The National
Reporting System (NRS) |
Educational Functioning Level Descriptors and Outcome Measure Definitions For ESL |
| Literacy Level | Speaking and Listening | Basic Reading and Writing | Functional Workplace Skills |
Beginning ESL Literacy Test benchmark: |
Individual cannot speak or understand English, or understands only isolated words or phrases. |
Individual has no reading or writing skills in any language, or has minimal skills such as the ability to read and write own name or simple isolated words. The individual may be able to write letters or numbers and copy simple words and there may be no or incomplete recognition of the alphabet; may have difficulty using a writing instrument. There may be little or no comprehension of how print corresponds to spoken language. |
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. |
Beginning ESL Test benchmark: |
The individual can understand frequently used words in context and very simple phrases spoken slowly and with some repetition; thlre is little communicative output and only in the most routine situations; little or no control over basic grammar; survival needs can be communicated simply, and there is some understanding of simple questions. |
Individual can read and print numbers and letters, but has a limited understanding of print only through frequent re-reading; can write letters, numbers and sight words and copy lists of familiar words and phrases; may also be able to write simple sentences or phrases such as name, address and phone number, as well as write simple messages and letters using use simple punctuation (e.g., periods, commas, question marks); narrative writing is disorganized and unclear and contains frequent errors in writing mechanics (e.g., spelling, punctuation). |
Individual
funct ions with difficulty in situations related to immediate needs and in limited social situations; has some simple oral communication abilities using simple learned and often repeated phrases; can provide personal information on simple forms; can recognize common forms of print found in the home and environment; can handle routine entry level jobs that require only the most basic written or oral English communication and in which job tasks can be demonstrated. |
Low Intermediate ESL Test benchmark: |
Individual can understand simple learned phrases and limited new phrases containing familiar vocabulary; can ask and respond to questions using such phrases; can express basic survival needs and participate in some routine social conversations, although with some struggle; has some inconsistent control of grammar. |
Individual can read simple material (most two and three syllable words) on familiar subjects and comprehend with high accuracy simple and compound sentences in single or linking paragraphs, but has difficulty with authentic materials; can write simple notes and messages on familiar situations using simple and compound sentences, but often lacks complete clarity and focus. Sentence structure is simple and lacks variety, but shows some control of basic structure and mechanics (e.g., present and past tense, punctuation).
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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; can handle routine entry level jobs that involve some written or oral English communication, but in which job tasks can be demonstrated. |
High Intermediate ESL Test benchmark: |
Individual can understand simple learned phrases and short new phrases containing familiar vocabulary spoken slowly and with repetition; can communicate basic survival needs with some help; can participate in conversation in limited social situations and use new phrases with hesitation; relies on description and concrete terms. There is a use and understanding of basic grammar with inconsistent control. |
Individual can read simple texts that contain non-complex and clear underlying structure on familiar subjects, but has difficulty with more complex authentic materials; can interpret actions required in specific written directions; can review a paragraph and identify spelling and punctuation errors; can write simple paragraphs with main idea and supporting detail on familiar topics using combinations of all major sentence types; can write messages and notes related to basic needs and short paragraphs describing daily activities and personal issues; can use basic spelling and punctuation with some 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; can complete basic medical forms and job applications; can handle jobs that involve basic oral instructions and written communication in tasks that can be clarified orally. |
Advanced ESL Test benchmark: |
Individual can converse on many everyday subjects and some subjects with unfamiliar vocabulary, but may need repetition, rewording or slower speech; can speak creatively, but with hesitation; can clarify general meaning by rewording and has control of basic grammar; understands descriptive and spoken narrative and can comprehend abstract concepts in familiar contexts. |
Individual is able to read simple descriptions and narratives on familiar subjects or with vocabulary that is contextualized; 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, such as daily routines; can handle basic writing mechanics with few errors, but makes errors with complex structures. |
Individual can function independently to meet most survival needs and can communicate on the telephone on familiar topics; can interpret simple charts and graphics; can handle jobs that require simple oral and written instructions, multi-step diagrams and limited public interaction. |
Proficient ESL Test benchmark: |
Individual can understand and participate effectively in conversations on everyday subjects spoken at normal speed when directly addressed; can converse and understand independently in survival, work and social situations; can expand on basic ideas in conversation and use humor and sarcasm, but with some hesitation; can clarify general meaning and control basic grammar, although still lacks total control over complex structures. |
Individual can read authentic materials on everyday subjects and can handle most reading related to life roles; can consistently and fully interpret descriptive narratives on familiar topics and gain meaning from unfamiliar topics or text using complex language structure. The individual can write multiparagraph essays with a clear introduction and development of ideas; writing contains well formed sentences, appropriate mechanics and spelling, and has few grammatical errors. |
Individual has a general ability to use English effectively to meet most routine social and work situations; can interpret routine charts, graphs and tables and complete forms; has high ability to communicate on the telephone and understand radio and television; can meet work demands that require reading and writing and can interact with the public. |