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Texas Standardized Curriculum Framework (TSCF)
Survey Results

by
Don Seaman, Chia-Yin Chen,
Lesley Tomaszewski, and Barbara Tondre-El Zorkani
September 2004

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INTRODUCTION

In program year 2000-2001, the Florida Curriculum Frameworks (FCF) for adult education programs were introduced to adult education practitioners in Texas. The FCF checklists were modified slightly and the name was changed to the Texas Standardized Curriculum Framework (TSCF). A number of adult education programs piloted the FCF and/or TSCF between 2000 and early 2004. However, no systematic guidance was provided for the programs to implement the TSCF. Consequently, no uniform criteria for measuring the impact and effectiveness of the frameworks exist.

In March 2004, at the request of new state leadership, the Texas Center for the Advancement of Literacy and Learning (TCALL) initiated a review of TSCF. The first step was to conduct a survey of frontline practitioners (instructors) with a working knowledge of TSCF. The survey was designed to acquire from practitioners both qualitative and quantitative data about TSCF implementation, whenever feasible, regarding the following:

1. advantages/disadvantages of TSCF,
2. users' perceptions of how TSCF should be used (to drive, guide, supplement instruction and/or document instruction and learning),
3. its impact on instructional planning and delivery,
4. users' concerns about time and effort, and
5. availability and/or development of instructional materials responsive to the standards and benchmarks of TSCF.

METHODS

In March 2004, adult education programs in Texas were notified of the pending survey via the state's Family Literacy and Administrators electronic discussion groups, as well as via Literacy Links, the quarterly newsletter of the Adult and Family Literacy Clearinghouse at the Texas Center for Adult Literacy and Learning, Texas A&M University. Adult educators responding to this call for feedback were then contacted by email and/or phone. To ensure demographic representation, additional programs were contacted and asked to respond to the survey. In April 2004, the survey was distributed electronically to the directors/coordinators and teachers who responded to the request to participate. Since the main purpose of the survey was to acquire practitioners' feedback on the TSCF, only those who had experience in implementing the TSCF and/or FCF were recruited for the study.

Thirty-two people submitted the completed survey to the research team at TCALL. Close-ended questions were used to solicit information regarding the TSCF impact on instructional planning and delivery. Quantitative analysis was used to analyze the responses, and descriptive data are presented in this report. Open-ended questions addressed perceived advantages/disadvantages of the TSCF, users' perceptions of a standardized curriculum framework, concerns regarding TSCF implementation and the assistance necessary for successful implementation statewide. For the open-ended questions, qualitative analysis was used to code and analyze the responses.

DEMOGRAPHICS

A total of 32 participants responded to the survey. Out of the 32 participants, 2 (6%) were directors/coordinators in adult basic education programs, 15 (47%) Adult Secondary Education (ASE) and GED teachers, 9 (28%) teachers of English as a Second Language (ESL), 13 (41%) Adult Basic Education (ABE) teachers, and 6 (19%) tutors or trainers. Some of the respondents held more than one position at the time of survey completion.

Participant's Position (n=32)

Director/ Coordinator	ASE/GED Teacher	ESL Teacher	ABE Teacher	Others
2	15	9	13	6

 

Thirteen (41%) participants indicated that they piloted or implemented the Florida Curriculum Frameworks (FCF), 14 (44%) did not pilot or implement FCF, and 5 (16%) did not respond to the question. The majority of the participants who implemented FCF started the implementation in the fall of 2001. For TSCF implementation, 29 (91%) indicated that they had implemented TSCF, 2 (6%) did not implement TSCF, and 1 (3%) did not respond to the question. Three programs (10%) implemented TSCF in 2001; 4 (14%) in 2002; sixteen (55%) started the implementation in the fall of 2003; and 3 (10%) in 2004.

With minimal training and no requirements or guidance for programs to follow, programs implementing TSCF made unilateral decisions concerning the breadth of the implementation (e.g., class-wide, level-wide or program-wide) and subject area (e.g., ESL, ASE/GED, or ABE). Most programs that participated in the survey implemented the TSCF in individual classes or program components, but not program-wide. Among the 32 participants, 13 (41%) used TSCF standards in the area of ESL, 23 (72%) in ABE, 17 (53%) in GED and 8 (25%) in Workforce. Some survey participants had taught classes in multiple areas, e.g., ESL and ABE, ABE and GED, and had used TSCF standards in more than one area. The survey results reflect the diverse interpretations of the TSCF by field practitioners participating in the survey.

SURVEY RESULTS

I. What Is a Standardized Curriculum Framework / What Should It Accomplish?

When survey participants were asked to describe what they thought a standardized curriculum framework was or was supposed to accomplish, their responses fell into four categories: a standardized curriculum framework (1) provides statewide consistency, (2) provides guidelines, (3) provides accountability, and (4) comes with a standardized assessment that is aligned with the framework.

• Statewide consistency: Under this category, survey participants discussed how statewide uniformity of standards could benefit learners and teachers. Many stated that learners would benefit from the consistency in skills being taught, should they move to a different program within Texas. One participant stated:
  • To me it is an outline or guideline of what should be taught and what students should learn throughout all Adult Education programs in the state.
• Teachers would benefit from statewide uniformity of standards: all programs would be held accountable to the same standards, and professional development could be provided consistently across the state. One participant stated:
  • All of these changes are to be seen as means to be accountable to Texas Education Agency Adult Basic Education.
• Guidelines: Survey participants viewed the use of the standardized curriculum framework as a set of guidelines to address learners' goals and to provide guidance in the classroom. Learners' goals could be met by allowing them to select and focus on specific skills. Learners would be responsible for setting their goals and making progress in accomplishing their goals. A statement made by a participant:
  • A standardized curriculum framework is a guide for instructors to help them facilitate learning activities necessary for students to accomplish their goals.
• Participants also stated that a standardized curriculum framework would provide guidance to teachers by assisting with class structure, complimenting existing lesson plans, and/or providing a checklist to track students' progress and/or skills taught in the class. One participant indicated:
  • As a checklist to refer to, informing teachers of progress, failure and what has been possibly overlooked.
• Accountability: Survey participants indicated that a standardized curriculum framework would provide accountability for both learners and teachers. Two statements from the survey participants are:
  • A standardized curriculum framework is designed to encourage teacher accountability.
  • Provides accountability in the classroom.
• Assessment: Participants stated that assessment aligned with a standardized curriculum framework would provide measurable objectives and inform teaching. Two survey participants stated that assessment may "uniform assessment measures," and "provide consistent clear and measurable objectives for adult educators."

II. What Are the Advantages of Using the TSCF?

When asked about the advantages of using the TSCF, survey participants' responses were classified into three categories: TSCF (1) provides state consistency, (2) provides accountability, and (3) serves as a checklist.

• Statewide consistency : The survey participants indicated that the TSCF creates statewide consistency in a number of different ways--it provides a uniform content to be taught statewide; it provides written objectives; and it can be used to track learners' progress. Statements made by the survey participants include:
  • It benefits students who transfer to another program that uses the same standards for curriculum.
  • The advantages to using the TSCF are having a written guide with clearly stated objectives and the resource pages for each standard taught with the objective in a clear easy to follow format.
  • It keeps students and teacher on track with individual student learning and goals.
• Accountability: Survey participants stated that the use of TSCF increases teacher accountability because it provides guidance and helps them create learner-centered activities.
• Checklist: The TSCF can be used as a checklist by teachers to document learner gains and to track learners' progress. Some survey respondents reported that students demonstrate increased motivation when their teachers share with them their progress made as documented on the checklist. Participants stated:
  • It allows the teacher to document (checklists) learner gains when the TABE tests do not show gains in a level.
  • Easy for students to monitor and see their progress.

III. What Are the Disadvantages to Using the TSCF?

When asked what the disadvantages to using the TSCF were, survey participants' responses fell into four categories: (1) lack of clarity, (2) time constraints on implementation, (3) lack of aligned assessments, and (4) inadequate and inconsistent professional development.

• Lack of clarity: The majority of the survey participants listed this as the major disadvantage of working with the TSCF, rendering the TSCF neither teacher-friendly nor learner-friendly. The survey participants indicated that the TSCF contains too many standards, and some of the standards are too vague, too broad, and redundant.
• Time constraints on implementation: The survey participants found that implementing the TSCF can be very time consuming and that the excessive paperwork takes time away from class preparation and instruction. Statements made by the participants include:
  • It requires a lot of additional paperwork, organization and documentation of outcomes which requires time for which teachers are not currently compensated.
  • The paperwork is time consuming for students and teachers, taking away from lesson time.
• Lack of aligned assessments: No standardized assessment instruments are available for the TSCF, so teachers have been left to create or locate assessments that measure and serve as evidence of learners' progress. Other than the mandated use of the BEST and TABE, there is no consistency of assessments used across the state for the TSCF and as a result, no consistency in reporting learner gains possibly associated with the use of TSCF.
• Inadequate and inconsistent professional development: Survey participants found that their instructional creativity is hindered because they do not know how to best use the TSCF and incorporate it into their teaching. Survey participants also reported difficulties in using the TSCF in multilevel classes. Although the TSCF is divided into different levels, the skills and content areas are not consistent across levels. Consequently, teachers often feel overwhelmed by the need to use multiple lesson plans or learning activities for students functioning at different levels in the same classroom. One participant reported:
  • The main disadvantage to using the TSCF is in a multi-level classroom. The difficulty is to teach students on a 3rd grade level curriculum while trying to keep 9-12 grade standards in check.

IV. How Have the Learners Responded to the TSCF?

When asked how learners had responded to the TSCF, the survey participants reported mixed responses - both positive & negative - from the learners.

• Positive: Some survey participants reported that learners respond positively to the TSCF because it provides them with clear expectations and enables them to track their own progress using the checklists. Learners' awareness of their progress motivates and encourages them to be responsible for their own learning.
  • The adult learner is becoming responsible for learning by checking out bench marks that have been taught, this brings us back to student centered teaching in where students voice their own learning needs based on the functioning level they are at.
• Learners also reportedly responded to the TSCF positively because social and life skills were integrated into the TSCF. One teacher said "they (students) like the comprehensive nature of the TSCF since it is not only ESL but also includes social and life skills."
• Negative: Other survey participants reported that learners do not respond well to the TSCF for a number of reasons. First, TSCF discourages learners due to its lengthy checklists. Second, confusing and/or unfamiliar terms make it difficult for the learners to understand the purposes for using the TSCF in the class. Third, GED students do not respond well to the TSCF because they feel it does not address their needs appropriately. Survey participants provided two examples:
  • Some became discouraged after seeing how much they needed to accomplish.
  • My students found it incomprehensible and were confused by unfamiliar terminology.

V. How Is the TSCF Useful to You as an Adult Education Practitioner?

When asked how useful the TSCF was to them as educators, 4 survey participants (13%) indicated that the TSCF was somewhat useful, 5 (16%) indicated the TSCF was useful, 13 (41%) thought that the TSCF was very useful, and 10 (31%) indicated that the TSCF was extremely useful. None of the survey participants indicated that the TSCF was not useful at all. Survey participants generally agreed that the TSCF is useful because it provides them and learners with guidelines for teaching and learning.

D.

• Guidelines: Survey participants stated that the TSCF provides uniform, statewide guidelines which benefit both learners and teachers. Using the TSCF for direction, learners can be put in charge of their own learning, which helps them focus on accomplishing their goals. As stated by one of the participants:
  • Students can have more ownership in planning their own course of action to meet their goals.
• The TSCF guidelines can also help teachers, especially new teachers, structure and prepare for classes.
  • From the teacher's view point, it is very useful because of the structured [sic] that is [sic] portrays. The standards and benchmarks allow me to clearly define my objectives daily. This gives me peace at [sic] mind rather than being at a confused state.

Survey participants also responded to this question with answers similar to those previously mentioned under "What Are the Advantages of Using the TSCF?"

VI. How Is the TSCF User-Friendly?

Among the 32 survey participants, 2 (6%) indicated that the TSCF is not user-friendly at all, 9 (28%) indicated somewhat user-friendly, 8 (25%) indicated user-friendly, 7 (21%) indicated very user-friendly, and 6 (19%) indicated that the TSCF is extremely user-friendly.

D.

Survey participants specified two ways the TSCF is user-friendly: (1) it assists teachers with course planning, and (2) it shows learners their progress.

• Course planning: Survey participants felt that using the TSCF for course planning provides basic guidelines of what is to be taught in class.
• Learner progress: Using the TSCF checklists in class helps learners track their own progress. Also, see relevant responses under "How Have the Learners Responded to the TSCF?" One participant stated:
  • The student can see how much work she/he has done and where they need to go.

VII. How Is the TSCF Not User-Friendly?

Survey participants also indicated why the TSCF is not user-friendly. The issues addressed included the length of the checklists, a lack of clarity in wording, and the amount of paperwork involved. The responses are similar to those discussed under "Lack of clarity" and "Lack of time for implementation" A teacher indicated:

From the teacher's viewpoint, it ... not user friendly because all the paperwork involved. Signing and dating...imagine doing this for 50 students...reading, writing, and mathematics.

Participants also reported that TSCF is cumbersome to use in multilevel classes and may need to be translated to several different languages to assist non-native speakers. A survey participant stated:

To fully understand what it is all about, it needs to be explained in a lower level students' native language. This may not be possible in a class with multiple languages.

VIII. How Labor Intensive Is the TSCF?

All participants responded to this question. Four (13%) responded that TSCF is not at all labor intensive; 4 (13%) indicated somewhat labor intensive; 9 (28%) indicated labor intensive; 4 (13%) indicated very labor intensive; and 10 (31%) responded that the TSCF is extremely labor intensive to implement. Twenty-eight participants indicated varying degrees of labor intensiveness.

D.

Participants cited three factors contributing to labor intensive implementation: (1) problems with the TSCF itself, (2) the lack of time to prepare for implementation, and (3) the lack of professional development.

• TSCF itself: Survey participants mentioned that it is difficult to measure learner gains because mastery of the benchmarks is unclear. Also, as far as assessment is concerned, the checklists do not appear to be aligned with the TABE or BEST. Survey participants also requested instructional materials to go along with the TSCF, as well as simplification of the wording. As reported by the participants, it is
  • Difficult to place students because we rely on the TABE survey scores, and the correlations are for the battery tests.
• and
  • In order for the students to keep track of their own progress, extensive explanation is required for terms like "recognize" and "identify" and phrases like "Demonstrate post office procedures," and "Demonstrate communications between home & school". We need more specific terms like "describe" and "use" and "read" and "write" that can be effectively measured.
• Lack of time to prepare for implementation: The TSCF is time consuming for teachers to implement due to the extra paperwork and record keeping. Since no teaching materials or assessments have been specifically designed to go along with the TSCF, teachers themselves have to create or locate materials and assessments. TSCF "... requires detail record recording in addition to other recordkeeping required by the local school district," and "...doesn't suggest a text book; therefore the instructor must generate numerous forms and worksheets."
• Lack of professional development: Implementing the TSCF was seen as challenging by a significant number of survey participants because of the lack of professional development. TSCF implementation "...is extremely labor intensive mainly because ... very little training."

Those survey participants, however, who did not find TSCF implementation labor intensive, provided specific reasons for their comfort level. They find the objectives to be clear. Additionally, teaching materials and professional development have been provided by local peer teachers or program administrators, and simplified ways of record keeping have been introduced, based on each teacher's preference.

XI. How Is the TSCF Beneficial to Learners?

Among the 32 participants responding to the survey, 1 (3%) said the TSCF is not beneficial to the students at all, 3 (9%) indicated that the TSCF is somewhat beneficial to the learners, 9 (28%) indicated beneficial, 10 (31%) indicated very beneficial, and 9 (28%) indicated that the TSCF is extremely beneficial to the learners. Except for one, the rest of the survey participants all agreed that the TSCF is beneficial to learners in various ways and to varying degrees.

D.

The survey respondents indicated that the TSCF is beneficial to the learners because (1) it helps learners be responsible for their own learning, and (2) the TSCF addresses a variety of skills of interest to learners.

• Learners responsible for learning: Survey participants indicated that the use of TSCF allows learners to set their own goals, identifies learners' needs, and provides learners with a roadmap of skills to be learned. While becoming responsible for their own learning, learners also improve their self-esteem and realize the progress they have made. As stated by one of the participants:
  • Learners see the map that will take them to their goals. They also see where they are on the road to success.
• A variety of skills encompassed : Survey participants appreciated the fact that the TSCF includes a variety of different components such as life, workforce, and academic, which aids teachers in creating a learner-centered environment in which to introduce and reinforce new skills. One participant stated:
  • I feel it is beneficial to the learners because it focuses on necessary life skills, workforce skills, and academic skills. It encompasses skills necessary to survive.

X. What Are the Changes Needed in Implementing the TSCF?

Except for a few survey participants who indicated that they would not change anything in the TSCF, the changes suggested were categorized under (1) TSCF (standards), (2) instruction, and (3) assessment.

• TSCF: Many survey participants discussed how they would change the standards of the TSCF to make them clearer and less ambiguous to both teachers and learners. They stated that TSCF should provide clear objectives and be written in language that is learner friendly. They also recommended that the length of the TSCF checklists should be shortened to decrease paperwork and to be user-friendly for teachers. Some survey participants also suggested that more life skills need to be added and repeated standards eliminated.
• Instruction: It was suggested that in order to implement the TSCF more effectively, supplemental materials such as lesson plans, learning activities as well as professional training on teaching strategies, and ways of implementing the TSCF and documenting learner progress need to be provided. Participants would like to see these collected and made available as a resource guide for programs to use. A participant suggested:
  • Provide tools and resources necessary for teachers to effectively use TSCF. A manual to serve as a guide for teaching.
• Assessment: Another suggestion from survey participants focused on the identification and availability of assessments aligned with the TSCF. Some participants suggested the development of an assessment bank for teachers' use that would provide various pre- and post-tests correlating to the benchmarks in the TSCF. One participant indicated that "e ntry and exit tests would make it easier to place students and determine mastery."

XI. What Are the Criteria Used to Select Materials and/or Learning Activities for the TSCF?

No instructional materials specific to TSCF implementation were provided when programs started the implementation back in 2000-2001. Teachers had to search for classroom teaching materials that complemented the TSCF. Twenty nine (91%) survey participants reported that they used some criteria to select materials and/or learning activities for the TSCF. The main criteria were: (1) that the materials were learner centered; (2) that the materials related to the TSCF; and (3) that excessive amounts of time were not required for using the materials.

• Learner centered: The survey participants wanted to make certain the materials used benefit learners by responding to their needs, being relevant to their lives and goals, and focusing on topics of interest to them.
• Materials' relevance: The survey participants chose materials that they felt are responsive to the TSCF and are easy to use. They also selected materials that are easily accessible, realistic, adult oriented, and appropriate for the standards being taught.
• Time constraints: Many of the survey participants wanted lessons that could easily be adapted to restricted class schedules.

XII. What Kinds of Assistance Is Needed for Implementing the TSCF Statewide?

When the respondents were asked what kinds of assistance they thought would be crucial for implementing the TSCF statewide, the responses were:

• 27 (84%) stated they need guidance in the appropriate use of the TSCF;
• 25 (78%) stated they need direction on how to locate/create teaching materials for the TSCF;
• 25 (78%) responded with a request for training on how to keep and simplify records; and
• 14 (44%) indicated the need for other kinds of assistance, with the identification and selection of appropriate assessment instruments as well as professional development opportunities supportive of TSCF implementation being the most prominent.

XIII. What Instructional Materials Are Being Used in Response to the TSCF?

When asked what kinds of instructional materials were used in response to the TSCF, survey participants responded as follows:

• 24 (75%) respondents use commercially-prepared materials,
• 25 (78%) use teacher-made lesson plans,
• 17 (53%) use materials found on websites,
• 12 (38%) use materials from other states such as Florida.

XIV. What Evidence Is Collected to Show Progress?

When asked what kind of evidence was collected to show learners' progress, 25 (78%) participants indicated that they use the TSCF checklist to document learners' progress, 31 (97%) use test scores (TABE and/or BEST) to show learners' progress, 18 (56%) document learners' progress using GED completion, 21 (66%) use entries in learners' portfolios, and 5 (16%) indicated that they use a miscellaneous collection of writing samples and completed handouts (checks, money orders, deposit slips and application forms) to document learners' progress.

DISCUSSION and CONCLUSION

Overall, survey participants acknowledge the need for statewide implementation of standards because they provide statewide consistency, guidelines, and a means for accountability. A set of uniform standards written with clear directions and objectives can inform teachers of what needs to be taught and adult learners of what needs to be learned. According to some of the survey participants, the TSCF provides statewide consistency and guidelines, and also serves as a means for accountability.

• Statewide Consistency & Guidelines
  One survey participant stated, "[TSCF provides a] guideline of what should be taught and what students should learn throughout all Adult Education programs in the state. With statewide standards and a consistent way to track their progress, learners' transition from one program to another with greater ease. Instead of teaching learned skills again, teachers can start from where a transferred learner stopped in his/her previous program."
  • Another participant noted that TSCF "keeps students and teacher on track with individual student's learning and goals." Still others stated that the TSCF allows learners to set their own goals and to become responsible for their own learning by tracking their progress on the checklists. Learners improve their self-esteem through the process by realizing the progress they have made.
• Accountability
  Survey participants also recognize that the TSCF can serve as a means of accountability. One of the survey participants stated that "[TSCF serves] as a means to be accountable to Texas Education Agency Adult Basic Education."

Other survey participants, however, pointed out weaknesses of the TSCF. These include lack of clarity, lack of instructional materials, lack of aligned assessments, lack of time for implementation, and lack of professional development to support implementation.

• Lack of clarity
  The survey participants struggled with the lack of clarity in the TSCF standards and benchmarks. Several pointed out that some of the standards are too vague, too broad, and redundant. This makes the TSCF difficult and sometimes confusing for the learners to understand. Not understanding what needs to be accomplished, and feeling overwhelmed by a long list of standards and benchmarks, learners can become easily discouraged.

Suggestions

Survey participants suggested that the TSCF should provide clearer objectives and be written in simpler language or in learners' native languages for ease of comprehension. It was also recommended that additional standards might need to be added and others deleted although no specific additions or deletions were mentioned.

• Lack of instructional materials
  The TSCF is not accompanied by teaching materials. To date, the teaching materials that best coordinate with the TSCF are those developed for the Florida Curriculum Frameworks (FCF). Those materials are available online, but not all of the teachers involved with the TSCF implementation are aware of the availability of these materials. Problematic is the fact that the collection of Florida's teaching materials is incomplete; Florida did not develop teaching materials in response to all standards. Consequently, some Texas programs and/or teachers have spent much time trying to relate the materials they currently use with the TSCF or are searching for new teaching materials that respond to the TSCF. This becomes very time consuming, considering the number of standards and benchmarks included in the TSCF.

Suggestions

Many of the survey participants pleaded for supplemental materials that meet two basic criteria: they must be learner-centered and standards-related. The materials should respond to the needs of adult learners, be relevant to their lives and goals, and be of interest to them. The materials also need to be correlated to the TSCF and appropriate for the standards being taught.

• Lack of aligned assessment
  TABE and BEST are state-mandated assessments and the programs are required to report the test scores to the state. It seems obvious from the survey participants' feedback that the TABE and BEST are commonly used as the only measures to document learners' progress. However, there is no correlation between TABE, BEST and the TSCF. In addition to correlating teaching materials with the TSCF, teachers are expected to find or develop additional assessments that align with the TSCF. While teachers are expected to document evidence of learners' mastery of each standard or benchmark, state mandated assessments do not capture such evidence. For the most part then, such documentation is lacking.

Although assessment results should serve as the basis for moving learners to the next completion level of the TSCF, it is time consuming to find or develop assessments, and the reliability and validity of teacher-developed or teacher-found assessments are not addressed. With programs using a variety of assessment instruments to measure learner's progress on the TSCF, consistency in reporting learner gains across the state is virtually non-existent.

Suggestions

In regard to assessments for the TSCF, it was suggested by the survey participants that the TSCF should be modified to align with the state mandated standardized assessments, i.e., TABE and BEST, or an assessment aligned with the TSCF should be developed for statewide use. Several survey participants also indicated that it would be helpful to the teachers if an ESOL assessment bank could be developed and made accessible online.

• Lack of time for implementation
  Many participants indicated that it is very time consuming to keep up with the paper work and to locate materials that are aligned with the TSCF. It is also time consuming for teachers to track learners' progress on the checklists that contain standards and benchmarks --102 standards in the TSCF for ESL learners, 103 for ABE learners, and 34 for ASE/GED learners, with numerous benchmarks listed under each standard. Currently, time-consuming duplication of completed checklists is the most common means of making this information available for both program and learners' records.

Suggestions

It was suggested by survey participants that the length of the checklists be shortened, instructional materials and assessments be made available, and professional development to assist teachers with implementation issues be provided.

• Lack of professional development
  No consistent or specific professional development has been provided to all programs implementing the TSCF. Having to use the new sets of standards to create learning activities and to locate appropriate assessment activities overwhelms program administrators and teachers.

Suggestions

Professional development needs to be provided regularly and consistently to local programs for effective TSCF implementation. Ways to use the TSCF, ways to locate/create teaching materials for the TSCF, and ways to keep records need to be addressed through professional development.

Next Steps

The initial intent of the survey was twofold: to gather input from adult education practitioners as to the use and usefulness of the TSCF; and to identify a representative group of field personnel to participate in a task force that would further examine not only the TSCF but current national trends in the development and implementation of content standards for adult education. As survey responses were examined, it became increasingly clear that TSCF's introduction in Texas had been unaccompanied by any explanation of the history or rationale behind the decision to adapt Florida's curriculum frameworks, and that interpretations of the TSCF and its usage are as varied as the programs using it.

The survey did not include probes as to whether or not the TSCF reflects what adults should be learning today to function successfully in terms of academic and personal development, real world applications, transition, and workforce development.  But as survey results were analyzed, a number of issues emerged that warrant further study:

• Application of the TSCF varies from program to program.
• Practitioners do not have a consistent understanding of terminology such as content and performance standards, evidence-based learning, curriculum, framework, and authentic assessment.
• Criteria for developing and/or evaluating content standards had not been presented to practitioners.
• Most adult educators are unaware of current research and initiatives in the development, implementation, and alignment of standards with instruction and assessment.
• Most programs working with the TSCF had received conflicting messages regarding mandatory, voluntary, and program-wide use.

The first meeting of the TSCF task force in July 2004 confirmed the critical nature of these issues. During this initial task force meeting, survey participants raised numerous concerns regarding TSCF implementation, sometimes challenging its "fit" with the direction adult education must take in terms of content standards and accountability.  While varying interpretations of TSCF's role in guiding Texas' adult education programs remain an obstacle to consistency, task force members agree that a statewide plan for professional development can help build consensus. Likewise, while misinterpretations of terminology such as content and performance standards, curriculum, framework, and assessment continue to hinder any consistent application statewide but participants are confident that they too can be addressed via professional development.

Adult education practitioners across the state are requesting clarification regarding next steps. Does Texas need to develop new standards, or can TSCF provide the foundation for both content and performance standards development? How can TSCF be elevated from long checklists to useful and appropriate tools that inform instruction and solicit evidence that practitioners are meeting the needs of the learners and responding to state standards? How do we assure the alignment of standards, instruction and assessment and avoid the pitfalls encountered by K-12? Texans recognize the need for a blueprint to guide its programs, "to assure quality instruction and measurable learner gains, to demonstrate accountability, and to strengthen investment in the enterprise of adult education" (Stein 2001).

Along with the survey, Texas' formation of a representative task force of practitioners from across the state is a healthy response to the questions posed and solutions sought. This, coupled with Texas' participation in a national consortium of states supported by the U.S. Office of Vocational and Adult Education (OVAE), affords adult education practitioners in Texas to proceed with informed guidance and support.

Beginning in September 2004, Texas and seven other states will be engaged in the process of developing, implementing, and aligning content standards for their ESL programs. Member states will work with nationally recognized experts to address collective and state-specific needs. Information, challenges, and successes will be shared, and technical assistance will support the review, writing, revision, or adaptation of existing content standards. At the national level, the consortium project will be facilitated by the American Institutes for Research in Washington, D.C. In Texas, Texas LEARNS and TCALL will be responsible for continuing to engage adult education practitioners in the process of content standards development.

Reference

Stein, S. (July 2001). Equipped for the Future Content Standards: What Adults Need to Know and Be Able to Do in the 21st Century. National Institute for Literacy. Washington, D.C. pp. 5-6.