- The Stephen Beck, Jr. Achieving a Better Life Experience (ABLE) Act
- Individual Development Accounts (IDAs)
- Plan for Achieving Self-Support (PASS)
- Part 1: Provides an overview of what resource playlists are and how they can be used (17 mins.)
- Part 2: Showcases resources from two of the playlists - #1 Guidance on Working with Individuals with Disabilities and #7 Partnerships to Support Education, Training, and Employment (18 mins.)
- Part 3: Showcases resources from three of the playlists - #3 Disability Etiquette—Effective Communication with Individuals with Disabilities, #4 Physical Access for Individuals with Disabilities, and #5 Technology Access for Individuals with Disabilities (16 mins.)
- Identify the varied roles teachers play in order to cover the wide range of content taught in low-literacy adult ESL classrooms.
- Become familiar with frameworks and strategies for building balanced instruction into big picture planning and daily lessons.
- Become familiar with frameworks and strategies for building balanced instruction into big picture planning and daily lessons.
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Abstract:
This webinar describes savings options available to individuals with disabilities that do not jeapordize public benefits.
Resource URL
Publication Year
2017
A webinar hosted by the National Disability Institute on programs that encourage individuals with disabilities to develop money saving habits.
Chris Rodriguez, Senior Public Policy Advisor with the National Disability Institute, provides overviews of:
What the experts say
As increasing numbers of adults with disabilities participate in K-12 career and technical and adult/postsecondary education, there has been an increase in the number of adults with disabilities in the workforce. Consequently, adults with disabilities are becoming increasingly responsible for managing benefits and general savings plans. The information and support offered in Yes You Can! provides important information about savings plans for individuals with disabilities and care takers. The presenters discuss the information from both a formal and a practical perspective providing adult education programs with valuable resources to support students. It is particularly valuable for adult education programs that combine traditional adult education with workforce training and community supports.
This resource presents useful information for those with diagnosed disabilities. The webinar clears up many misconceptions about savings accounts for individuals with disablities and their families. For instance, many people think that if they build up a savings account that they may lose benefits. The charts and other visuals in Yes You Can! are very good. The visual titled "America Saves Research" could be used in a discussion with students about how they should set money aside for savings. Instructors could also incorporate the Motivational Resources" into lesson plans or they could simply share them with students.
Yes You Can! is a useful financial literacy resource especially in the arena of savings. It can be used to complement curriculum emphasizing savings as a tool for financial independence. The presenters provide great resources about the savings plans and cite laws that are in place to assist in savings. It would be of value to instructors who are planning lessons on the topic of finances and have students with diagnosed disabilities. The resource could also be used in teacher professional development.
Resource Notice
This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
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Abstract:
This report explores the potential for technology to enhance the teaching and learning of advanced math skills to adults.
Publication Year
2017
Given the ongoing growth of technical careers and demand for high-skill labor, there is a particular need for more technology to increase and quicken access for adult learners studying advanced mathematics. The adult classroom presents numerous barriers for all stakeholders; market signals require meeting learners and educators where they are.
Technology offers a promising fix to many of the challenges within adult education, but is not a silver bullet. It is not a cure-all for complex issues around funding, degree pathways, and teacher preparation, but presents promising solutions to many systemic challenges around access, resourcing, and contextualization.
This report showcases the potential for technology to enhance the teaching and learning of advanced math skills to adults, providing nuanced guidance for funders and educational innovators. We will discuss key stakeholders, their needs, and opportunities for investment to capitalize on the potential of technology to better ready adult learners for the workforce. In particular, we will delve into areas of key need like contextualization of classroom resources and professional development for educators.
Following a review of needs for relevant stakeholders (employers, adult learners, and educators) and a discussion of technology’s promise, we will introduce “three A’s” of adult edtech: Accessibility, Adaptability, and Applicability. These encapsulate and represent many ongoing cross-disciplinary calls to tailor new tools and approaches to the needs of learners and the educators who serve them, ultimately laddering up to the requirements of industry job creators. Several such efforts and technologies are particularly relevant to advanced math, and we will hone in on open educational resources (OER), a parallel movement in education to leverage digital technology and open source licensing to expand access.
This document was funded by the U.S. Department of Education Office of Career, Technical and Adult Education under the project titled “Power in Numbers: Advancing Math for Adult Learners” (OER Math project), Contract Number: ED-VAE-14-D-0006/0004, and it includes input from adult education practitioners, researchers, and policy experts.
Benefits and Uses
This document is the first in a series of three reports on the state of the technology market for adult learners of advanced mathematics.
This initial report focuses on demand, including demand for advanced math skills, demand for new tools and approaches that meet learner and educator needs, and demand for teacher training to support deployment of new tools. Subsequent reports will focus on the landscape of existing tools for learning advanced mathematics, as well as opportunities to improve the creation and deployment of new tools for adult learners.
The purpose of these reports is to capitalize on the intersection of grassroots resource development, technology innovation, and labor market demand for skills to inform the future of adult advanced math education. In doing so we hope to illustrate the opportunity space for funders and technology developers to cater to this underserved market.
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 webinar, published by the Commission on Adult Basic Education (COABE) reviews a variety of free technology resources that can be integrated into the adult education classroom.
Resource URL
Publication Year
2017
This webinar, part of the Research to Practice series, reviews free technology resources that can quickly and easily be integrated into adult education classrooms. Resources include websites and apps that provide unlimited practice problems, online quizzing, manipulatives, screen capture and share, fast formative assessments, engagement, and easy document storage and distribution to students. The presentation includes examples of how the presenter has used each resource in her classroom. The webinar consists of 59 minutes of presentation followed by 27 minutes of questions and answers.
What the experts say
This webinar is an excellent overview of some of the most effective and engaging web resources for adult education students. It's a great resource for teachers who are looking to enhance their classroom experience, offering something for every level of student. Teachers can use the resources for independent lab work, homework, flipped learning, remediation, or just for fun. Not only does the presenter highlight useful online tools, she also provides information regarding new research and teaching methods. Those methods include those delivered online as well as those offered in traditional settings.
The collection was developed with the goal of aligning with Adult Learning Theory (andragogy) in ways that support and extend effective instruction. Androgogy speaks specifically to the different motivations that play into the ability of adult learners to advance through coursework and complete modes of study.
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 resource for state and local program leaders looking to support the effective implementation of state academic content standards.
Publication Year
2017
This document is designed as a resource for state and local program leaders looking to support the effective implementation of state academic content standards. At the center of this supplement are two checklists. One is the State Leadership Checklist. State staff can use this as a self-assessment to gauge the effectiveness of their state’s implementation of and support for academic standards grounded in research. A second checklist is the Program Leadership Checklist. It is designed for use by both state and local program leaders to help guide the implementation of high-quality standards at the local and regional levels.
Benefits and Uses
This document is designed as a resource for state and local program leaders looking to support the effective implementation of state academic content standards. At the center of this supplement are two checklists. One is the State Leadership Checklist. State staff can use this as a self-assessment to gauge the effectiveness of their state’s implementation of and support for academic standards grounded in research.
It identifies the actions needed to sustain an effective college and career readiness (CCR) standards implementation initiative at the state level. The State Leadership Checklist includes eight core components of effective implementation.
A second checklist is the Program Leadership Checklist. It is designed for use by both state and local program leaders to help guide the implementation of high-quality standards at the local and regional levels. It includes six Sustainability Steps that programs need to take. The second checklist is a tool some states may wish to integrate into their monitoring of local providers.
Both checklists also can be used in conjunction with the Handbook for Sustaining Standards-Based Education in Adult Education: https://lincs.ed.gov/publications/pdf/SustainingStandards-BasedEd.pdf
The handbook has additional guidance regarding several sustainability elements. Considered together, the checklists and the handbook can assist state and local programs in developing a long-range, step-by-step standards implementation plan.
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 series of three mini-webinars and ten playlists that contain a multitude of resources for adult educators.
Publication Year
2017
This suite of 10 disability playlists and three mini-webinars contain resources for workforce development professionals, employers, rehabilitation services providers, adult educators, and other practitioners to help them achieve the critical Workforce Innovation and Opportunity Act (WIOA) goal of providing high-quality service to individuals with disabilities. The playlists are curated and annotated links, organized by topic and identified by media type, providing one-click access to high-quality resources.
The Playlists
• Playlist 1: Guidance for WIOA Programs, Service Providers, and Practitioners Working with Individuals with Disabilities
• Playlist 2: Including Individuals with Disabilities in Outreach and Recruitment
• Playlist 3: Disability Etiquette—Effective Communication with Individuals with Disabilities
• Playlist 4: Physical Access for Individuals with Disabilities
• Playlist 5: Technology Access for Individuals with Disabilities
• Playlist 6: Employer Engagement Strategies to Recruit and Retain Individuals with Disabilities
• Playlist 7: Individuals with Disabilities—Partnerships to Support Education, Training, and Employment
• Playlist 8: Legislation Relevant to Individuals with Disabilities
• Playlist 9: Guidance for Employers and WIOA-Related Service Providers Working with Students with Disabilitie
• Playlist 10: Guidance for Employers and WIOA-Related Service Providers Working with Veterans with Disabilities
The playlists are available on the Disability and Employment Community of Practice on the Department of Labor’s Workforce GPS technical assistance site: https://disability.workforcegps.org/resources/2017/02/15/22/14/The_Playlists_Disability_Resources_for_WIOA_Practitioners.
The Mini-Webinars
Benefits and Uses
The Workforce Innovation and Opportunity Act (WIOA) ensures that youth and adults with disabilities have access to and complete education, training, and workforce programs. The workforce development system, including adult education, must ensure physical, programmatic, and employment access to individuals with disabilities. These technical assistance tools can assist service providers meet these provisions and improve and expand services to individuals with disabilities.
Playlists are a fairly recent format for exploratory learning. Each playlist is a carefully selected set of links to resources such as toolkits, reports, online courses, and videos on a specific topic related to improving service to individuals with disabilities. Each playlist has a title and a short description that explains its purpose. The resources on each playlist are organized into a set of themes or subtopics. The playlists provide the title of the resource, a brief description, and the web address. They also identify the type of resource such as documents and web pages, videos, communities of practice, or a more comprehensive web-site with multiple resources. The playlist format is like a menu and allows for a quick scan of possible information. The three mini-webinars walk practitioners through the format of the playlists, explore sample resources, and identify particularly relevant resources for adult education programs.Required Training
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:
CareerOneStop added more career videos and added newly-emerging careers related to the 16 career clusters.
Publication Year
2017
Newly-created career videos from CareerOneStop give career explorers, students, and job searchers a portrait of life in hundreds of careers—from Actor to Zoologist. The videos, part of a collection depicting more than 800 careers, bring to life the responsibilities, work settings, and employment trends for a broad range of occupations. The new videos provide updated information and context for career explorers navigating today’s employment world.
All career details are based on authoritative occupation and labor market information from the U.S. Department of Labor’s Occupational Information Network (O*NET) program and the Bureau of Labor Statistics (BLS).
Check out the entire collection at CareerOneStop.org/Videos, where you can browse videos organized by career cluster, or select “New career videos” to see only the updated collection. Essential facts are shown on screen—including current wages, employment outlook, and education requirements—to give viewers an immediate snapshot of the field. Video transcripts are also available in Spanish.
Benefits and Uses
The CareerOneStop video collections provides short clips for a adult learners looking to start or change their careers and search thousands of job listings in your area or across the country. Adult Learners can learn about fields in high demand, take an assessment, looks at the different career options, and make a career plan. The site also allows learners to find out about High School Diplomas, certifications, licenses, schools, financial aid, and scholarships.
Adults are able to customize the results to find local information to meet their needs. Teachers of adult learners can use this site to provide students a starting point to explore and learn about workforce opportunities.
Resource Notice
This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
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Abstract:
This study circle is a professional learning activity for teachers of low-literacy adult ESL students.
Publication Year
2017
This study circle is a professional learning activity for teachers of low-literacy adult ESL students, i.e., learners with little or no first-language literacy. With a special focus on balancing instruction to meet the complex needs of these learners, teachers explore relevant research and its implications for best practices in the classroom. Participants engage in at-home reading and reflective classroom tasks that inform and deepen discussions and allow for maximum professional growth.
The study circle is designed to be delivered in a total of nine hours, delivered through three, 3-hour meetings spread over six to eight weeks.
The study circle objectives are that participants will:
What the experts say
This resource is designed to be a professional development guide for teachers of low-literacy adult language learners, an often overlooked segment of the adult learner population. It provides practical guidance for facilitators with multiple activities for participants. These activities include a review of research and practice, practical application in classrooms, and reflection and discussion. Step-by-step guidance is provided for establishing and running a study circles as well as discussion questions and processes.
The guide relies on, and is informed by, evidence-based practice and research in the areas of balanced literacy instruction for both children and adults. Explicit links to research and practice provide the foundation for the activities. It is a model that facilitators could use with other topics.
While it is designed for facilitators, it also provides sufficient materials and readings suggestions for work and study to be undertaken independently.
Resource Notice
This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
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Abstract:
This report details 14 "Building Blocks" of a comprehensive, community-based adult literacy program, identifies the resources needed to fully implement the Building Blocks, and includes an operating budget for a local program implementing this model. Resource URL https://www.lacnyc.org/investing-in-quality.html Publication Year 2017 Investing in Quality was created as a tool for programs and funders to use in a variety of ways: (a) to inform new program design or development; (b) to spur program reflection and continuous improvement; (c) to understand and articulate quality program practices; (d) to identify key areas for professional development; (e) to delineate and benchmark program costs; and (f) to pave the way for funding levels that fully support sustainable, comprehensive, quality adult literacy programs and adult literacy infrastructure. The report is divided into four main sections plus an Introduction that provides the background and context for the project. The first section summarizes the "14 Building Blocks for a Quality Adult Literacy Program" for easy reference. The second section describes each "Building Block" in detail. The third section, "Key Elements for Investment," outlines the critical areas that programs need to invest in to create high-quality, sustainable adult literacy services. Finally, the "Defining Costs" section presents a sample operating budget for a hypothetical mid-size adult literacy program that incorporates all of the Building Blocks and Key Elements for Investment. What the experts say This report outlines a robust cost model of a hypothetical adult education program based on research from the question “What are the defining features of a quality literacy program and what does it cost to run one?” The authors conducted a review of the literature going back more than 20 years, and collected feedback from experts, providers, and students to identify the key features of successful adult education programs and develop the 14 Building Blocks. Adult education programs can use the sample operating budgets to compare and consider the cost of their programs. The blueprint is intended to be used by programs and funders in a variety of ways including informing program development and continuous improvement; understanding quality practice; identifying areas for professional development; and outlining program costs. Rather than use to predict future outcomes, the authors suggest a better use would be to use the "Building Blocks" and "Key Elements" to analyze what is needed now. Although the report is focused on New York City, its content is relevant to adult education programs in general because it is not a rigid prescription for a program; rather, the report presents a wide variety of elements from which to choose. The “blueprint” outlined in the report is flexible and adaptable based on the needs and abilities of each program, and provides a roadmap for continuous improvement. Resource Notice This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites. Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.