<p> Educational Functioning Level Table (ESL)</p><p>OUTCOME MEASURES 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 understand Individual has no or minimal reading or writing Individual functions minimally or not at all in Test benchmark: English, or understands only isolated skills in any language. May be able to English and can communicate only through words or very simple learned phrases. recognize and copy letters, numbers and a few gestures or a few isolated words. May CASAS scale scores words (e.g. own name). May have little or no recognize only common words, signs or Reading 180 and below comprehension of how print corresponds to symbols (e.g., name, stop sign, product spoken language. Individual may have difficulty logos). Can handle only very routine entry- Listening 180 and below using a writing instrument. level jobs that do not require oral or written communication in English. May have no knowledge or use of computers. Low Beginning ESL Individual can understand basic greetings, Individual can read numbers and letters and Individual functions with difficulty in social Test benchmark: simple phrases and commands. Can some common sight words. May be able to situations and in situations related to understand simple questions related to sound out simple words. Can read and write immediate needs. Can provide limited CASAS scale scores personal information, spoken slowly and some familiar words and phrases, but has a personal information on simple forms, and Reading: 181–190 with repetition. Understands a limited limited understanding of connected prose in can read very simple common forms of print number of words related to immediate English. Can write basic personal information found in the home and environment, such as Listening: 181–190 needs and can respond with simple (e.g., name, address, telephone number) and product names. Can handle routine entry Writing: 136-145 learned phrases to some common can complete simple forms that elicit this level jobs that require very simple written or information. questions related to routine survival oral English communication and in which job situations. Speaks slowly and with tasks can be demonstrated. May have limited difficulty. Demonstrates little or no control knowledge and experience with computers. over grammar. High Beginning ESL Individual can understand common words, Individual can read most sight words, and Individual can function in some situations Test benchmark: simple phrases, and sentences containing many other common words. Can read familiar related to immediate needs and in familiar familiar vocabulary, spoken slowly with phrases and simple sentences but has a social situations. Can provide basic personal CASAS scale scores some repetition. Individual can respond to limited understanding of connected prose and information on simple forms and recognizes Reading: 191–200 simple questions about personal everyday may need frequent re-reading. simple common forms of print found in the activities, and can express immediate home, workplace and community. Can Listening: 191–200 Individual can write some simple sentences needs, using simple learned phrases or with limited vocabulary. Meaning may be handle routine entry level jobs requiring Writing: 146- 200 short sentences. Shows limited control of unclear. Writing shows very little control of basic written or oral English communication grammar. and in which job tasks can be demonstrated. basic grammar, capitalization and punctuation and has many spelling errors. May have limited knowledge or experience using computers. </p><p>Notes: The descriptors are entry-level descriptors and are illustrative of what a typical student functioning at that level should be able to do. They are not a full description of skills for the level. CASAS = Comprehensive Adult Student Assessment System </p><p>Effective: PY 2006-07 (July 1, 2006) (April 1, 2006 for bridged participants) Educational Functioning Level Table (ESL) - continued </p><p>OUTCOME MEASURES 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 Intermediate ESL Individual expresses basic survival needs Individual can read simple material on familiar Individual can interpret simple directions, Test benchmark: and participates in some routine social subjects and comprehend simple and schedules, signs, and maps, etc. Completes conversations, although with some compound sentences in single or linked simple forms but needs support on some CASAS scale scores difficulty. Understands simple learned paragraphs containing familiar vocabulary. documents that are not simplified. Can Reading: 201–210 phrases easily and some new phrases Individual can write simple notes and handle routine entry level jobs that involve containing familiar vocabulary spoken messages on familiar situations but may lack some written or oral English communication Listening: 201–210 slowly with repetition. Asks and responds variety in sentence structure, clarity and focus but in which job tasks can be clarified orally Writing: 201–225 to questions in familiar contexts. Has of writing. Shows some control of basic or through demonstration. Individual may be some control of basic grammar. grammar (e.g., present and past tense) and able to use simple computer programs and </p><p> spelling. Uses some punctuation consistently can perform a sequence of routine tasks (e.g., periods, commas, question marks, given directions (e.g., fax machine, capitalization, etc.) computer). High Intermediate ESL Individual participates in conversation in Individual can read text on familiar subjects Individual can meet basic survival and social Test benchmark: familiar social situations. Communicates that have a simple and clear underlying demands, and can follow some simple oral basic needs with some help and structure (e.g., clear main idea, logical order). and written instructions. Has some ability to CASAS scale scores clarification. Understands learned phrases Can use word analysis skills and context clues communicate on the telephone on familiar Reading: 211–220 and new phrases containing familiar to determine meaning with texts on familiar subjects. Can write messages and notes vocabulary. Attempts to use new language subjects. Individual can write simple related to basic needs and complete basic Listening: 211–220 but may be hesitant and rely on paragraphs with main idea and supporting medical forms and job applications. Can Writing: 226–242 descriptions and concrete terms. May details on familiar topics (e.g., daily activities, handle jobs that involve basic oral have inconsistent control of more complex personal issues) by recombining learned instructions and written communication in </p><p> grammar. vocabulary and structures. Can self- and peer- tasks that can be clarified orally. Individual edit for spelling, grammar, and punctuation can work with or learn basic computer errors. software, such as word processing, and can follow simple instructions for using technology. Advanced ESL Individual can understand and Individual can read moderately complex text Individual can function independently to meet Test benchmark: communicate in a variety of contexts related to life roles and descriptions and most survival needs and to use English in related to daily life and work. Can narratives from authentic materials on familiar routine social and work situations. Can CASAS scale scores understand and participate in conversation subjects. Uses context and word analysis skills communicate on the telephone on familiar Reading: 221–235 on a variety of everyday subjects, to understand vocabulary, and uses multiple subjects. Understands radio and television including some unfamiliar vocabulary, but on familiar topics. Can interpret routine Listening: 221–235 strategies to understand unfamiliar texts. Can may need repetition or rewording. Can make inferences, predictions, and compare charts, tables and graphs and can complete Writing: 243–260 clarify own or others’ meaning by and contrast information in familiar texts. forms and handle work demands that require rewording. Can understand the main non-technical oral and written instructions Individual can write multi-paragraph text (e.g., points of simple discussions and organizes and develops ideas with clear and routine interaction with the public. Exit Criteria: CASAS Reading informational communication in familiar introduction, body, and conclusion), using Individual can use common software, learn and Listening: 236 and above contexts. Shows some ability to go some complex grammar and a variety of new basic applications, and select the CASAS Writing: 261 and above beyond learned patterns and construct sentence structures. Makes some grammar correct basic technology in familiar new sentences. Shows control of basic and spelling errors. Uses a range of situations. </p><p> grammar but has difficulty using more vocabulary. complex structures. Has some basic fluency of speech. </p><p>Effective: PY 2006-07 (July 1, 2006) (April 1, 2006 for bridged participants) Effective: PY 2006-07 (July 1, 2006) (April 1, 2006 for bridged participants)</p>