California Adult Literacy Professional Development Project

Author: Amy R. TrawickProduced by the American Institutes for Research through a contract with the National Center for Education Statistics (NCES) of the U.S. Department of Education, May 2018.This 2018 report supplements the previously published Using the PIACC Literacy Framework to Guide Instruction: An Introduction for Adult Educators and provides literacy instructors ways to implement contextualized reading instruction to a population with varied needs and educational backgrounds. By connecting real-world reading tasks and standards-based instruction, this report provides resources for teachers to consider when planning a contextualized reading curriculum. The supplemental report is based on data originally released by the Program for the International Assessment of Adult Competencies (PIACC) in September 2016 and was produced by the American Institutes for Research through a contract with the National Center for Education Statistics (NCES) of the U.S. Department of Education.

Author: Anne Mishkind, CALPROThis brief provides an overview of research on effective teaching that can be applied in multiple settings by a broad range of teachers across diverse settings. Adult education in California takes place in environments including school districts, community colleges, community-based organizations, libraries, and correctional facilities, and serves students with skills that range from basic literacy to international professional training. Across contexts, research finds that effective teaching is enriched by:thoughtful attention to student backgrounds,collecting and using student data to inform the implementation of evidence based practices including (1) learner-centered instruction, (2) rich and contextualized content knowledge, (3) use of standards to inform learning objectives, and (4) attention to foundational skills and higher-order thinking, and planning for professional development that targets specific teacher competencies

Authors: Martha Bigelow and Robin Lovrien Schwarz, September 2010Produced by Literacy Information and Communication System/National Institute for LiteracyThis paper reviews a variety of research, including that on language acquisition, literacy development in adults and children, cognition and brain functioning, adult education, and professional development.

Authors: Rebecca Bergey, Marcela Movit, Ashley Simpson Baird, and Ann-Marie FariaProduced by the American Institutes for Research, March 2018.The American Institutes for Research addresses how the growing English Language Learner (ELL) population in higher education is served and the challenges it presents given the vast array of student needs. Three student profiles exemplify the broad categories generally used to classify the ELL higher education population: international students, recent immigrants. or Generation 1.5 students. and the diversity within each group. Given the wide range of needs for students to meet their educational or occupational goals successfully, the paper outlines institutional and classroom level considerations by defining challenges, reviewing best practices, and suggesting ways to leverage technology.

Author: Susan Pimentel, 2013This document presents a set of college and career readiness standards (CCRS) of the content that is most relevant for preparing adult students to succeed in colleges, technical training programs, work and citizenship. In the areas of English language arts/literacy and mathematics. These standards were derived from the Common Core State Standards.

Produced by U.S. Department of Education, Office of Career, Technical and Adult Education, 2016Designed to support effective instruction of adult English language learners, this document presents a set of correspondences to the college and career readiness standards (CCRS) for English language arts/literacy, mathematical and science practices.

Author: Anne Mishkind, American Institutes for Research, 2014This brief provides instructors, professional development coordinators, and program administrators with research and implementation guidance related to evidence–based professional learning and data–driven instruction.