for this resource.
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.
Publication Year
2022
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Abstract:
This tool can be used to help determine eligibility to apply to become a U.S. citizen through naturalization.
Before beginning the application for naturalization (N-400), it can be helpful to know whether or not you are eligible to submit an application to become a U.S. citizen through naturalization. This tool can help you make that determination.
Benefits and Uses
Before you begin the application for naturalization (N-400), answer a few questions to see if you are eligible to apply to become a U.S. citizen through naturalization.
The Naturalization Eligibility Tool can help prospective citizens know whether or not they are eligible to submit an application to become a U.S. citizen through naturalization before they begin the application for naturalization (N-400) The tool's questions are solely intended to help users determine whether they may be eligible to submit the Application for Naturalization (N-400). This tool does not determine if they are actually eligible for citizenship. After users submit their application, USCIS will review your information and determine if they are eligible for citizenship through naturalization. Prospective citizens may use the tool on their own. Instructional and student support staff may also share this tool with adult learners.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.
Publication Year
2022
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Abstract:
These videos can be used to recruit teachers for IET and for messaging around the benefits of collaborative/team teaching for instructors and learners.
The Illinois Integrated Career & Academic Preparation System (ICAPS) is committed to the implementation of effective Integrated Education and Training (IET) Programs. To meet this need, ICAPS has developed a series of teacher videos to effectively implement IET programming. These videos can be used to recruit teachers for IET and for messaging around the benefits of collaborative/team teaching for instructors and learners.
Benefits and Uses
These videos can be used as a recruitment tool for learners and instructors to effectively collaborate in teaching and implementing IET programming.
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 tip sheet provides information for citizenship education programs and naturalization services providers who are interested in expanding their offerings to include immigration legal services by having their organizations recognized and their non-attorney staff members or volunteers accredited by the Department of Justice (DOJ), which would allow the programs to explain immigration options to clients, provide advice about which documents to submit, and communicate with USCIS about immigration cases.
Citizenship education programs and naturalization services providers can expand their offerings to include immigration legal services by having their organizations recognized and their non-attorney staff members or volunteers accredited by the Department of Justice (DOJ). Only authorized immigration service providers are allowed to explain immigration options to clients, provide advice about which documents to submit, and communicate with USCIS about immigration cases. This tip sheet provides information on who authorized service providers are, organizational and individual eligibility, and where to go for additional information.
Benefits and Uses
Citizenship education programs and naturalization services providers can expand their offerings to include immigration legal services by having their organizations recognized and their non-attorney staff members or volunteers accredited by the Department of Justice (DOJ). Only authorized immigration service providers are allowed to explain immigration options to clients, provide advice about which documents to submit, and communicate with USCIS about immigration cases. This tip sheet provides information on who authorized service providers are, organizational and individual eligibility, and where to go for additional information.
This tip sheet is useful for administrators and instructors working with prospective citizens.
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.
Publication Year
2022
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Abstract:
This resource explores the technical, instructional, and other components necessary for expanding the use of technology in correctional education programs.
This resource is designed to help education and corrections leaders understand key issues in adopting and integrating technology to support instruction in jails and prisons. It describes the components of a state correctional education technology ecosystem (the who, what, why, and how of technology use), profiles four state ecosystems, and provides a discussion guide for exploring the policy and technical components needed to further expand the use of technology in correctional education programs.
Benefits and Uses
This resource is an update to Educational Technology in Corrections 2015, which described how correctional facilities provide access to technology for education programs. With the acceleration of technology use due to the COVID-19 pandemic, reinstatement of Pell Grants, and other legislation, this updated brief and discussion guide focuses on technology access and use in correctional education (e.g., adult education, career and technical education, and postsecondary education). It illustrates how technology use should be student-centered and aligned to instructional goals. The final section, the Discussion Guide, provides a tool for guiding state-level conversations about the policy and technical components needed to develop a state correctional education technology ecosystem. Corrections and education leaders can use this resource to understand the technical and other components necessary to further expand the use of technology in correctional education programs. For example, they also can use it to answer questions related to device selection/maintenance, funding, security, staffing and teacher development, student preparation, teaching and learning, and vendor selection.
Required Training
Prior training is not required for this resource.
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.
Publication Year
2022
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Abstract:
This publication outlines the components, structure, and process involved with creating an adult citizenship education curriculum for a High Beginning ESL level course.
The U.S. Citizenship and Immigration Services (USCIS) Office of Citizenship (OoC) developed this sample curriculum to outline the components, structure, and process involved with creating an adult citizenship education curriculum. The curriculum is organized around thematic groupings of the U.S. Naturalization Civics Test (Civics Test) content and consists of four main components:
Benefits and Uses
The U.S. Citizenship and Immigration Services (USCIS) Office of Citizenship (OoC) developed this sample curriculum to outline the components, structure, and process involved with creating an adult citizenship education curriculum. The curriculum is organized around thematic groupings of the U.S. Naturalization Civics Test (Civics Test) content and consists of four main components:
Resource Notice
This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.