- Introduction to Toolkit and Overview of TBCAE Project: Overview of the TBCAE project approach and implementation and an overview of the tools, checklists, forms, and resources referenced in the Toolkit.
- Planning Text Messaging in Adult Education Programs: Descriptions of the steps staff can take in planning the use of text messaging with adult education learners.
- Implementing Text Messaging in Adult Education Programs: Information to help adult education staff implement and track activities in using text messaging.
- Adult Education State Leadership Support for the Use of Text Messaging: Suggestions for state staff on how to support adult education program staff in using text messaging.
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Abstract:
This website provides free contextualized video lessons and resources for adult educators and adult students.
To support adult students who lack just a few skills that could push them ahead of the rest on a job interview, the Texas Center for the Advancement of Literacy & Learning (TCALL), at Texas A&M University developed 20 video lessons in English and 20 in Spanish that included topics identified through a needs assessment from adult education teachers around Texas. These lessons are tied to the Texas Adult Education Content Standards. The entire lesson plan and accompanying resources are provided for teachers to teach the lesson in their own classroom as well.
Benefits and Uses
This resource was designed for adult educators. A comprehensive lesson plan is included for each of the 20 lessons with lesson objectives, assessments, activities, and more. Lesson plans are written at both lower and higher educational functioning levels. These lessons can be used in subject matter classes or as part of an integrated education and training program.
The "About" page of the website clearly states how adult educators can use the resource. The videos can be used to teach the first sections of each lesson: Warm-up, Presentation, Modeling, and Guided Practice. Because the videos and student resources are all online, the resource can be used to support a flipped or blended class as well as for distance learning curriculum. Some of the lesson plans specifically suggest how to use the video. The videos are current and compelling, featuring adult learners from diverse backgrounds and experiences.
The supplemental teacher resources are useful for new and seasoned educators. New educators might like the ability to have the concepts taught in the video and then reinforced in class. Seasoned teachers might get ideas for new approaches to teaching certain topics and skills. Limited preparation would be needed to use this resource effectively with adult learners.
Required Training
No prior training required.
What the experts say
The Adult Ed Med Contextualized Video Lessons provide adult educators with easy-to-use materials that support the delivery of quality lessons that engage adult learners both inside and outside of the classroom. The videos feature adult educators, a set of adult learner personas, and authentic adult scenarios. The use of diverse adult learners in the Meet our Learners videos may help adult learners feel a sense of belongingness and desire to work through the skill videos. Additionally, the complete lesson plans articulated at both lower and higher educational functioning levels make these resources 'plug and play' for math, reading, ELA, and workforce preparation instructors.
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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Publication Year
2021
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Abstract:
This resource is a realistic job preview of what a day as a direct support professional in Tennessee is like.
The realistic job preview (RJP) is a tool that can help increase retention by giving adult learners a look at what the job is really like before they accept the job offer by showing all aspects of the job, both positive and challenging, and highlighting the duties, responsibilities, schedule, pay, and benefits of the job. This RJP can help adult learners make an informed decision about whether or not they would like to work as a Direct Service Professional in Tennessee.
Benefits and Uses
The video shows many different types of people (men, women, younger people, older people, different races) being a DSP. The video has the DSPs speaking about the profession and also the individuals that are supported by DSPs. It shows the many different environments and situations that a DSP may encounter.
The video gives very specific real-life examples of the challenges of the job. Being able to see and hear and pause the video and watch again can be very helpful for an adult learner to decide if they could handle those challenges.
Required Training
No prior training required.
What the experts say
The vignettes in this career exploration video on Direct Support Professionals (DSP) are quick, informative, interesting, engaging, and personal with people that really do have a passion for their profession. The vocabulary used throughout was consistent and what was being said clearly matched what you were seeing on the video.
The video goes into the categories of settings, types of care, and types of skills needed for the jobs and also the rewards and benefits.
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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Publication Year
2021
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Abstract:
The TBCAE Toolkit was developed to assist adult education program administrators, program staff, and state staff in planning and implementing text messaging that supports adult education learners’ program participation and attainment of education outcomes.
The TBCAE Toolkit is designed to assist adult education program administrators, program staff, and state staff in planning and implementing text messaging that supports adult education learners’ program participation and attainment of education outcomes. The information in the TBCAE Toolkit is based on prior research on the use of text messaging with adult learners and lessons from the TBCAE project’s implementation of individualized and personalized text messaging with more than 400 adult education learners from 10 adult education programs in four states.
Benefits and Uses
The TBCAE Toolkit is beneficial to adult education staff because it provides: (1) a process for integrating text messaging into adult education programs’ services to support learners’ persistence and development of knowledge and skills, and (2) tools to plan the intentional use of individualized and personalized text messaging as proactive communication with learners that anticipates and addresses challenges that they may encounter. The toolkit comprises five sections:
Required Training
No prior training required.
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
2021
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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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