Literacy

StandardsWork, Inc. produced the Standards-in-Action (SIA) 2.0 ELA/literacy classroom observation system under contract ED-91990018-C-004019 with the U.S. Office of Career, Technical, and Adult Education for the SIA project, 2018–2023. The classroom observation system is designed to be formative and forward-looking for administrators, teacher trainers, and other instructional leaders—in which the observer is invested in the instructors’ success. The observation training tools measure whether lesson content is rigorous and relevant for the level defined by the state-adopted standards. The tools also focus on ensuring activities productively engage students and connect to students’ funds of knowledge. One additional Core Action applies when ELs are in the classroom. It identifies strategic scaffolds that provide ELs access to lesson content. The ready-to-use training materials include:  

• Annotated PowerPoint presentations
• An ELA observation tool
• Two ELA classroom videos
• A Video Resource Package that includes descriptive annotations of the two classroom videos, lesson plans, and a sequence of planned activities
• Other supplementary video-viewing resources

Benefits and Uses The SIA 2.0 training addresses three basic questions: 1) How well are lessons aligned with the standards’ demands? 2) How can lessons—including instructional practices—promote higher and deeper levels of student learning and more relevance to adult learners? 3) Based on observation feedback, what are professional development priorities to strengthen standards-based instruction? Through structured classroom observations, administrators, teacher trainers, and other instructional leaders assess how well instructors align their instruction to standards and employ effective instructional strategies. The goal is not to pass judgments on instructors; it is to coach them on more effective practices and to create a way to identify needed improvements. These training and tools help administrators and trainers shape instructors' approaches in the classroom with students. They learn how to support instructors in developing their lessons and student assignments, and implementing instructional practices aligned with your standards. How the Training Is Conducted: Participants first learn about the research components of the observation tool. Then, working in groups, they practice using the observation tool by reviewing recorded classroom lessons. They note what they see and hear, including information about student behaviors, class discussions, and instructor actions. After discussing their evidence for each Core Action, they compare their ratings to those provided in the Resource Package, noting points of agreement and reaching consensus about any points of disagreement. After sufficient practice, participants plan, conduct and debrief live classroom observations. They learn about and apply sound observation procedures. After the practice observations, they determine what feedback and support they would provide to the instructors observed. The training accommodates variations in adult educators’ experience, though familiarity with the demands of their state standards is an asset. Therefore, this training is best implemented, on the state level, by an experienced standards trainer. Experienced SIA trainers are available to provide this training to states. For more information, please email the LINCS Technical Assistance Center at training@lincs.ed.gov. 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.

StandardsWork, Inc. produced the SIA 2.0 EL Training Institute under contract ED-91990018-C-004019 with the U.S. Office of Career, Technical, and Adult Education (OCTAE) for the SIA project’s activities, 2018–2023. The training shows adult educators how to capitalize on the reservoir of talent that ELs bring to the classroom to boost their language acquisition and to reach beyond life skills instruction. The training showcases three evidence-based lessons—two literacy and one mathematics—designed especially for ELs. Each one embodies current research by promoting the simultaneous building and production of language with content rather than developing language in isolation. As such, all three lessons integrate academic and English language proficiency standards. They also add effective scaffolding to provide ELs full access to vital literacy and math content. In addition, the lesson activities are transferable to other lessons and adaptable to students learning at lower and higher language levels. The training materials include a series of annotated PowerPoints and Participant Materials. These materials outline in detail a host of hands-on activities that participants conduct in small groups with the assistance of skilled coaches. In the “doing” of these activities, participants learn how to effect change in adult education classrooms immediately. The training changes how teachers think about and implement standards-based EL instruction. In particular, the training provides participants with methods and materials they can put to work immediately in their teaching. That’s why this training is best implemented by experienced standards trainers and language experts who know well—and have used—these methods and materials. This training serves as powerful professional development for classroom instructors. States can request this training for their adult educators—instructors, teacher trainers, and administrators—from experienced SIA trainers through the LINCS Technical Assistance Center. For more information, please email the LINCS Technical Assistance Center at training@lincs.ed.gov. How the Training Is Conducted The training features a learn-practice-apply-and-then-learn-some-more cycle. The original training was delivered virtually in a three-week cycle, with participants meeting twice weekly. The design of the training is as follows:

• In the first week, participants work actively over two half-days with a literacy lesson designed to engage ELs deeply in reading, writing, speaking, and thinking about challenging texts and engaging content.
• In the second week, participants work with a literacy lesson pitched at a high-beginner or intermediate level of language study to solidify their learning from the first week. Then, during the second day of the second week, participants apply what they've learned to critique and strengthen lessons they currently use with ELs.
• In the third week, the training moves to two half-days of carefully planned hands-on practice with mathematics content. The mathematics lesson showcases a series of teacher moves, sociocultural norms, and EL strategies that participants can apply when teaching any content or co-teaching with their Adult Basic Education (ABE) counterparts.

While the training is designed to be delivered virtually, it is easily adapted for in-person use. Moreover, the EL Institute materials are flexible enough to allow states and programs to adopt different scheduling configurations with some important caveats. First, it is important to allow some time between work sessions to allow participants time to digest what they’ve learned before expecting them to learn more. Second, as noted above, this training is best implemented by experienced standards trainers and language experts. That assistance is available through the LINCS Technical Assistance Center. Benefits and Uses Through this interactive training experience, participants will:

• Acquire hands-on experience with model lessons in literacy and math designed especially for ELs.
• Gain a concrete understanding of current EL research and how to translate it into more robust instruction.
• Build program and instructors’ capacity to align their teaching with that research through lots of opportunities for collaboration with their peers and support from experienced standards trainers.

Participants will also gain the following:

• Ready-to-use instructional activities that will engage ELs in high levels of content and language development.
• Methods that will engage ELs in robust levels of discussions and reasoning.
• Scaffolds that will allow ELs to participate successfully in ABE classes.

The overall result gives participants the confidence to teach ELs in new and essential ways. 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.

StandardsWork, Inc. produced the Standards-in-Action (SIA) 2.0 State-Based Curriculum Review Training under contract ED-91990018-C-004019 with the U.S. Office of Career, Technical, and Adult Education as part of the SIA project, 2018–2023. The training teaches adult educators how to evaluate the quality of their existing instructional materials in relation to their state-adopted standards and the key instructional shifts in literacy. The Curriculum Review Training resources deepen practitioner knowledge about literacy content, research-based instructional strategies, and a curriculum’s effectiveness with English learners (ELs). The training materials are framed by five college- and career-ready instructional dimensions:

1. Close Reading of Complex Text
2. Building Academic Language
3. Volume of Reading to Build Knowledge
4. Evidence-Based Discussions
5. Evidence-Based Writing

1. Each dimension provides users with criteria to assess the degree to which curricula contain critical literacy content and effective instructional strategies to support student learning. Each criterion includes questions to guide the search for evidence of instructional effectiveness in a curriculum. Each dimension also provides additional attention to how well curricula support ELs accessing core academic content. Such support allows ELs to meaningfully participate in Adult Basic Education classes to prepare for college and beyond.

The training resources include a series of annotated slide decks, curriculum review workbooks, sustainability planning guidance, and other resources. The training accommodates variations in adult educators’ experience, though familiarity with the demands of their state standards is an asset. How the Training Is Conducted Through a sequence of virtual sessions, participants practice learning how to apply the dimensions and their attendant criteria to a model curriculum supplied to participants. Then, they apply what they’ve learned from reviewing the model curriculum to an existing program curriculum used within their state. Participants subsequently determine whether the existing program curriculum is strong enough to be retained or should be replaced or modified. A participant workbook, facilitator guidance, and slide decks provide direction and context for understanding each dimension and criterion to conduct a review. Thus far, 24 state teams have engaged in this training. Participants made concrete plans to evaluate other curricula, train additional curriculum reviewers, and revise or replace less-than-well-aligned curricula as part of the training. There is a sustainability planning document included with these resources. It guides the establishment of an immediate and long-term vision for evaluating curriculum in the state and actions to take in response to assorted curriculum ratings. The training accommodates variations in adult educators’ experience, though familiarity with the demands of their state standards is an asset. Therefore, this training is best implemented, on the state level, by an experienced standards trainer or facilitator. While the training is designed to be delivered virtually, it is easily adapted for in-person use. Experienced SIA trainers are available to provide this training to states. For more information, states may email the LINCS Technical Assistance Center at training@lincs.ed.gov. Benefits and Uses This training aims to spur the review of existing adult education curricula to ensure instructors have the necessary tools to improve student learning and program outcomes. A good curriculum makes teaching and learning consistent within and across levels of learning; it ensures alignment with critical aspects of a state’s academic standards. Specifically, the training and tools will:

• Build instructors’ capacity to align their teaching with the demands of state standards, including instructional supports for ELs to access core academic content.
• Develop adult educators’ understanding of when existing curricula should be replaced, modified, or supplemented. That includes retaining strong standards-aligned curricula for high levels of student learning.
• Provide adult educators with opportunities to work together to define what standards-based instruction should look like.
• Supply adult educators with the knowledge and skills required to conduct curriculum reviews and train others on the process.
• Support states’ current and long-range curriculum needs so all instructors will have the tools to improve student outcomes.

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.

Internationally Trained Professionals (ITPs) bring many assets to their communities, educational programs, and workplaces. These assets include international credentials, multiple languages and literacies, professional work experience, and experience building social capital. IELCE/IET programming can leverage these assets to accelerate the progress of ITPs toward careers that match their education and professional experience. States, adult education programs, teachers, and navigators can take action to improve the experience and outcomes for ITPs enrolled in adult education programming. States can support adult education programs in serving ITPs by providing guidance, technical assistance, and resources to identify current and potential students who are ITPs and by leveraging expertise across the state. Understanding the assets and needs of ITPs enables programs to better design services and develop partnerships that meet the unique needs and leverage the assets of each ITP. Lastly, career navigators and instructors provide direct services to ITPs through providing robust navigation and advising services and providing targeted and contextualized English Language Acquisition instruction. Resources to learn more about supporting ITPs are included. Benefits and Uses This spotlight shares practices that states, programs, and practitioners can use to support ITPs in applying their assets, skills, and credentials to achieve economic integration. Examples of practices in action are provided. Additionally, this spotlight refers to OCTAE Program Memo 19-2, which outlines when IELCE funding can be used to support the foreign credential evaluation of ITPs. Per OCTAE Program Memo 19-2, IELCE funding can be used when ITPs are enrolled or enrolling in IET programs where credential evaluation is necessary, reasonable, and allocable to the adult education program and necessary to achieve the purposes of the IET program. 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.

These two 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 and research-based language acquisition practices and strategies. The videos can be used for independent study or as part of a professional learning community or professional development program. The SIA Video Resource Package for English Language Acquisition accompanying the videos provides additional guidance and concrete, visible evidence of CCR standards-aligned lessons.  They include:

• 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 English language acquisition lesson plans that identify targeted standards, learning goals, and sequence of planned activities;

The classroom videos have been carefully reviewed and annotated by experienced educators and content experts using the SIA Classroom Observation Tool for English Language Acquisition. They show students' productive and active engagement in effective, standards-based lessons. This includes, for example, peer-to-peer and small group discussions and deliberations in online settings. Educators can use these two videos and the accompanying materials as models to support their teaching and lesson planning to ensure they reflect the necessary shifts in language acquisition instruction. Benefits and Uses The video lesson and the accompanying tools included in this Video Resource Package provide additional guidance and concrete, visible evidence of standards-aligned lessons. Through these videos, adult educators can:

• See examples of strong, standards-aligned lessons in online settings;
• Hear from the videotaped instructor 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 online contexts;
• Support the use of the SIA classroom observation tools in all programs statewide.

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.