Outcome Measures Definitions

ATTACHMENT D – EDUCATIONAL FUNCTIONING LEVEL DESCRIPTORS

Outcome Measures Definitions EDUCATIONAL FUNCTIONING LEVEL DESCRIPTORS—ADULT BASIC EDUCATION LEVELS Literacy Level Basic Reading and Writing Numeracy Skills Functional and Workplace Skills Beginning ABE Literacy Individual has no or minimal reading Individual has little or no recognition Individual has little or no ability to Test Benchmark: and writing skills. May have little or of numbers or simple counting skills read basic signs or maps, can provide TABE (7-8 and 9-10) scale scores no comprehension of how print or may have only minimal skills, such limited personal information on (grade level 0-1.9): corresponds to spoken language and as the ability to add or subtract single simple forms. The individual can Reading 367 and below may have difficulty using a writing digit numbers. handle routine entry level jobs that Total Math 313 and below instrument. At the upper range of require little or no basic written Language 392 and below this level, individual can recognize, communication or computational read and write letters and numbers, skills and no knowledge of computers CASAS: 200 and below but has a limited understanding of or other technology. connected prose and may need ABLE scale scores (grade level 0-1.9): frequent re-reading. Can write a Reading 523 and below limited number of basic sight words Math 521 and below and familiar words and phrases; may also be able to write simple sentences or phrases, including very simple messages. Can write basic personal information. Narrative writing is disorganized and unclear; inconsistently uses simple punctuation (e.g., periods, commas, question marks); contains frequent errors in spelling. Beginning Basic Education Individual can read simple material Individual can count, add and Individual is able to read simple Test Benchmark: on familiar subjects and comprehend subtract three digit numbers, can directions, signs and maps, fill out TABE (7-8 and 9-10): scale scores simple and compound sentences in perform multiplication through 12; simple forms requiring basic personal (grade level 2-3.9): single or linked paragraphs can identify simple fractions and information, write phone messages Reading: 368-460 containing a familiar vocabulary; can perform other simple arithmetic and make simple change. There is Total Math: 314-441 write simple notes and messages on operations. minimal knowledge of, and Language: 393-490 familiar situations, but lacks clarity experience with, using computers and and focus. Sentence structure lacks related technology. The individual CASAS: 201-210 variety, but shows some control of can handle basic entry level jobs that basic grammar (e.g., present and require minimal literacy skills; can ABLE scale scores (grade level 2- past tense), and consistent use of recognize very short, explicit, 3.9): punctuation (e.g., periods, pictorial texts, e.g. understands logos Reading: 525-612 capitalization). related to worker safety before using Math: 530-591 a piece of machinery; can read want ads and complete simple job applications.

26 Outcome Measures Definitions EDUCATIONAL FUNCTIONING LEVEL DESCRIPTORS—ADULT BASIC EDUCATION LEVELS Literacy Level Basic Reading and Writing Numeracy Skills Functional and Workplace Skills Low Intermediate Basic Individual can read text on familiar Individual can perform with high Individual is able to handle basic Education subjects that have a simple and clear accuracy all four basic math reading, writing and computational Test benchmark: underlying structure (e.g., clear main operations using whole numbers up tasks related to life roles, such as TABE (7-8 and 9-10) scale scores idea, chronological order); can use to three digits; can identify and use completing medical forms, order (grade level 4-5.9): context to determine meaning; can all basic mathematical symbols. forms or job applications; can read Reading: 461-517 interpret actions required in specific simple charts, graphs labels and Total Math: 442-505 written directions, can write simple payroll stubs and simple authentic Language: 491-523 paragraphs with main idea and material if familiar with the topic. supporting detail on familiar topics The individual can use simple CASAS: 211-220 (e.g., daily activities, personal issues) computer programs and perform a by recombining learned vocabulary sequence of routine tasks given ABLE scale scores (grade level 4-5.9): and structures; can self and peer edit direction using technology (e.g., fax Reading: 613-644 for spelling and punctuation errors. machine, computer operation). The Math: 593-641 individual can qualify for entry level jobs that require following basic written instructions and diagrams with assistance, such as oral clarification; can write a short report or message to fellow workers; can read simple dials and scales and take routine measurements.

27 Outcome Measures Definitions EDUCATIONAL FUNCTIONING LEVEL DESCRIPTORS—ADULT BASIC EDUCATION LEVELS Literacy Level Basic Reading and Writing Numeracy Skills Functional and Workplace Skills High Intermediate Basic Individual is able to read simple Individual can perform all four basic Individual is able to handle basic life Education descriptions and narratives on math operations with whole numbers skills tasks such as graphs, charts Test benchmark: familiar subjects or from which new and fractions; can determine correct and labels, and can follow multi-step TABE (7-8 and 9-10) scale scores vocabulary can be determined by math operations for solving narrative diagrams; can read authentic (grade level 6-8.9): context; can make some minimal math problems and can convert materials on familiar topics, such as Reading: 518-566 inferences about familiar texts and fractions to decimals and decimals to simple employee handbooks and Total Math: 506-565 compare and contrast information fractions; can perform basic payroll stubs; can complete forms Language: 524-559 from such texts, but not consistently. operations on fractions. such as a job application and The individual can write simple reconcile a bank statement. Can CASAS: 221-235 narrative descriptions and short handle jobs that involves following essays on familiar topics; has simple written instructions and ABLE scale score (grade level 6-8.9): consistent use of basic punctuation, diagrams; can read procedural texts, Reading: 646-680 but makes grammatical errors with where the information is supported Math: 643-693 complex structures. by diagrams, to remedy a problem, such as locating a problem with a WorkKeys scale scores: machine or carrying out repairs using Reading for Information: 75 – 78 a repair manual. The individual can Writing: 75 – 77 learn or work with most basic Applied Mathematics: 75 – 77 computer software, such as using a word processor to produce own texts; can follow simple instructions for using technology. Low Adult Secondary Education Individual can comprehend Individual can perform all basic math Individual is able or can learn to Test benchmark: expository writing and identify functions with whole numbers, follow simple multi-step directions, TABE (7-8 and 9-10): scale scores spelling, punctuation and decimals and fractions; can interpret and read common legal forms and (grade level 9-10.9): grammatical errors; can comprehend and solve simple algebraic equations, manuals; can integrate information Reading: 567-595 a variety of materials such as tables and graphs and can develop from texts, charts and graphs; can Total Math: 566-594 periodicals and non-technical journals own tables and graphs; can use math create and use tables and graphs; Language: 560-585 on common topics; can comprehend in business transactions. can complete forms and applications library reference materials and and complete resumes; can perform CASAS: 236-245 compose multi-paragraph essays; can jobs that require interpreting listen to oral instructions and write an information from various sources and ABLE scale scores (grade level 9- accurate synthesis of them; can writing or explaining tasks to other 10.9): identify the main idea in reading workers; is proficient using computers Reading: 682-697 selections and use a variety of and can use most common computer Math: 694-716 context issues to determine meaning. applications; can understand the Writing is organized and cohesive impact of using different WorkKeys scale scores: with few mechanical errors; can write technologies; can interpret the Reading for Information: 79 – 81 using a complex sentence structure; appropriate use of new software and Writing: 78 – 85 can write personal notes and letters technology. Applied Mathematics: 78 – 81 that accurately reflect thoughts.

28 Outcome Measures Definitions EDUCATIONAL FUNCTIONING LEVEL DESCRIPTORS—ADULT BASIC EDUCATION LEVELS Literacy Level Basic Reading and Writing Numeracy Skills Functional and Workplace Skills High Adult Secondary Education Individual can comprehend, explain Individual can make mathematical Individuals are able to read technical Test benchmark: and analyze information from a estimates of time and space and can information and complex manuals; TABE (7-8 and 9-10): scale scores variety of literacy works, including apply principles of geometry to can comprehend some college level (grade level 11-12): primary source materials and measure angles, lines and surfaces; books and apprenticeship manuals; Reading: 596 and above professional journals; can use context can also apply trigonometric can function in most job situations Total Math: 595 and above cues and higher order processes to functions. involving higher order thinking; can Language: 586 and above interpret meaning of written material. read text and explain a procedure Writing is cohesive with clearly about a complex and unfamiliar work CASAS: 246 and higher expressed ideas supported by procedure, such as operating a relevant detail; can use varied and complex piece of machinery; can ABLE scale scores (grade level 11- complex sentence structures with few evaluate new work situations and 12): mechanical errors. processes, can work productively and Reading: 699 and above collaboratively in groups and serve as Math: 717 and above facilitator and reporter of group work. The individual is able to use common WorkKeys scale scores: software and learn new software Reading for Information: 82 – 90 applications; can define the purpose Writing: 86 – 90 of new technology and software and Applied Mathematics: 82 – 90 select appropriate technology; can adapt use of software or technology to new situations and can instruct others, in written or oral form on software and technology use.

29 Outcome Measure Definitions EDUCATIONAL FUNCTIONING LEVEL DESCRIPTORS—ENGLISH -AS-A-SECOND LANGUAGE LEVELS Literacy Level Speaking and Listening Basic Reading and Writing Functional and Workplace Skills Beginning ESL Literacy Individual cannot speak or Individual has no or minimal reading Individual functions minimally or not Test benchmark: understand English, or understands or writing skills in any language. May at all in English and can communicate CASAS (all): 180 and below only isolated words or phrases. have little or no comprehension of only through gestures or a few SPL (Speaking) 0-1 how print corresponds to spoken isolated words, such as name and SPL (Reading and Writing) 0-1 language and may have difficulty other personal information; may Oral BEST: 0-15 using a writing instrument. recognize only common signs or BEST Plus: 400 and below symbols (e.g., stop sign, product Literacy BEST: 0-7 logos); can handle only very routine entry-level jobs that do not require oral or written communication in English. There is no knowledge or use of computers or technology.

30 Outcome Measure Definitions EDUCATIONAL FUNCTIONING LEVEL DESCRIPTORS—ENGLISH -AS-A-SECOND LANGUAGE LEVELS Literacy Level Speaking and Listening Basic Reading and Writing Functional and Workplace Skills Beginning ESL Individual can understand frequently Individual can recognize, read and Individual functions with difficulty in Test benchmark: used words in context and very write numbers and letters, but has a situations related to immediate needs CASAS (all): 181-200 simple phrases spoken slowly and limited understanding of connected and in limited social situations; has SPL (Speaking) 2-3 with some repetition; there is little prose and may need frequent re- some simple oral communication SPL (Reading and Writing) 2-4 communicative output and only in reading; can write a limited number abilities using simple learned and Oral BEST 16-41 the most routine situations; little or of basic sight words and familiar repeated phrases; may need frequent BEST Plus: 401-438 no control over basic grammar; words and phrases; may also be able repetition; can provide personal Literacy BEST: 8-46 survival needs can be communicated to write simple sentences or phrases, information on simple forms; can simply, and there is some including very simple messages. Can recognize common forms of print understanding of simple questions. write basic personal information. found in the home and environment, Narrative writing is disorganized and such as labels and product names; unclear; inconsistently uses simple can handle routine entry level jobs punctuation (e.g., periods, commas, that require only the most basic question marks); contains frequent written or oral English communication errors in spelling. and in which job tasks can be demonstrated. There is minimal knowledge or experience using computers or technology. Low Intermediate ESL Individual can understand simple Individual can read simple material Individual can interpret simple Test benchmark: learned phrases and limited new on familiar subjects and comprehend directions and schedules, signs and CASAS (all): 201-210 phrases containing familiar simple and compound sentences in maps; can fill out simple forms, but SPL (Speaking) 4 vocabulary spoken slowly with single or linked paragraphs needs support on some documents SPL (Reading and Writing) 5 frequent repetition; can ask and containing a familiar vocabulary; can that are not simplified; can handle Oral BEST: 42-50 respond to questions using such write simple notes and messages on routine entry level jobs that involve BEST Plus: 439-472 phrases; can express basic survival familiar situations, but lacks clarity some written or oral English Literacy BEST: 47-53 needs and participate in some routine and focus. Sentence structure lacks communication, but in which job social conversations, although with variety, but shows some control of tasks can be demonstrated. some difficulty; has some control of basic grammar (e.g., present and Individual can use simple computer basic grammar. past tense), and consistent use of programs and can perform a punctuation (e.g., periods, sequence of routine tasks given capitalization). directions using technology (e.g., fax machine, computer)..

31 Outcome Measure Definitions EDUCATIONAL FUNCTIONING LEVEL DESCRIPTORS—ENGLISH -AS-A-SECOND LANGUAGE LEVELS Literacy Level Speaking and Listening Basic Reading and Writing Functional and Workplace Skills High Intermediate ESL Individual can understand learned Individual can read text on familiar Individual can meet basic survival Test benchmark: phrases and short new phrases subjects that have a simple and clear and social needs, can follow some CASAS (all): 211-220 containing familiar vocabulary underlying structure (e.g., clear main simple oral and written instruction SPL (Speaking) 5 spoken slowly and with some idea, chronological order); can use and has some ability to communicate SPL (Reading and Writing) 6 repetition; can communicate basic context to determine meaning; can on the telephone on familiar subjects; Oral BEST: 51-57 survival needs with some help; can interpret actions required in specific can write messages and notes related BEST Plus: 473-506 participate in conversation in limited written directions, can write simple to basic needs; complete basic Literacy BEST: 54-65 social situations and use new phrases paragraphs with main idea and medical forms and job applications; with hesitation; relies on description supporting detail on familiar topics can handle jobs that involve basic and concrete terms. There is (e.g., daily activities, personal issues) oral instructions and written inconsistent control of more complex by recombining learned vocabulary communication in tasks that can be grammar. and structures; can self and peer edit clarified orally. The individual can for spelling and punctuation errors. work with or learn basic computer software, such as word processing; can follow simple instructions for using technology.

32 Outcome Measure Definitions EDUCATIONAL FUNCTIONING LEVEL DESCRIPTORS—ENGLISH -AS-A-SECOND LANGUAGE LEVELS Literacy Level Speaking and Listening Basic Reading and Writing Functional and Workplace Skills Low Advanced ESL Individual can converse on many Individual is able to read simple Individual can function independently Test benchmark: everyday subjects and some subjects descriptions and narratives on to meet most survival needs and can CASAS (All): 221-235 with unfamiliar vocabulary, but may familiar subjects or from which new communicate on the telephone on SPL (Speaking) 6 need repetition, rewording or slower vocabulary can be determined by familiar topics; can interpret simple SPL (Reading and Writing) 7 speech; can speak creatively, but context; can make some minimal charts and graphics; can handle jobs Oral BEST 58-64 with hesitation; can clarify general inferences about familiar texts and that require simple oral and written BEST Plus: 507-540 meaning by rewording and has compare and contrast information instructions, multi-step diagrams and Literacy BEST: 66 and above control of basic grammar; from such texts, but not consistently. limited public interaction. The understands descriptive and spoken The individual can write simple individual can use all basic software narrative and can comprehend narrative descriptions and short applications, understand the impact abstract concepts in familiar essays on familiar topics, such as of technology and select the correct contexts. customs in native country; has technology in a new situation. consistent use of basic punctuation, but makes grammatical errors with complex structures. High Advanced ESL Individual can understand and Individual can read authentic Individual has a general ability to use Test benchmark: participate effectively in face-to-face materials on everyday subjects and English effectively to meet most CASAS (All): 236-245 conversations on everyday subjects can handle most reading related to routine social and work situations; SPL (Speaking) 7 spoken at normal speed; can life roles; can consistently and fully can interpret routine charts, graphs SPL (Reading and Writing) 8 converse and understand interpret descriptive narratives on and tables and complete forms; has Oral BEST 65 and above independently in survival, work and familiar topics and gain meaning high ability to communicate on the BEST Plus: 541-598 social situations; can expand on basic from unfamiliar topics; uses telephone and understand radio and ideas in conversation, but with some increased control of language and television; can meet work demands Exit Criteria: SPL 8 (BEST Plus 599 hesitation; can clarify general meaning-making strategies to gain that require reading and writing and and higher) meaning and control basic grammar, meaning of unfamiliar texts. The can interact with the public. The although still lacks total control over individual can write multiparagraph individual can use common software complex structures. essays with a clear introduction and and learn new applications; can development of ideas; writing define the purpose of software and contains well formed sentences, select new applications appropriately; appropriate mechanics and spelling, can instruct others in use of software and few grammatical errors. and technology.

Source: U.S. Department of Education, Office of Vocational and Adult Education.