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The Lincs Teaching Skills That Matter in Adult Education is an accessible tool to all stakeholders of English language learners that contains practical skills across multiple needed skills for HSED students

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LINCS | Adult Education and Literacy | U.S. Department of Education

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High-quality IET program design is responsive to student, industry, community needs and goals. Resources in this section support the intentional design and development of a program that meets the needs of local labor markets, provides a pathway to quality jobs, and advances equity, diversity, and inclusion in career pathways and IET programs.

This compendium describes five innovative practices in bridge and integrated education and training (IET) programs as selected by the Advancing Innovation in Adult Education project.

This resource is a series of reflective guides for program design to ensure racial and social equity are included in the development and implementation of career pathways. Descriptions of practice are included to guide program design in the following areas: organizing and introducing programs by field of interest, improving new student intake and onboarding, expanding career and transfer advising to all students, and designing credit enrollment as an on-ramp to college.
Integrated Education and Training Design Toolkit and Train-the-Trainer Resources
When choosing the focus of your IET program, it is important to establish education and training opportunities that are relevant to the local labor market demand. Page 15 of the IET Toolkit offers the reader assistance in exploring regional workforce development needs and the local labor market. Examine Key Area #2 to learn more.

This publication highlights promising practices for how IET providers can connect IET programs to credit-bearing credentials and pathways to associate degrees.

This practice guide provides community colleges with five specific recommendations for supporting occupational skills training through career pathways.

This special edition of the COABE Journal highlights career pathways and workforce development.

This report presents the results of a systematic examination of rigorous evaluation studies to determine what is known about the impact of career pathways on adults seeking to attain a living-wage career.

This report synthesizes survey and interview data with a limited literature review to identify key service model delivery components, system components, and barriers to implementing service delivery models.

This report discusses healthcare workforce needs in entry-level, mid-level, and professional positions and profiles the changing American workforce, with a focus on adult immigrants and English language learners (ELLs), their workforce participation, and how adult ELLs could fill healthcare positions.

This brief describes how Adult Promise program leaders and their partners are incorporating a racial equity focus into initiatives targeting adult learners through goal setting, outreach and recruitment, financial supports, and completion strategies.

This guide profiles eight diverse IET programs, providing inspiration, models, and lessons for adult educators as they plan or strengthen their own IET programs.

This policy brief summarizes teaching models that can be leveraged for IET programming, including a variety of co-teaching and alternating teaching models.

This webinar recording defines and compares two Illinois IET models, known as the Integrated Career & Academic Preparation System (ICAPS). It includes an overview of resources that can be used to develop either of the two ICAPS models. The resource includes a PDF of the session slides.

The website defines team teaching and provides materials for self-guided or group learning around six research-based teaching models: traditional team teaching, collaborative teaching, complementary-supportive, parallel instruction, differentiated split class, and monitoring teacher. The videos provide classroom examples, along with instructor and student videos, for each of the six teaching models.

This website contains resources curated by state staff in Wisconsin to support the development and expansion of IET.

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High-quality IET program design is responsive to student, industry, community needs and goals. Resources in this section support the intentional design and development of a program that meets the needs of local labor markets, provides a pathway to quality jobs, and advances equity, diversity, and inclusion in career pathways and IET programs. This compendium describes five innovative practices in bridge and integrated education and training (IET) programs as selected by the Advancing Innovation in Adult Education project.

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LINCS | Adult Education and Literacy | U.S. Department of Education

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Curriculum and instruction in high-quality IET programs are contextualized and relevant for students’ workforce-related objectives. Resources in this section support curriculum development and instructional strategies, including application and/or integration of the three required elements of IET design (i.e., workforce preparation, workforce training, adult education and literacy activities) and alignment with industry.

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LINCS | Adult Education and Literacy | U.S. Department of Education

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The Enhancing Access for Refugees and New Americans project provides resources and technical assistance to adult education state agency staff, local programs, and instructors who serve or are aiming to serve English learners in Integrated English Literacy and Civics Education (IELCE) programming and are interested in using an immigrant integration approach. Adult Education and Family Literacy Act (AEFLA) requirements offer IELCE programs opportunity to support learners' linguistic, economic, and civic integration needs.

What is Immigrant Integration and why does it matter in adult education?

The IELCE Immigrant Integration Framework

An illustration of how IELCE/IET efforts can align with services and activities that further the linguistic, civic, and economic, integration of immigrants.

EARN resources are also located throughout the topical subpages.

RTI International leads the Enhancing Access project team, which includes researchers from RTI International, World Education, Safal Partners, and WestEd.

For more information or to join the Enhancing Access distribution list, email EARN@rti.org.

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Enhancing Access for Refugees and New Americans

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The Enhancing Access for Refugees and New Americans project provides resources and technical assistance to adult education state agency staff, local programs, and instructors who serve or are aiming to serve English learners in Integrated English Literacy and Civics Education (IELCE) programming and are interested in using an immigrant integration approach.

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LINCS | Adult Education and Literacy | U.S. Department of Education

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The Teaching the Skills That Matter in Adult Education project (TSTM) trains teachers to integrate the skills that matter to adult students using approaches that work across critical topics. Using the project's tools and training, adult education teachers can teach the transferable skills students need in these critical contexts.

The 9 skills that matter are:

Adaptability & willingness to learn

Communication

Critical thinking

Interpersonal skills

Navigating systems

Problem solving

Processing & analyzing information

Respecting differences & diversity

Self-awareness

The 5 topic areas are:

Civics education

Digital literacy

Financial literacy

Health literacy

Workforce preparation

The 3 approaches that work are:

Integrated & contextualized learning

Problem-based learning

Project-based learning

The following resources can help you to integrate these skills into your classroom.

Teaching the Skills That Matter Toolkit

The TSTM Toolkit was developed by adult education experts to support teachers in using approaches that work to help students gain the skills that matter. The toolkit has seven sections:

The Overview section introduces the key toolkit components;

Five topic-based sections each including an issue brief, a case study, lesson plans, and an annotated bibliography; and

The Other Tools and Resources section, which has additional tools and resources to support the integration of the skills into your instruction.

What Past Participants Have Said

TSTM Benefits

Implement research and evidence-based units/lessons that support standards-based instruction and the skills that matter for students

Collaborate and become part of a learning community with adult educators from other states focused on improving instruction

Developed units and lesson plans based on effective elements of instruction

Receive individualized coaching from national content experts

Collaborate with other state professional developers and project experts

Build on current instructional skills that matter for ABE and ELA students

TSTM States Map

Over 30 states have been TSTM trained. To find out what is happening in your state with TSTM implementation, please contact your state PD leader.

Background and Contact Information

The Workforce Innovation and Opportunity Act (WIOA, Pub. L. 113-128, July 2014), the first major reform in the publicly funded workforce system since 1998, increases access to employment, education, training, and support services for individuals, particularly those with barriers to employment. Title II of WIOA, the Adult Education and Family Literacy Act (AEFLA), presents an extraordinary opportunity to improve the quality of life for individuals with low skills. WIOA Section 203 encourages programs to provide instruction tied to "activities, programs or services designed to help an individual acquire a combination of basic academic skills, critical thinking skills, digital literacy skills and self-management skills, including competencies in utilizing resources, using information, working with others, understanding systems and obtaining skills necessary for successful transition into and completion of postsecondary education or training, or employment." (WIOA, Pub. L. 113-128, Section 203, July 2014).

Based upon public comments received during the WIOA rule-making process, technical assistance conversations with states, and ongoing community of practice conversations in LINCS, it is clear to OCTAE that adult education teachers need support and training in how to meaningfully integrate these skills (i.e., the skills that matter) into regular adult education classroom instruction.

Teaching Skills That Matter in Adult Education is being conducted by the American Institutes for Research, under contract to the U.S. Department of Education. For more information, please email tstm@air.org.

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Teaching Skills That Matter in Adult Education

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The Teaching the Skills That Matter in Adult Education project (TSTM) trains teachers to integrate the skills that matter to adult students using approaches that work across critical topics. Using the project's tools and training, adult education teachers can teach the transferable skills students need in these critical contexts.