The learning standards define the points of this triangle; they are the starting point. Assessments are simultaneously ends and beginnings; they serve both as benchmarks to ascertain what and how well students are learning and as springboards for further teaching and learning. Real teaching shifts continuously in response to the needs of students as they strive to understand the content and to demonstrate their understanding in a variety of assessment contexts.

Therefore, this resource guide has been developed to not only get within “the triangle,” but also to demonstrate concretely how adult education practitioners across the state are tackling the job of standards-based teaching and learning, and to offer examples of resource/research material which can inform local curriculum development.

The Board of Regents recognizes the diversity of students in New York St ate, including students with disabilities, students with limited English proficiency, gifted students, educational disadvantaged students and adult learners. It has made a strong commitment to integrating the education of all students into the total school program. The learning standards apply to all learners, regardless of their experiential background, capabilities, developmental and learning differences, interests, or ambitions.

A typical adult education class includes learners with a wide range of abilities who may require different pathways to enable them to learn effectively, participate meaningfully, and work toward attaining the curricular standards. Students with diverse learning needs may need accommodations for special needs or adaptations of instructional strategies and materials to enhance their learning and/or adjust for their learning capabilities.

The Adult Education Resource Guide and Learning Standards has been conceptualized using these philosophical bases and what is known about the goals of adult learners. The content has been selected to address important aspects of adult literacy and adult goals as well as the teaching and learning process. It is our hope that all partners in all learning communities in New York State will find the document useful, practical, and informative.