- Program-specific Requirements for Adult Education and Family Literacy Act Programs
The Unified or Combined State Plan must include a description of the following as it pertains to adult education and literacy programs and activities under title II of WIOA, the Adult Education and Family Literacy Act (AEFLA).
a. Aligning of Content Standards
Describe how the eligible agency has aligned its content standards for adult education with State-adopted challenging academic content standards, as adopted under section 1111(b)(1) of the Elementary and Secondary Education Act of 1965, as amended (20 U.S.C. 6311(b)(1)).
The College and Career Readiness Content Standards(CCR) form the instructional foundation of Adult Education program. These standards are used to identify academic skills that students need to know and be able to do. A career-infused classroom integrates contextualized instruction aligned to the CCR Standards with career awareness, self-exploration, career exploration, and career planning.
In Indiana, Adult Education providers are expected to provide standards-based instruction using the College and Career Readiness Standards. The gap between the knowledge and skills of adult learners and the expectation of colleges, training programs, and employers drives the movement to standards-based education. The standards were created as a manageable set of foundational knowledge indispensable for addressing this gap and preparing adult learners for college and careers. Additionally, the standards provide direction on where to focus instruction, a coherent framework for scaffolding student learning, and consistent expectations across the state.
In mathematics, for example, the standards reflect content typically taught in both beginning and more advanced algebra and geometry courses, as well as in data analysis and statistics classes. The ELA/literacy standards demand robust analytical and reasoning skills and strong oral and written communication skills. Integrating these standards into instructional delivery is essential to enabling adult learners to meet the real-world demands of postsecondary training and employment.