- Completed evidence-based observation rubrics that include descriptive annotations identifying observed lesson elements as well as instructor and student actions that support high levels of learning;
- Detailed mathematics lesson plans that identify targeted standards, learning goals, and a sequence of planned activities;
- See examples of strong, standards-aligned lessons in a variety of settings;
- Hear from the videotaped instructors and participating students about the teaching and learning;
- Use the annotated instructional examples to better understand the video lessons and the evidence of desired instructor and student actions;
- Guide targeted professional learning for instructors working with students in various standards-based contexts;
- Support the use of the SIA classroom observation system in all programs statewide.
- program design,
- partnerships,
- navigation and advising, and
- instructional approaches.
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Abstract:
These four classroom videos and accompanying materials are designed to provide adult educators with models of effective standards implementation. Through these Standards-in-Action (SIA) videos, adult educators can identify instructors employing effective teaching and learning practices in mathematics required by challenging academic standards.
These four SIA classroom videos and associated lesson materials are designed to support adult educators in implementing the instructional shifts required by college and career readiness (CCR) standards in mathematics. The videos can be used for independent study or as part of a professional learning community or professional development program. They can also accompany the SIA classroom observation system.
SIA Video Resources Packages One and Two for Mathematics provide additional guidance and visible evidence of CCR standards-aligned lessons. They include:
Benefits and Uses
Through these videos and accompanying materials, adult educators can:
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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
2023
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Abstract:
This guide supports the development of workforce training programs, including Integrated Education and Training (IET), that maximizes accessibility for multilingual learners.
To prepare multilingual learners for success in the workforce, adult education programs can develop workforce training programs, including IET, that maximizes accessibility for multilingual learners, helping them to access and succeed in these programs. The guide describes the required components of IET, potential barriers for multilingual learners, and, strategies for supporting their participation and success in education and workforce training. The strategies focus on four key topics:
Benefits and Uses
This guide is designed for adult education providers who are already offering IET programming or connections to IET programs.
Program designers and staff can help use the strategies described in the guide to help learners build the language skills and workforce knowledge they need to participate and be successful in IET and other education and training opportunities.
By using a learner-centered approach and intentionally connecting multilingual learners with IET programs, adult educators can leverage learners’ assets to address their linguistic, academic, workforce, and basic needs barriers and bring learner voice into program design. These practices can help multilingual learners access and succeed in workforce training programs, preparing them for good jobs that enable their economic integration into their communities.
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
2024
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Abstract:
The overarching goal of the research review is to update the STudent Achievement in Reading (STAR) community on evidence-based reading research that may inform the STAR training or practitioners’ instructional approaches. This thematic synthesis reviews selected studies on comprehension development. One set of studies focused on foundational reading skills, such as decoding, vocabulary, and morphology, which are crucial for basic or functional reading comprehension. Another set of studies stressed the importance of developing higher-order comprehension skills necessary to becoming a proficient academic reader. This is achieved by having students engage in complex literacy tasks or by providing support while monitoring their engagement and well-being. This research review provides an overview of recent research conducted in each of these areas, enriching STAR’s evidence-based reading practices and contributing to a richer framework in support of adult literacy development.
Benefits and Uses
The STAR Research Synthesis provides the field with up-to-date information on promising practices, challenges, and new developments in the science of reading that adult education instructors and administrators can use in EBRI implementation.
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
2024
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Abstract:
The Office of Career, Technical, and Adult Education (OCTAE) supported development of the Integrated Education and Training (IET) Toolkit to assist state and local adult education staff to plan, design, implement, and evaluate effective IET programs that are responsive to state and local labor market demands and fulfill the requirements of WIOA. Please find the online, interactive Toolkit at the link here: https://courses.lincs.ed.gov/course/view.php?id=268. (Please note that you have to have a LINCS account to access the course.) The Toolkit has been updated since the initial release posted in October 2021.
In early 2024, the PDF version of the Toolkit was updated to include links to desk aids that support the development of IET programs that are fully accessible to English Learners. These desk aids were created with support from OCTAE through the Enhancing Access for Refugees and New Americans project. In addition, OCTAE’s IET in Corrections project has created the IET in Corrections: A Companion Guide to the IET Design Toolkit to provide further consideration and tools for those designing IET programs for delivery in correctional facilities.
Publication Year
2025
Benefits and Uses
The Toolkit is designed to support IET program implementation in alignment with WIOA statute and regulations. It is a comprehensive set of steps and activities that can be used in whole or in part to design and develop an IET program from scratch or to enhance existing programs. The Train-the-Trainer materials can be used to provide professional development to staff involved in administering and designing IET programs and can be tailored to a specific state or local context.
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.