State Assessment Policy
FY 2013-14
Workforce Investment Act. Title II
Adult Education and Family Literacy Programs
Adult Basic Education Division
New Mexico Higher Education Department
2048 Galisteo Road
Santa Fe, NM 87505
New Mexico Higher Education Department
Adult Basic Education Division
State Assessment Policy
FY 2013-14
Table of Contents
SECTION I: INTRODUCTION AND CONTEXT
A.
B.
Need for the Assessment Policy………………………………………...……1
Reliability and Validity…………………………………………………………..2
Purposes and Uses for Standardized Assessments………………………...2
C.
Summary and Overview of Standardized Assessments……………………2
D.
Resources for Information and Assistance…………………………………...3
SECTION II: GENERAL ASSESSMENT REQUIREMENTS
A.
Students to be Assessed………………………………………………………4
B.
State Approved Assessments…………………………………………………4
BEST Literacy
BEST Plus
CASAS Life Skills – Listening
CASAS Life and Work – Reading (ESL)
CASAS Life and Work – Reading ABE/ASE)
CASAS Life Skills – Mathematics
GAIN – English
GAIN – Mathematics
TABE – Reading
TABE – Total Mathematics
TABE – Language
TABE Clas-E
WorkKeys – Reading
WorkKeys – Applied Mathematics
C.
Training for Administration of Assessments…………………………………5
D.
Accommodations for Students with Disabilities……………………………..7
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SECTION III: GUIDELINES FOR EACH ASSESSMENT
A.
Description of Students (student population for ESL, ABE, etc.)………...10
Pre-testing
Post-testing
B.
Identifying Each Assessment…………………….…………………………10
C.
How to use scale scores to place students into NRS educational levels..11
D.
Quality Control Procedures…………………………………………………...12
References……………………………………………………………………………..13
Acronym and Terminology Guide……………………………………………………14
APPENDIX A: NM APPROVED ASSESSMENT INSTRUMENTS……………….17
APPENDIX B: NRS FUNCTIONING LEVEL TABLE………………………………20
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SECTION I: Introduction and Context
The Workforce Investment Act (WIA) Title II and the U.S. Department of Education
(USDE/DAEL) have promulgated rules that require the State to have a written
assessment policy to fulfill the accountability requirements for Adult Basic Education
(ABE), English-as-a-second-language (ESL), Adult Secondary Education (ASE),
including High School completion and General Educational Development (GED)
preparation programs, including workforce and family literacy programs. This policy
describes the assessment instruments ABE programs must use when measuring learner
gains in literacy, numeracy and language skills,
This policy provides guidance related to when ABE programs are to administer pre-tests
and post-tests, and the assessment training, administration and reporting requirements
of the National Reporting System (NRS).
The National Reporting System (NRS) requires ABE programs to use standardized
assessment instruments to determine eligibility for adult education programs, placement
of learners at appropriate levels of instruction (appraisal tests), evaluation of learner
strengths and weaknesses (pre-tests), and to account for learners who demonstrate
mastery at specific levels of instruction or readiness to exit adult education. The core
indicators that are used to assess state performance in determining funding levels are:
 Demonstrated improvements in literacy skill levels in reading, writing, and speaking
the English language, numeracy, problem solving, English language acquisition, and
other literacy skills.
 Placement in, retention in, or completion of postsecondary education, training,
Unsubsidized employment, or career advancement.
 Receipt of a secondary school diploma or a recognized equivalent.
A. Need for Assessment Policy
Standardized assessment data are used to place students at appropriate levels of
instruction, to assess student strengths and weaknesses, to monitor progress and to
certify mastery of specific levels of instruction or readiness to exit adult education. ABE
programs must account for program quality, professional development and performancebased funding goals.
Valid and reliable assessments are necessary to measure the achievement of literacy
and language skills that are linked to NRS functioning levels. It is important that the
assessment policy be uniformly implemented so that comparability across programs can
be evaluated. To assure accuracy and consistency, ABE programs must use
standardized assessments with proven validity and reliability that have been approved
by the NRS.
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Validity
The Standards for Educational and Psychological Testing (1999) explains
that validity can be demonstrated in various ways, with construct validity referring
to proper use and construction of test items, and with criterion and content validity
as supporting methods of validity evidence. Criterion-related validity assesses the
ability or effectiveness of an instrument in predicting something (e.g., skills in reading,
math and writing). Please refer to the publisher’s documentation regarding validity of a
particular instrument.
Reliability
Test accuracy (reliability) is composed of consistency and stability. This can be
evaluated by item response theory and differential item functioning tests which measure
test score reliability across different demographics (e.g., gender and ethnicity). If the
test is reliable, it will give consistent results over time and across different demographics
(e.g., if administered to students from rural or urban areas). Please refer to the
publisher’s documentation regarding reliability of a particular instrument.
B. Purposes and Uses for Assessment Policy
This policy is intended to help ensure accuracy and consistency across programs in assessment
administration and data collection/reporting. Additionally, the policy will identify and explain such
important issues as:

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Approved assessments to measure student educational gain
Appropriate administration of pre- and post-tests
Appropriate reporting of student advancement
Accurate assessment of student educational gain
Establish appropriate performance standards for program accountability;
Ensure the collection and reporting of quality data;
Accurately inform programs and students about their skill levels;
Better equip students to set appropriate goals;
Monitor program and student progress toward goals;
Guide and motivate students to be actively involved in their learning;
Determine the extent to which instructors are meeting student needs;
 Provide programs and instructors with information to improve instruction
C. Summary and Overview of Standardized Assessments
The assessments approved by NRS for NM ABE programs are as follows:

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BEST Literacy
BEST Plus
CASAS
GAIN
TABE
TABE CLAS-E
WorkKeys
Please refer to the table in Appendix A for pertinent information on these tests (i.e., publisher
contacts, approved forms and tests for the NRS levels and publisher recommended post-test
timing).
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Please refer to the tables in Attachment B for standardized scoring requirements. The tables
specify the score ranges tied to educational functioning levels for placement and for reporting
educational gains.
ABE programs are encouraged to use a variety of on-going informal assessments to monitor
learning. Informal assessment tools, teaching techniques, teacher-made tests, teacher
observation, unit tests, portfolios, checklists and interim assessments may be used to inform
instruction, however, these other assessments cannot be used to document educational gain for
state or federal accountability reporting purposes.
ABE programs may use test results for reporting purposes to the NRS requirements only if the
tests were administered in a manner that is consistent with the State's assessment policy and the
test publisher's guidelines.
D. Resources for Information and Assistance
Adult Education Division
New Mexico Higher Education Department
2048 Galisteo Street
Santa Fe, NM 87505
Telephone: 505.476.8037
http://hed.state.nm.us/ABE_Overview.aspx
Office of Vocational and Adult Education (OVAE)
U. S. Department of Education
400 Maryland Avenue, SW
Washington, DC 20202-7100
Telephone: 202.245.7700
http://www2.ed.gov/about/offices/list/ovae/pi/AdultEd/index.html
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SECTION II: General Assessment Requirements
A. Students to be Assessed
All students in ABE programs will be assessed with State approved instruments and all students
that will be included in the State’s NRS data submission must be tested. Exceptions may be
made for students who are unable to understand or respond to the test due to low literacy or
English proficiency or due to disability. Alternative assessments must be provided for these
students as explained in the section on special populations.
Programs must follow these important guidelines when assessing students:
 Use the test scores and educational level descriptors found in Appendix B as criteria for
placing students at the appropriate NRS educational functioning levels.
 Not all skill areas in the level descriptors may be needed to place students. The skills
areas used should be the most relevant to student needs and the program curriculum.
 Determine educational gain by comparing the initial (pre-test) educational functioning level
to the level attained on the post-test. If a student is not post-tested, then no advancement
can be determined.
 Testing for NRS reporting must be conducted face-to-face in a secure, proctored setting
with a trained test administrator and according to publisher guidelines.
 Assessments should be given under good logistical conditions (i.e., well-lit, quiet space,
adherence to time limits).
 Instructors and advisors must have access to assessment results
B. State Approved Assessments
BEST Literacy
BEST Plus
CASAS Life Skills – Listening
CASAS Life and Work – Reading (ESL)
CASAS Life and Work – Reading (ABE/ASE)
CASAS Life Skills – Mathematics
GAIN – English
GAIN – Mathematics
TABE – Reading
TABE – Total Mathematics
TABE – Language
TABE Clas-E
WorkKeys – Reading
WorkKeys – Applied mathematics
Test Administration Requirements
General
All programs must ensure that the following procedures are in place and carried out.
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 100% of student scaled scores must be entered into the LACES database.
(Please refer to test administration manuals for guidelines related to converting raw
scores to scale scores).
 Programs are expected to comply with the State percentage goals set yearly for pre- and
post-testing of enrolled students.
 The State performs semi-annual data audits and will monitor pre- and post-testing rates
on all students expected to be post-tested from the 40-hour rule. The State target for preand post-testing rates is 50%.
 The State will monitor exceptions to the 40-hour rule approved by the local Program
Director as part of the semi-annual data audits.
 Students must be retested if their program attendance/participation has lapsed for six
months or longer.
 The State LACES database allows assessments to be rolled over when a returning
student enrolls in the new program year. The rollover may only occur if the assessment is
less than six months old.
Pretesting
 All students enrolled in an ABE program must be assessed using one of the approved
assessment instruments.
 Programs must follow publisher guidelines for test administration.
 Pre-testing must occur prior to the completion of 12 hours of enrollment in an ABE
program, ideally, at intake or soon thereafter.
 Pre- and post-testing must use different forms of an approved assessment (for example,
TABE form 9 for pre-test and TABE form 10 for post-test).
 When multiple skill areas are assessed and the student has differing abilities in these skill
areas, NRS and State policy requires that the student be placed at the lowest skill area.
Post-testing
 The length of time between the pre- and post-tests has been established by test
publishers in order to allow the test to validly and reliably measure educational gains.
 See Attachment A for publishers’ recommended post-test intervals.
If a program determines that a student might leave before achieving the minimum, publisher
recommended hours of instruction, the student can be post-tested with approval from the local
Program Director. A note documenting the special circumstances must be entered into LACES.
C. Training for Administration of Assessments
Pre-service and in-service training must be provided by local programs for all staff who conduct
student intake, those who administer or score each of the tests used to measure educational
gain, and all staff involved in gathering, analyzing, compiling and reporting data for the NRS. The
training includes the following topics:
 NRS policy, accountability policies, and the data collection process
 Definitions of measures
 Conducting assessments
If permitted by the test publisher, local programs are responsible for training assessment staff
who must attend state-wide training when next offered. Local programs ensure that all staff
members assigned to administer or score tests or who conduct intake are trained on test
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publisher guidelines, recommendations and scoring procedures. Programs must pay particular
attention to assessments that require certification for test administration (See Attachment A).
BEST Literacy:
Center of Applied Linguistics (CAL) requires one person at a program to complete training before
a program can purchase materials. CAL certifies trainer. All persons who administer, score,
and/or interpret the test must be trained.
BEST Plus:
CAL requires one person at a program to complete training before the program can purchase
materials. Trainee participates in a one-day training and completes 20 practice administrations.
CAL certifies trainer. All persons who administer, score, and/or interpret the test must be trained.
CASAS:
CASAS requires one person at a program to complete CASAS 101 before the program can
purchase materials. Trained staff may train others at their program only. CASAS certifies trainer.
All persons who administer, score, and/or interpret the test must be trained.
TABE 9/10 & TABE Clas-E:
CTB/McGraw Hill recommends that test administrators be trained before purchasing materials or
administering the test. The State requires all test administrators to be certified in TABE test
administration. CTB/McGraw Hill certifies test administrators that complete TABE training. All
persons who administer, score, and/or interpret the test must be trained.
Wonderlic GAIN:
Wonderlic requires completion of training and certification before releasing permission to the
program’s test administrators. Trainee completes and returns GAIN Test Administrator
Certification Kit to Wonderlic. Wonderlic certifies trainer. All persons who administer, score,
and/or interpret the test must be trained. Wonderlic GAIN trainings are available as needed
through regularly scheduled trainings and 24/7 via Wonderlic Online.
All assessment staff must complete NRS training prior to administering approved assessments.
New Mexico Higher Education Department (NMHED) requires certification by the test publisher
even when the publisher does not require certification. All programs must attend annual
certification training by NMHED or obtain certification training on-line if permitted by the test
publisher. NMHED will provide pre- and in-service training, refresher information, and guidance
at least annually. When new instruments or forms are added to the assessment list, training will
be provided in proper test administration procedures. ABE programs are responsible for
submission of all certification records as part of their annual reports. The State shall maintain
copies of all syllabi and records of all training activities including persons trained, and those
conducting the training.
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D. Accommodations for Students with Disabilities
The primary federal statutes that are significant to administering adult education programs with
regard to persons with disabilities are the 1998 Workforce Investment Act (WIA) Title II, The 1990
Americans with Disabilities Act (ADA), the Rehabilitation Act of 1973, Sections 504 and 508,
Family Educational Rights and Privacy Act (FERPA), the Individuals with Disabilities Education
Act (IDEA), and the Elementary and Secondary Education Act (ESEA).
These regulations require programs to assure program accessibility, use of auxiliary aids and
services and /or provide reasonable accommodations as appropriate at no cost to the student.
Reasonable accommodations in ABE programs refer to any change to a classroom environment
or task that permits a qualified student with a disability to participate in the classroom process, to
perform the essential task of the class, or to enjoy benefits and privileges of classroom
participation equal to those enjoyed by adult learners without disabilities. All ABE programs must
have procedures in place that refer students to the organization’s disability coordinator for issues
related to identifying students with disabilities or other special needs, testing accommodations,
procedures and appropriate documentation required.
Reasonable Accommodations
A reasonable accommodation refers to any change to a classroom environment or task that
permits a qualified student with a disability to participate in the classroom process, to perform the
essential tasks of the class, or to enjoy benefits and privileges of classroom participation equal to
those enjoyed by adult learners without disabilities.
Adult students with disabilities are responsible for providing documentation of a disability to
support a request for a reasonable accommodation. Documentation may include such items as:
a physician’s report, a diagnostic assessment from a certified professional, educational records
(to support a record of a disability), a vocational rehabilitation report or report from other qualified
service providers. The documentation should describe the nature and extent of the disability and
suggest the kind of accommodations the student may need to participate effectively. The
accommodations listed in Table 1 below are suggestions only. Accommodations must be based
on the needs of individual learners and not on a disability category.
With the student’s informed consent, reasonable accommodations may be discussed and
determined by the organization’s disability coordinator. The disability coordinator will then inform
the ABE program staff about any reasonable accommodations that have been authorized. It is
not appropriate to assume that an applicant needs an accommodation, nor is it appropriate to
suggest accommodations to an applicant prior to a formal request or notification of the need for
an accommodation. The organization’s disability coordinator will determine the student’s eligibility
for a reasonable accommodation and inform the ABE program of the accommodations that have
been authorized.
Pre-screening vs. Diagnostic Testing
ABE Programs must have procedures in place that refer students to the organization’s disability
coordinator for pre-screening or other disability-related services. Each organization’s disability
coordinator will obtain required documentation related to formal diagnostic testing for a learning
disability, as well as any authorized accommodations. (Please see Table 1 for Common
Accommodations Approved by Test Publishers).
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Table 1. Common Accommodations Approved by Test Publishers
Instrument
Common Accommodations Approved by Test Publishers
Note: Reasonable accommodations are not effectively addressed by a
general policy; rather accommodations are best addressed only on a
case-by-case basis. (List is not exhaustive).
BEST
Literacy
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Eye glasses
Magnifying glasses
Earplugs
Color overlays or rulers
Frequent breaks
Individual administration
An organization’s disability coordinator may contact the Adult ESL
Assessment Team for further assistance at 1-866-845-2378, or bestplus@cal.org
BEST Plus


Hearing aids
Magnifying glass
An organization’s disability coordinator may contact the Adult ESL
Assessment Team for further assistance at 1-866-845-2378, or bestplus@cal.org
CASAS

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Extended time (1.5)
Alternate schedule
Frequent breaks
Scribe/writer/alternate room
Computer – spelling and grammar check disabled
Simple calculator for Level A/B only
Sign language interpreter for test directions only
Head phones for those taking a listening test
Magnifier/template
Text-to-speech software
Video magnifiers
Scribe/reader
One-on-one administration
An organization’s disability coordinator may contact Ginny Posey for further
assistance at 1-800-255-1036, ext. 192
GAIN
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Providing extra or unlimited time to complete the test
Providing rest breaks for test takers
Providing reading aids such as magnifying lens or large print to test takers
with visual impairments
Assuring that the test site is accessible to a person with a mobility issue
Providing small group or individual testing sessions
An organization’s disability coordinator may contact one of Wonderlic’s
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psychologists at 800.323.3742 for further assistance.
TABE (and
CLAS-E)
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Visual magnifying equipment
Large print edition of test
Audio amplification equipment
Markers to maintain place
Mark responses in test book
Mark responses on large print answer document
Record responses on audiotape
Use of sign language for selected response items
Us of computer, typewriter, Braille writer or other communication board
Use of a speech synthesizer
Individual testing or in a small group
Use of adaptive furniture
Use of special lighting or acoustics
Frequent breaks, flexible scheduling
Have directions read aloud
Use of directions that have been marked with highlighting
Use of graph paper
Use of a spell checker
TABE
Online



Untimed test accommodations
Pause-test accommodations to allow breaks
Font/background color and font size accommodations for students with
visual disabilities
Use of highlighter
Use of screen-reader
Online calculator



An organization’s disability coordinator may refer to the Accommodations
Classifying Table (2004) or the Guidelines for Inclusive Test Administration
published by CTB/McGraw- Hill LLC for more specific information. Please
contact Mike John son for further assistance at 630-789-4586, or
michaeld_johnson@ctb.com
WorkKeys
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
Extended time
Testing over multiple days
Alternate test formats (Braille, cassettes, DVDs, or a reader)
Use of a scribe or computer for the Writing Test
An organizations’ disability coordinator may refer to the 2012-2013 Request for
ACT Special Testing document for more specific information. Please contact
ACT Extended Time National Testing for further assistance at 319.337.1851,
or 319.337.1270, or 319.337.1332 and www.actstudent.org
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SECTION III: Guidelines for Each Assessment
A. Description of Students
All students who will be counted for NRS reporting purposes must be assessed with NRS
approved standardized assessments.
B. Identifying Each Assessment
This section discusses fundamental procedures for administering and reporting results on NM
ABE approved assessments. These guidelines represent minimum standards. The guidelines
differ depending upon the selected instrument, as shown in the following table. Please refer to
Appendices A and B for further information
Instrument
Guidelines
BEST
Literacy



BEST Literacy tests reading and writing proficiency only.
Use one form for pre-testing and a different form for post-testing.
Formal training is not required for administration; however, the test
publisher recommends a thorough review of the BEST Literacy Test
Manual to become familiar with proper testing and scoring procedures.
BEST Plus



BEST Plus tests oral proficiency only.
The computer-adaptive version can be given for pre- and post-testing.
With the semi-adaptive print version, use one form for pre-testing and a
different form for post-testing.
Training to administer and score is required; contact the Center for Applied
Linguistics for training opportunities (see Attachment A).

CASAS

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
GAIN



Program staff administering CASAS assessment, must be CASAS certified.
To obtain CASAS certification, staff has to attend the CASAS
Implementation Workshop and successfully complete the certification
exam. It is recommended that CASAS certification be renewed every three
years.
Each student should be given the Appraisal. The Appraisal should be given
one time only. The Appraisal results identify the student pre-test level and
appropriate placement.
The publisher’s chart should be used to determine the most appropriate
post-test (Certification test) to measure student competency attainment.
Wonderlic recommends that programs have their test administrators
complete the Wonderlic GAIN Test Administrator’s Workbook to become
certified in administering GAIN.
Once certified, they will be invited to attend a 1-hour Training Webinar
conducted by a Wonderlic specialist to enforce GAIN standardized
administration procedures on test administration, scoring, and reporting.
Use one form for pre-testing and a different form for post-testing.
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
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TABE

and

TABE
Online


TABE
CLAS-E




WorkKeys

Wonderlic recommends 60 hours of instruction prior to administering the
post-test.
The post-test may be used as the new pre-test for the next phase of
instruction.
Perform the Locator Interview and administer Locator Test (Part 1 and 2 for
TABE and a single Locator Test for TABE Online)
Use the Complete Battery as both the pre-test and post-test, or use the
Survey as both the pre- and post-test.
Scores at entry and at the end are compared to measure student skill
attainment.
The publisher discourages random and/or frequent testing.
Perform the Locator Interview and administer Locator Test (Part 1 and 2)
Administer appropriate Level of CLAS-E for a pre-test .
Score CLAS-E Level to find out ESL Proficiency Level and place student in
appropriate ESL class
Administer the alternate form of CLAS-E as the post-test . Publisher
recommends 60-95 hours of instruction before post-test with different form.
Students should be enrolled in regular instruction offered by the program,
i.e., a quarter or semester course.
C. How to Use Scale Scores to Place Students into NRS Educational Levels
Programs must use scale scores when reporting results of assessments. Scale scores enhance
comparability of scores obtained using different forms of a test and may help describe how a
given score compares to those of other test takers. For example, the NRS Functioning Table in
Appendix B describes the scale scores for beginning ABE literacy across different assessments
(CASAS, GAIN, and TABE). The CASAS scale score for an individual who has no or minimal
reading and writing skills will be 200 and below. This scale score compares to a scale score of
200-406 on the GAIN assessment, and 367 and below on the TABE.
Examples for ABE students using TABE 9/10 Scale Scores:
Student A obtains 365 in Reading. Place in Beginning ABE Reading Course.
Student B obtains 459 in Reading. Place in Low Intermediate ABE Reading Course.
Student C obtains 507 in Total Math. Place in High Intermediate ABE Math.
Student D obtains 492 in Language. Place in Low Intermediate Language.
Examples for ESL Students using CASAS Scale Scores:
Student A obtains 182 in Listening and 185 in Reading.
Student B obtains 197 in Listening and 195 in Reading.
Student C obtains 213 in Listening and 215 in Reading.
Student D obtains 230 in Listening and 225 in Reading.
Place in Low Beginning NRS level.
Place in High Beginning NRS level.
Place in High Intermediate NRS level.
Place in Advanced NRS level.
Please refer to Appendix B to determine functioning levels according to scale scores obtained.
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D. Quality Control Procedures
To help ensure the quality of assessment data, all programs must follow these operating
procedures:
 Testing data must be entered into the program database within 4 weeks of completion.
 Staff with assigned responsibility for assessment must be adequately trained and have a
clear understanding of the instrument’s administration (i.e., timing, scoring, determining
appropriate NRS levels, etc.).
 Assessment results must be kept in student (paper) files in a locked and secure location.
 The assessment results in student files must match those in the program database.
The State conducts semi-annual data quality audits of all programs and performs thorough
program performance evaluations during scheduled program site visits.
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References
American Education Research Association (AERA), American Psychological Association (APA),
and National Council on Measurement in Education (1999). Standards for Educational and
Psychological Testing.
Center for Applied Linguistics (CAL) (2006). BEST Literacy, Test Manual, Washington, DC:
Author.
Center for Applied Linguistics (CAL) (2005). BEST Plus Technical Report, Washington, DC:
Author.
Center for Applied Linguistics (CAL) (2005). Development of a Computer-Assisted Assessment
of Oral Proficiency for Adult English Language Learners, Washington, DC: Author.
Comprehensive Adult Student Assessment System (CASAS) (2006). CASAS Assessment
Policy Guideline. San Diego, CA: Author.
Comprehensive Adult Student Assessment System (CASAS) (2006). CASAS Technical
manual. San Diego, CA: Author.
CTB/McGraw-Hill (2004). TABE Technical Report: Form 9 and 10 (all levels). Monterey, CA:
Author.
National Reporting System for Adult Education Implementation Guidelines, USDOE (2011).
U. S. Department of Education (date). Code of federal Posttests for the USDOE, Office of Adult
and Vocational Education (OVAE), Part 462 – Measuring Educational Gain in the National
Reporting System for Adult Education. Available at:
U. S. Department of Education (date). Code of federal Posttests for the USDOE, Office of Adult
and Vocational Education (OVAE), Part 462 – Measuring Educational Gain in the National
Reporting System for Adult Education. Available at:
http://ecfr.gpoaccess.gov/cgi/t/text/textidx?c=ecfr&sid=053fe0d9cbd18f4dd1bc268e850d4a13&rgn=div5&view=text&node=34:3.1.1.1.1
9&idno=34
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Acronym and Terminology Guide
ABE
Adult Basic Education.
Accommodations
Modifications to the environment or process designed to mitigate barriers to participation and/or learning
so that students with disabilities may compete or perform at an equal level. Some examples include use
of audiocassette or large-print materials, extended time, calculators.
Adaptations
Instructional modifications, alternative teaching methods, techniques and/or materials provided to
increase the effectiveness of instruction. (See Fuchs, L. S., & Fuchs, D. (1998). General educators’
instructional adaptation for students with learning disabilities. Learning Disability Quarterly, 21(1), 23-33.
BEST
Basic English Skills Test.
Auditory
Relating to the process of hearing.
Brain Injury
Physical damage to brain tissue or structure that may occur as a result of trauma or loss of oxygen, or
other cause. May also include Traumatic Brain Injury (TBI). (See http://www.biausa.org/).
CAL
Center for Applied Linguistics.
CASAS
Comprehensive Adult Student Assessment System.
Cognitive Skills
Skills used for thinking, comprehending, analyzing, or evaluating. (See Brynmawr:
http://serendip.brynmawr.edu/local/Diversdiscov2/cogskills.html).
Coping Strategy
The term coping generally refers to adaptive or constructive coping techniques, typically designed to
reduce stress levels. There are numerous classifications of coping strategies, such as appraisalfocused, adaptive-behavioral, problem-focused, etc.
Diagnostic Test
An assessment or procedure designed to yield information about strengths and deficits.
Dyslexia
Also called, developmental reading disorder. A reading disability that occurs when the brain does not
properly recognize and process certain symbols. The disorder may occur in combination with a
developmental writing or developmental arithmetic disorder. (See NCBI:
http://www.ncbi.nlm.nih.gov/pubmedhealth/PMH0002379/).
Page | 14
EFL
Educational Functioning Level
El/Civics
English Literacy and Civics Education
ESOL/ESL
English for Speakers of Other Languages/English as a Second Language.
FTE
Full Time Equivalency
GAIN
General Assessment of Instructional Needs
GED Tests
General Educational Development Tests: five tests in the areas of writing skills, social studies, science,
interpreting literature and the arts, and mathematics; successful completion of these tests results in
award of a high school equivalency diploma.
Hyperactivity
A physical state in which a person is abnormally active. Often associated with Attention-Deficit/
Hyperactivity Disorder (ADHD). (See Raza, S. Y. (1997). Enhance your chances for success with
attention-deficit/hyperactivity disorder (ADHD). Intervention in School and Clinic, 33(1), 56-57.
Individualized education plan (IEP)
An individualized education program mandated by federal law (IDEA) for qualified students diagnosed
with a disability.
Intervention
A teaching strategy or technique applied to instruction or testing situations that can enhance the student
learning process.
Learned Helplessness
A behavioral pattern resulting from past (typically academic) failures resulting in the belief that one is
helpless to change the situation.
Learning Modalities
Sensory-related means used to perceive and/or process information – for example, visual, auditory, or
kinesthetic means.
Learning Strategies
An approach or plan to learn or acquire information including methods used by teachers to present
information to be learned (e.g., question and answer, practice, lecture, self-study).
Learning Styles
A learning process using different parts of the brain in order to acquire and process information (e.g.,
visual, aural, verbal, physical, logical, social) or combination of processes).
Literacy
An individual’s level of ability to read and write.
Page | 15
Mnemonic
A method, technique or aid used to help make information easier to recall.
NRS
National Reporting System
OVAE
Office of Vocational and Adult Education
Self-Advocacy
The ability of a person to effectively communicate, convey, negotiate or assert his or her own interests,
desires, needs, and rights.
TABE
Tests of Adult Basic Education
TABE Clas-E
Tests of Adult Basic Education, Complete Language Assessment System – English
USDOE
United States Department of Education
Page | 16
APPENDIX A
NM Approved Assessment Instruments
Instrument/
Publisher Contact
BEST Literacy
[Basic English Skills Test Literacy]
Tests reading and writing proficiency
Michelle M. Ueland
mueland@cal.org, 202-355-1581
BEST Plus
[Basic English Skills Test Plus]
Tests oral proficiency
Michelle M. Ueland
mueland@cal.org, 202-355-1581
BEST Plus User Support
best-plus@cal.org
866-845-2378
Approved Forms
Approved Tests
Appropriate NRS Levels
Forms B, C, and D

Reading and Writing
only (paper)

All ESL NRS Levels
Forms A, B and C

Oral proficiency only
(paper and computeradaptive delivery
format)

All ESL NRS Levels
Pre- and Post-Testing
Intervals
(Publisher Recommended)
60 Hours minimum, or at end
of instructional session; 80-100
hours recommended.
60 Hours minimum, or at end
of instructional session; If the
hours for a course of
instruction exceed the
recommended number of
hours, post-testing may most
appropriately take place at the
end of the instructional session
(Frank Finamore, BEST Plus
Project Manager Center for
Applied Linguistics
frank@cal.org, 202-362-0700
Page | 17
CASAS
[Comprehensive Adult Student
Assessment System]
Linda Taylor, Director of Assessment
Development, CASAS
ltaylor@casas.org
800-255-1036, ext. 186
GAIN
[Wonderlic’s General Assessment of
Instructional Needs]
Bradley Olufs
Director of ABE and Workforce,
Wondrlic, Inc.
800.370.9317
847-549-5526
Bradley.Olufs@Wonderlic.com
Bill Walker
Director ABE
Wonderlic, Inc.
512.401.6761
512-777-8963
Bill.Walker@Wonderlic.com
(Reading) Forms 27, 28, 81,
82, 81X, 82X, 83, 84, 85,
86, 185, 186, 187, 188, 310,
311, 513, 514, 951, 952,
951X, 952X

Reading (Life and
Work, Life Skills,
Reading for
Citizenship, Reading
for Language Arts –
Secondary Level)
(paper and computerbased delivery format)

All ABE/ASE and ESL NRS Levels
(Math) Forms 31, 32, 33,
34, 35, 36, 37, 38, 505, 506


All ABE/ASE NRS Levels
(Writing) Forms 460, 461,
462, 463, 464, 465, 466


All ABE/ASE and ESL NRS Levels

All ABE/ASE NRS Levels
Math (Application of
Math – Secondary
Level)
(paper and computerbased delivery format)
Functional Writing
(paper)

ESL Listening
*Appraisal Recommended*
Forms A and B

English
(paper and computerbased delivery
format)
Forms A and B

Math
(paper and computerbased delivery
format)
70-100 Hours
(40 Hours minimum)
There are two equivalent forms
of each GAIN test for English
and math: Form A & Form B.
Wonderlic recommends posttesting for skills gain after a
minimum of 60 hours of
training. The post-test must
involve an alternate form from
the pre-test to meet NRS
requirements. A progress test
before the minimum hours
should be on the same form as
the pre-test. Re-testing must
follow NRS procedural
requirements and is defined in
the GAIN Administrator’s
Guide.
Page | 18
TABE, TABE Survey, and TABE
Online
[Test of Adult Basic Education]
Elma N. Pineda-Raney, Ed.D.
elma_pineda-raney@ctb.com
505-797-9894; 800-538-9547 ext. 6706
Western Reg. Office: 888-282-5690
Forms 9 and 10
 Reading
 Language
 Total Math
(paper and computerbased delivery format)

All ABE/ASE NRS Levels
A Locator Test is strongly
recommended.
CTB-McGraw-Hill
recommends 50-60 hours of
instruction when testing with
an alternate form (i.e. 9M to
10M) for students that test into
NRS levels 1-4 (ABE) with a
minimum of 40 hours.
*Locator is required*
*Use of Complete Battery is
recommended*
For students testing into NRS
levels 5 and 6 (ASE Low and
High) 30-59 hours of
instruction is recommended.
If the pre- and post-test are for
students with the same level
and use the same form: 120
hours.




Reading
Listening
Writing
Speaking
(paper)

Forms 110, 120 (paper)

Reading for
Information



Forms 210, 220 (paper)

Applied Math
TABE CLAS-E
[TABE Complete Language
Assessment System-English]
Forms A and B
Mike Johnson
Michaeld_johnson@ctb.com
630-789-4586
WorkKeys
[ACT’s WorkKeys Assessment]
*Seamless transition to
TABE 9-10*
Barb Ciha
Placement Programs
barb.ciha@act.org
(800) 967-5539
*Locator is required*
All ESL NRS Levels
Random and/or frequent testing
is discouraged.
A Locator Test is strongly
recommended.
For alternate form testing CTB
recommends 100-140 hours of
instruction (i.e., A2 to A2)
High Intermediate Basic Education
Low Adult Secondary Education
High Adult Secondary Education
Each quarter or semester as
applicable
Page | 19
NRS Functioning Level Table
APPENDIX B
Outcome Measures Definitions
EDUCATIONAL FUNCTIONING LEVEL DESCRIPTORS—ADULT BASIC EDUCATION LEVELS
LITERACY LEVEL
Beginning ABE Literacy
Test Benchmark:
CASAS scale scores:
Reading: 200 and below
Math: 200 and below
Writing: 200 and below
GAIN scale scores:
English: 200 – 406
Math: 200 – 314
TABE (7–8 and 9–10) scale scores
(grade level 0–1.9):
Reading: 367 and below
Total Math: 313 and below
Language: 389 and below
Beginning Basic Education
Test Benchmark:
CASAS scale scores:
Reading: 201–210
Math: 201–210
Writing: 201–225
GAIN scale scores:
English: 407—525
Math: 315–522
Basic Reading and Writing
Numeracy Skills
Individual has no or minimal reading and writing skills. May have
little or no comprehension of how print corresponds to spoken
language and may have difficulty using a writing instrument. At the
upper range of this level, individual can recognize, read, and write
letters and numbers but has a limited understanding of connected
prose and may need frequent re-reading. Can write a limited
number of basic sight words 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), and contains
frequent errors in spelling.
Individual has little or no recognition of
numbers or simple counting skills or may have
only minimal skills, such as the ability to add or
subtract single digit numbers.
Individual has little or no ability to read basic signs or maps and
can provide limited personal information on simple forms. The
individual can handle routine entry level jobs that require little or
no basic written communication or computational skills and no
knowledge of computers or other technology.
Functional and Workplace Skills
Individual can read simple material on familiar subjects and
comprehend simple and compound sentences in single or linked
paragraphs containing a familiar vocabulary; can write simple notes
and messages on familiar situations but lacks clarity and focus.
Sentence structure lacks variety, but individual shows some control
of basic grammar (e.g., present and past tense) and consistent use
of punctuation (e.g., periods, capitalization).
Individual can count, add, and subtract three
digit numbers, can perform multiplication
through 12, can identify simple fractions, and
perform other simple arithmetic operations.
Individual is able to read simple directions, signs, and maps, fill out
simple forms requiring basic personal information, write phone
messages, and make simple changes. There is minimal
knowledge of and experience with using computers and related
technology. The individual can handle basic entry level jobs that
require minimal literacy skills; can recognize very short, explicit,
pictorial texts (e.g., understands logos related to worker safety
before using a piece of machinery); and can read want ads and
complete simple job applications.
TABE (7–8 and 9–10) scale scores
(grade level 2–3.9):
Reading: 368–460
Total Math: 314–441
Language: 390–490
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.
20
NRS Functioning Level Table
(Continued)
Outcome Measures Definitions
EDUCATIONAL FUNCTIONING LEVEL DESCRIPTORS—ADULT BASIC EDUCATION LEVELS
LITERACY LEVEL
Low Intermediate Basic Education
Test Benchmark:
CASAS scale scores:
Reading: 211–220
Math: 211–220
Writing: 226–242
GAIN scale scores:
English: 526–661
Math: 523–669
Basic Reading and Writing
Numeracy Skills
Individual can perform with high accuracy all
four basic math operations using whole
numbers up to three digits and can identify
and use all basic mathematical symbols.
Individual is able to handle basic reading, writing, and
computational tasks related to life roles, such as completing
medical forms, order forms, or job applications; and can read
simple charts, graphs, labels, and payroll stubs and simple
authentic material if familiar with the topic. The individual can use
simple computer programs and perform a sequence of routine
tasks given direction using technology (e.g., fax machine,
computer operation). The 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; and can read simple dials and scales
and take routine measurements.
Individual is able to read simple descriptions and narratives on
familiar subjects or from which new vocabulary can be determined
by context and can make some minimal inferences about familiar
texts and compare and contrast information from such texts but not
consistently. The individual can write simple narrative descriptions
and short essays on familiar topics and has consistent use of basic
punctuation but makes grammatical errors with complex
structures.
Individual can perform all four basic math
operations with whole numbers and fractions;
can determine correct math operations for
solving narrative math problems and can
convert fractions to decimals and decimals to
fractions; and can perform basic operations
on fractions.
Individual is able to handle basic life skills tasks such as graphs,
charts, and labels and can follow multistep diagrams; can read
authentic materials on familiar topics, such as simple employee
handbooks and payroll stubs; can complete forms such as a job
application and reconcile a bank statement. Can handle jobs that
involve following simple written instructions and diagrams; can
read procedural texts, where the information is supported by
diagrams, to remedy a problem, such as locating a problem with a
machine or carrying out repairs using a repair manual. The
individual can learn or work with most basic computer software,
such as using a word processor to produce own texts, and can
follow simple instructions for using technology.
TABE (7–8 and 9–10) scale scores
(grade level 4–5.9):
Reading: 461–517
Total Math: 442–505
Language: 491–523
High Intermediate Basic Education
Test Benchmark:
CASAS scale scores:
Reading: 221–235
Math: 221–235
Writing: 243–260
GAIN scale score:
English: 662–746
Math: 670–775
TABE (7–8 and 9–10) scale scores
(grade level 6–8.9):
Reading: 518–566
Total Math: 506–565
Language: 524–559
WorkKeys scale scores:
Reading for Information: 75–78
Writing: 75–77
Applied Mathematics: 75–77
Functional and Workplace Skills
Individual can read text on familiar subjects that have a simple and
clear underlying structure (e.g., clear main idea, chronological
order); can use context to determine meaning; can interpret
actions required in specific written directions; can write simple
paragraphs with a main idea and supporting details on familiar
topics (e.g., daily activities, personal issues) by recombining
learned vocabulary and structures; and can self and peer edit for
spelling and punctuation errors.
21
NRS Functioning Level Table
(Continued)
Outcome Measures Definitions
EDUCATIONAL FUNCTIONING LEVEL DESCRIPTORS—ADULT SECONDARY EDUCATION LEVELS
LITERACY LEVEL
Low Adult Secondary Education
Test Benchmark:
CASAS scale scores:
Reading: 236–245
Math: 236–245
Writing: 261–270
GAIN scale scores:
English: 747–870
Math: 776–854
TABE (7–8 and 9–10): scale scores
(grade level 9–10.9):
Reading: 567–595
Total Math: 566–594
Language: 560–585
WorkKeys scale scores:
Reading for Information: 79–81
Writing: 78–85
Applied Mathematics: 78–81
High Adult Secondary Education
Test Benchmark:
CASAS scale scores:
Reading: 246 and above
Math: 246 and above
Writing: 271 and above
GAIN scale scores:
Reading: 871 - 1000
Math: 855 – 1000
TABE (7–8 and 9–10): scale scores
(grade level 11–12):
Reading: 596 and above
Total Math: 595 and above
Language: 586 and above
Basic Reading and Writing
Numeracy Skills
Functional and Workplace Skills
Individual can comprehend expository writing and identify spelling,
punctuation, and grammatical errors; can comprehend a variety of
materials such as periodicals and nontechnical journals on
common topics; can comprehend library reference materials and
compose multi-paragraph essays; can listen to oral instructions
and write an accurate synthesis of them; and can identify the main
idea in reading selections and use a variety of context issues to
determine meaning. Writing is organized and cohesive with few
mechanical errors; can write using a complex sentence structure;
and can write personal notes and letters that accurately reflect
thoughts.
Individual can perform all basic math functions
with whole numbers, decimals, and fractions;
can interpret and solve simple algebraic
equations, tables, and graphs and can
develop own tables and graphs; and can use
math in business transactions.
Individual is able or can learn to follow simple multistep directions
and read common legal forms and manuals; can integrate
information from texts, charts, and graphs; can create and use
tables and graphs; can complete forms and applications and
complete resumes; can perform jobs that require interpreting
information from various sources and writing or explaining tasks to
other workers; is proficient using computers and can use most
common computer applications; can understand the impact of
using different technologies; and can interpret the appropriate use
of new software and technology.
Individual can comprehend, explain, and analyze information from
a variety of literacy works, including primary source materials and
professional journals, and can use context cues and higher order
processes to interpret meaning of written material. Writing is
cohesive with clearly expressed ideas supported by relevant detail,
and individual can use varied and complex sentence structures
with few mechanical errors.
Individual can make mathematical estimates
of time and space and can apply principles of
geometry to measure angles, lines, and
surfaces and can also apply trigonometric
functions.
Individual is able to read technical information and complex
manuals; can comprehend some college level books and
apprenticeship manuals; can function in most job situations
involving higher order thinking; can read text and explain a
procedure about a complex and unfamiliar work procedure, such
as operating a complex piece of machinery; can evaluate new
work situations and processes; and can work productively and
collaboratively in groups and serve as facilitator and reporter of
group work. The individual is able to use common software and
learn new software applications; can define the purpose of new
technology and software and 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.
WorkKeys scale scores:
Reading for Information: 82–90
Writing: 86–90
Applied Mathematics: 82–90
22
NRS Functioning Level Table
(Continued)
Outcome Measures Definitions
EDUCATIONAL FUNCTIONING LEVEL DESCRIPTORS—ENGLISH AS A SECOND LANGUAGE LEVELS
LITERACY LEVEL
Beginning ESL Literacy
Test scale scores:
CASAS
Reading: 180 and below
Listening: 180 and below
Oral BEST: 0–15 (SPL 0–1)
BEST Plus: 400 and below (SPL 0–1)
BEST Literacy: 0–20 (SPL 0–1)
TABE CLAS-E (SPL 0-1)
Reading: 250-392
Writing: 200-396
Total R & W: 225-394
Listening: 230-389
Speaking: 231-425
Total L & S: 230-407
Low Beginning ESL
Test benchmark:
CASAS scale scores
Reading: 181–190
Listening: 181–190
Writing: 136–145
Oral BEST 16–28 (SPL 2)
BEST Plus: 401–417 (SPL 2)
BEST Literacy: 21-52 (SPL 2)
Basic Reading and Writing
Functional and Workplace Skills
Individual cannot speak or understand English, or understands
only isolated words or phrases.
Listening and Speaking
Individual has no or minimal reading or writing
skills in any language. May have little or no
comprehension of how print corresponds to
spoken language and may have difficulty
using a writing instrument.
Individual functions minimally or not at all in English and can
communicate only through gestures or a few isolated words, such
as name and other personal information; may recognize only
common signs or symbols (e.g., stop sign, product 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.
Individual can understand basic greetings, simple phrases and
commands. Can understand simple questions related to personal
information, spoken slowly and with repetition. Understands a
limited number of words related to immediate needs and can
respond with simple learned phrases to some common questions
related to routine survival situations. Speaks slowly and with
difficulty. Demonstrates little or no control over grammar.
Individual can read numbers and letters and
some common sight words. May be able to
sound out simple words. Can read and write
some familiar words and phrases, but has a
limited understanding of connected prose in
English. Can write basic personal information
(e.g., name, address, telephone number) and
can complete simple forms that elicit this
information.
Individual functions with difficulty in social situations and in
situations related to immediate needs. Can provide limited
personal information on simple forms, and can read very simple
common forms of print found in the home and environment, such
as product names. Can handle routine entry level jobs that require
very simple written or oral English communication and in which job
tasks can be demonstrated. May have limited knowledge and
experience with computers.
TABE CLAS-E (SPL 2)
Reading: 393-436
Writing: 397-445
Total R & W: 395-441
Listening: 390-437
Speaking: 426-460
Total L & S: 408-449
23
NRS Functioning Level Table
(Continued)
Outcome Measures Definitions
EDUCATIONAL FUNCTIONING LEVEL DESCRIPTORS—ENGLISH AS A SECOND LANGUAGE LEVELS
LITERACY LEVEL
High Beginning ESL
Test benchmark:
CASAS scale scores
Reading: 191–200
Listening: 191–200
Writing: 146–200
Listening and Speaking
Basic Reading and Writing
Functional and Workplace Skills
Individual can understand common words, simple phrases, and
sentences containing familiar vocabulary, spoken slowly with some
repetition. Individual can respond to simple questions about
personal everyday activities, and can express immediate needs,
using simple learned phrases or short sentences. Shows limited
control of grammar.
Individual can read most sight words, and
many other common words. Can read familiar
phrases and simple sentences but has a
limited understanding of connected prose and
may need frequent re-reading.
Individual can function in some situations related to immediate
needs and in familiar social situations. Can provide basic personal
information on simple forms and recognizes simple common forms
of print found in the home, workplace and community. Can handle
routine entry level jobs requiring basic written or oral English
communication and in which job tasks can be demonstrated. May
have limited knowledge or experience using computers.
Individual can write some simple sentences
with limited vocabulary. Meaning may be
unclear. Writing shows very little control of
basic grammar, capitalization and punctuation
and has many spelling errors.
Oral BEST 29–41 (SPL 3)
BEST Plus: 418–438 (SPL 3)
BEST Literacy: 53-63 (SPL 3)
TABE CLAS-E (SPL 3)
Reading: 437-476
Writing: 446-488
Total R & W: 442-482
Listening: 436-468
Speaking: 461-501
Total L & S: 450-485
Low Intermediate ESL
Test Benchmark:
CASAS scale scores:
Reading: 201–210
Listening: 201–210
Writing: 201–225
Oral BEST: 42–50 (SPL 4)
BEST Plus: 439–472 (SPL 4)
BEST Literacy: 64–67 (SPL 4)
TABE CLAS-E (SPL 4)
Reading: 477-508
Writing: 489-520
Total R & W: 483-514
Listening: 469-514
Speaking: 502-536
Total L & S: 486-525
Individual can understand simple learned phrases and limited new
phrases containing familiar vocabulary spoken slowly with frequent
repetition; can ask and respond to questions using such phrases;
can express basic survival needs and participate in some routine
social conversations, although with some difficulty; and has some
control of basic grammar.
Individual can read simple material on familiar
subjects and comprehend simple and
compound sentences in single or linked
paragraphs containing a familiar vocabulary;
can write simple notes and messages on
familiar situations but lacks clarity and focus.
Sentence structure lacks variety but shows
some control of basic grammar (e.g., present
and past tense) and consistent use of
punctuation (e.g., periods, capitalization).
Individual can interpret simple directions and schedules, signs,
and maps; can fill out simple forms but needs support on some
documents that are not simplified; and can handle routine entry
level jobs that involve some written or oral English communication
but in which job tasks can be demonstrated. Individual can use
simple computer programs and can perform a sequence of routine
tasks given directions using technology (e.g., fax machine,
computer).
24
NRS Functioning Level Table
(Continued)
Outcome Measures Definitions
EDUCATIONAL FUNCTIONING LEVEL DESCRIPTORS—ENGLISH AS A SECOND LANGUAGE LEVELS
LITERACY LEVEL
High Intermediate ESL
Test Benchmark:
CASAS scale scores:
Reading: 211–220
Listening: 211–220
Writing: 226–242
Oral BEST: 51–57 (SPL 5)
BEST Plus: 473–506 (SPL 5)
BEST Literacy: 68–75 (SPL 5-6)
TABE CLAS-E (SPL 5)
Reading: 509-557
Writing: 521-555
Total R & W: 515-556
Listening: 515-549
Speaking: 537-567
Total L & S: 526-558
Advanced ESL
Test Benchmark:
CASAS scale scores:
Reading: 221–235
Listening: 221–235
Writing: 243–260
Oral BEST 58–64 (SPL 6)
BEST Plus: 507–540 (SPL 6)
BEST Literacy: 76-78 and above
(SPL 7-8)
TABE CLAS-E (SPL 5)
Reading: 558-588
Writing: 556-612
Total R & W: 557-600
Listening: 550-607
Speaking: 568-594
Total L & S: 559-600
Listening and Speaking
Basic Reading and Writing
Functional and Workplace Skills
Individual can understand learned phrases and short new phrases
containing familiar vocabulary spoken slowly and with some
repetition; can communicate basic survival needs with some help;
can participate in conversation in limited social situations and use
new phrases with hesitation; and relies on description and
concrete terms. There is inconsistent control of more complex
grammar.
Individual can read text on familiar subjects
that have a simple and clear underlying
structure (e.g., clear main idea, chronological
order); can use context to determine meaning;
can interpret actions required in specific
written directions; can write simple
paragraphs with main idea and supporting
details on familiar topics (e.g., daily activities,
personal issues) by recombining learned
vocabulary and structures; and can self and
peer edit for spelling and punctuation errors.
Individual can meet basic survival and social needs, can follow
some simple oral and written instruction, and has some ability to
communicate on the telephone on familiar subjects; can write
messages and notes related to basic needs; can complete basic
medical forms and job applications; and can handle jobs that
involve basic oral instructions and written communication in tasks
that can be clarified orally. Individual can work with or learn basic
computer software, such as word processing, and can follow
simple instructions for using technology.
Individual can understand and communicate in a variety of
contexts related to daily life and work. Can understand and
participate in conversation on a variety of everyday subjects,
including some unfamiliar vocabulary, but may need repetition or
rewording. Can clarify own or others’ meaning by rewording. Can
understand the main points of simple discussions and
informational communication in familiar contexts. Shows some
ability to go beyond learned patterns and construct new
sentences. Shows control of basic grammar but has difficulty using
more complex structures. Has some basic fluency of speech.
Individual can read moderately complex text
related to life roles and descriptions and
narratives from authentic materials on familiar
subjects. Uses context and word analysis
skills to understand vocabulary, and uses
multiple strategies to understand unfamiliar
texts. Can make inferences, predictions, and
compare and contrast information in familiar
texts. Individual can write multi-paragraph
text (e.g., organizes and develops ideas with
clear introduction, body, and conclusion),
using some complex grammar and a variety of
sentence structures. Makes some grammar
and spelling errors. Uses a range of
vocabulary.
Individual can function independently to meet most survival needs
and to use English in routine social and work situations. Can
communicate on the telephone on familiar subjects. Understands
radio and television on familiar topics. Can interpret routine charts,
tables and graphs and can complete forms and handle work
demands that require non-technical oral and written instructions
and routine interaction with the public. Individual can use common
software, learn new basic applications, and select the correct
basic technology in familiar situations.
25