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TE X AS A DULT EDUCATION & L ITER AC Y CONTENT
STA NDA R DS
Texas Workforce Commission Mission:To promote and support a workforce system
that creates value and offers employers, individuals, and communities the opportunity to achieve and sustain economic prosperity.
1Texas Workforce Commission
Table of ContentsGraphical Overview of the Project ............................................................................................................3Introduction .....................................................................................................................................................4
Why Standards and What Do They Address? ............................................................................... 4Goals of Standards-Based Education for Adults ........................................................................... 4Rationale for Elevated Rigor .............................................................................................................. 4Standards Defined ................................................................................................................................ 4Terms Used in this Document .......................................................................................................... 5
The Process of Selecting Standards for Texas Adult Education ............................................................6Standards Working Group (SWG) ................................................................................................... 6Importance of College and Career Readiness for Adult Students ............................................ 7Building a Framework that Recognizes the Constraints of the Working Adult ........................ 8Aligning to State-Adopted Content Standards ............................................................................... 8
Understanding How to Read the Standards .............................................................................................9Organization of the Texas Adult Education Content Standards and Benchmarks ................. 9
Content Areas Overview ........................................................................................................................... 11Content Area I – English Language Arts and Literacy ................................................................. 11Content Area II – Mathematics ........................................................................................................ 11Content Area III – English as a Second Language ......................................................................... 12
I. English Language Arts and Literacy Content Standards and Benchmarks ..........................................15English Language Arts and Literacy as a Way of Knowing .......................................................... 15Understanding and Using These Standards .................................................................................... 15Subarea I.1 – Reading Foundations ................................................................................................... 16Subarea I.2 – Reading .......................................................................................................................... 16Subarea I.3 – Writing .......................................................................................................................... 18Subarea I.4 – Oral and Written Conventions ................................................................................ 19Subarea I.5 – Research ....................................................................................................................... 19Subarea I.6 – Listening and Speaking ............................................................................................... 20
II. Mathematics Content Standards and Benchmarks ............................................................................. 23Mathematics as a Way of Knowing .................................................................................................. 23Understanding and Using These Standards ........................................................................................... 23Mathematical Process Skills ............................................................................................................... 24Subarea II.1 – Numerical Representations and Relationships ..................................................... 25Subarea II.2 – Computations ............................................................................................................. 26Subarea II.3 – Geometry .................................................................................................................... 27Subarea II.4 – Measurement including Geometry ......................................................................... 27Subarea II.5 – Algebraic Relationships ............................................................................................ 28Subarea II.6 – Non-linear equations, functions, and inequalities. .............................................. 30Subarea II.7 – Data Analysis ............................................................................................................... 31Subarea II.8 – Financial Literacy ....................................................................................................... 31
III. English as a Second Language Content Standards and Benchmarks ..................................................35English as a Second Language as a Way of Knowing .................................................................... 35Understanding and Using These Standards .................................................................................... 35
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Subarea III.1 – Listening Skills .......................................................................................................... 37Subarea III.2 – Speaking Skills ........................................................................................................... 40Subarea III.3 – Reading Skills ............................................................................................................. 42Subarea III.4 – Writing Skills ............................................................................................................. 45
References .................................................................................................................................................... 49Appendix A – Educational Functioning Level Descriptors for Adult Basic Education, National Reporting System, 2016 .................................................................... 53
Reading .................................................................................................................................................. 53Writing ................................................................................................................................................... 59Speaking and Listening ................................................................................................................................ 62Language ................................................................................................................................................ 65The Mathematical Practices ....................................................................................................................... 68Number Sense and Operations ................................................................................................................ 71Algebraic Thinking ....................................................................................................................................... 73Geometry and Measurement .................................................................................................................... 77Data Analysis ........................................................................................................................................ 79
Appendix B: English Language Proficiency Standards for Adult Education and ELP Standard Level 1-5 Descriptors ......................................................................................................... 81
ELP Standard 1 ..................................................................................................................................... 83ELP Standard 2 ..................................................................................................................................... 84ELP Standard 3 ..................................................................................................................................... 85ELP Standard 4 ..................................................................................................................................... 86ELP Standard 5 ..................................................................................................................................... 87ELP Standard 6 ..................................................................................................................................... 88ELP Standard 7 ..................................................................................................................................... 89ELP Standard 8 ..................................................................................................................................... 90ELP Standard 9 ..................................................................................................................................... 91ELP Standard 10 ................................................................................................................................... 92
Appendix C – Glossary and List of Acronyms ...................................................................................... 93Appendix D – In-Depth Description of the Development Process ................................................. 103
Process Framework .......................................................................................................................... 103Timeline of Deliberations ................................................................................................................ 104Content Validation Process ............................................................................................................. 106Summary Overview of Draft Standards Review, Feedback and Validation Criteria ............ 106Sample Content Standards Draft Standards Review, Feedback and Validation Form ......... 107
Appendix E – Standards Working Group, Subject Matter Experts, and Project Staff ................ 109Standards Working Group .............................................................................................................. 109Informal Team of Practitioners ....................................................................................................... 110Consulting Subject Matter Experts ................................................................................................ 110Texas Workforce Commission Staff .............................................................................................. 110Texas State University Project Staff .............................................................................................. 111
3Texas Workforce Commission
Graphical Overview of the Project
This graphical overview of the project represents how the content area standards share connections and commonalities. The College and Career Ready standard, in the center of the overview is represented by themes that relate to all content areas: Mathematics, English Language Arts, Literacy, and English Language Acquisition.
The primary content area standards are in saturated colors to designate their emphasis and the lighter shades represent the supporting standards that correspond with each primary content area standard.
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IntroductionWhy Standards and What Do They Address?Standards-based education begins with the standards themselves. Clear standards allow educators tounderstand where to focus their efforts and shape overall instruction. Standards are then translated into curriculum and lessons for teaching the content of the standards to students. Classroom activities, assignments, and a range of formative and summative assessments all help determine whether or not students are attaining the essential skills and knowledge included in the standards.
Goals of Standards-Based Education for AdultsThe revision of the Texas AEL Content Standards, originally released in 2008 as the Texas Adult Education Content Standards and Benchmarks (TAECSB), provides the state with an opportunity to think systemically about change. The revision of content standards is a valuable process for (a) negotiating the range of knowledge and skills that learners should have, (b) measuring learners’ knowledge and skills, and (c) developing curriculum with a clearly articulated instructional approach and with a strong delivery system. Having a shared understanding of the goals for standards and a common language will allow partner agencies, adult educators, and learners to work more efficiently in planning, developing, reviewing, and implementing the standards across the state.1
Rationale for Elevated RigorThe newly revised Texas AEL Content Standards are ambitious. At the direction of the Standards Working Group and the Texas Workforce Commission, the Content Standards reach new levels. In Mathematics, they reflect content typically taught in both beginning and more advanced algebra and geometry courses, as well as in data analysis and statistics classes. The English Language Arts and Literacy (ELAL) standards demand robust analytic and reasoning skills and strong oral and written communication skills. The English as a Second Language (ESL) standards have expanded from a focus on basic personal communication skills to proficiency skills required for participation in academic environments.
Some adult educators may be daunted by these elevated and more demanding standards. Despite these genuine and heartfelt concerns, the trend toward more rigorous standards is unavoidable. Expectations for increased performance have already been set higher with the release of the new National Reporting System (NRS) Performance Level Descriptors (Appendix B) and other widely accepted performance indicators for college and workforce readiness. The Content Standards meet the parameters that educators and employers have clearly identified as non- negotiable knowledge and skills that are necessary to meet the real-world demands of postsecondary education, training programs, and the workplace.
Revising the standards is an opportunity to:
yy raise expectations for all learners and communities;
yy engage stakeholders in building a common set of goals and vocabulary;
yy improve curriculum, instruction, and assessment to consistently reflect best practices within the disciplines and within the field of adult learning;
yy enhance professional development to support instruction
yy hold teachers accountable for providing appropriate and high-quality education;
yy strengthen assessment practices;
yy articulate adult education goals and possibly align them with goals from other departments, agencies, and organizations; and
yy raise awareness and visibility in the community and, thereby, increase commitment to the programs and the learners served.
Standards DefinedStandards are measures, norms, or models that are used to make in comparative evaluations and establish a baseline for quality, safety, specifications, or effectiveness. Standards have been defined differently within many disciplines and over a considerable length of time, so it is important to clarify how these definitions are used in education. Agreeing on definitions lays the groundwork for clear communication throughout the standards development process.
1 For more information on standards-based education in adult education, see A Process Guide for Establishing State Adult Education Content Standards (American Institutes for Research, 2005). Seufert et al., 2005
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Content StandardsContent Standards describe what learners should know and be able to do within a specific Content Area or Subarea at the exit level. Content standards reflect the knowledge and skills that an academic content area recognizes as essential to the discipline;
yy provide a clear outline of content and skills so that programs can develop and align curriculum, instruction, and assessments; and
yy do not prescribe class lessons or assignments and are neutral regarding teaching methodology.1
Standards are set at exit or mastery level because the standards approximate a demonstration of mastery of content and skills. Standards and the supporting benchmarks offer educators and students a transparent view of what is expected at exit or mastery level and, optimally, a way for all stakeholders to gauge student preparedness for college or job training programs following graduation from high school or high school equivalency. Once standards for a field are established, educators can then develop a curriculum and instructional strategies to build to mastery of the skills and knowledge represented in the standards. Because standards represent the exit level knowledge and skills, they must be in place before the field constructs what will be taught at each level (the curriculum), how the content is taught (instruction), and how mastery of the content and skills will be measured (assessment).
Content AreasContent Areas are the big ideas of a discipline that reverberate as themes throughout the curriculum.
Within each Content Area, there are Subareas that further delineate the Content Area.
BenchmarksBenchmarks describe the set of skills that learners need to develop and achieve to meet the more broadly stated standards. Benchmarks
yy provide more detailed information on the specific skills and contexts for learners to meet the standards; and
yy lead to the development of measurable performance indicators and assessments.
Terms Used in this DocumentKey terms for standards-based education are presented in Appendix C, with examples of how each might be developed in the content areas of English Language Arts and Literacy (ELAL), Mathematics, and English as a Second Language (ESL). The definitions provided in this section will be used throughout the Texas AEL Content Standards document.
Appendix C also contains some definitions with specific language that align to various TWC policy documents. These definitions are meant to provide guidance for programs charged with implementing AEL grants or projects.
Finally, Appendix C also contains a list of acronyms that are used in the Content Standards document. Most of these are familiar to Texas AEL practitioners, but some readers of the Content Standards document may find this reference useful.
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The Process of Selecting Standards for Texas Adult EducationBuilding on Texas’s long commitment to promoting state-level well-articulated and rigorous content standards, the operating purpose of this effort—developing college and career readiness standards in Adult Education and Literacy—is to develop unified standards that link adult education, postsecondary education, and the world of work. This document presents a foundation for building program objectives, developing curricula, selecting instructors, and deploying professional development to support the critical skills and knowledge expected and required for success in college, technical training programs, and employment.
Standards Working Group (SWG)The Texas Workforce Commission (TWC) incollaboration with Texas State University (TxState) assembled a working group of subject matter experts to inform the statewide initiative to update the Texas AEL Content Standards.
The selected members were recognized experts in adult education and literacy (AEL) and developmental education (DE); practitioners in reading, writing, math, and English as a Second Language; as well as individuals with experience in industry standards, assessment and employability skills.
The ChargeThe work and responsibilities of the SWG and theproject staff from TxState were specified in the contract between TWC and TxState. This contract provided a detailed description of the scope of work and informing documents that should be considered in meeting thecharge for the project,
“…to update the Adult Basic Education (ABE), Adult Secondary Education (ASE) and English as a Second Language (ESL) levels of the Texas Adult Education Content Standards & Benchmarks (TAECSB) and align them with the Texas College & Career Readiness Standards (TCCRS), the Texas Certification of High School Equivalency and the Texas Success Initiative Assessment (TSIA).”
Building on Texas’s long commitment to promoting state-level institutionalization of Adult Education content standards, the central purpose of this effort—promoting college and career readiness standards in Adult Basic Education—is to forge a stronger link among Adult Education, postsecondary education, and the world of work. This document presents a starting point for raising awareness and understanding of the critical skills and knowledge expected and required for success in college, technical training programs, and employment.
Scope of WorkThe work and responsibilities of the Standards Working Group (SWG) and the project staff from Texas State University were specified in the contract between TWC and Texas State. The SWG provided guidance for TWC and Texas State project staff as they worked to align and revise the 2008 TAECSB with the:
yy Texas College & Career Readiness Standards (TCCRS);
yy End-of-Course Exams for the State of Texas Assessments of Academic Readiness (STAAR);
yy Texas Essential Knowledge and Skills (TEKS);
yy Texas Certificate of High School Equivalency (TxCHSE); and
yy T exas Success Initiative (TSIA).
Alignment to Other StandardsWhile the academic standards developed by other states in recent decades reflect broad agreement among experts about what is desirable for students to learn, they have not specifically identified what is essential for students to know to be prepared for the requirements of postsecondary training, or work. In Texas, it was not until the development of the TCCRS and the TEKS that such a consensus emerged. Based on evidence from a wide array of sources, including student performance data, academic research, assessment data, and results of large-scale surveys of postsecondary instructors and employers, the TCCRS and the TEKS clearly specify the knowledge and skills necessary to be successful in postsecondary education and the workplace.
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Thus, the TCCRS and the TEKS, including English Language Proficiency (ELP) standards for English Languages Learners (ELLs), were selected as the basis for the foundations of this project. The following questions guided the review of the TCCRS and TEKS:
yy What content in the area of English Language Arts and Literacy (ELAL) is most relevant to preparing adult students for success in postsecondary education, training programs, and the workplace?
yy What content in the area of Mathematics is most relevant to preparing adult students for success in postsecondary education, training programs, and the workplace?
yy What content in the area of English as a Second Language (ESL) is most relevant to preparing adult students for success in postsecondary education, training programs, and the workplace?
yy Which standards in each content area are most important for adult students?
Within the scope of work for this project, the project team was directed by TWC to update the ABE, ASE, and ESL standards to align with the:
yy Texas College and Career Readiness Standards (TCCRS);
yy Texas Certificate of High School Equivalency (TxCHSE); and
yy Texas Success Initiative Assessment (TSIA).
The project team was also directed to incorporate existing standards and assessment research, tools, and products, including, but not limited to:
yy National Reporting Systems (NRS) guideline descriptors;
yy College and Career Readiness Standards for Adult Education;
yy State of Texas Assessments of Academic Readiness (STAAR) performance standards;
yy Work readiness skills or criteria recognized by Board or private sectors employers;
yy Teachers of English to Speakers of Other Languages (TESOL) standards for Adult Education programs; and
yy Comprehensive Adult Student Assessment Systems (CASAS) standards.
Importance of College and Career Readiness for Adult StudentsThe importance of college and career readiness for adult students cannot be overstated. Increasingly, students entering the workforce discover that they lack critical knowledge and skills that are used on a regular basis. They recognize the importance of pursuing an occupation within a career pathway that pays enough to support a family and provides genuine potential for advancement. A good career requires college-ready and career-ready knowledge and skills. In fact, leading economists who have examined labor market projections note that key college and career-ready knowledge and skills are closely linked to being able to get the training necessary to earn a living wage in high-growth industries (Carnevale & Desrochers, 2002, 2003). It is crucial, then, that Adult Education programs provide students the opportunity to acquire these skills to pursue their long-term career aspirations and goals.
In developing these standards, members of the Standards Working Group and project staff were fully aware that not all Adult Education students plan to go to college. However, a survey of the research on readiness for entry into the skilled workforce makes it clear that employers want their employees to be able to read and communicate well, to perform relatively complex mathematical calculations accurately, to possess a strong knowledge of basic science, to have a fundamental knowledge of American culture and the world beyond, and to be able to think critically and adjust to rapidly changing work environments. The Texas AEL Content Standards focus precisely on this kind of a strong foundation of knowledge and intellectual skills that will serve students heading to college, training programs and to the workforce equally well.
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Building a Framework that Recognizes the Constraints of the Working AdultWhile adult educators have expressed interest in the TCCRS and the TEKS, they have also questioned the wisdom of accepting college and career readiness standards for use as Adult Education standards. The amount of time most adult learners can dedicate to their learning is a major constraint. The 2012 National Research Council Report – Improving Adult Literacy Instruction: Options for Practice and Research – stated that, “On average, learners participate in adult education programs for less than 100 hours over the course of a program year.” (Lesgold & Welch-Ross, 2012, p. 77). Additionally, despite having a wealth of life experiences, adult students enter Adult Education programs with varying degrees of formal academic preparation. Portions of the TCCRS and TEKS content that presume a certain level of prior learning may not be appropriate for Adult Education where students come in at different levels of preparation and may choose to complete only some of the programming based on their needs.
Project staff and working group members have worked to identify a manageable subset of the TCCRS and TEKS standards that are applicable to adult learners for college, training programs and career readiness. Adult learners will benefit from these standards in a variety of ways, such as:
yy consistent expectations between K–12 and Adult Education systems so all students—whatever their pathway to high school graduation and postsecondary readiness—will have access to the preparation they need to enter credit-bearing freshman courses without a need for remediation;
yy partnerships between and among programs to combine financial resources and human capital to create common tools and materials to support implementation; and
yy student preparation for new assessment models using knowledge and skills identified by the TCCRS and TEKS required for the attainment of a high school diploma or its equivalent (e.g., the 2014 GED®, the Test Assessing Secondary Completion (TASC), and the High School Equivalency Test (HiSET).
Aligning to State-Adopted Content StandardsThe 2014 Workforce Innovation and Opportunity Act (WIOA) was a major driver in the initiative to revise content standards for adult education. In implementing WIOA, the U.S. Department of Education required each state to align their adult education standards with their state-adopted content standards. Fortunately, Texas had already completed much of the work toward the alignment of standards when WIOA was passed.
Chapter 28 of the Texas Education Code (TEC) requires the State Board of Education (SBOE) to develop the essential knowledge and skills that Texas public schools are required to teach; these are the Texas Essential Knowledge and Skills (TEKS). The State of Texas Assessments of Academic Readiness (STAAR), as well as the 2014 GED®, the TASC, and the HiSET exams are aligned to the TEKS. The alignment of these key examinations supports the decision to use the TEKS and the TCCRS as key informing documents for the Texas AEL Content Standards.
Texas was one of the first states to mandate the development and use of college readiness standards. The Texas Higher Education Coordinating adopted the TCCRS in 2008, and the SBOE has since embedded the TCCRS within the TEKS.2
The integration of the TCCRS and TEKS into Adult Education programs is intended to provide all adult students with the opportunity to be prepared for postsecondary education, training programs and work with little no need for remediation. To that end, the Texas AEL Content Standards are exit level standards for ABE and ASE. By elevating the standards for Adult Education in order to align with the TCCRS, the TxCHSE and the TSIA, the intent is to provide the means for reaching students at their individual proficiency levels upon program entry and to position them for successful progress toward college, technical training, and work readiness. Early in the project, it was suggested that Texas consider either adopting or basing the Texas AEL Content Standards on the College and Career Readiness Standards (CCRS) for Adult Education, the federal standards for adult education, which are aligned to the Common Core State Standards (CCSS). Texas cannot, by statute, use any standards based on or aligned to the CCSS as the basis for any curriculum or standards. Texas Education Code (TEC) and House Bill 462 prohibit the use of the CCSS.3
2 The TCCRS may be viewed online at: http://www.thecb.state.tx.us/collegereadiness/crs.pdf3 The full text of HB 462 is available online at: http://www.legis.state.tx.us/BillLookup/History.aspx?Le gSess=84R&Bill=HB462
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Understanding How to Read the StandardsOrganization of the Texas Adult Education Content Standards and BenchmarksThe goal of the Texas Adult Education Content Standards and Benchmarks is to establish what individuals mustknow and do to succeed in Adult Basic Education, Adult Secondary Education, and English as a Second Language. The ultimate goal of the Texas AEL Content Standards is to establish a stronger link between adult education,
postsecondary education, workforce training and certificate programs, and the workplace. In keeping with the spirit of aligning to the Texas College and Career Readiness Standards, the Texas AEL Content Standards follow the format used by the Texas Higher Education Coordinating Board in the TCCRS document (Adapted from THECB, 2009). Adopting a format already familiar to educators in Texas was a conscious choice to assist educators as Texas transitions to the new Texas AEL Content Standards.
The Texas AEL Content Standards are organized into three levels of specificity: Content Area, Content Standards, and Benchmarks. The levels are defined and will appear as follows:
10
Subarea Content Standard
Benchmarks
I. Content Area Content Areas are the big ideas of a discipline that reverberate as themes throughout the curriculum. (Designated by Roman numerals.)
Subarea I.3:
Within each Content Area are Subareas that further delineate the Content Area. (Designated by the Roman numeral of the Content Area with an Arabic numeral. e.g., I.3)
A. Content Standar d Content Standards describe what learners should know and be able to do within a specific content area. (Designated by bold capital letters.)
Benchmarks.
Benchmarks describe the set of skills that learners need to develop and achieve to meet the more broadly stated standards. (Designated by Arabic numerals.)
Example:I. English Language Arts and Literacy
Subarea I.2 – Reading A. Vocabulary Development. Understand new vocabulary and concepts and use them
accurately in reading, speaking, and writing.
1. Identify new words and concepts acquired through study of their relationships to other words and concepts.
2. Apply knowledge of roots and affixes to infer the meanings of new words.
3. Use reference guides to confirm the meanings of words.
11Texas Workforce Commission
Content Areas OverviewThe Texas Adult Education Content Standards are organized around three broad Content Areas. These broad Content Areas are: English Language Arts and Literacy (ELAL), Mathematics, and English as a Second Language (ESL). Within each Content Area, there are Subareas that delineate the different topics within the Content Area. Subareas typically consist
of several Content Standards and Benchmarks. This structure assists in breaking a broad Content Area into manageable groupings of information. For example, in the Content Area of ELAL, there are six Subareas: Reading Foundations, Reading, Writing, Oral and Written Conventions, Research, and Listening and Speaking.
Content Area I – English Language Arts and LiteracySubarea I.1 – Reading FoundationsStudents develop phonological awareness at the word level, progress in understanding sound-symbol relations, and increase fluency by working with words.
Subarea I.2 – ReadingStudents read and understand a wide variety of literary and informational texts.
Subarea I.3 – WritingStudents compose a variety of written texts with a clear controlling idea, coherent organization, and sufficient detail.
Subarea I.4 – Oral and Written ConventionsStudents learn how to use the oral and written conventions of the English language in speaking and writing.
Subarea I.5 – ResearchStudents are expected to know how to locate a range of relevant sources and evaluate, synthesize, and present ideas and information.
Subarea I.6 – Listening and SpeakingStudents practice listening and responding to the ideas of others while contributing their own ideas in conversations and in groups.
Content Area II – MathematicsStudents develop habits of mind that mathematics educators at all levels of learning should seek to develop in their students. These practices rest on “processes and proficiencies” with established significance in mathematics education, including such skills as complex problem solving, reasoning and proof, modeling, precise communication, and making connections.
Subarea II.1 – Numerical Representations and RelationshipsStudents understand numbers, ways of representing numbers, relationships among numbers, and number systems.
Subarea II.2 – ComputationsStudents compute fluently and make reasonable estimates.
Subarea II.3 – GeometryStudents analyze characteristics and properties of two- and three-dimensional geometric shapes and develop mathematical arguments about geometric relationships. They learn to specify locations and describe spatial relationships using coordinate geometry and other representational systems. Students apply transformations and use symmetry to analyze mathematical situations and use visualization, spatial reasoning, and geometric modeling to solve problems.
Subarea II.4 – Measurement including GeometryStudents understand measurable attributes of objects and the units, systems, and processes of measurement and apply appropriate techniques, tools, and formulas to determine measurements.
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Subarea II.5 – Algebraic RelationshipsStudents understand patterns, relations, and functions. They represent and analyze mathematical situations and structures using algebraic symbols. Students use mathematical models to represent and understand quantitative relationships and analyze change in various contexts.
Subarea II.6 – Non-linear Equations, Functions, and InequalitiesStudents understand and use patterns and relationships of non-linear functions. They represent and analyze mathematical situations and structures using non-linear equations, functions, and inequalities. Students use mathematical models to represent and understand quantitative relationships.
Subarea II.7 – Data AnalysisStudents formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them. They select and use appropriate statistical methods to analyze data. Students develop and evaluate inferences and predictions that are based on data. They understand and apply concepts of probability.
Subarea II.8 – Financial LiteracyStudents develop the knowledge and skills to make sound, informed financial decisions that will allow them to lead financially secure lifestyles and understand personal financial responsibility
Content Area III – English as a Second LanguageSubarea III.1 – Listening SkillsEnglish Language Learners (ELLs) become increasingly able to comprehend what they hear, to retrieve information, and to make inferences and connections. The ELLs listen to speakers in a variety of contexts with a variety of English accents.
Subarea III.2 – Speaking SkillsThe ELLs are able to speak in a variety of situations and settings using increasingly challenging vocabulary and language complexity with increasing fluency and accuracy.
Subarea III.3 – Reading SkillsThe ELL reads a variety of texts at different levels of complexity for a variety of purposes with an increasing level of comprehension and fluency.
Subarea III.4 – Writing SkillsThe ELL writes in a variety of forms with increasing ease, accuracy, and complexity to effectively address specific purposes and audiences.
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I. English Language Arts and Literacy Content Standards and Benchmarks
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I. English Language Arts and Literacy Content Standard and BenchmarksEnglish Language Arts and Literacy as a Way of KnowingListening, speaking, writing, and reading are vehicles for communication. These acts enable people to express their thoughts and demonstrate what they have learned. Today the teaching of language arts is often considered the exclusive responsibility of English teachers. However, the complex role of language in education makes it clear that the language arts cannot be left entirely to the English class. Improvement in the language arts requires students to read and write frequently in all disciplines, including science and mathematics. Following these standards, the language arts should be viewed as fundamental to pedagogy in any subject.
Skilled teachers have the expertise to ask, explore, and help students answer fundamental questions about language, such as the following:
yy How does one convey a message in writing?
yy What genres are most suitable in a given context, and what are the textual features of those genres?
yy What is the application of Standard American English?
yy How might one become a more skillful reader who can understand both the text’s surface and deeper meanings?
yy What shared and unique features characterize specific literary genres?
yy What are significant texts and what might they reveal about their cultural and historical contexts?
yy What are the characteristics of effective listening and speaking, and how might one acquire and improve them?
English is mastered in the context of challenging content that requires students to think deeply and to exercise discipline in order to demonstrate understanding, raise questions, and present ideas (THEBC, 2009, p.2).
Additionally, when students identify supporting evidence in a text, they are able to provide reasons for their opinion based upon information they read, hear, or interpret visually. Acquiring this skill allows students to gain a deeper, more profound understanding of the main idea or topic presented.
English Language Arts and Literacy is the broad Content Area. Within each Content Area there are Subareas that further delineate the Content Area. Each of these has multiple Content Standards with supporting Benchmarks. Each Content Standard defines the type of text students will use. There are Subareas within some of the Content Standards.
Understanding and Using These StandardsTo inform these Content Standards, the work group and project staff reviewed research on the skills and content knowledge Adult Education students need to succeed in college and careers. The working group and project staff also examined the Texas College and Career Readiness Standards (TCCRS), the College and Career Readiness Standards for Adult Education (CCRS), the English Language Arts and Reading Texas Essential Knowledge and Skills (TEKS) for Kindergarten–English IV vertical alignment, and National Council of Teachers of English/International Reading Association (NCTE/IRA) Standards for the English Language Arts. The Texas AEL Content Standards are designed to be straightforward and easy to read. The project staff sought to avoid redundancy, wordiness, or specialized terminology. The danger with this approach is that even though each statement may be simple, the underlying meaning is complex. The mastery level necessary on any particular standard depends on the specific task faced by the student. In other words, the standards can be best understood in the context of the learning materials or assignments with which the student is presented.
16 Texas Adult Education & Literacy Content Standards
Subarea Content Standard
Benchmarks
Subarea I.1 - Reading FoundationsA. B eginning Reading Skills/Print Awareness. Understand that the function
of conventional and digital print is to convey meaning and that there is a connection between oral and written language, recognize the ways print is organized, and recognize the conventions for reading and writing.1. Display ability to segment words into separate parts, blend sounds to form words, and manipulate
sounds aurally and orally.
B. Beginning Reading Skills/Phonemic Awareness. Understand that the sounds of spoken language work together to make words.
1. Display awareness of phonics (e.g., letter-sound knowledge, segmenting, blending, and manipulating sounds aurally and orally).
C. Beginning Reading Skills/Word Analysis and Phonics Instruction. Understand there is a relationship between letters and sounds through written language.1. Use the relationships between letters and sounds, spelling patterns, and analysis of word structure
to decode/encode written and spoken English.
2. Use word analysis skills such as phonetic and morphemic analysis.
D. B eginning Reading/Strategies. Develop increasingly sophisticated strategies for comprehending a variety of diverse texts.
1. Determine what print and digital texts say explicitly and make logical inferences from texts (e.g., written directions, signs, captions, warning labels, and informational books).
E. F luency. Read a text accurately and with fluency.1. Read developmentally appropriate text with fluency (rate, accuracy, expression, phrasing).
Subarea I.2 – ReadingA. Vocabulary Development. Apply vocabulary and concepts to use accurately in reading, speaking, and writing.
1. Identify new words and concepts by studying their relationships to other words and concepts by using context clues.
2. Apply knowledge of roots and affixes to infer the meanings of new words.
3. Use printed, digital, and web-based resources (e.g., dictionaries, glossaries, and thesauruses) to confirm the meanings of words.
B. Comprehension of Literary Texts in a Variety of Genres and Presentation Modes. Comprehend a wide range of literary texts (novels, poems, plays, etc.) from different world cultures and historical periods.
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1. Analyze themes, structures, and elements of contemporary, traditional, and classical literary texts from various cultures.
2. Analyze and compare the use of language in diverse literary works from a variety of world cultures and historical periods.
3. Analyze a wide variety of texts from different world cultures and historical periods to determine what they suggest about the historical period and cultural contexts in which they were written.
C. Comprehension of Literary Texts: Locate explicit textual information, draw inferences, and analyze and evaluate the varied structural patterns, stylistic elements, and features of literary nonfiction and fiction. Identify supporting evidence from the text to support understanding.
1. Draw and support inferences from texts to summarize what is presented, draw conclusions, and distinguish facts from opinions.
2. Identify explicit and implicit textual information including main ideas, supporting evidence, and author’s purpose.
3. Evaluate the use of both literal and figurative language to inform and shape the perceptions of readers: Compare and analyze how features of genres are used across texts (e.g., tone; irony; mood; figurative language; allusion; diction; dialogue; symbolism; point of view; voice; understatement and overstatement; time and sequence; narrator; and poetic elements, such as sound, imagery, and personification).
D. Comprehension of a Variety of Informational Texts. Describe, analyze, and evaluate diverse informational texts, and identify supporting evidence from the text to support understanding.
1. Identify and distinguish differences in structure and purpose for a range of informational texts, regardless of print or digital presentation mode (e.g., textbooks, biographical sketches, letters, diaries, directions, procedures, magazines, essays, primary source historical documents, editorials, news stories, periodicals, catalogs, manuals, procedures and other job-related materials, schedules, speeches, memoranda, public documents, and maps).
2. Identify and analyze the purpose and message of informational texts, including pros and cons, author’s bias, and alternate points of view when applicable.
3. Analyze informational texts for what they suggest about the historical period and cultural contexts in which they were written.
E. C omprehension of Persuasive Texts. Locate explicit textual information, draw inferences, and analyze and evaluate the information about persuasive texts. Identify supporting evidence from the text to support understanding.
1. Identify and analyze the audience, purpose, and message of a persuasive text.
2. Draw and support inferences from texts to summarize, draw conclusions, and distinguish facts from opinions.
3. Analyze the presentation of information in a range of persuasive texts to determine and judge the strength, sufficiency, and quality of evidence used by the author; the coherence and logic of the presentation; credibility of the argument (e.g., author’s bias, author’s expertise, authenticity); clarity of purpose; consistency; effectiveness of organizational pattern; validity of reasoning; and use of rhetorical devices to serve a purpose (e.g., propaganda techniques, appeal to a friendly or hostile audience, and effective modes of persuasion).
4. Evaluate the use of print and digital text features, graphics, and informational aides in persuasive texts to determine where to locate information and enhance comprehension and credibility (e.g., guide words; title page; table of contents; index; glossary; headings, subheadings; keywords; and illustrations and photographs).
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5. Identify, analyze, and evaluate similarities and differences in how multiple texts present information (e.g., vocabulary, language use, persuasive structure, format, arguments and evidence, and omissions or ambiguities).
F. Comprehension of Expository Texts. Locate explicit textual information, draw complex inferences, and analyze and evaluate the information within and across texts of varying length.
1. Identify explicit and implicit textual information, including main idea, point of view, and author’s purpose (e.g., full-length feature articles in newspapers, magazines, and the Internet).
2. Draw and support inferences from texts to summarize, draw conclusions, and distinguish facts from opinions.
3. Analyze the presentation of information and the strength and quality of evidence used by the author. Assess the coherence and logic of the presentation and the credibility of the information presented.
4. Evaluate the use of print and digital text features, graphics, and informational aides in informational texts to determine where to locate information and enhance comprehension (e.g., guide words; title page; table of contents; index; glossary; headings, subheadings; keywords; and illustrations and photographs).
5. Identify, analyze, and evaluate similarities and differences in how multiple texts present information (e.g., vocabulary, language use, expository structure, format, arguments and evidence, and omissions or ambiguities).
Subarea I.3 - WritingA. W riting Process. Use a recursive process to prewrite, compose, revise, and
edit a variety of texts that demonstrate clear focus, logical development of ideas in well-organized paragraphs, and the use of language that advances the author’s purpose.
1. Use various prewriting strategies such as brainstorming, freewriting, listing, and mapping to generate ideas.
2. Identify and evaluate effective strategies that demonstrate the writer’s purpose and audience (e.g., to explain, inform, analyze, entertain, reflect, and persuade).
3. Gather information relevant to the topic and purpose, keeping accurate records of outside sources to avoid plagiarism.
4. Evaluate relevance, quality, sufficiency, and depth of preliminary ideas and information. Organize material generated and formulate a thesis.
5. Craft multiple drafts and revisions to refine and revise key ideas to support thesis, and to organize for logic and flow using transitions; ensure accuracy of grammar, punctuation, and other conventions; confirm references and accuracy of information, and cite references.
6. Edit writing for proper voice, tense, and sentence structure and mechanics, assuring that it conforms to Standard American English (e.g., use a checklist to guide proofreading; edit for grammar, punctuation, capitalization; use resources to resolve issues of usage).
7. A pply proper writing conventions (e.g., organizational pattern, format, language, and tone) to write personal and business correspondence (e.g., informal letters, memos, job application letters, and resumes); and use available digital and web-based resources, such as publishing software or graphics programs, to produce and publish written work.
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Subarea I.4 - Oral and Written ConventionsA. L anguage Conventions. Understand the conventions of language when
speaking and writing.1. Understand and apply the parts of speech in the context of reading, writing, and speaking. Use
capitalization conventions in writing (e.g., within divided quotations; historical periods and events, geological eras, and scientific terms).
2. Develop oral and written text (e.g., sentences, paragraphs, and longer works) that demonstrate control of vocabulary, voice, and structure suitable for specific audiences and purposes.
3. Use proper punctuation conventions in writing (e.g., colons, quotation marks, and dashes; apostrophes in contractions and possessives; commas with introductory phrases and dependent clauses; semi colons or a comma in compound sentences; commas in a series; and ellipses to indicate a pause, break, or omission).
B. Print Production. Use basic computer skills.1. Demonstrate basic computer processing skills, and make efficient use of technology such as
spellcheck, font changes, printing, etc.
2. Adapt email style to purpose and audience.
3. Master a range of communication protocols for use in the workplace.
Subarea I.5 – ResearchA. P lanning Research. Use a variety of strategies to plan research.
1. Formulate research topics and questions from the curriculum, current events, and the workforce (e.g., identify possible topics by brainstorming, listing questions, using idea webs; organize prior knowledge about a topic; develop a course of action; and determine how to locate necessary information).
2. Narrow research topics and develop a timeline for completing work.
B. Gathering Sources. Determine, locate, explore, and systematically document a broad range of relevant print, digital, and web-based resources for addressing a research question.
1. Select information from credible sources related to the topic (e.g., informational books, pictures, charts, indexes, videos, television programs, speeches; technical documents; periodicals; Internet sources, such as web sites, podcasts, blogs, and electronic bulletin boards, and personal observation).
2. Use source material ethically to avoid plagiarism and note how to properly cite a variety of sources.
3. Systematically record gathered information (e.g., use notes, maps, charts, graphs, tables, and other graphic organizers; paraphrase and summarize information; gather direct quotes; and provide narrative descriptions).
4. Evaluate the validity and reliability of sources (e.g., the motives and perspectives of the author; credibility of the author and sources; date of publication; use of logic, propaganda, b ias, and language;
C. Organizing and Presenting Ideas. Design and produce a written or oral presentation.
1. Organize and present ideas and information according to the purpose of the research and the audience.
2. Synthesize the research into a written or oral presentation.
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Subarea I.6 - Listening and SpeakingA. Listening. Apply listening skills in informal and formal situations as an
individual and as a member of a group in a variety of settings (e.g., lectures, discussions, conversations, team projects, presentations, and interviews).
1. Listen by critically evaluating content in a wide variety of situations (e.g. lectures, presentations, small group and one-on-one discourse).
2. Interpret a speaker’s message; identify the position taken and the evidence in support of that position.
3. Use a variety of strategies to enhance listening comprehension (e.g., focus attention on message, monitor message for clarity and understanding, provide and recognize verbal and nonverbal cues to ensure one’s message is communicated, note cues such as change of pace or words that indicate a new point is about to be made, and select and organize key information).
4. Listen actively and effectively in a variety of communication situations.
5. Analyze and evaluate the effectiveness of an informal and formal presentation.
B. Speaking. Understand the elements of communication in group discussions and formal presentations (e.g., accuracy, relevance, rhetorical features, and organization of information).
1. Participate actively and effectively in one-on-one and group communication situations.
2. Adjust presentation (e.g., delivery, vocabulary, and length) for specific audiences and purposes (e.g., to defend a position, to entertain, to inform, or to persuade).
3. Deliver focused, coherent presentations that convey clear, distinct perspectives and demonstrate rationale.
C. Teamwork. Work collaboratively and communicate effectively with others.1. Understand and apply knowledge of team dynamics as well as expectations to participate and listen
actively and effectively in team discussions and projects, in either academic or workplace settings.
2. Consider arguments and conclusions from one’s own perspective and from the perspectives of other team members.
3. Understand and apply rhetorical strategies to construct well-reasoned arguments to explain phenomena, validate conjectures, and support positions.
4. Gather evidence systematically to support arguments, findings, and lines of reasoning as determined by team effort to solve a problem.
5. Analyze, evaluate, and as needed, adjust team efforts to achieve individual and group goals.
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II. Mathematics Content Standards and Benchmarks
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II. Mathematics Content Standards and BenchmarksMathematics as a Way of KnowingKnowledge and use of mathematics is essential to functioning successfully in today’s society. Mathematics has significantly impacted our modern world. For example, consider the use of mathematics in our everyday use of the Internet. Conducting a search for information online requires the use of mathematical and statistical algorithms to find and sort through information. Whether interacting on social media, shopping online, banking, or looking up directions for a road trip, mathematics impacts how we interact with one another, live, shop, and conduct the business of living our lives.
Increasingly, mathematics is a necessary skill in the workplace. Due to advances in technology, the knowledge and skill demands of jobs are continually evolving. Mathematical knowledge is needed across a variety of industries, not only for advanced positions, but also for many entry-level jobs. Mathematics is used in the healthcare and medical industry, building trades, manufacturing, and the food and hospitality industries. Entry into these fields now requires a higher level of knowledge and skills than in prior generations.
As mathematics continues to play a more integral role in our lives, it should no longer be considered a stand-alone content area consisting of individual courses and skills.Rather, mathematics should be presented and taught so that students may be successful problem solvers and use mathematics in daily life. Additionally, knowledge and skills in mathematics are necessary for successful participation in postsecondary education, training programs, and the workplace.
The Texas Adult Education and Literacy Content Standards for Mathematics address procedural fluency and mathematical concepts intended to be connected through process skills across each Subarea. The process skills standards describe ways in which students are expected to engage with the content. The process skills weave the other knowledge and skills together so that students may be successful problem solvers and use mathematics efficiently and effectively in daily life. When possible, students will apply mathematics to problems
arising in everyday life, society, and the workplace. Statements that contain the word “including” reference content that must be mastered, while those containing “e.g.” are intended as possible illustrative examples.
Mathematics is the broad Content Area. Within this Content Area, there are Subareas that further delineate the topics within the Content Area. Each Subarea has multiple Content Standard statements with supporting Benchmarks. Each of the Subareas define the field of mathematics students will study.
Understanding and Using These StandardsThe Standards and Benchmarks for Mathematics contained in the Content Standards specify the content, skills, and mathematical processes necessary for adult students to successfully participate in postsecondary education, training programs, and the workplace. Although some of the mathematical standards are scaffolded upon others—meaning that students must attain the knowledge and skills in some standards before they can move forward to other standards—the focus of these standards is on developing mathematical and reasoning skills in students. The intent is to assist students in learning to apply mathematical concepts in increasingly more complex and challenging ways. This moves the focus of mathematics away from that of a stand-alone subject so that mathematical reasoning and problem solving can be more fully integrated throughout other subjects and, thus, made relevant to the lives of adult learners.
The intent of the Standards Working Group and the project staff was to develop a set of Standards and Benchmarks that are user-friendly, direct, and easy to use. When possible, these mathematics standards use simple language and attempt to limit the use of technical language to only those terms that are necessary and specifically relevant to the field of mathematics. It should be noted that although the language in the Content Standards may appear to be simple, the meaning and expectations contained in each statement is complex. Teachers can best convey the knowledge and skills in these Standards, and students can best master them, when they are taught contextually. How the standards and benchmarks are taught are curriculum decisions best made by teachers and the Adult Education programs for which they work.
The revised Content Standards draw from both the Texas College and Career Readiness Standards (TCCRS) and the Texas Essential Knowledge and Skills (TEKS) and
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are informed by the Texas Success Initiative Assessment (TSIA), Certificate of High School Equivalency, and other relevant standards, assessment programs, and guiding documents. The TCCRS, the Content Standards do not mandate specific mathematics courses, curriculum, or sequences of instruction. The work group, project staff, and consulting subject matter experts also examined the College and Career Readiness Standards for Adult Education (CCRS), the Texas Mathematics EssentialKnowledge and Skills (TEKS) for Kindergarten–Algebra I Vertical Alignment Chart, the Texas Response toCurriculum Focal Points for Kindergarten Through Grade 8 Mathematics (Revised, 2013), and the National Council of Teachers of Mathematics (NCTM) Principles andStandards for School Mathematics. The resulting Standards and Benchmarks for Mathematics are representative of and incorporate and align to, as appropriate and when allowable by statute, these documents.
Mathematical Process SkillsThe Content Standards for Mathematics are structured in such a way as to lead adult students to learn to use problem-solving models to analyze information, develop strategies to solve real-world problems, select and provide justification for a chosen solution, and evaluate the problem-solving process. Further, these Content Standards emphasize the importance of real- world applications for mathematical concepts, skills, and language. The Content Standards incorporate practical skills, such as estimation; problem solving; communicating mathematically using symbols, diagrams, and graphs; and making predictions. These mathematical process skills are necessary for successful participation in postsecondary education, training programs, and the workplace.
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Subarea Content Standard
Benchmarks
Introduction A. I ntegrate the following mathematical processes through all mathematical
content.1. Apply appropriate mathematics to problems arising in everyday life, society, and the workplace.
2. Use a problem-solving model that incorporates analysis of given information along with relevant data to formulate a plan or strategy for determining a solution, justifying the solution, and evaluating the reasonableness of the solution and the problem-solving process used.
3. Select tools (including real objects, manipulatives, and paper and pencil) and appropriate technology (such as software and graphing calculators) to solve problems.
4. Apply cognitive strategies (such as mental math, estimation, and number sense) to solve problems that include rational numbers and the four basic operations (addition, subtraction, multiplication, and division).
5. Communicate both orally and in writing mathematical concepts and reasoning and their associated implications, using multiple representations (including appropriate symbols, diagrams, charts, graphs, and language).
6. Analyze mathematical relationships to connect and communicate mathematical concepts.
7. D evelop, display, explain, and justify mathematical concepts and logical arguments using precise mathematical language in written and oral communication.
Subarea II.1 – Numerical Representations and RelationshipsA. R ecognizing Numbers and
Counting. Develop an understanding of place value.1. Count and represent quantities accurately, efficiently, and fluently.
2. Develop and apply an understanding of the base-10 place value system, and place value concepts using pictorial models, such as number lines and graphs.
3. Compare and order quantities accurately, efficiently, and fluently.
B. Apply knowledge of two-dimensional and three-dimensional shapes, including exploration of early fraction concepts.1. Use attributes to compose and decompose two-dimensional shapes and three-dimensional solids.
2. Separate objects into equal parts to represent a fraction.
3. Demonstrate an understanding of equivalent fractions by representing a fraction in two ways of a uniform whole using objects or pictorial models such as 2/3 represented as 2/3 and 4/6.
4. Equate fractions and decimals.
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Subarea II.2 – ComputationsA. A dding and Subtracting Whole Numbers. Understand and apply place
value and properties of operations to solve problems involving addition and subtraction of whole numbers.1. Identify situations in which addition and subtraction are necessary to solve problems.
2. Use efficient, accurate, and generalizable methods based on the application of the principles of place value, the properties of operations, and the relationship between addition and subtraction to solve problems involving addition and subtraction of whole numbers.
3. Solve multi-step problems involving addition and subtraction with whole numbers that include equations with a letter standing for the unknown quantity.
B. Multiplying Whole Numbers. Develop accuracy, efficiency, and flexibility in the use of the mathematical operations (addition, subtraction, and multiplication) with whole numbers, and use this knowledge to solve problems.
1. Add, subtract, and multiply whole numbers accurately, efficiently, and fluently, and justify these procedures. Use these operations to solve problems, including using formulas for perimeter and area.
C. Dividing Numbers. Use operations with positive rational numbers to solve problems.1. Develop procedures for addition, subtraction, multiplication, and division of real numbers, including
rational and irrational numbers, to solve real-world problems.
2. Relate multiplication and division as inverse operations.
3. Evaluate rational expressions by substituting whole numbers and decimals for unknown quantities.
D. P erforming a Variety of Operations with Rational Numbers. 1. Accurately, efficiently, and fluently add, subtract, multiply, and divide rational numbers using the
order of operations to solve problems in a variety of real-world contexts.
E. D etermining and Simplifying Numeric and Algebraic Expressions. Understand and generate expressions and equations to solve problems.
1. Demonstrate comprehension of the relationship between multiplication and division and use of the order of operations in solving problems with rational numbers.
2. Use or generate expressions and equations to solve problems involving the four mathematical operations (addition, subtraction, multiplication, and division).
F. Build foundations and develop an understanding of addition, subtraction, multiplication, and division of fractions and decimals, and perform these operations accurately, efficiently, and fluently.
1. Recognize that equivalent fractions can have different denominators.
2. Apply understanding of representations of equivalent fractions (with like and unlike denominators) when using multiplication and division operations.
3. Demonstrate understanding of addition and subtraction to include adding and subtracting fractions and decimals.
4. Make reasonable estimates of fraction and decimal sums and differences using the four basic mathematical operations to solve real-world problems.
5. Apply an understanding of multiplication and division to fractions and decimals.
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Subarea II.3 – GeometryA. I dentify, analyze, and use attributes of two-dimensional shapes and three-
dimensional solids.1. Identify, name, and create basic two-dimensional shapes and three- dimensional solids, and identify the
attributes of each shape.
2. Use attributes to identify, classify, and sort components of two-dimensional shapes and three-dimensional solids, including measurable attributes.
3. Compose and decompose two-dimensional shapes and three-dimensional solids.
4. Construct and use drawings, models, and coordinate representations of plane and space figures in order to solve problems with and without technology.
B. Use right triangle relationships, including the Pythagorean Theorem, to describe relationships.
1. Select and use expressions and equations to represent and solve geometric problems involving rational numbers.
2. Use geometric concepts, including the Pythagorean Theorem, to solve problems.
3. Construct and use drawings, models, and coordinate representations of plane and space figures in order to solve problems with and without technology.
C. Represent, apply, and analyze proportional relationships by graphing on the coordinate plane.
1. Use knowledge of proportions to draw representations on a coordinate plane (such as the slope of a line) and solve real-life applications.
2. Compare and contrast proportional and non-proportional relationships.
Subarea II.4 – Measurement Including GeometryA. Understand units of measure and utilize measurement tools. (i.e. tape
measure).1. Demonstrate ability to convert between different units of measure, such as English to the metric
system.
B. Measuring length, area, volume, and weight/mass in different measuring systems.
1. Identify length as an attribute that can be measured. List and use appropriate units to solve real-world problems related to length.
2. Identify area as an attribute that can be measured. List and use appropriate units to solve real-world problems related to area.
3. Identify volume as an attribute that can be measured. List and use appropriate units to solve real-world problems related to volume.
4. Identify weight and mass as an attribute that can be measured. List and use appropriate units to solve real-world problems related to weight/mass.
5. When given the area or perimeter, use the appropriate formulas to calculate the missing side dimensions of triangles, rectangles, and other polygons.
6. Understand units of measure and utilize measurement tools, such as a tape measure.
7. A pply estimation in measuring, and use tools (e.g., rulers, tape measures, real objects, manipulatives, paper and pencil) and technology as appropriate.
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C. Represent and solve problems with perimeter, area, and volume.1. Apply understanding of measurement to select appropriate units when measuring perimeter, area,
and volume in real-world contexts.
2. Use a variety of representations to build connections between the stated formulas and the direct measurement of perimeter, area, and volume.
3. Solve real-world mathematical problems involving surface area and volume of three-dimensional shapes such as right prisms, pyramids, cylinders, spheres, cones, and composite figures.
D. D escribe characteristics of 2-D and 3-D geometric figures, including measurable attributes.
1. Use attributes to sort, classify, and measure two- and three-dimensional figures.
2. Use the decomposition of rectangles into rows of squares to determine that area can be found through multiplication.
E. Measuring Angles and Using Angle Relationships.1. Measure an angle.
2. Recognize, identify, describe, and reason about intersecting and parallel lines and the associated angles in two dimensions.
3. Analyze and use spatial relationships and basic concepts of geometry to construct, draw, describe, and compare geometric models and their transformations. Use geometric relations and patterns to solve real-world problems.
F. Use relationships between measures to analyze rates of change.1. Interpret, calculate, and apply rates including those involving time, such as velocity (e.g., mi/hr, ft/sec, and
m/sec), frequency (e.g., calls/hr), consumption (e.g., cal/day and kw/hr), flow (e.g., gal/min), and change (e.g., degrees/min and inches/year).
Subarea II.5 – Algebraic RelationshipsA. Represent and use algebra to solve problems for the unknown.
1. Identify Properties of Real Numbers for addition, subtraction, multiplication, division, and exponents.
2. Use mathematical symbols to represent linear relationships and formulas.
3. Use words, tables, and graphs as well as algebraic expressions and equations to model the mathematical relationships (particularly functional relationships) found in real-world problems.
4. Simplify expressions.
5. Solve one-step linear equations using addition, subtraction, multiplication, and division properties of equality including proportions.
6. Solve two and three-step linear equations.
7. Solve linear equations involving fractions and decimals by clearing them from the problem.
8. Solve application problems involving linear equations to include percent, interest, sales and sales tax, distance, and geometrical problems.
9. Solve systems of equations in real-world applications.
10. S olve application problems involving systems of equations.
11. Solve and graph absolute value equations.
B. Linear Inequalities1. Solve linear inequalities in one variable using the addition, subtraction, multiplication, and division
properties.
2. Graph linear inequalities on a number line.
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3. Solve and graph compound inequalities on a number line.
4. Use set builder notation and interval notation with linear inequalities.
5. Solve and graph absolute value inequalities.
C. Graphing1. Select and use expressions and equations to represent and solve problems involving rational
numbers.
2. Use properties of addition, subtraction, multiplication and division with radicals.
3. Understand and use a rectangular coordinate system to interpret a graph, plot points, and determine coordinates of points from a graph.
4. Graph linear functions by plotting points, including vertical and horizontal lines.
5. Understand and use x- and y-intercepts to graph a linear function.
6. Identify and calculate the slope of a line from both a graph and given coordinates, including vertical and horizontal functions.
7. D etermine if two lines are parallel or perpendicular.
8. Write linear functions with information given for slope and a point on a line.
9. Graph linear inequalities in two dimensions.
10. Graph systems of linear functions.
11. Use linear equations and inequalities to model or solve problems using real-world data.
12. Solve linear functions, with and without technology, and evaluate the reasonableness of their solutions.
D. U se numeric and algebraic methods.1. Identify functions using sets of ordered pairs, tables, mappings, and graphs, including using the
vertical line test.
2. Solve Quadratic equations using the Quadratic Formula.
3. Apply algebraic methods to define, solve, analyze, split into parts, and evaluate equations, relations, and functions, including finding the domain and range.
4. Solve Quadratic equations using the Quadratic Formula.
E. Understand and apply ratios and rates by using equivalent ratios to represent percentages and proportional relationships.
1. Use knowledge of fractions to develop procedures for modeling and solving real- world ratio and rate problems.
2. Extend knowledge of equivalent fractions to create equivalent ratios that describe real-world situations that involve proportionality.
3. Use various representations (e.g., graphs, tables, and equations) to solve real- world problems, involving proportional relationships.
4. Use knowledge of both direct and inverse variations to solve real-world problems.
5. Use reasoning to solve real-world problems, including proportions, and percentages (e.g., simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, and percent error).
F. Polynomials and properties of exponents.1. Use properties of exponents to simplify expressions.
2. Use the properties of addition, subtraction, multiplication, and division to simplify polynomials.
3. Use various representations (e.g., graphs, tables, and equations) to solve real- world problems involving polynomial relationships.
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Subarea II.6 – Non-Linear Equations, Functions, And Inequalities.A. U se Quadratic Functions and Equations.
1. Factor polynomials by identifying the greatest common factor.
2. Factor polynomials, including the use of grouping, trial and error method, difference of squares and sum, and difference of two cubes.
3. Solve quadratic equations, with and without technology, by using the zero- product rule, including applications to model situations, solve problems, and make predictions.
B. Rational Expressions1. Use properties of addition, subtraction, multiplication, and division to simplify rational expressions.
2. Solve rational equations.
3. Use properties of rational equations to solve real-world problems.
4. Select and justify appropriate symbolic representations to solve problems in varied contexts, including use of geometric formulas for triangles and pyramids as well as the equation of a circle.
5. Write a representative quadratic equation based on a graph or other given attributes.
C. Radicals1. Apply properties of radicals to simplify radical exponents and expressions.
2. Use properties of addition, subtraction, multiplication, and division with radicals.
3. Solve radical equations involving one radical.
4. Solve radical equations involving more than one radical.
5. Use properties of complex numbers to simplify expressions.
D. U se quadratic and square-root functions, equations, and inequalities.1. Solve quadratic equations using completing-the-square and square-root property.
2. Solve quadratic equations using the quadratic formula.
3. Apply quadratic and square-root equations and quadratic inequalities to model situations, solve problems, and make predictions.
4. Understand that quadratic and square-root equations and quadratic inequalities can be used to model situations, solve problems, and make predictions.
E. U se cubic, cube root, absolute value, and rational functions, equations, and inequalities.
1. Use cubic, cube-root, absolute value, and rational functions, equations, and inequalities to model situations, solve problems, and make predictions.
2. Perform computations and write numerical expressions with cubes and cube roots of non-zero rational numbers.
F. Use exponential functions and equations.1. Use the properties of exponential functions and their related transformations to represent exponential
functions graphically, in a table, and as equation—with and without technology.
2. Use exponential functions to model or solve problems using real-world data. Evaluate the reasonableness of the solutions with and without technology.
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Subarea II.7 – Data AnalysisA. O rganizing, Representing, and Interpreting Sets of Data. Select and apply
appropriate visual representations of data.1. Organize and construct graphical displays of data (e.g., line plots, bar graphs, histograms, box plots,
scatter plots, and coordinate planes) to describe data based on the attributes of a given data set.
B. Read, analyze, interpret, and draw conclusions from data.1. Understand the relevance and importance of reliable data sampling techniques to ensure more
accurate statistical results.
2. Use and understand the meaning of representative and non-representative samples.
3. Understand and use descriptions of center, spread, and shape to summarize and compare data sets.
4. Make predictions and draw inferences using summary statistics.
5. Analyze data sets using graphs and summary statistics.
6. Analyze relationships between paired data using spreadsheets, graphing calculators, or software.
C. Determine and use probability to solve problems.1. Understand probability in real-world situations.
2. Understand the influence of independence and dependence of events and variables.
Subarea II.8 – Financial LiteracyA. Understand the Connections Among Income, Expenses, and Careers.
1. Research and analyze college and career opportunities.
2. Understand skills needed for a specific career and income potential of different types of jobs and careers.
3. Understand taxes (e.g., income, sales, property, etc.).
4. Understand fixed and variable expenses and how to develop your personal budget.
B. Develop and use an economic way of thinking and problem solving useful in one’s life as a knowledgeable employee, consumer, provider, and investor.
1. Apply critical thinking skills to analyze the costs and benefits of personal financial decisions, including assumption of large amounts of debt.
2. Understand how to provide for basic needs while living and working within a budget.
3. Compare and understand the various financial-aid methods available for college and other postsecondary education and training.
4. Develop an economic way of thinking and problem solving useful in one’s life as a knowledgeable consumer, employee, and investor.
5. Understand the role of financial markets/institutions in saving, borrowing, and capital formation.
6. Understand the role of individuals in financial markets as well as banking and credit systems.
7. C alculate and compare simple interest and compound interest as it applies to saving, borrowing, and lines of credit.
8. Navigate and use banking, credit, and financial markets in saving, borrowing, and capital formation.
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III. English as a Second Language Content Standards and Benchmarks
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III. English as a Second Language Content Standards and BenchmarksEnglish as a Second Language as a Way of KnowingAs stated by WIOA (sec. 203, 2014), the goal of English as a Second Language Programs in Adult Education is to help English language learners (ELLs) achieve competence in reading, writing, speaking, and comprehension of the English language with the purpose of attaining a secondary school diploma or its recognized equivalent, transition to postsecondary education, and training or employment. English language skills are essential to successful participation in the work place, training programs, and postsecondary education.
Language fluency and language competence are crucial for continued education, training, and employment. Additionally, language fluency may empower parents to be full partners in the educational development of their children. Furthermore, ELLs should acquire knowledge on topics related to the cultural norms for social interaction in the United States, which will equip them to navigate the culture and participate in the different aspects of their lives.
In addition, ELLs at all levels (levels 1 to 6) are expected to integrate language skills when communicating in English. When we use language to communicate, we typically do not just use one skill at a time; we use two or more language skills to be effective communicators and to make and interpret meaning.
English as a Second Language is defined as a content area in this context. It focuses on assisting students with the acquisition of English language skills simultaneously with acquisition of vocabulary, grammar, and U.S. culture. Within each Content Area, there are Subareas that further delineate the Content Area. Each of these has multiple Content Standards with supporting Benchmarks.The structure of the ESL Content Standards and Benchmarks is different than the other Content Standards and Benchmarks presented in this document. Content Standards are broken down into different levels; higher levels become extensions of previous learning. This structure further emphasizes the importance of
recognizing that language acquisition is a complex cyclical process. Even though there is a natural progression to acquire a language, adult learners tend to go back and forth with language acquisition stages, experimenting with language structures and vocabulary until they feel confident utilizing them for communication. In addition, grammar, vocabulary, and culture should be present in all learning activities as learners work to develop the four language skills—listening, speaking, reading, and writing. These are aspects that should be taught simultaneously and at a level of complexity that matches the student’s proficiency level. The learner should feel challenged and motivated to learn but not feel frustrated or overwhelmed.
Understanding and Using These StandardsThe Standards Working Group, the English as a Second Language content expert, and the project staff reviewed research on the English as a Second Language skills that Adult Education students need in order to successfully participate in everyday life activities, postsecondary education, training programs, and the workplace. Although the list of informing documents is extensive, many of them should be well known to those who work with English language learners. Included in the review are
yy the American Council on the Teaching of Foreign Languages (ACTFL) Proficiency Guidelines for English;
yy English Language Proficiency Standards for Adult Education;
yy English Language Proficiency Assessment for the 21st Century (ELPA21) Standards;
yy California English as a Second Language Model Standards for Adult Education Programs;
yy Canadian Language Benchmarks: English as a Second Language for Adults;
yy the Common European Framework of Reference for Languages (CEFR),
yy Council of Chief State School Officers (CCSSO) English Language Proficiency (ELP) Standards;
yy Teachers of English to Speakers of Other Languages (TESOL) English Language Proficiency Standards Framework;
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yy the World-Class Instructional Design and Assessment (WIDA) Standards Framework and Theoretical Foundations;
yy Texas Adult Education Content Standards; and
yy the Comprehensive Adult Student Assessment Systems (CASAS).
The TCCRS do not directly address ESL. However, the TEKS for English for Speakers of Other Languages (ESOL) and the English Language Proficiency Standards (ELPS), as well as many additional resources related to ELA produced by the Texas Education Agency (TEA), do address ESL. In addition, federal standards for ESL are currently being developed; when available to the public, these should be reviewed prior to subsequent revisions and updates to the Content Standards for English as a Second Language.
In October 2016, the American Institutes of Research (AIR) released a report entitled English Language Proficiency Standards for Adult Education, commissioned by the U.S. Department of Education. This report was specifically intended to support the development of academic content standards for adult education and, specifically, ELLs who are preparing for careers and/or postsecondary education. It will inform the NRS descriptors for ESL that are currently being developed
and will, no doubt, substantially drive ESL providers to offer more rigorous academic content in their programs. The ELP Content Standards for Adult Education are summarized in Appendix B of this document.
The ESL SWG examined the ELP Standards for Adult Education to determine if the ELP Standards aligned with ESL Content Standards in this document. As a result, a few additional revisions were incorporated into the ESL Content Standards. The ESL Content Standards presented here provide descriptions of what individuals can do with language in terms of the language skills of listening, speaking, reading, and writing for personal and career purposes. For each standard, these guidelines identify six major levels of proficiency that correspond to the six NRS levels. These are student performance levels (SPLs) and describe the student’s language ability upon exit of each level. SPL descriptors are useful in helping students set goals and helping teachers plan instruction.
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Subarea Content Standard
Benchmarks
Subarea III.1 – Listening SkillsEnglish Language Learners (ELLs) become increasingly able to comprehend what they hear, to retrieve information, and to make inferences and connections. The ELLs listen to speakers in a variety of contexts with a variety of English accents.A. Distinguish sounds and intonation patterns of English with increasing ease.
B. Demonstrate understanding when listening to spoken language in different situations and spoken with a variety of regional accents.
C. L isten to, follow, and give directions and/or instructions.
D. Listen to and participate in a variety of settings (e.g., academic, work, and social) and situations (e.g., conversation, teamwork, meetings, presentation, and interviews).
E. Participate in and comprehend conversations face-to-face or via electronic media.
F. Comprehend questions in order to engage in conversation.
G. U se comprehension strategies such as indicating misunderstanding, repeating and rephrasing, or asking for help as appropriate for the communication context.
H. Exhibit knowledge and appropriate interpretation of cultural conventions in conversation, such as the use of titles, eye contact, registers, and expected responses (schemata).
Level 1: Beginning Language Ability. These ELLs are true beginners and can obtain limited meaning from spoken communication. They demonstrate their understanding by using limited responses (e.g., responding with an action such as pointing, drawing, and marking an answer).
1. Respond to spoken commands and show understanding (e.g., nodding and using body language, drawing, and pointing) after listening to brief messages.
2. Listen to spoken language and respond verbally after repeated listening.
3. Listen actively and interpret listening to spoken language utilizing visual props, gestures, and facial expressions to provide a response.
4. Actively listen and respond to conversations about familiar topics and situations (e.g., such as short phone message or simple dialogue between two people).
5. Interpret spoken communication expressed in a few words and in simple sentences.
6. Respond verbally to simple spoken communication in familiar contexts using words, phrases, and simple sentences.
7. R espond with an action (e.g., raise your hand, sit, walk, stop, put pencil down, or look and listen) to basic spoken commands.
8. Respond verbally to yes/no questions, either/or questions, and other types of questions which require simple answers.
9. Use simple language formulas to ask for clarification (e.g., “Repeat please!” “Say that again?” ”What do you mean?” “I don’t understand,” “Please repeat,” “Do you agree?”).
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Level 2: Low Beginning Language Ability. These ELLs respond to questions that require one or two-word answers, can participate in interactions in familiar contexts, and are able to ask the speaker for repetition.
1. Use verbal communication to respond to moderately complex phrases, interactions, and questions in familiar contexts.
2. Follow orally-presented directions to accomplish a multi-step task.
3. Identify high-frequency words that occur in English texts (e.g., he, she, you, I, ask, is, but, the, have, good).
4. Listen actively, use context and familiar terms, and identify the main topic of a conversation in familiar situations.
Level 3: High Beginning Language Ability.These ELLs understand the central idea within spoken conversation or oral presentation, but may require context clues, restatement, or paraphrasing of ideas to fully comprehend the spoken message.
1. Comprehend messages while engaged in face-to-face conversations such as simple social exchanges.
2. Comprehend messages in routine listening tasks (e.g., phone interactions, brief messages, announcements over the loud speaker in a store, and simple directions).
3. Identify and begin to understand highly contextualized words and phrases, including aural cognates (words in two languages that share a similar meaning, spelling, and pronunciation) and borrowed words (words from other languages).
4. Listen and respond to spoken language that conveys basic information and contains high-frequency vocabulary.
5. After listening to spoken language (several times), identify more than one phrase and provide an answer to a question or repeat what was heard.
Level 4: Low Intermediate Language Ability. These ELLs apply increasingly complex listening strategies to comprehend conversations that include new vocabulary. Thus, they are able to participate in information gap listening activities.
1. Actively listen, determine new meanings of new vocabulary, and interpret complex spoken communication.
2. Listen to, identify main facts and supporting details, and comprehend messages from mass media communication (e.g., radio, movies, and TV) and other spoken communication.
3. Actively listen and comprehend information and provide a response to a question that requires making inferences from spoken language.
4. Recognize abbreviated phrases, including informal language, slang, and idioms, when listening to a conversation (e.g., Want some?, Like it?, Heard that?).
Le vel 5: High Intermediate Language Ability. These ELLs are able to identify main ideas and supportive information and recognize the speaker’s hidden messages.
1. Comprehend spoken language that deals with unfamiliar topics or situations.
2. Identify and retell the main facts and supportive details from an oral presentation.
3. Comprehend extended social interactions (e.g., a person telling an anecdote, or, discussing a social topic).
4. Recognize and respond to routine spoken messages, instructions, or questions (e.g., “Next customer, please!”).
5. Identify and respond to descriptions (of people and places), narratives (of past, present, and future events), and argumentative speech, as well as complex factual products of spoken language.
6. Comprehend facts presented in spoken discourse and recognize speaker- intended inferences.
7. T ake notes during a workshop, lecture, or oral presentation to capture main ideas and supporting details.
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8. Use background knowledge and contextual clues to participate in conversations.
9. Can participate in conversations over the telephone or other telecommunication devices.
Level 6: Advanced Language Ability. These ELLs comprehend abstract topics, hidden messages, and conversations that include new vocabulary and new topics. Their vocabulary knowledge is extensive.
1. Listen actively to comprehend and respond to increasingly complex spoken language in a variety of contexts (e.g., news broadcasts, political speeches, and mass media).
2. Identify main ideas and supporting details in spoken language on specialized topics (e.g., news broadcasts or spoken instructions).
3. Comprehend spoken language that uses specialized or technical vocabulary and complex grammatical structures (e.g., multiple verbal tenses, idioms) and that contains cultural references (e.g., TV news, a presidential speech, or a product of pop culture).
4. When listening to spoken language, summarize and take notes.
5. Make inferences about spoken language, evaluating the accuracy and relevance of what is presented.
6. Participate actively in and comprehend conversations in unfamiliar settings (e.g., one’s child’s school, medical offices, government agencies, and unfamiliar worksites).
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Subarea III.2 – Speaking SkillsThe ELLs are able to speak in a variety of situations and settings using increasingly challenging vocabulary and language complexity with increasing fluency and accuracy.A. Communicate needs verbally using increasingly complex words and phrases.
B. Give directions to places and instructions for accomplishing specific tasks.
C. D emonstrate an increasing range of English vocabulary appropriate for speaking in informal and formal settings.
D. Produce spoken communications at each proficiency level that demonstrates increasing language complexity.
E. Demonstrate appropriate speaking skills and strategies for persuading and discussing.
F. Demonstrate appropriate speaking skills and strategies for seeking and relaying information.
G. Demonstrate appropriate speaking skills and strategies for expressing feelings and emotions.
H. Demonstrate appropriate speaking skills and strategies for collaborating and solving problems.
I. Construct an oral argument presenting a particular point of view and providing evidence to refute an opposing point of view.
Level 1: Beginning Language Ability. These ELLS are true beginners; their oral communication depends on gestures, their first language, visual aids, and a small number of English words.
1. Demonstrate mastery of a basic English vocabulary.
2. Use individual words and phrases to communicate verbally (e.g., Look, Go, Stop).
3. Conduct conversations using simple/controlled dialogue lines or formulaic phrases (e.g., “My name is….”).
4. Within familiar situations ask simple questions and provide answers verbally using key words, phrases, and questions for clarification.
5. Speak using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts.
6. Gain increasing awareness of categorization of English vocabulary into different parts of speech such as nouns and verbs.
Level 2: Low Beginning Language Ability. These ELLs can communicate using basic vocabulary and common English expressions to express themselves and engage in conversations.
1. Gain increasing command of common expressions in simple dialogues and social exchanges (e.g., to express feelings or health, to describe weather, or to ask how others are doing).
2. Engage in brief, guided conversations with peers.
3. Use high frequency words to verbally describe things or people.
4. Convey brief messages (e.g., “I am sick,” or “Jose is absent”).
5. Gain increasing command of English vocabulary, selecting words that express ideas.
Level 3: High Beginning Language Ability. These ELLs participate in brief original exchanges, including communicating immediate needs through simple conversation.
1. Engage in simple dialogues with others.
2. Actively engage in natural communication exchanges in different settings (e.g., classroom, phone conversations and social media).
3. Conduct guided conversations using high frequency words, phrasal verbs, and idioms and following grammatical conventions of conversational English.
4. Provide detailed descriptions of places and people.
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5. Clarify and elaborate on a message when asked by using different terms and providing descriptions or examples.
6. Expand vocabulary by gaining increasing command of technical and specialized terms.
Level 4: Low Intermediate Language Ability. These ELLs can initiate and engage in simple conversations that include descriptions, personal opinions, and inferences on familiar topics.
1. Engage in simple conversations (e.g., ask about personal information such as name, address, and phone number) using wh-questions.
2. Provide descriptions, arguments, and simple inferences when using spoken language.
3. Provide and defend an opinion to support a point of view on familiar topics or situations.
4. Carry on extensive conversations in a social narrative context (e.g., a description of family-related weekend activities).
5. Speak in ways that clearly communicate the topic, main ideas, and essential ideas.
6. Demonstrate some understanding of the differences between standard and non-standard spoken English vocabulary and grammar.
Level 5: High Intermediate Language Ability. These ELLs comprehend and participate in extended conversation and other verbal exchanges that go beyond personal needs and familiar topics.
1. Comprehend and participate in complex spoken communication.
2. Speak fluently about a variety of familiar topics in low-anxiety situations.
3. Verbally provide a personal opinion, logical argument, or examples about a given situation or topic to support one’s responses in debates or conversations.
4. Use complex vocabulary to express opinions and defend a point of view.
5. Switch between standard and non-standard English as the situation warrants (e.g., use colloquial language when appropriate).
6. Convey the emotional content of a spoken message (e.g., anger, compliment, condolence, or sarcasm) through intonation, rhythm, and stress.
7. B ecome increasingly able to change grammatical style in formal and informal settings by adjusting language used for a particular purpose or in a particular social setting.
8. Gain increasing command of academic and work-related vocabulary.
Level 6: Advanced Language Ability. These ELLs comprehend the main ideas of a speech and can deliver an oral presentation. They are able to converse effectively with fluent English speakers.
1. Present ideas concisely, logically, and persuasively, using grammatically correct spoken language.
2. Give an extended discourse on a topic of special interest (e.g., lectures, speeches, and presentations).
3. Demonstrate expanded vocabulary knowledge by delivering a speech/presentation on a specifictopic.
4. Converse fluently in English with peers and native speakers.
5. Participate in impromptu conversations on a given topic.
6. Orally convey humor, jokes, sarcasm, innuendo, irony, etc., as situations demand.
7. Orally respond to questions and comments by providing suggestions and alternative viewpoints.
8. Orally demonstrate mastery of broad and deep vocabulary appropriate for use in a variety of formal and informal settings.
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Subarea III.3 – Reading SkillsThe ELL reads a variety of texts at different levels of complexity for a variety of purposes with an increasing level of comprehension and fluency.A. I mplement a variety of reading comprehension strategies (e.g., predicting, inferring, comparing and
contrasting) and know when they are appropriate to use.
B. Identify the central ideas or hypothesis and supporting details.
C. Read critically to analyze information and make connections to interpret authors’ purpose and viewpoints.
D. Read from a variety of genres for different purposes (e.g., to accomplish a personal or work related task, for academic work, or for pleasure).
E. Acquire vocabulary and grammar knowledge progressively according to student proficiency to build strong mastery of the English language.
F. Increase background knowledge, concepts, and skills by reading in diverse texts.
G. Ability to interpret a variety of texts, including visual and quantitative.
H. Use digital resources to locate evidence to answer a question, solve a problem, or support an argument.
Level 1: Beginning Language Ability. These ELLs are true beginners and can obtain very limited meaning from print written in English. As they build reading skills, it is important for them to draw on any literacy skills they possess in their first language(s) and on their emerging speaking and listening skills in English.
1. Read from left to right, top to bottom, and front to back.
2. Identify the letters of the English alphabet (upper and lower case).
3. Decode and comprehend phonetically regular vocabulary words and common sight words, in the environment, in isolation, on lists, or in short phrases or simple sentences.
4. Use basic reading strategies (e.g., word identification, think-alouds, underlining, cues, letter-sound associations, environmental print, word walls, and lists) to strengthen emerging reading skills.
5. Obtain basic meaning from simple printed and digital material (e.g., prices, dates, and times).
Level 2: Low Beginning Language Ability. These ELLs can interpret and respond to information presented in simple passages with familiar words and language structures. They can answer literal questions that require one or two words for an answer.
1. Decode phonetically regular and irregular words and using context to gain meaning from simple texts.
2. Read and understand the meaning of simple passages and print that contain familiar words and structures.
3. Respond to printed phrases, interactions, and questions in familiar contexts by relying on non-verbal communication.
4. Identify information in a text when asked to answer basic wh-questions (e.g., who, what, where, why, when, and how).
5. Answer literal comprehension questions that are asked verbally (e.g., in discussion) or in writing (e.g., in class assignment).
6. Use supporting illustrations to interpret text.
7. I nterpret information in charts and tables (e.g., bus schedules).
Level 3: High Beginning Language Ability. These ELLs know how to use context and basic reading comprehension strategies to make sense of print. They can answer literal questions asking wh-questions (who, what, where, why, when, and how).
1. Interpret moderately complex reading passages.
2. Use context to determine the meaning of unfamiliar words when reading on familiar topics.
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3. Apply appropriate reading strategies (e.g., preview, view, and review) as a tool to comprehend text.
4. Answer literal comprehension questions (e.g., true/false and multiple choice questions) to show understanding of text.
5. Identify information to answer wh-questions (e.g., who, what, where, why, when, and how).
6. Identify main and supporting details of an extended-paragraph or multi- paragraph text on a familiar topic.
7. S can complex or extended texts (e.g., web pages, documents, narratives, work manuals, or procedures) to find specific information or general meaning.
8. Generate questions about what has been read.
Level 4: Low Intermediate Language Ability. These ELLs can read texts representing different genres to answer basic comprehension questions, identify main ideas and supporting details, and make simple inferences.
1. Identify elements of different reading genres and use text structure to help in comprehension.
2. Read and comprehend multi-paragraph texts on a variety of topics and in a variety of text types (e.g., newspaper and magazine articles, how-to materials, and literature).
3. Identify the intended audience and purpose for a variety of text types.
4. Make connections between related information across different sections of a text, from different texts, or presented on different platforms (e.g., print or electronic media).
5. Compare and contrast what has been read, considering factors such as presentation format (print or electronic media), point of view, accuracy, etc.
6. Interpret simple analogies, idioms, and other rhetorical devices when reading a text about familiar topics.
7. A ccurately paraphrase and summarize information that has been read in print or in electronic media.
8. Use a variety of strategies (e.g., concept mapping, outlining, underlining, and annotating) to assist in comprehension.
Level 5: High Intermediate Language Ability. These ELLs can analyze information and make summaries. They are able to read critically and use high level reading comprehension strategies.
1. Interpret moderately complex written texts.
2. Apply reading strategies appropriate to comprehend increasingly complex literary and informational texts (e.g., print or digital presentation).
3. Analyze and summarize information to strengthen reading comprehension.
4. Read critically and identify information in text that will support one’s opinions about and interpretations of the text.
5. Interpret the meaning in context of increasingly complex figures of speech and rhetorical devices.
6. Use reference tools to support reading comprehension (e.g., book, manual, computer application help features, or Internet-based reference tools).
7. D etermine the sequence of events in a complex narrative and understand techniques that show sequence (e.g., foreshadowing).
8. Identify, interpret and evaluate the role and impact of ambiguity, bias subtleties, contradictions, irony, and incongruities in a text.
Level 6: Advanced Language Ability. These ELLs can read increasingly complex text and use advanced reading strategies for comprehension.
1. Use advanced reading strategies (e.g., inference, making predictions, identifying an author’s assumptions and biases, and evaluating the credibility and adequacy of evidence presented).
2. Evaluate print and digital texts using criteria to determine aesthetic value, reliability, and credibility.
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3. Read, comprehend, and use increasingly complex print and digital texts for a variety of purposes, about a variety of topics, and in a variety of settings (e.g., to be informed, expand knowledge and skills, or conduct research).
4. Identify and evaluate an author’s purpose and arguments and refer to the text to support, defend, or clarify one’s interpretations.
5. Identify, analyze, and evaluate an author’s implicit and explicit assumptions and beliefs about a topic, time, or theme.
6. Document one’s reading by recording citations, taking notes, developing graphics, and writing summaries or abstracts, etc.
7. P araphrase accurately and summarize information from texts in print or in electronic media.
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Subarea III.4 – Writing SkillsThe ELL writes in a variety of forms with increasing ease, accuracy, and complexity to effectively address specific purposes and audiences.A. F ill out a variety of forms, applications, and contracts for everyday life and work purposes by hand or
electronically.
B. Write for a variety of purposes (e.g., reminder lists, notes, email, academic papers and reports, letters or other documents to persuade, complain, or express opinions).
C. Write across a variety of genres (e.g., description, argumentation, fiction, persuasive and workplace).
D. Write using appropriate format and structure for different purposes (e.g., outlines, memos, letters, reports, procedural lists, work-related documents).
E. Use a multi-step process to compose, revise, and edit a variety of texts.
F. Write with logic, organization, and accuracy.
G. C onsider context, audience, and purpose (e.g., reader’s perspective, cultural influence, social norms, etc.) when writing.
H. Acquire vocabulary and grammar knowledge progressively according to student proficiency to build strong mastery of the written English language.
I. Integrate graphics or multimedia to support written compositions or oral presentations.
Level 1: Beginning Language Ability. These ELLs are true beginners and can write isolated words, individual short sentences, and phrases. If their first language used a different orthography, they are in the process of acquiring the Roman alphabet and its organizing conventions. They can also copy familiar words from a source.
1. Write from left to right, top to bottom, and front to back.
2. Write the letters of the English alphabet (upper and lower case).
3. Write words and simple phrases and sentences.
4. Write simple lists of words for specific purposes (e.g., a list of ingredients or a shopping list).
5. Copy/transcribe familiar words from a variety of sources.
6. Use capitalization and punctuation to mark the beginning and end of sentences.
Level 2: Low Beginning Language Ability. These ELLs can write basic phrases and sentences.1. Use pronoun referents correctly across a statement or passage (e.g., “Maria travels with her dog.”).
2. Write using high-frequency words/phrases and short, simple sentences (or even short paragraphs) based primarily on recently practiced, learned, or highly familiar material.
3. Compose simple paragraphs that include a main idea.
4. Write a simple narrative that includes a clear sequence of events.
5. Use basic grammatical agreement and structures with the present tense of regular and irregular verbs.
6. Complete everyday functional forms and applications (e.g., job applications, banking forms, rental agreements, and other contracts).
7. D emonstrate expanded vocabulary knowledge, identify different registers for writing and speaking (e.g., the need to adjust the level of formality with which they write and speak).
Level 3: High Beginning Language Ability. These ELLs can write messages, simple descriptions and brief narratives about familiar topics.
1. Use comparative forms of adjectives and adverbs.
2. Write a simple description or narrative using familiar words and phrases.
3. Write a complete paragraph about a familiar topic.
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4. Demonstrate mastery of conventions of personal correspondence, including different conventions for email or print formats (e.g., addressing an envelope or writing subject lines in an email).
5. Expand vocabulary knowledge and use formal and academic registers (e.g., the need to adjust the level of formality with which they write and speak).
Level 4: Low Intermediate Language Ability. These ELLs can write with an audience in mind and for personal and work-related communication.
1. Write compositions that show consideration of audience and purpose (e.g., work related versus personal correspondence).
2. Write short compositions that show understanding of different genres.
3. Use transition words and phrases appropriately and with correct punctuation (e.g., however, next, then, and after).
4. Understand vocabulary knowledge and show understanding of how idioms, figures of speech, juxtaposed words, and comparisons enrich one’s writing.
5. Use words that are appropriate for informal (colloquial or slang) written discourse or formal written discourse.
6. Engage in all steps of the writing process (e.g., drafting, editing, and publishing) to create a range of short compositions.
7. W rite supporting points or details for a statement, position, or argument on a familiar topic.
8. Recognize word families (e.g., verbs and nouns, adjectives and adverbs, etc.) to develop vocabulary in writing.
Level 5: High Intermediate Language Ability. These ELLs can write about previously discussed topics, use complex transition words, and follow the basic steps of the writing process.
1. Write multi-paragraph compositions that are argumentative or opinion-based and that concern a variety of topics.
2. Write multi-paragraph descriptive and narrative compositions that concern a variety of topics.
3. Use transition words and phrases (e.g., therefore, nevertheless, and in addition) to make writing more complex.
4. Understand of the writing process (e.g., drafting, editing, and publishing) to create longer compositions, whether in print or digital formats.
5. Use a wide range of vocabulary including synonyms, antonyms, precise terminology, and phrasal verbs on a variety of topics.
6. Write increasingly sophisticated multi-paragraph compositions that present information and ideas concisely, logically, and persuasively.
Level 6: Advanced Language Ability. These ELLs can write multi-paragraph compositions with fluency, logic and organization and with an audience in mind, for a variety of purposes (e.g., personal needs, academic assignments, work-related needs, and for civic participation).
1. Write commentaries that summarize and then analyze and evaluate a specific topic.
2. Write outlines and analytic summaries prior to writing a research report.
3. Edit writing to conform to conventions of Standard English, including voice, tense, structure, and grammar, using print and digital aids as needed.
4. Write with increasing fluency and sophistication for different audiences and purposes (e.g., workplace, classroom, and daily life needs).
5. Demonstrate a range of different styles of writing for different purposes.
6. Apply strategies used to influence or entertain audiences (e.g., ethos, pathos, and logos; and humor).
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7. E xplain and extend ideas presented in primary and secondary sources through original analysis, evaluation, and elaboration.
8. Write increasingly complex texts (e.g., newspaper and magazine articles, technical materials, and research reports).
9. Select from a full range of vocabulary choices to express one’s ideas in rich, precise, and flowing language through the use of print or digital reference guides.
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53Texas Workforce Commission
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55Texas Workforce Commission
f
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sN
RS
L1; R
eadi
ng:
NR
S L2
; Rea
ding
:N
RS
L3; R
eadi
ng:
NR
S L4
; Rea
ding
:N
RS
L5; R
eadi
ng:
NR
S L6
Rea
ding
:N
RS
L1;
Read
ing:
In
part
icul
ar, s
tude
nts
at t
his
leve
l are
abl
e to
rec
ogni
ze
and
prod
uce
rhym
ing
wor
ds,
blen
d an
d se
gmen
t on
sets
an
d rh
ymes
, is
olat
e an
d pr
onou
nce
initi
al, m
edia
l, an
d fin
al s
ound
s, a
dd o
r su
bstit
ute
indi
vidu
al s
ound
s,
and
blen
d an
d se
gmen
t sin
gle
sylla
ble
wor
ds.
NR
S L2
; Re
adin
g: T
hey
also
are
abl
e to
iden
tify
and
unde
rsta
nd t
he m
eani
ng o
f th
e m
ost
com
mon
pre
fixes
an
d su
ffixe
s. T
hey
can
read
co
mm
on ir
regu
lar
sigh
t w
ords
. In
divi
dual
s ar
e ab
le
to r
ead
leve
l ap
prop
riat
e te
xts
(e. g
. , t
exts
with
a
Lexi
le M
easu
re o
f bet
wee
n 42
0 –
820)
with
acc
urac
y,
appr
opri
ate
rate
, and
ex
pres
sion
.
NR
S L3
; Re
adin
g:
The
y ar
e ab
le t
o us
e kn
owle
dge
of le
tter
-so
und
corr
espo
nden
ces,
sy
llabi
catio
n pa
tter
ns,
and
root
s an
d af
fixes
to
acc
urat
ely
deco
de
unfa
mili
ar w
ords
.
NR
S L4
; Re
adin
g:
The
y di
spla
y in
crea
sing
fa
cilit
y w
ith a
cade
mic
vo
cabu
lary
and
are
ab
le t
o an
alyz
e th
e im
pact
of a
spe
cific
w
ord
choi
ce o
n m
eani
ng a
nd t
one
in le
vel-a
ppro
pria
te
com
plex
tex
ts.
NR
S L5
; Re
adin
g: T
his
incl
udes
incr
easi
ng
faci
lity
with
aca
dem
ic
voca
bula
ry a
nd
figur
ativ
e la
ngua
ge
in l
evel
-app
ropr
iate
co
mpl
ex t
exts
.
NR
S L6
; Re
adin
g:
Thi
s in
clud
es
incr
easi
ng f
acili
ty w
ith
acad
emic
voc
abul
ary
and
figur
ativ
e la
ngua
ge
suffi
cien
t for
rea
ding
, w
ritin
g, s
peak
ing,
and
lis
teni
ng a
t th
e co
llege
an
d ca
reer
rea
dine
ss
leve
l.
NR
S L1
; Re
adin
g: T
hey
are
able
to
deco
de t
wo-
sylla
ble
wor
ds fo
llow
ing
basi
c pa
tter
ns a
s w
ell a
s re
cogn
ize
com
mon
hig
h fr
eque
ncy
wor
ds b
y si
ght.
NR
S L2
; Re
adin
g: T
hey
are
able
to
dete
rmin
e th
e m
eani
ng o
f wor
ds a
nd
phra
ses
in le
vel-a
ppro
pria
te
com
plex
tex
ts.
NR
S L3
; Re
adin
g: T
hey
are
able
to
dete
rmin
e th
e m
eani
ng o
f wor
ds
and
phra
ses
(e. g
. ,
met
apho
rs a
nd s
imile
s) in
le
vel-
appr
opri
ate
com
plex
te
xts.
NR
S L4
; Re
adin
g:
Indi
vidu
als
are
able
to
mak
e lo
gica
l inf
eren
ces
by o
fferi
ng s
ever
al
piec
es o
f te
xtua
l ev
iden
ce.
NR
S L5
; Re
adin
g: T
his
incl
udes
det
erm
inin
g th
e m
eani
ng o
f sym
bols
an
d ke
y te
rms
used
in
a sp
ecifi
c sc
ient
ific
or
tech
nica
l co
ntex
t.
NR
S L6
; Re
adin
g:
The
y ar
e ab
le t
o an
alyz
e th
e cu
mul
ativ
e im
pact
of
spec
ific
wor
d ch
oice
s on
m
eani
ng a
nd t
one.
NR
S L1
; Re
adin
g: I
ndiv
idua
ls
are
able
to
read
sim
ple
deco
dabl
e te
xts
with
ac
cura
cy,
appr
opri
ate
rate
, an
d ex
pres
sion.
NR
S L2
; Re
adin
g:
Indi
vidu
als
read
y to
exi
t th
is le
vel a
re a
ble
to
dete
rmin
e m
ain
idea
s, a
sk
and
answ
er q
uest
ions
abo
ut
key
deta
ils in
tex
ts a
nd
show
how
tho
se d
etai
ls
supp
ort t
he m
ain
idea
.
NR
S L3
; Re
adin
g:
Indi
vidu
als
read
y to
exi
t th
is le
vel a
re a
ble
to
mak
e lo
gica
l inf
eren
ces,
su
mm
ariz
e ce
ntra
l ide
as
or t
hem
es, a
nd e
xpla
in
how
the
y ar
e su
ppor
ted
by k
ey d
etai
ls.
NR
S L4
; Re
adin
g:
Thi
s in
clud
es c
iting
ev
iden
ce t
o su
ppor
t th
e an
alys
is o
f pr
imar
y an
d se
cond
ary
sour
ces
in h
isto
ry, a
s w
ell
as
anal
ysis
of s
cien
ce a
nd
tech
nica
l tex
ts.
NR
S L5
; Re
adin
g: T
hey
are
able
to
anal
yze
the
cum
ulat
ive
impa
ct o
f sp
ecifi
c w
ord
choi
ces
on m
eani
ng a
nd t
one.
NR
S L6
; Re
adin
g:
Indi
vidu
als
are
able
to
mak
e lo
gica
l an
d w
ell-s
uppo
rted
in
fere
nces
abo
ut t
hose
co
mpl
ex t
exts
. T
hey
are
able
to
sum
mar
ize
the
chal
leng
ing
idea
s,
conc
epts
or
proc
esse
s co
ntai
ned
with
in t
hem
.N
RS
L1;
Read
ing:
The
y ar
e ab
le t
o de
term
ine
the
mea
ning
of w
ords
and
ph
rase
s in
tex
ts w
ith c
lear
an
d ex
plic
it co
ntex
t.
NR
S L2
; Re
adin
g:
Indi
vidu
als
also
are
abl
e to
ex
plai
n ho
w s
peci
fic a
spec
ts
of b
oth
digi
tal a
nd p
rint
ill
ustr
atio
ns c
ontr
ibut
e to
w
hat i
s co
nvey
ed b
y th
e w
ords
of a
tex
t.
NR
S L3
; Re
adin
g: T
hey
are
able
to
expl
ain
even
ts,
proc
edur
es, o
r id
eas
in
hist
oric
al, s
cien
tific,
or
tech
nica
l tex
ts, i
nclu
ding
w
hat h
appe
ned
and
why
.
NR
S L4
; Re
adin
g: T
hey
are
able
to
sum
mar
ize
and
anal
yze
cent
ral
idea
s, i
nclu
ding
how
th
ey a
re c
onve
yed
thro
ugh
part
icul
ar
deta
ils in
the
tex
t.
NR
S L5
; Re
adin
g:
Indi
vidu
als
are
able
to
mak
e lo
gica
l and
wel
l- su
ppor
ted
infe
renc
es
abou
t th
ose
com
plex
te
xts.
NR
S L6
; Re
adin
g:
The
y ar
e ab
le t
o pa
raph
rase
tex
ts
in s
impl
er b
ut s
till
accu
rate
term
s.
56
h s h et o g g e n c vs . t
d i r t u r la e y n es ar o a i e oe r de e kl bl y ga u r et m e l a b n a ce an a
e a
e s t dr a l h s nm nhf .
: Te oh o n r u d
s
: I i u o vs
o on d r , t
n o r t ns ts d c r e
l po : s
d e tg g i: s x r
fi
i h g sl r
y s lg a li e e o
m
g r ny
a f t n t n e s a
i a i n ce e n
An n r a i s ne v e s
hn ii s t
d r dd r rE a h t
e ae a e e a e a g a
/ h s o v d e a e a r
n p e d te ii n ou au d g r t
o ie n se u oy g i
6 R ; R , t r t e
; R
is t o e i x l
ta l qn a o ; Re s i d o
c
c .c a n a au p o r t a ln e6 n s e
a a pc 6 g sl 6 e e t o rr e mg
S L
S L m m s l o ce
f se
er o sei c i e du p e
m
i m et r d d
t ri S L stt ot i na e S L r r m b h n s le
an d s i o e n bi d
o c dR R pe R l of R d
a
L divi
e e a
o i i uuL v dr d
t
t c o
N N d r o n dn h r n v n on i ra t t t a N I t m i d a N t a a a e a s p
s r y
o
yeo tf e c c ceu n s t t o ker o h fi na eh e e x n e r e i eh o cbbl a: : T t i ds :g li ts : o n l a e c f t ig e ti g r
m
r m g a ii g u p fi vl bn lg r n
e a ni i a o n l
Ai p m a und v f s o f
n ee
p id ecm
id
o o
r s d hr iE a a r ar i ce o d e
t/ e o . ae e e a h is e s
y c d r eg e sl w o e
y o t
c n au
n
; R o a n
aa 5 owp g
a
; R r e o
u s ; R e t
e5 l t s w ; R
ht a
e t i
h t
er g
y a ll s ed
u a v n .
du
dr f t 5 i e i d5
S L
S L
S L a r m s s
a
S L l. l l g na b a e ie
an
p o oc m uic lt o ti h si e o p
R R f lu o R divi m w o
t e s
p R e a
e v i r d r
a pL L h eo a
N N o r o r h l h eT i nn ht m p N I c v au t t N a t c t a r su
l d , e gs e a y s e ,
bl t n y r sse
me g t cs nr n m
,i i d e ie nn d n e . sh i e d s
: T
t h n .i o h oh ho d a oo hp s u dn ce o s
s : ze
ts e i o s r il nt c o r t r e cch t p ii : s : T r t
e a u sl r a a t f ee o r i mi ts g x v ug ny t u nd fl w
r a g
e p
n p r t sl g o e en n . n a di , i cr l e a t n eg n s
ar n si i e
A
a a i i o e
e o t dn t e r bld o e sd n w
i a
le ge r v d s
o c c r o e r th n
wd r oE a a ae e e o
a il a g/ p m ho a n ce
f
r
ce o
e a i cei f t e o e o
d a
; R
r n p
e n d d
y i d s v d i
g; R
n nt
d t d ; R
a
g ar l ze t o
m u i o p
en pc a s e nu t i d ul a e m
e t t eul s tl on r e c
a ; Ra u y o4 4 s
er S L l w n du l s
i i4
S L m
r ac ul t ts y a 4 e t
lvg n o l v s a
i e gb a a i m l b o
an
e d o o n c
e a te lr lu n d i fi e
s
l a u rd S L n vn i a il n S L e s
t s ki u d e n sw p t
R R d dk s R l o s R e a i
ho
i a o aL c e l dL a
N N r d c e v n ar divi
f i v u f a nn N n o a
ha w na r n d ri a e a p t o iI i e t q i v N a v fi m an
e y y h y r .se s e t e i dt e nh h ,f n hn h ohs : : Te e oi : T c ap t
ts v ze : T ce ib i si r ww
e
s u r t
rg g g ol y t e ge i o ecr ng r t dn n n li n s
A
sf v
a ti ue ce f sn i i i.d d i od n d r
E a a o oa ar ac/ e e e o d
t o be
ds
h e
; R
c t o
s d a
o a il . e o p ny g
; R
i
; R
n m ; R
e na e t a ec na 3 cer
e t e c du i c le
iv3 io 3 s n 3 e t
v s a
er
sg n
t S L
S L lb eu de
S L l lb p e e
S L b
d e gg e
an
i n nt iii erR R e a w p
f R i de ulL fl R e a
m e a
L o if l nN N r ra N m a r an rh i a a s not
d N a v fi
hsl ts :i g
g r n
n Aid
E a/ e ey gc a ; Ra u 2
er gt S
L
i an RL L N
s, o
on
.t ct d w i xx p o e i e ne t g i h cs n t
h n e t
hn n
a t t n
a
o
o t e en di o ts l o i e t n a
ts : :
onn s i ei e e
t
bl g g g t r s s t
s w na i w mg r n n r e a e an A n u e m ti i s i
e it ed d e a
t
E i r av c ar n ia a n c te i/ e e y a e r e
s
ne e r e xr
r g io h d
d e a hy g
; R
ie t l s b
t hc a ; R s de ieh ou i n t p e n i
cea h mn n n t
1 1 y t
r b e
er , t
ig n l t h
S L
S L e f t o i e
an ve p i etn
au
r c s re , at l p s o
c ee n w t i ti hR R o de p se t x s f xL L v eN W b u e a f
N n e d e i ea i l i a s d b t b d t
57Texas Workforce Commission
:gnid
y/ e ge a
c h aa s ui 6 R
r l g se tt ng n S L
i a RL E L Ar
N
r s , se e st sr g d s en l u
o a b in
. ts e , s r y o
a le t g n e o s o . g l r l am x ,d g d h i l s . d t no i v a e u ss e a
e nn n i x nl e r t t
e t S . ,
Ad . e
s a e .
y a l a
t d s
y a ) e n sr e a it i dl
ng.
l U . g s ls t du n w
a d r rt al a st al l d a n m (
a c r oee
s e p e h c e l e
n a r t
p
ni eh i n a
t
u l i d i
c d t d v
rh t oa i e fi
s e et m c r s o divi
n n
: T s o w n l fh : T dd
il ni ce ( n s se d cu g : I o d i no o ha s sl I as c o
w
e a c e e ts ts : h ta ) a
a in m hri
w m d t s
o c r
o t e un A e r a : r
r t g r t r ng g
y f g i gl e d e a sg r n n n r un i i if l s
s f ha tg n t p
A
c F n n i pn rx a x y i
r ie
t e r t
d d i es d fi s d e o di h lo t h l
E a a t a
s o a s s
o
e t
ou h a ’i a o
v
inc bu r c e o
n e
r c n e
ze h
ae l/ n a n te e e e tl n e n e cb e l
y g
; R ; Re
; R
e g o st bi
; R
r o R v o n o ih tc a d ca u a5 5 5 yl s r , c i y
e a
t o in
y s ts
s p
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o i u g t t ; t tt e a
, s
tn 5 a 5 o a
ar t x e o
a
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ll p mg
S L
S L e rs la m r i g n s
an e t a
S L e e h G S L
y a o tn a a L il m e b m e
onc s nt f u i nr p l a h
o a st r i Sc d e a n r r
R R d R d R p R a o o ti l x ae e e t pL L a
N N b n N d oe t n oha a it a c t d l W x u f f
t N h ut n s e N r n nfi a q n a
ti i , a
ti m
:gnid
y/ ge ae
c h a ; Ra s u 4r il g seng n tt S
L
i a RL E L Ar
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y/ ge
e c h a ; Ra s u 3r il g seti ng n t S L
a
L E L Ar R
N
hs :i ts gl ng r in A d
E a/ e ey gc a ; Ra u 2
er gt S
L
i an RL L N:gnid
y/ ge ae c h a ; Ra s ui 1r l g se nt S
L
i ng ta RL E L Ar
N
58
hsi :l ts gg r A
nn idE e a/ g eyc aa u 6 R
er gt S
L
i an RL L N
o s
g s t
g n ion
n n la s o .i o ud r cih i sy t ts mi ts : : a t r ee x rg g e il e s eh e e d eg r n n s
A
h dn i i s bld d r r
t
a h t
E i , th ia e g r t
/ e o c ru d a e o
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g s ce f n ra ee ra u f5 5 e t o
l o s a o
lv
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LS
L u e h n gb in o
an e no et d i ski R R r d r
d t
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an v nN N n rT a a a e fi m an
hsil ts :g
g r n
n AidE a/ e ey gc a ; Ra u 4
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L
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hs :i gl tsg r n
n AidE a/ e ey gc a ; Ra u 3
er gt S
L
i an RL L N
hs :i gl tsr ngn Aid
E a/ e ey gc a ; Ra u 2
er gt S
L
i an RL L N
hs :il ts gg r nn AidE a/ e ey gc a ; Ra u 1
er gt S
L
i an RL L N
59Texas Workforce Commission
gnitirW
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h r m e d o c a i nh e hu
si ts :: t nl o w s a
g y t s o : T
ny
s ii s i l d rtl : To drc
y c s i a r
(
p n i o e , wgd . eg i d g p gg n r a g t sr x o dn e d n n snn A
i L ce i pai e t s n t i
e rt e g o ind t i e u a l w
in t a
t a e t
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t w h t s
r
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y s .i l e i i
s r b s t
e t )e r r i ra/y gc a ; W
r r l e ye; R
l s t r c
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wo t a l
s a ; W e lh w
i n en v ou pe i t p e at h o e p l
a u u sg r g s. ea v a ; W p v , bi m n1 r 1 b
er
1 1g
S L e d
S L d ei l a a e e
se h t it mm e l e
an
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l g m ar g t
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, sd n ) t g i eo x an s d n ne e h ( y s n i/ o
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ce
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h t d i n n f
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te wn i p x n u a a n al l s ii t u i el l c
A
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um e t l t e
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rm d s i oed e n e ,i e ge o s o i r n c a i r sl or t
c e r n
; Wr
s r r e ,re a
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ce p ng r r r ng v c f y a
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n
i l p
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k
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l l a i e o a ; W n e ita e t p e a
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e o it r S L g r np gi e d n
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lu ii v s l r n e i oh ti im m p h c
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mR o tie l e i
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dn i c i co x t a lf r ic e wr ah f h l l n e vi r xN e h rg l c
N N nw en n n n a ho i t c i i o s e t t i c c o a r e N w t e t o a r f au t
d t i n n
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ms ,s n e , i e ,
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e oe t i i o ia es
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y t s nts
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r s g n p e t tig o c go e d .r n e bp d x oce o ce n lw t h a n vp ae r s vi a la e
a t
ln i ett s e a g i n an ei a i r r et t d o
i l tt o a n
A d i e t
e e a n ee e n ir rm dur e
t o , o i n oe a r o o
ze t o e m e s , ne e n t i
g e
; W n r
o s r s te l
nt n di rrr ahv pp
sr nr f ra ; R
c o i
s a s
l e cka l a ae i t i
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um
t rs a a e o r r
an n ri o a o nh
r m e t n o f x o eu n
a m
divi i
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4 z onc
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n n a r np . su m pti vr i S L ,
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m r n e i m rlu i t rh r c ti o so h tR e R i ms
p i e a eR i h c
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t de oa r mR i e t lic d d o
p t ox aL W
d li f co i x wr gn a t a n rh il an
cnN N n n n f c e N r l o h o b u f
w N w e h rg n ont c i s a cl ao i i o e t a c a l t u t t a t o a f q i c
r o , e. y tst e l s at s in n l d.i h rc a ) nx e i y d o yc oe t l a
o e e t p d s e n e g lt i a , fi s benr o h s h aa t po
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ss e c au : Te ld i ce
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ts : r c ot au p d s w
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An i ri a s t r i in w
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60
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61Texas Workforce Commission
s e s le th r r y e ey c p
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s m
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62
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p x t p T h s heg on f si n t
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63Texas Workforce Commission
o ,’ y d
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tf
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a p i e t fp n/ e d n a
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nglis
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s
Lite
racy
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sN
RS
L1; R
eadi
ng:
NR
S L2
; Rea
ding
:N
RS
L3; R
eadi
ng:
NR
S L4
; Rea
ding
:N
RS
L5; R
eadi
ng:
NR
S L6
Rea
ding
:
NR
S L1
; Spe
akin
g an
d Li
sten
ing:
Indi
vidu
als
read
y to
exi
t th
is le
vel
are
able
to
part
icip
ate
in
conv
ersa
tions
of s
hort
du
ratio
n, c
olla
bora
ting
with
div
erse
par
tner
s an
d gr
oups
, whi
le
resp
ectin
g in
divi
dual
di
ffere
nces
.
NR
S L2
; Spe
akin
g an
d Li
sten
ing:
Indi
vidu
als
read
y to
exi
t th
is le
vel
are
able
to
part
icip
ate
in
a ra
nge
of c
olla
bora
tive
conv
ersa
tions
with
di
vers
e pa
rtne
rs a
nd
grou
ps, r
espe
ctin
g in
divi
dual
diff
eren
ces.
NR
S L3
; Spe
akin
g an
d Li
sten
ing:
Indi
vidu
als
read
y to
exi
t th
is le
vel
are
able
to
part
icip
ate
in
a ra
nge
of c
olla
bora
tive
conv
ersa
tions
with
di
vers
e pa
rtne
rs a
nd
grou
ps, r
espe
ctin
g in
divi
dual
diff
eren
ces.
NR
S L4
; Spe
akin
g an
d Li
sten
ing:
Indi
vidu
als
read
y to
exi
t th
e H
igh
Inte
rmed
iate
leve
l co
llabo
rate
wel
l as
a m
embe
r of
tea
m b
y bu
ildin
g on
oth
ers’
idea
s,
expr
essi
ng t
heir
ow
n cl
earl
y an
d m
aint
aini
ng a
po
sitiv
e at
titud
e.
NR
S L5
; Spe
akin
g an
d Li
sten
ing:
Indi
vidu
als
read
y to
exi
t th
e Lo
w A
dult
Seco
ndar
y le
vel a
re a
ble
to
part
icip
ate
in a
tho
ught
ful,
resp
ectf
ul, a
nd w
ell-
reas
oned
exc
hang
e of
idea
s as
a m
embe
r of
a t
eam
.
NR
S L6
; Spe
akin
g an
d Li
sten
ing:
Indi
vidu
als
read
y to
exi
t th
e H
igh
Adu
lt Se
cond
ary
leve
l de
mon
stra
te fl
exib
ility
, in
tegr
ity,
and
initi
ativ
e w
hen
colla
bora
ting
as
an e
ffect
ive
mem
ber
of
a te
am.
NR
S L1
; Spe
akin
g an
d Li
sten
ing:
Thi
s in
clud
es
follo
win
g ag
reed
upo
n ru
les
for
disc
ussi
on
and
resp
ondi
ng t
o th
e co
mm
ents
of o
ther
s th
roug
h m
ultip
le
exch
ange
s.
NR
S L2
; Spe
akin
g an
d Li
sten
ing:
Thi
s in
clud
es
gain
ing
the
floor
in
resp
ectf
ul w
ay, l
inki
ng
thei
r co
mm
ents
to
the
rem
arks
of o
ther
s, a
nd
expr
essi
ng t
heir
ow
n id
eas,
cle
arly
in li
ght
of
the
disc
ussi
ons.
NR
S L3
; Spe
akin
g an
d Li
sten
ing:
Thi
s in
clud
es d
emon
stra
ting
an u
nder
stan
ding
of
team
wor
k an
d w
orki
ng
wel
l with
oth
ers
by
carr
ying
out
the
ir
assi
gned
rol
es, a
nd
posi
ng a
nd r
espo
ndin
g to
spe
cific
que
stio
ns,
and
mak
ing
com
men
ts
that
con
trib
ute
to
and
elab
orat
e on
the
re
mar
ks o
f oth
ers.
NR
S L4
; Spe
akin
g an
d Li
sten
ing:
Thi
s in
clud
es
follo
win
g th
e ru
les
for
colle
gial
dis
cuss
ions
an
d de
cisi
on-m
akin
g an
d tr
acki
ng p
rogr
ess
tow
ard
spec
ific
goal
s an
d de
adlin
es.
NR
S L5
; Spe
akin
g an
d Li
sten
ing:
As
they
co
llabo
rate
with
pee
rs,
they
are
abl
e to
set
rul
es
for
colle
gial
dis
cuss
ions
and
de
cisi
on-m
akin
g, c
lear
goa
ls
and
dead
lines
.
NR
S L6
; Spe
akin
g an
d Li
sten
ing:
The
y ar
e ab
le t
o m
anag
e th
eir
time
and
othe
r re
sour
ces
wis
ely
in
orde
r to
con
trib
ute
to
the
team
’s ov
erar
chin
g go
al(s
) an
d m
eet
the
agre
ed u
pon
dead
lines
.
NR
S L1
; Spe
akin
g an
d Li
sten
ing:
Indi
vidu
als
are
able
to
desc
ribe
pe
ople
, pla
ces,
thi
ngs,
an
d ev
ents
wit
h re
leva
nt
deta
ils, p
rodu
cing
co
mpl
ete
sent
ence
s w
hen
appr
opri
ate
to t
ask
and
situ
atio
n.
NR
S L2
; Spe
akin
g an
d Li
sten
ing:
Indi
vidu
als
are
able
to
repo
rt o
n a
topi
c or
tex
t or
rec
ount
an
exp
erie
nce,
wit
h ap
prop
riat
e fa
cts,
and
re
leva
nt, d
escr
iptiv
e de
tails
.
NR
S L3
; Spe
akin
g an
d Li
sten
ing:
Indi
vidu
als
are
able
to
repo
rt o
n a
topi
c or
tex
t or
pre
sent
an
opin
ion,
seq
uenc
ing
idea
s lo
gica
lly a
nd p
rovi
ding
ap
prop
riat
e fa
cts,
and
re
leva
nt, d
escr
iptiv
e de
tails
tha
t su
ppor
t th
e m
ain
idea
s or
the
mes
.
NR
S L4
; Spe
akin
g an
d Li
sten
ing:
It a
lso
incl
udes
th
e ab
ility
to
pose
qu
estio
ns t
hat
conn
ect
the
idea
s of
sev
eral
sp
eake
rs a
nd r
espo
nd
to o
ther
s’ q
uest
ions
and
co
mm
ents
wit
h re
leva
nt
evid
ence
and
idea
s.
NR
S L5
; Spe
akin
g an
d Li
sten
ing:
The
y ar
e ab
le t
o pr
opel
the
se c
onve
rsat
ions
fo
rwar
d by
cla
rify
ing,
ve
rify
ing
or c
halle
ngin
g id
eas
that
are
pre
sent
ed,
activ
ely
inco
rpor
atin
g ot
hers
into
the
dis
cuss
ion,
re
spon
ding
tho
ught
fully
to
div
erse
per
spec
tives
, an
d su
mm
ariz
ing
poin
ts o
f ag
reem
ent
and
disa
gree
men
t.
NR
S L6
; Spe
akin
g an
d Li
sten
ing:
Thi
s in
clud
es
the
abili
ty t
o ex
erci
se
lead
ersh
ip, r
esol
ve
confl
icts
as
they
ari
se,
and
pose
and
res
pond
to
que
stio
ns t
hat
rela
te
the
curr
ent
disc
ussi
on
to b
road
er t
hem
es o
r la
rger
idea
s.
64
hsil ts :gg r A
nn idE e a/ g eyc aa u 6 R
er gt S
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65Texas Workforce Commission
egaugnaL
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on
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racy
/Eng
lish
Lan
guag
e A
rts
Lite
racy
/Eng
lish
Lan
guag
e A
rts
Lite
racy
/Eng
lish
Lan
guag
e A
rts
Lite
racy
/Eng
lish
Lan
guag
e A
rts
Lite
racy
/Eng
lish
Lan
guag
e A
rts
Lite
racy
/Eng
lish
Lan
guag
e A
rts
NR
S L1
; Rea
ding
:N
RS
L2; R
eadi
ng:
NR
S L3
; Rea
ding
:N
RS
L4; R
eadi
ng:
NR
S L5
; Rea
ding
:N
RS
L6 R
eadi
ng:
NR
S L4
; Spe
akin
g an
d Li
sten
ing:
Just
as
in
wri
ting,
indi
vidu
als
are
able
to
delin
eate
a
spea
ker’
s ar
gum
ent,
ev
alua
ting
the
soun
dnes
s of
the
rea
soni
ng
and
rele
vanc
e of
the
ev
iden
ce.
NR
S L5
; Spe
akin
g an
d Li
sten
ing:
Indi
vidu
als
adap
t th
eir
spee
ch t
o a
vari
ety
of c
onte
xts
and
task
s, d
emon
stra
ting
a co
mm
and
of fo
rmal
En
glis
h w
hen
indi
cate
d or
app
ropr
iate
.
NR
S L4
; Spe
akin
g an
d Li
sten
ing:
Indi
vidu
als
adap
t th
eir
spee
ch t
o a
vari
ety
of c
onte
xts
and
task
s, d
emon
stra
ting
a co
mm
and
of fo
rmal
En
glis
h w
hen
indi
cate
d or
app
ropr
iate
.
66
Lite
racy
/Eng
lish
Lan
guag
e A
rts
Lite
racy
/Eng
lish
Lan
guag
e A
rts
Lite
racy
/Eng
lish
Lan
guag
e A
rts
Lite
racy
/Eng
lish
Lan
guag
e A
rts
Lite
racy
/Eng
lish
Lan
guag
e A
rts
Lite
racy
/Eng
lish
Lan
guag
e A
rts
NR
S L1
; Rea
ding
:N
RS
L2; R
eadi
ng:
NR
S L3
; Rea
ding
:N
RS
L4; R
eadi
ng:
NR
S L5
; Rea
ding
:N
RS
L6 R
eadi
ng:
NR
S L1
; Lan
guag
e:
Indi
vidu
als
are
able
to
det
erm
ine
the
mea
ning
of u
nkno
wn
and
mul
tiple
- m
eani
ng
wor
ds, b
y ap
plyi
ng t
heir
kn
owle
dge
of fr
eque
ntly
oc
curr
ing
root
s an
d af
fixes
, as
wel
l as
sent
ence
-leve
l con
text
.
NR
S L2
; Lan
guag
e:
The
y ar
e ab
le t
o us
e sp
ellin
g pa
tter
ns a
nd
gene
raliz
atio
ns (e
. g. ,
w
ord
patt
erns
, end
ing
rule
s) in
wri
ting
wor
ds.
NR
S L3
; Lan
guag
e: T
hey
are
able
to
corr
ectly
us
e fr
eque
ntly
con
fuse
d w
ords
(e. g
. , t
o, t
oo,
two;
the
re, t
heir
) an
d sp
ell c
orre
ctly
, co
nsul
ting
refe
renc
es a
s ne
eded
.
NR
S L4
; Lan
guag
e: T
hey
are
able
to
choo
se
lang
uage
tha
t ex
pres
ses
idea
s pr
ecis
ely
and
conc
isel
y, r
ecog
nizi
ng
and
elim
inat
ing
redu
ndan
cy a
nd
wor
dine
ss a
s w
ell a
s m
aint
aini
ng c
onsi
sten
cy
in s
tyle
and
ton
e.
NR
S L5
; Lan
guag
e:
Indi
vidu
als
are
able
to
dete
rmin
e th
e m
eani
ng
of u
nkno
wn
and
mul
tiple
-mea
ning
wor
ds
and
phra
ses
as t
hey
are
used
in le
vel-
appr
opri
ate
com
plex
tex
ts
thro
ugh
cont
ext
clue
s,
know
ledg
e of
affi
xes
and
root
s, a
nd u
se o
f re
fere
nce
mat
eria
ls.
NR
S L6
; Lan
guag
e:
Indi
vidu
als
are
able
to
dete
rmin
e th
e m
eani
ng
of u
nkno
wn
and
mul
tiple
- m
eani
ng w
ords
and
ph
rase
s as
the
y ar
e us
ed
in le
vel-
appr
opri
ate
com
plex
tex
ts t
hrou
gh
cont
ext
clue
s, k
now
ledg
e of
affi
xes
and
root
s, a
nd
use
of r
efer
ence
mat
eria
ls.
NR
S L1
; Lan
guag
e: T
hey
are
able
to
dist
ingu
ish
shad
es o
f mea
ning
am
ong
verb
s (e
. g. ,
look
, gl
ance
, sta
re, g
lare
) an
d ad
ject
ives
diff
erin
g in
in
tens
ity
(e. g
. , la
rge,
gi
gant
ic)
by c
hoos
ing
them
or
actin
g ou
t th
eir
mea
ning
s.
NR
S L2
; Lan
guag
e: In
re
spon
se t
o pr
ompt
s,
they
are
abl
e to
pr
oduc
e, e
xpan
d, a
nd
rear
rang
e si
mpl
e an
d co
mpo
und
sent
ence
s.
NR
S L3
; Lan
guag
e: T
hey
are
able
to
prod
uce
com
plet
e se
nten
ces,
re
cogn
izin
g an
d co
rrec
ting
inap
prop
riat
e fr
agm
ents
and
run
-on
s as
wel
l as
expa
nd,
com
bine
and
red
uce
sent
ence
s fo
r m
eani
ng,
read
er in
tere
st a
nd s
tyle
.
NR
S L4
; Lan
guag
e:
Tho
ugh
erro
rs m
ay b
e pr
esen
t, t
he m
eani
ng o
f th
eir
wri
tten
and
ora
l co
mm
unic
atio
ns is
cle
ar.
NR
S L2
; Lan
guag
e:
Indi
vidu
als
are
able
to
dete
rmin
e th
e m
eani
ng
of u
nkno
wn
and
mul
tiple
- m
eani
ng w
ords
in
leve
l- ap
prop
riat
e co
mpl
ex t
exts
, inc
ludi
ng
acad
emic
wor
ds, b
y ap
plyi
ng t
heir
kno
wle
dge
of r
oots
and
affi
xes,
as
wel
l as
sent
ence
-leve
l co
ntex
t.
NR
S L3
; Lan
guag
e:
Indi
vidu
als
are
able
to
dete
rmin
e th
e m
eani
ng
of u
nkno
wn
and
mul
tiple
- m
eani
ng w
ords
in
leve
l- ap
prop
riat
e co
mpl
ex t
exts
, inc
ludi
ng
acad
emic
wor
ds, b
y ap
plyi
ng t
heir
kno
wle
dge
of r
oots
and
affi
xes,
as
wel
l as
sent
ence
-leve
l co
ntex
t.
NR
S L4
; Lan
guag
e:
Indi
vidu
als
are
able
to
det
erm
ine
the
mea
ning
of u
nkno
wn
and
mul
tiple
- m
eani
ng
wor
ds a
nd p
hras
es a
s th
ey a
re u
sed
in le
vel–
appr
opri
ate
com
plex
te
xts
thro
ugh
cont
ext
clue
s, k
now
ledg
e of
af
fixes
and
roo
ts,
and
use
of r
efer
ence
m
ater
ials
.
67Texas Workforce Commission
Lite
racy
/Eng
lish
Lan
guag
e A
rts
Lite
racy
/Eng
lish
Lan
guag
e A
rts
Lite
racy
/Eng
lish
Lan
guag
e A
rts
Lite
racy
/Eng
lish
Lan
guag
e A
rts
Lite
racy
/Eng
lish
Lan
guag
e A
rts
Lite
racy
/Eng
lish
Lan
guag
e A
rts
NR
S L1
; Rea
ding
:N
RS
L2; R
eadi
ng:
NR
S L3
; Rea
ding
:N
RS
L4; R
eadi
ng:
NR
S L5
; Rea
ding
:N
RS
L6 R
eadi
ng:
NR
S L2
; Lan
guag
e: T
hey
are
able
to
dist
ingu
ish
liter
al fr
om n
on-li
tera
l m
eani
ng o
f wor
ds,
and
shad
es o
f mea
ning
am
ong
rela
ted
wor
ds
that
des
crib
e st
ates
of
min
d or
deg
rees
of
cert
aint
y (e
. g.,
knew
, be
lieve
d, w
onde
red,
su
spec
ted)
.
NR
S L3
; Lan
guag
e:
Indi
vidu
als
are
able
to
inte
rpre
t fig
urat
ive
lang
uage
, Inc
ludi
ng
sim
iles
and
met
apho
rs.
NR
S L2
; Lan
guag
e: T
hey
are
able
to
dem
onst
rate
un
ders
tand
ing
of a
nd u
se
gene
ral a
cade
mic
wor
ds
that
sig
nal s
patia
l and
te
mpo
ral r
elat
ions
hips
.
NR
S L3
; Lan
guag
e:
The
y al
so a
re a
ble
to
reco
gniz
e an
d ex
plai
n th
e m
eani
ng o
f com
mon
id
iom
s, a
dage
s, a
nd
prov
erbs
.N
RS
L3; L
angu
age:
The
y ar
e ab
le t
o de
mon
stra
te
unde
rsta
ndin
g of
and
us
e ge
nera
l aca
dem
ic
wor
ds t
hat
sign
al p
reci
se
actio
ns o
r em
otio
ns (e
. g.
, w
hine
d, s
tam
mer
ed),
sign
al c
ontr
ast
(e. g
. ,
how
ever
, nev
erth
eles
s),
or o
ther
logi
cal
rela
tions
hips
(e. g
. ,
how
ever
, sim
ilarl
y), a
nd
are
basi
c to
a p
artic
ular
to
pic
(e. g
. end
ange
red
whe
n di
scus
sing
ani
mal
pr
eser
vatio
n).
Lite
racy
/Eng
lish
Lan
guag
e A
rts
Lite
racy
/Eng
lish
Lan
guag
e A
rts
Lite
racy
/Eng
lish
Lan
guag
e A
rts
Lite
racy
/Eng
lish
Lan
guag
e A
rts
Lite
racy
/Eng
lish
Lan
guag
e A
rts
Lite
racy
/Eng
lish
Lan
guag
e A
rts
NR
S L1
; Rea
ding
:N
RS
L2; R
eadi
ng:
NR
S L3
; Rea
ding
:N
RS
L4; R
eadi
ng:
NR
S L5
; Rea
ding
:N
RS
L6 R
eadi
ng:
NR
S L1
; Lan
guag
e:
Indi
vidu
als
are
able
to
det
erm
ine
the
mea
ning
of u
nkno
wn
and
mul
tiple
- m
eani
ng
wor
ds, b
y ap
plyi
ng t
heir
kn
owle
dge
of fr
eque
ntly
oc
curr
ing
root
s an
d af
fixes
, as
wel
l as
sent
ence
-leve
l con
text
.
NR
S L2
; Lan
guag
e:
The
y ar
e ab
le t
o us
e sp
ellin
g pa
tter
ns a
nd
gene
raliz
atio
ns (e
. g. ,
w
ord
patt
erns
, end
ing
rule
s) in
wri
ting
wor
ds.
NR
S L3
; Lan
guag
e: T
hey
are
able
to
corr
ectly
us
e fr
eque
ntly
con
fuse
d w
ords
(e. g
. , t
o, t
oo,
two;
the
re, t
heir
) an
d sp
ell c
orre
ctly
, co
nsul
ting
refe
renc
es a
s ne
eded
.
NR
S L4
; Lan
guag
e: T
hey
are
able
to
choo
se
lang
uage
tha
t ex
pres
ses
idea
s pr
ecis
ely
and
conc
isel
y, r
ecog
nizi
ng
and
elim
inat
ing
redu
ndan
cy a
nd
wor
dine
ss a
s w
ell a
s m
aint
aini
ng c
onsi
sten
cy
in s
tyle
and
ton
e.
NR
S L5
; Lan
guag
e:
Indi
vidu
als
are
able
to
dete
rmin
e th
e m
eani
ng
of u
nkno
wn
and
mul
tiple
-mea
ning
wor
ds
and
phra
ses
as t
hey
are
used
in le
vel-
appr
opri
ate
com
plex
tex
ts
thro
ugh
cont
ext
clue
s,
know
ledg
e of
affi
xes
and
root
s, a
nd u
se o
f re
fere
nce
mat
eria
ls.
NR
S L6
; Lan
guag
e:
Indi
vidu
als
are
able
to
dete
rmin
e th
e m
eani
ng
of u
nkno
wn
and
mul
tiple
- m
eani
ng w
ords
and
ph
rase
s as
the
y ar
e us
ed
in le
vel-
appr
opri
ate
com
plex
tex
ts t
hrou
gh
cont
ext
clue
s, k
now
ledg
e of
affi
xes
and
root
s, a
nd
use
of r
efer
ence
mat
eria
ls.
NR
S L1
; Lan
guag
e: T
hey
are
able
to
dist
ingu
ish
shad
es o
f mea
ning
am
ong
verb
s (e
. g. ,
look
, gl
ance
, sta
re, g
lare
) an
d ad
ject
ives
diff
erin
g in
in
tens
ity
(e. g
. , la
rge,
gi
gant
ic)
by c
hoos
ing
them
or
actin
g ou
t th
eir
mea
ning
s.
NR
S L2
; Lan
guag
e: In
re
spon
se t
o pr
ompt
s,
they
are
abl
e to
pr
oduc
e, e
xpan
d, a
nd
rear
rang
e si
mpl
e an
d co
mpo
und
sent
ence
s.
NR
S L3
; Lan
guag
e: T
hey
are
able
to
prod
uce
com
plet
e se
nten
ces,
re
cogn
izin
g an
d co
rrec
ting
inap
prop
riat
e fr
agm
ents
and
run
-on
s as
wel
l as
expa
nd,
com
bine
and
red
uce
sent
ence
s fo
r m
eani
ng,
read
er in
tere
st a
nd s
tyle
.
NR
S L4
; Lan
guag
e:
Tho
ugh
erro
rs m
ay b
e pr
esen
t, t
he m
eani
ng o
f th
eir
wri
tten
and
ora
l co
mm
unic
atio
ns is
cle
ar.
NR
S L2
; Lan
guag
e:
Indi
vidu
als
are
able
to
dete
rmin
e th
e m
eani
ng
of u
nkno
wn
and
mul
tiple
- m
eani
ng w
ords
in
leve
l- ap
prop
riat
e co
mpl
ex t
exts
, inc
ludi
ng
acad
emic
wor
ds, b
y ap
plyi
ng t
heir
kno
wle
dge
of r
oots
and
affi
xes,
as
wel
l as
sent
ence
-leve
l co
ntex
t.
NR
S L3
; Lan
guag
e:
Indi
vidu
als
are
able
to
dete
rmin
e th
e m
eani
ng
of u
nkno
wn
and
mul
tiple
- m
eani
ng w
ords
in
leve
l- ap
prop
riat
e co
mpl
ex t
exts
, inc
ludi
ng
acad
emic
wor
ds, b
y ap
plyi
ng t
heir
kno
wle
dge
of r
oots
and
affi
xes,
as
wel
l as
sent
ence
-leve
l co
ntex
t.
NR
S L4
; Lan
guag
e:
Indi
vidu
als
are
able
to
det
erm
ine
the
mea
ning
of u
nkno
wn
and
mul
tiple
- m
eani
ng
wor
ds a
nd p
hras
es a
s th
ey a
re u
sed
in le
vel–
appr
opri
ate
com
plex
te
xts
thro
ugh
cont
ext
clue
s, k
now
ledg
e of
af
fixes
and
roo
ts,
and
use
of r
efer
ence
m
ater
ials
.
68
secitcarPl acita
mehtae
Mh
T NR
S L1
;M
athe
mat
ics
NR
S L2
;M
athe
mat
ics
NR
S L3
;M
athe
mat
ics
NR
S L4
;M
athe
mat
ics
NR
S L5
;M
athe
mat
ics
NR
S L6
;M
athe
mat
ics
NR
S L1
; The
Mat
hem
atic
al P
ract
ices
:N
RS
L2; T
heM
athe
mat
ical
Pra
ctic
es:
NR
S L3
; The
Mat
hem
atic
al P
ract
ices
:N
RS
L4; T
heM
athe
mat
ical
Pra
ctic
es:
NR
S L5
; The
Mat
hem
atic
al P
ract
ices
:N
RS
L6; T
heM
athe
mat
ical
Pra
ctic
es:
NR
S L1
; The
Mat
hem
atic
al P
ract
ices
: St
uden
ts p
repa
red
to
exit
this
leve
l are
abl
e to
dec
iphe
r a
sim
ple
prob
lem
pre
sent
ed in
a
cont
ext
and
reas
on a
bout
an
d ap
ply
corr
ect
unit
s to
th
e re
sult
s.
NR
S L2
; The
Mat
hem
atic
al P
ract
ices
: St
uden
ts p
repa
red
to
exit
this
leve
l are
abl
e to
dec
iphe
r tw
o-st
ep
prob
lem
s pr
esen
ted
in
a co
ntex
t, v
isua
lizin
g a
situ
atio
n us
ing
diag
ram
s or
ske
tche
s, a
nd
reas
onin
g ab
out
and
appl
ying
the
cor
rect
uni
ts
and
the
prop
er d
egre
e of
pr
ecis
ion
to t
he r
esul
ts.
NR
S L3
; The
Mat
hem
atic
al P
ract
ices
: St
uden
ts p
repa
red
to
exit
this
leve
l are
abl
e to
dec
iphe
r m
ulti
-ste
p pr
oble
ms
pres
ente
d in
a
cont
ext
and
reas
on a
bout
an
d ap
ply
the
corr
ect
unit
s an
d th
e pr
oper
de
gree
of p
reci
sion
to
the
resu
lts.
NR
S L4
; The
Mat
hem
atic
al P
ract
ices
: St
uden
ts p
repa
red
to e
xit
this
leve
l are
abl
e to
thi
nk
criti
cally
, det
erm
ine
an
effic
ient
str
ateg
y (fr
om
amon
g m
ultip
le p
ossi
ble
stra
tegi
es)
for
solv
ing
a m
ulti
-ste
p pr
oble
m,
and
pers
ever
e in
sol
ving
ch
alle
ngin
g pr
oble
ms.
NR
S L5
; The
Mat
hem
atic
al P
ract
ices
: St
uden
ts p
repa
red
to e
xit
this
leve
l are
abl
e to
thi
nk
criti
cally
, det
erm
ine
an
effic
ient
str
ateg
y (fr
om
amon
g m
ultip
le p
ossi
ble
stra
tegi
es)
for
solv
ing
a m
ulti
-ste
p pr
oble
m,
and
pers
ever
e in
sol
ving
ch
alle
ngin
g pr
oble
ms.
NR
S L6
; The
Mat
hem
atic
al P
ract
ices
: St
uden
ts p
repa
red
to e
xit
this
leve
l are
abl
e to
thi
nk
criti
cally
, mak
e as
sum
ptio
ns
base
d on
a s
ituat
ion,
sel
ect
an e
ffici
ent
stra
tegy
from
m
ultip
le p
ossi
ble
prob
lem
-so
lvin
g st
rate
gies
, pla
n a
solu
tion
path
way
, and
mak
e ad
just
men
ts a
s ne
eded
w
hen
solv
ing
prob
lem
s.
NR
S L1
; The
Mat
hem
atic
al P
ract
ices
: T
hey
can
visu
aliz
e a
situ
atio
n us
ing
man
ipul
ativ
es o
r dr
awin
gs
and
expl
ain
thei
r pr
oces
ses
and
resu
lts
usin
g m
athe
mat
ical
ter
ms
and
sym
bols
app
ropr
iate
fo
r th
e le
vel.
NR
S L2
; The
Mat
hem
atic
al P
ract
ices
: T
hey
can
expl
ain
thei
r pr
oces
ses
and
resu
lts
usin
g m
athe
mat
ical
ter
ms
and
sym
bols
app
ropr
iate
fo
r th
e le
vel a
nd
reco
gniz
e er
rors
in t
he
reas
onin
g of
oth
ers.
NR
S L3
; The
Mat
hem
atic
al P
ract
ices
: T
hey
can
visu
aliz
e a
situ
atio
n us
ing
diag
ram
s or
ske
tche
s, s
ee m
ultip
le
stra
tegi
es fo
r so
lvin
g a
prob
lem
, exp
lain
the
ir
proc
esse
s an
d re
sult
s, a
nd
reco
gniz
e er
rors
in t
he
wor
k an
d re
ason
ing
of
othe
rs.
NR
S L4
; The
Mat
hem
atic
al P
ract
ices
: T
hey
can
expr
ess
them
selv
es u
sing
the
m
athe
mat
ical
ter
ms
and
nota
tion
appr
opri
ate
to
the
leve
l. T
hey
are
able
to
defe
nd t
heir
find
ings
and
cr
itiqu
e th
e re
ason
ing
of
othe
rs.
NR
S L5
; The
Mat
hem
atic
al P
ract
ices
: T
hey
can
reas
on
quan
titat
ivel
y, in
clud
ing
usin
g un
its
as a
way
to
solv
e pr
oble
ms.
NR
S L6
; The
Mat
hem
atic
al P
ract
ices
: T
hey
pers
ever
e in
sol
ving
ch
alle
ngin
g pr
oble
ms,
in
clud
ing
cons
ider
ing
anal
ogou
s, s
impl
er
prob
lem
s as
a w
ay t
o so
lvin
g a
mor
e co
mpl
ex
one.
NR
S L1
; The
Mat
hem
atic
al P
ract
ices
: T
hey
reco
gniz
e er
rors
in
the
wor
k an
d re
ason
ing
of
othe
rs.
NR
S L2
; The
Mat
hem
atic
al P
ract
ices
: T
hey
stra
tegi
cally
sel
ect
and
use
the
appr
opri
ate
tool
s to
aid
in t
heir
w
ork,
suc
h as
pen
cil/
pape
r, m
easu
ring
dev
ices
, m
anip
ulat
ives
, and
/or
calc
ulat
ors.
NR
S L3
; The
Mat
hem
atic
al P
ract
ices
: T
hey
can
expr
ess
them
selv
es u
sing
m
athe
mat
ical
ter
ms
and
nota
tion
appr
opri
ate
for
the
leve
l and
can
st
rate
gica
lly s
elec
t an
d us
e to
ols
to a
id in
the
ir
wor
k, s
uch
as p
enci
l/pa
per,
mea
suri
ngde
vice
s, a
nd/o
r te
chno
logy
.
NR
S L4
; The
Mat
hem
atic
al P
ract
ices
: T
hey
are
accu
rate
in
thei
r ca
lcul
atio
ns a
nd u
se
estim
atio
n st
rate
gies
to
asse
ss t
he r
easo
nabl
enes
s of
the
ir r
esul
ts.
NR
S L5
; The
Mat
hem
atic
al P
ract
ices
: T
hey
are
able
to
defe
nd
thei
r fin
ding
s an
d cr
itiqu
e th
e re
ason
ing
of o
ther
s.
NR
S L6
; The
Mat
hem
atic
al P
ract
ices
: T
hey
can
reas
on
quan
titat
ivel
y, in
clud
ing
thro
ugh
the
use
of u
nits
, an
d ca
n ex
pres
s th
emse
lves
us
ing
the
prec
ise
defin
ition
s an
d m
athe
mat
ical
ter
ms
and
nota
tion
appr
opri
ate
toth
e le
vel.
69Texas Workforce Commission
NR
S L1
;M
athe
mat
ics
NR
S L2
;M
athe
mat
ics
NR
S L3
;M
athe
mat
ics
NR
S L4
;M
athe
mat
ics
NR
S L5
;M
athe
mat
ics
NR
S L6
;M
athe
mat
ics
NR
S L1
; The
Mat
hem
atic
al P
ract
ices
:N
RS
L2; T
heM
athe
mat
ical
Pra
ctic
es:
NR
S L3
; The
Mat
hem
atic
al P
ract
ices
:N
RS
L4; T
heM
athe
mat
ical
Pra
ctic
es:
NR
S L5
; The
Mat
hem
atic
al P
ract
ices
:N
RS
L6; T
heM
athe
mat
ical
Pra
ctic
es:
NR
S L1
; The
Mat
hem
atic
al P
ract
ices
: T
hey
are
able
to
stra
tegi
cally
sel
ect
and
use
appr
opri
ate
tool
s
to a
id in
the
ir w
ork,
su
ch a
s pe
ncil/
pape
r,
mea
suri
ng d
evic
es,
and/
or m
anip
ulat
ives
.
NR
S L2
; The
Mat
hem
atic
al P
ract
ices
: T
hey
are
able
to
see
patt
erns
and
str
uctu
re in
se
ts o
f num
bers
, inc
ludi
ng
in m
ulti
plic
atio
n or
add
itio
n ta
bles
, and
use
tho
se
insi
ghts
to
wor
k m
ore
effic
ient
ly.
NR
S L3
; The
Mat
hem
atic
al P
ract
ices
: T
hey
are
able
to
see
patt
erns
and
str
uctu
re
in s
ets
of n
umbe
rs a
nd
geom
etri
c sh
apes
and
us
e th
ose
insi
ghts
to
wor
k m
ore
effic
ient
ly.
NR
S L4
; The
Mat
hem
atic
al P
ract
ices
: The
y ca
n cr
eate
alg
ebra
ic a
nd g
eom
etri
c m
odel
s an
d us
e th
em t
o an
swer
qu
estio
ns a
nd s
olve
pro
blem
s.
The
y ca
n st
rate
gica
lly s
elec
t an
d us
e to
ols
to a
id in
the
ir w
ork,
su
ch a
s pe
ncil/
pape
r, m
easu
ring
de
vice
s, c
alcu
lato
rs, a
nd/o
r sp
read
shee
ts.
NR
S L5
; The
Mat
hem
atic
al P
ract
ices
: The
y ar
e ac
cura
te in
the
ir c
alcu
latio
ns a
nd
use
esti
mat
ion
stra
tegi
es t
o as
sess
th
e re
ason
able
ness
of t
heir
res
ults
.
NR
S L6
; The
Mat
hem
atic
al P
ract
ices
: T
hey
are
accu
rate
in t
heir
ca
lcul
atio
ns, u
se a
n ap
prop
riat
e le
vel o
f pre
cisi
on in
find
ing
solu
tions
and
rep
orti
ng r
esul
ts,
and
use
esti
mat
ion
stra
tegi
es
to a
sses
s th
e re
ason
able
ness
of
thei
r re
sult
s.
NR
S L1
; The
Mat
hem
atic
al P
ract
ices
: T
hey
can
see
patt
erns
an
d st
ruct
ure
in s
ets
of
num
bers
and
geo
met
ric
shap
es a
nd u
se t
hose
in
sigh
ts t
o w
ork
mor
e ef
ficie
ntly
.
NR
S L4
; The
Mat
hem
atic
al P
ract
ices
: The
y ar
e ab
le t
o se
e pa
tter
ns a
nd
stru
ctur
e in
num
ber
sets
, dat
a,
expr
essi
ons
and
equa
tions
, and
ge
omet
ric
figur
es.
NR
S L5
; The
Mat
hem
atic
al P
ract
ices
: The
y ca
n cr
eate
alg
ebra
ic a
nd g
eom
etri
c m
odel
s an
d us
e th
em t
o an
swer
qu
estio
ns a
nd s
olve
pro
blem
s.
NR
S L6
; The
Mat
hem
atic
al P
ract
ices
: The
y ar
e ab
le t
o m
ake
conj
ectu
res,
us
e lo
gic
to d
efen
d th
eir
conc
lusi
ons,
and
can
det
ect
faul
ty t
hink
ing
and
erro
rs
caus
ed b
y im
prop
er u
se o
f te
chno
logy
.
NR
S L1
;N
RS
L5; T
heM
athe
mat
ical
Pra
ctic
es: T
hey
can
stra
tegi
cally
sel
ect
and
use
tool
s to
ai
d in
the
ir w
ork,
suc
h as
gra
phin
g ca
lcul
ator
s, s
prea
dshe
ets,
and
/or
com
pute
r so
ftw
are.
NR
S L6
; The
Mat
hem
atic
al P
ract
ices
: T
hey
can
crea
te a
lgeb
raic
an
d ge
omet
ric
mod
els
and
use
them
to
answ
er
ques
tions
, int
erpr
et d
ata,
m
ake
pred
ictio
ns, a
nd s
olve
pr
oble
ms.
NR
S L5
; The
Mat
hem
atic
al P
ract
ices
: The
y ar
e ab
le t
o m
ake
gene
raliz
atio
ns b
ased
on
pat
tern
s an
d st
ruct
ure
they
dis
cove
r in
num
ber
sets
, dat
a,
expr
essi
ons
and
equa
tions
, and
ge
omet
ric
figur
es a
nd u
se t
hese
in
sigh
ts t
o w
ork
mor
e ef
ficie
ntly
.
NR
S L6
; The
Mat
hem
atic
al P
ract
ices
: The
y ca
n st
rate
gica
lly s
elec
t an
d us
e to
ols,
suc
h as
mea
suri
ng
devi
ces,
calc
ulat
ors,
spr
eads
heet
s, a
nd/
or c
ompu
ter
soft
war
e, t
o ai
d in
the
ir w
ork.
The
Mat
hem
atic
al P
ract
ices
NR
S L1
;M
athe
mat
ics
NR
S L2
;M
athe
mat
ics
NR
S L3
;M
athe
mat
ics
NR
S L4
;M
athe
mat
ics
NR
S L5
;M
athe
mat
ics
NR
S L6
;M
athe
mat
ics
NR
S L1
; The
Mat
hem
atic
al P
ract
ices
:N
RS
L2; T
heM
athe
mat
ical
Pra
ctic
es:
NR
S L3
; The
Mat
hem
atic
al P
ract
ices
:N
RS
L4; T
heM
athe
mat
ical
Pra
ctic
es:
NR
S L5
; The
Mat
hem
atic
al P
ract
ices
:N
RS
L6; T
heM
athe
mat
ical
Pra
ctic
es:
NR
S L1
; The
Mat
hem
atic
al P
ract
ices
: St
uden
ts p
repa
red
to
exit
this
leve
l are
abl
e to
dec
iphe
r a
sim
ple
prob
lem
pre
sent
ed in
a
cont
ext
and
reas
on a
bout
an
d ap
ply
corr
ect
unit
s to
th
e re
sult
s.
NR
S L2
; The
Mat
hem
atic
al P
ract
ices
: St
uden
ts p
repa
red
to
exit
this
leve
l are
abl
e to
dec
iphe
r tw
o-st
ep
prob
lem
s pr
esen
ted
in
a co
ntex
t, v
isua
lizin
g a
situ
atio
n us
ing
diag
ram
s or
ske
tche
s, a
nd
reas
onin
g ab
out
and
appl
ying
the
cor
rect
uni
ts
and
the
prop
er d
egre
e of
pr
ecis
ion
to t
he r
esul
ts.
NR
S L3
; The
Mat
hem
atic
al P
ract
ices
: St
uden
ts p
repa
red
to
exit
this
leve
l are
abl
e to
dec
iphe
r m
ulti
-ste
p pr
oble
ms
pres
ente
d in
a
cont
ext
and
reas
on a
bout
an
d ap
ply
the
corr
ect
unit
s an
d th
e pr
oper
de
gree
of p
reci
sion
to
the
resu
lts.
NR
S L4
; The
Mat
hem
atic
al P
ract
ices
: St
uden
ts p
repa
red
to e
xit
this
leve
l are
abl
e to
thi
nk
criti
cally
, det
erm
ine
an
effic
ient
str
ateg
y (fr
om
amon
g m
ultip
le p
ossi
ble
stra
tegi
es)
for
solv
ing
a m
ulti
-ste
p pr
oble
m,
and
pers
ever
e in
sol
ving
ch
alle
ngin
g pr
oble
ms.
NR
S L5
; The
Mat
hem
atic
al P
ract
ices
: St
uden
ts p
repa
red
to e
xit
this
leve
l are
abl
e to
thi
nk
criti
cally
, det
erm
ine
an
effic
ient
str
ateg
y (fr
om
amon
g m
ultip
le p
ossi
ble
stra
tegi
es)
for
solv
ing
a m
ulti
-ste
p pr
oble
m,
and
pers
ever
e in
sol
ving
ch
alle
ngin
g pr
oble
ms.
NR
S L6
; The
Mat
hem
atic
al P
ract
ices
: St
uden
ts p
repa
red
to e
xit
this
leve
l are
abl
e to
thi
nk
criti
cally
, mak
e as
sum
ptio
ns
base
d on
a s
ituat
ion,
sel
ect
an e
ffici
ent
stra
tegy
from
m
ultip
le p
ossi
ble
prob
lem
-so
lvin
g st
rate
gies
, pla
n a
solu
tion
path
way
, and
mak
e ad
just
men
ts a
s ne
eded
w
hen
solv
ing
prob
lem
s.
NR
S L1
; The
Mat
hem
atic
al P
ract
ices
: T
hey
can
visu
aliz
e a
situ
atio
n us
ing
man
ipul
ativ
es o
r dr
awin
gs
and
expl
ain
thei
r pr
oces
ses
and
resu
lts
usin
g m
athe
mat
ical
ter
ms
and
sym
bols
app
ropr
iate
fo
r th
e le
vel.
NR
S L2
; The
Mat
hem
atic
al P
ract
ices
: T
hey
can
expl
ain
thei
r pr
oces
ses
and
resu
lts
usin
g m
athe
mat
ical
ter
ms
and
sym
bols
app
ropr
iate
fo
r th
e le
vel a
nd
reco
gniz
e er
rors
in t
he
reas
onin
g of
oth
ers.
NR
S L3
; The
Mat
hem
atic
al P
ract
ices
: T
hey
can
visu
aliz
e a
situ
atio
n us
ing
diag
ram
s or
ske
tche
s, s
ee m
ultip
le
stra
tegi
es fo
r so
lvin
g a
prob
lem
, exp
lain
the
ir
proc
esse
s an
d re
sult
s, a
nd
reco
gniz
e er
rors
in t
he
wor
k an
d re
ason
ing
of
othe
rs.
NR
S L4
; The
Mat
hem
atic
al P
ract
ices
: T
hey
can
expr
ess
them
selv
es u
sing
the
m
athe
mat
ical
ter
ms
and
nota
tion
appr
opri
ate
to
the
leve
l. T
hey
are
able
to
defe
nd t
heir
find
ings
and
cr
itiqu
e th
e re
ason
ing
of
othe
rs.
NR
S L5
; The
Mat
hem
atic
al P
ract
ices
: T
hey
can
reas
on
quan
titat
ivel
y, in
clud
ing
usin
g un
its
as a
way
to
solv
e pr
oble
ms.
NR
S L6
; The
Mat
hem
atic
al P
ract
ices
: T
hey
pers
ever
e in
sol
ving
ch
alle
ngin
g pr
oble
ms,
in
clud
ing
cons
ider
ing
anal
ogou
s, s
impl
er
prob
lem
s as
a w
ay t
o so
lvin
g a
mor
e co
mpl
ex
one.
NR
S L1
; The
Mat
hem
atic
al P
ract
ices
: T
hey
reco
gniz
e er
rors
in
the
wor
k an
d re
ason
ing
of
othe
rs.
NR
S L2
; The
Mat
hem
atic
al P
ract
ices
: T
hey
stra
tegi
cally
sel
ect
and
use
the
appr
opri
ate
tool
s to
aid
in t
heir
w
ork,
suc
h as
pen
cil/
pape
r, m
easu
ring
dev
ices
, m
anip
ulat
ives
, and
/or
calc
ulat
ors.
NR
S L3
; The
Mat
hem
atic
al P
ract
ices
: T
hey
can
expr
ess
them
selv
es u
sing
m
athe
mat
ical
ter
ms
and
nota
tion
appr
opri
ate
for
the
leve
l and
can
st
rate
gica
lly s
elec
t an
d us
e to
ols
to a
id in
the
ir
wor
k, s
uch
as p
enci
l/pa
per,
mea
suri
ngde
vice
s, a
nd/o
r te
chno
logy
.
NR
S L4
; The
Mat
hem
atic
al P
ract
ices
: T
hey
are
accu
rate
in
thei
r ca
lcul
atio
ns a
nd u
se
estim
atio
n st
rate
gies
to
asse
ss t
he r
easo
nabl
enes
s of
the
ir r
esul
ts.
NR
S L5
; The
Mat
hem
atic
al P
ract
ices
: T
hey
are
able
to
defe
nd
thei
r fin
ding
s an
d cr
itiqu
e th
e re
ason
ing
of o
ther
s.
NR
S L6
; The
Mat
hem
atic
al P
ract
ices
: T
hey
can
reas
on
quan
titat
ivel
y, in
clud
ing
thro
ugh
the
use
of u
nits
, an
d ca
n ex
pres
s th
emse
lves
us
ing
the
prec
ise
defin
ition
s an
d m
athe
mat
ical
ter
ms
and
nota
tion
appr
opri
ate
toth
e le
vel.
70
NR
S L1
;M
athe
mat
ics
NR
S L2
;M
athe
mat
ics
NR
S L3
;M
athe
mat
ics
NR
S L4
;M
athe
mat
ics
NR
S L5
;M
athe
mat
ics
NR
S L6
;M
athe
mat
ics
NR
S L1
; The
Mat
hem
atic
al P
ract
ices
:N
RS
L2; T
heM
athe
mat
ical
Pra
ctic
es:
NR
S L3
; The
Mat
hem
atic
al P
ract
ices
:N
RS
L4; T
heM
athe
mat
ical
Pra
ctic
es:
NR
S L5
; The
Mat
hem
atic
al P
ract
ices
:N
RS
L6; T
heM
athe
mat
ical
Pra
ctic
es:
NR
S L6
; The
Mat
hem
atic
al P
ract
ices
: T
hey
are
able
to
see
patt
erns
and
str
uctu
re in
ca
lcul
atio
ns, e
xpre
ssio
ns,
and
equa
tions
and
mak
e co
nnec
tions
to
alge
brai
c ge
nera
lizat
ions
, whi
ch
they
use
to
wor
k m
ore
effic
ient
ly.
71Texas Workforce Commission
snoitarep Odn
e a
sner Seb
muN N
RS
L1;
Mat
hem
atic
sN
RS
L2;
Mat
hem
atic
sN
RS
L3;
Mat
hem
atic
sN
RS
L4;
Mat
hem
atic
sN
RS
L5;
Mat
hem
atic
sN
RS
L6;
Mat
hem
atic
s
NR
S L1
; Num
ber
Sens
e an
d O
pera
tions
:N
RS
L2; N
umbe
r Se
nse
and
Ope
ratio
ns:
NR
S L3
; Num
ber
Sens
e an
d O
pera
tions
:N
RS
L4; N
umbe
r Se
nse
and
Ope
ratio
ns:
NR
S L5
; Num
ber
Sens
e an
d O
pera
tions
:N
RS
L6; N
umbe
r Se
nse
and
Ope
ratio
ns:
NR
S L1
; Num
ber
Sens
e an
d O
pera
tions
: Stu
dent
s pr
epar
ed t
o ex
it th
is l
evel
ha
ve a
n un
ders
tand
ing
of w
hole
num
ber
plac
e va
lue
for
tens
and
one
s an
d ar
e ab
le t
o us
e th
eir
unde
rsta
ndin
g of
pla
ce
valu
e to
com
pare
tw
o-
digi
t nu
mbe
rs.
NR
S L2
; Num
ber
Sens
e an
d O
pera
tions
:St
uden
ts p
repa
red
to e
xit
this
leve
l und
erst
and
plac
e va
lue
for
who
le n
umbe
rs
to 1
000
and
can
use
that
un
ders
tand
ing
to r
ead,
w
rite
, cou
nt, c
ompa
re,
and
roun
d th
ree-
digi
t w
hole
num
bers
to
the
near
est
10 o
r 10
0.
NR
S L3
; Num
ber
Sens
e an
d O
pera
tions
:St
uden
ts p
repa
red
to e
xit
this
leve
l un
ders
tand
pla
ce v
alue
fo
r bo
th m
ulti
-dig
it w
hole
nu
mbe
rs a
nd d
ecim
als
to
thou
sand
ths,
and
use
the
ir
unde
rsta
ndin
g to
rea
d,
wri
te, c
ompa
re, a
nd r
ound
de
cim
als.
NR
S L4
; Num
ber
Sens
e an
d O
pera
tions
: Stu
dent
s pr
epar
ed t
o ex
it th
is l
evel
ha
ve a
n un
ders
tand
ing
of t
he r
atio
nal n
umbe
r sy
stem
, inc
ludi
ng h
ow
ratio
nal n
umbe
rs c
an
be r
epre
sent
ed o
n a
nu
mbe
r lin
e an
d pa
irs
of r
atio
nal n
umbe
rs c
an
be r
epre
sent
ed o
n a
coor
dina
te p
lane
.
NR
S L5
; Num
ber
Sens
e an
d O
pera
tions
: Stu
dent
s pr
epar
ed t
o ex
it th
is
leve
l can
rea
son
abou
t an
d so
lve
real
-wor
ld a
nd
mat
hem
atic
al p
robl
ems
that
invo
lve
the
four
op
erat
ions
wit
h ra
tiona
l nu
mbe
rs.
NR
S L6
; Num
ber
Sens
e an
d O
pera
tions
: Stu
dent
s pr
epar
ed t
o ex
it th
is le
vel
have
ext
ende
d th
eir
num
ber
sens
e to
incl
ude
irra
tiona
l nu
mbe
rs, r
adic
als,
and
ra
tiona
l exp
onen
ts a
nd
unde
rsta
nd a
nd u
se t
he s
et
of r
eal n
umbe
rs.
NR
S L1
; Num
ber
Sens
e an
d O
pera
tions
: The
y ar
e ab
le t
o ad
d w
hole
nu
mbe
rs w
ithi
n 10
0 an
d ex
plai
n th
eir
reas
onin
g,e.
g. ,
usi
ng c
oncr
ete
mod
els
or d
raw
ings
and
st
rate
gies
bas
ed o
n pl
ace
valu
e an
d/or
pro
pert
ies
of
oper
atio
ns.
NR
S L2
; Num
ber
Sens
e an
d O
pera
tions
: The
y ar
e ab
le t
o co
mpu
te fl
uent
ly
wit
h al
l fou
r op
erat
ions
w
ith
who
le n
umbe
rs
wit
hin
100.
NR
S L3
; Num
ber
Sens
e an
d O
pera
tions
: The
y ar
e ab
le t
o us
e th
eir
plac
e va
lue
unde
rsta
ndin
g an
d pr
oper
ties
of o
pera
tions
to
flue
ntly
per
form
op
erat
ions
wit
h m
ulti
- di
git
who
le n
umbe
rs a
nd
deci
mal
s.
NR
S L4
; Num
ber
Sens
e an
d O
pera
tions
: The
y ca
n ap
ply
the
conc
ept
of a
bsol
ute
valu
e to
find
ho
rizo
ntal
and
ver
tical
di
stan
ces.
NR
S L5
; Num
ber
Sens
e an
d O
pera
tions
: The
y ca
n ap
ply
the
conc
ept
of a
bsol
ute
valu
e to
de
mon
stra
te o
n a
num
ber
line
thei
r un
ders
tand
ing
of
addi
tion
and
subt
ract
ion
wit
h ne
gativ
e an
d po
sitiv
e ra
tiona
l num
bers
.
NR
S L1
; Num
ber
Sens
e an
d O
pera
tions
: The
y ar
e ab
le t
o ap
ply
thei
r kn
owle
dge
of w
hole
nu
mbe
r ad
ditio
n an
d su
btra
ctio
n to
rep
rese
nt
and
solv
e w
ord
prob
lem
s th
at c
all f
or a
ddit
ion
of
thre
e w
hole
num
bers
w
hose
sum
is le
ss t
han
20
by u
sing
suc
h pr
oble
m-
solv
ing
tool
s as
obje
cts,
dra
win
gs, a
nd/o
r si
mpl
e eq
uatio
ns.
NR
S L2
; Num
ber
Sens
e an
d O
pera
tions
: The
y us
e pl
ace
valu
e an
d pr
oper
ties
of o
pera
tions
to
exp
lain
why
add
itio
n an
d su
btra
ctio
n st
rate
gies
wor
k, a
nd
can
dem
onst
rate
an
unde
rsta
ndin
g of
the
in
vers
e re
latio
nshi
p be
twee
n m
ultip
licat
ion
and
divi
sion
.
NR
S L3
; Num
ber
Sens
e an
d O
pera
tions
: The
y ca
n fin
d co
mm
on fa
ctor
s,
com
mon
mul
tiple
s, a
nd
unde
rsta
nd fr
actio
n co
ncep
ts, i
nclu
ding
fr
actio
n eq
uiva
lenc
e an
d co
mpa
riso
n.
NR
S L4
; Num
ber
Sens
e an
d O
pera
tions
: The
y ar
e ab
le t
o ap
ply
the
prop
ertie
s of
inte
ger
expo
nent
s an
d ev
alua
te,
estim
ate,
and
com
pare
si
mpl
e sq
uare
roo
ts a
nd
cube
roo
ts.
NR
S L5
; Num
ber
Sens
e an
d O
pera
tions
: In
divi
dual
s at
thi
s le
vel c
an
appl
y ra
tio a
nd p
erce
nt
conc
epts
, inc
ludi
ng u
sing
ra
tes
and
prop
ortio
nal
rela
tions
hips
to
solv
e m
ulti
-ste
p re
al-w
orld
and
m
athe
mat
ical
pro
blem
s.
NR
S L1
;M
athe
mat
ics
NR
S L2
;M
athe
mat
ics
NR
S L3
;M
athe
mat
ics
NR
S L4
;M
athe
mat
ics
NR
S L5
;M
athe
mat
ics
NR
S L6
;M
athe
mat
ics
NR
S L1
; The
Mat
hem
atic
al P
ract
ices
:N
RS
L2; T
heM
athe
mat
ical
Pra
ctic
es:
NR
S L3
; The
Mat
hem
atic
al P
ract
ices
:N
RS
L4; T
heM
athe
mat
ical
Pra
ctic
es:
NR
S L5
; The
Mat
hem
atic
al P
ract
ices
:N
RS
L6; T
heM
athe
mat
ical
Pra
ctic
es:
NR
S L6
; The
Mat
hem
atic
al P
ract
ices
: T
hey
are
able
to
see
patt
erns
and
str
uctu
re in
ca
lcul
atio
ns, e
xpre
ssio
ns,
and
equa
tions
and
mak
e co
nnec
tions
to
alge
brai
c ge
nera
lizat
ions
, whi
ch
they
use
to
wor
k m
ore
effic
ient
ly.
72
NR
S L1
;M
athe
mat
ics
NR
S L
2;M
athe
mat
ics
NR
S L
3;M
athe
mat
ics
NR
S L
4;M
athe
mat
ics
NR
S L
5;M
athe
mat
ics
NR
S L
6; M
athe
mat
ics
NR
S L1
; Num
ber
Sens
e an
d O
pera
tions
:N
RS
L2; N
umbe
r Se
nse
and
Ope
ratio
ns:
NR
S L3
; Num
ber
Sens
e an
d O
pera
tions
:N
RS
L4; N
umbe
r Se
nse
and
Ope
ratio
ns:
NR
S L5
; Num
ber
Sens
e an
d O
pera
tions
:N
RS
L6; N
umbe
r Se
nse
and
Ope
ratio
ns:
NR
S L2
; Num
ber
Sens
e an
d O
pera
tions
: The
y ca
n so
lve
one-
and
tw
o-
step
wor
d pr
oble
ms
invo
lvin
g al
l fou
r op
erat
ions
with
in 1
00
and
iden
tify
and
expl
ain
arith
met
ic p
atte
rns.
NR
S L3
; Num
ber
Sens
e an
d O
pera
tions
: The
y ca
n ad
d, s
ubtr
act,
m
ultip
ly a
nd d
ivid
e w
ith
frac
tions
and
mix
ed
num
bers
.
NR
S L4
; Num
ber
Sens
e an
d O
pera
tions
: In
divi
dual
s at
thi
s le
vel a
lso
unde
rsta
nd
ratio
, rat
e, a
nd
perc
ent
conc
epts
, as
wel
l as
prop
ortio
nal
rela
tions
hips
.N
RS
L2; N
umbe
r Se
nse
and
Ope
ratio
ns: T
hey
have
an
unde
rsta
ndin
g of
frac
tions
, esp
ecia
lly
unit
frac
tions
, and
ca
n re
pres
ent
sim
ple
frac
tions
on
a nu
mbe
r lin
e.
NR
S L3
; Num
ber
Sens
e an
d O
pera
tions
: T
hey
are
able
to
solv
e m
ulti
- st
ep w
ord
prob
lem
s po
sed
with
w
hole
num
bers
and
fr
actio
ns, u
sing
the
four
op
erat
ions
.N
RS
L2; N
umbe
r Se
nse
and
Ope
ratio
ns: T
hey
unde
rsta
nd a
nd c
an
expl
ain
equi
vale
nce
of
frac
tions
, can
rec
ogni
ze
and
gene
rate
sim
ple
equi
vale
nt fr
actio
ns,
and
can
com
pare
tw
o fr
actio
ns w
ith
the
sam
e nu
mer
ator
or
den
omin
ator
by
reas
onin
g ab
out
thei
r si
ze.
NR
S L3
; Num
ber
Sens
e an
d O
pera
tions
: T
hey
also
hav
e an
un
ders
tand
ing
of r
atio
co
ncep
ts a
nd c
an
use
ratio
lang
uage
to
desc
ribe
a r
elat
ions
hip
betw
een
two
quan
titie
s,
incl
udin
g th
e co
ncep
t of
a u
nit
rate
ass
ocia
ted
with
a r
atio
.
73Texas Workforce Commission
gink
inh Tciarbegl
A NR
S L1
;M
athe
mat
ics
NR
S L2
;M
athe
mat
ics
NR
S L3
;M
athe
mat
ics
NR
S L4
;M
athe
mat
ics
NR
S L5
;M
athe
mat
ics
NR
S L6
; M
athe
mat
ics
NR
S L1
; Alg
ebra
ic
Thi
nkin
g:N
RS
L2; A
lgeb
raic
T
hink
ing:
NR
S L3
; Alg
ebra
ic
Thi
nkin
g:N
RS
L4; A
lgeb
raic
T
hink
ing:
NR
S L5
; Alg
ebra
ic
Thi
nkin
g:N
RS
L6; A
lgeb
raic
T
hink
ing:
NR
S L1
; Alg
ebra
ic
Thi
nkin
g: S
tude
nts
prep
ared
to
exit
this
le
vel u
nder
stan
d an
d ap
ply
the
prop
ertie
s of
ope
ratio
ns t
o ad
ditio
n an
d su
btra
ctio
n pr
oble
ms.
NR
S L2
; Alg
ebra
ic
Thi
nkin
g: S
tude
nts
prep
ared
to
exit
this
lev
el a
pply
the
pr
oper
ties
of o
pera
tions
to
mul
tiplic
atio
n an
d di
visi
on o
f who
le
num
bers
.
NR
S L3
; Alg
ebra
ic
Thi
nkin
g: S
tude
nts
prep
ared
to
exit
this
leve
l are
abl
e to
app
ly a
nd e
xten
d th
eir
unde
rsta
ndin
g of
ar
ithm
etic
to
alge
brai
c ex
pres
sion
s, u
sing
a
sym
bol t
o re
pres
ent
an
unkn
own
valu
e.
NR
S L4
; Alg
ebra
ic
Thi
nkin
g: S
tude
nts
prep
ared
to
exit
this
le
vel u
nder
stan
d th
e co
nnec
tions
be
twee
n pr
opor
tiona
l re
latio
nshi
ps, l
ines
, and
lin
ear
equa
tions
.
NR
S L5
; Alg
ebra
ic
Thi
nkin
g: S
tude
nts
prep
ared
to
exit
this
le
vel a
re a
ble
to u
se
alge
brai
c an
d gr
aphi
cal
repr
esen
tatio
ns t
o so
lve
real
-wor
ld
and
mat
hem
atic
al
prob
lem
s, in
volv
ing
linea
r eq
uatio
ns,
ineq
ualit
ies,
and
pai
rs
of s
imul
tane
ous
linea
r eq
uatio
ns.
NR
S L6
; Alg
ebra
ic
Thi
nkin
g: S
tude
nts
prep
ared
to
exit
this
leve
l un
ders
tand
the
str
uctu
re
of e
xpre
ssio
ns a
nd c
an u
se
that
str
uctu
re t
o re
wri
te
linea
r, ex
pone
ntia
l, an
d qu
adra
tic e
xpre
ssio
ns.
NR
S L1
; Alg
ebra
ic
Thi
nkin
g: T
hey
unde
rsta
nd t
he
rela
tions
hip
betw
een
the
two
oper
atio
ns a
nd c
an
dete
rmin
e th
e un
know
n nu
mbe
r in
add
ition
or
subt
ract
ion
equa
tions
.
NR
S L2
; Alg
ebra
ic
Thi
nkin
g: T
hey
unde
rsta
nd t
he
rela
tions
hip
betw
een
mul
tiplic
atio
n an
d di
visi
on a
nd c
an
dete
rmin
e th
e un
know
n nu
mbe
r in
mul
tiplic
atio
n or
div
isio
n eq
uatio
ns.
NR
S L3
; Alg
ebra
ic
Thi
nkin
g: T
hey
can
wri
te, e
valu
ate,
and
in
terp
ret
expr
essi
ons
and
equa
tions
, inc
ludi
ng
expr
essi
ons
that
ari
se
from
form
ulas
use
d in
re
al-w
orld
pro
blem
s.
NR
S L4
; Alg
ebra
ic
Thi
nkin
g: T
hey
unde
rsta
nd n
umer
ical
an
d al
gebr
aic
expr
essi
ons,
and
eq
uatio
ns a
nd a
re
able
to
use
them
to
solv
e re
al-w
orld
and
m
athe
mat
ical
pro
blem
s.
NR
S L5
; Alg
ebra
ic
Thi
nkin
g: In
divi
dual
s at
thi
s le
vel a
re a
ble
to u
se li
near
func
tions
to
des
crib
e, a
naly
ze,
and
mod
el li
near
re
latio
nshi
ps b
etw
een
quan
titie
s.
NR
S L6
; Alg
ebra
ic
Thi
nkin
g: T
hey
can
add,
su
btra
ct, a
nd m
ultip
ly
poly
nom
ials
tha
t in
volv
e lin
ear
and/
or q
uadr
atic
ex
pres
sion
s.
NR
S L3
; Alg
ebra
ic
Thi
nkin
g: T
hey
can
solv
e re
al-w
orld
and
m
athe
mat
ical
pro
blem
s by
wri
ting
and
solv
ing
sim
ple
one-
vari
able
eq
uatio
ns a
nd w
rite
a
sim
ple
ineq
ualit
y th
at
repr
esen
ts a
con
stra
int
or c
ondi
tion
in a
rea
l- w
orld
or
mat
hem
atic
al
prob
lem
.
NR
S L4
; Alg
ebra
ic
Thi
nkin
g: T
hey
are
able
to
ana
lyze
and
sol
ve
linea
r eq
uatio
ns a
nd
pair
s of
sim
ulta
neou
s lin
ear
equa
tions
.
NR
S L6
; Alg
ebra
ic
Thi
nkin
g: T
hey
are
also
ab
le t
o cr
eate
line
ar
equa
tions
and
ineq
ualit
ies
and
quad
ratic
and
sim
ple
expo
nent
ial e
quat
ions
to
repr
esen
t re
latio
nshi
ps
betw
een
quan
titie
s an
d ca
n re
pres
ent
cons
trai
nts
by li
near
equ
atio
ns o
r in
equa
litie
s, o
r by
sys
tem
s of
line
ar e
quat
ions
and
/or
ineq
ualit
ies.
NR
S L1
;M
athe
mat
ics
NR
S L
2;M
athe
mat
ics
NR
S L
3;M
athe
mat
ics
NR
S L
4;M
athe
mat
ics
NR
S L
5;M
athe
mat
ics
NR
S L
6; M
athe
mat
ics
NR
S L1
; Num
ber
Sens
e an
d O
pera
tions
:N
RS
L2; N
umbe
r Se
nse
and
Ope
ratio
ns:
NR
S L3
; Num
ber
Sens
e an
d O
pera
tions
:N
RS
L4; N
umbe
r Se
nse
and
Ope
ratio
ns:
NR
S L5
; Num
ber
Sens
e an
d O
pera
tions
:N
RS
L6; N
umbe
r Se
nse
and
Ope
ratio
ns:
NR
S L2
; Num
ber
Sens
e an
d O
pera
tions
: The
y ca
n so
lve
one-
and
tw
o-
step
wor
d pr
oble
ms
invo
lvin
g al
l fou
r op
erat
ions
with
in 1
00
and
iden
tify
and
expl
ain
arith
met
ic p
atte
rns.
NR
S L3
; Num
ber
Sens
e an
d O
pera
tions
: The
y ca
n ad
d, s
ubtr
act,
m
ultip
ly a
nd d
ivid
e w
ith
frac
tions
and
mix
ed
num
bers
.
NR
S L4
; Num
ber
Sens
e an
d O
pera
tions
: In
divi
dual
s at
thi
s le
vel a
lso
unde
rsta
nd
ratio
, rat
e, a
nd
perc
ent
conc
epts
, as
wel
l as
prop
ortio
nal
rela
tions
hips
.N
RS
L2; N
umbe
r Se
nse
and
Ope
ratio
ns: T
hey
have
an
unde
rsta
ndin
g of
frac
tions
, esp
ecia
lly
unit
frac
tions
, and
ca
n re
pres
ent
sim
ple
frac
tions
on
a nu
mbe
r lin
e.
NR
S L3
; Num
ber
Sens
e an
d O
pera
tions
: T
hey
are
able
to
solv
e m
ulti
- st
ep w
ord
prob
lem
s po
sed
with
w
hole
num
bers
and
fr
actio
ns, u
sing
the
four
op
erat
ions
.N
RS
L2; N
umbe
r Se
nse
and
Ope
ratio
ns: T
hey
unde
rsta
nd a
nd c
an
expl
ain
equi
vale
nce
of
frac
tions
, can
rec
ogni
ze
and
gene
rate
sim
ple
equi
vale
nt fr
actio
ns,
and
can
com
pare
tw
o fr
actio
ns w
ith
the
sam
e nu
mer
ator
or
den
omin
ator
by
reas
onin
g ab
out
thei
r si
ze.
NR
S L3
; Num
ber
Sens
e an
d O
pera
tions
: T
hey
also
hav
e an
un
ders
tand
ing
of r
atio
co
ncep
ts a
nd c
an
use
ratio
lang
uage
to
desc
ribe
a r
elat
ions
hip
betw
een
two
quan
titie
s,
incl
udin
g th
e co
ncep
t of
a u
nit
rate
ass
ocia
ted
with
a r
atio
.
74
NR
S L1
;M
athe
mat
ics
NR
S L2
;M
athe
mat
ics
NR
S L3
;M
athe
mat
ics
NR
S L4
;M
athe
mat
ics
NR
S L5
;M
athe
mat
ics
NR
S L6
; M
athe
mat
ics
NR
S L1
; Alg
ebra
ic
Thi
nkin
g:N
RS
L2; A
lgeb
raic
T
hink
ing:
NR
S L3
; Alg
ebra
ic
Thi
nkin
g:N
RS
L4; A
lgeb
raic
T
hink
ing:
NR
S L5
; Alg
ebra
ic
Thi
nkin
g:N
RS
L6; A
lgeb
raic
Thi
nkin
g:
NR
S L3
; Alg
ebra
ic
Thi
nkin
g: T
hey
can
repr
esen
t an
d an
alyz
e qu
antit
ativ
e re
latio
nshi
ps
betw
een
depe
nden
t an
d in
depe
nden
t va
riab
les.
NR
S L4
; Alg
ebra
ic
Thi
nkin
g: In
divi
dual
s at
thi
s le
vel a
re a
ble
to d
efine
, int
erpr
et,
and
com
pare
line
ar
func
tions
.
NR
S L6
; Alg
ebra
ic T
hink
ing:
T
hey
can
inte
rpre
t th
e st
ruct
ure
of p
olyn
omia
l and
ra
tiona
l exp
ress
ions
and
use
th
at s
truc
ture
to
iden
tify
way
s to
rew
rite
and
ope
rate
ac
cura
tely
with
the
m.
NR
S L6
; Alg
ebra
ic T
hink
ing:
T
hey
can
add,
sub
trac
t, a
nd
mul
tiply
pol
ynom
ials
tha
t ex
tend
bey
ond
quad
ratic
s.N
RS
L6; A
lgeb
raic
Thi
nkin
g:
The
y ar
e ab
le t
o re
arra
nge
form
ulas
to
high
light
a q
uant
ity
of in
tere
st, f
or e
xam
ple
rear
rang
ing
Ohm
’s la
w, V
= IR
, to
hig
hlig
ht r
esis
tanc
e R
.N
RS
L6; A
lgeb
raic
Thi
nkin
g:
The
y ar
e al
so a
ble
to c
reat
e eq
uatio
ns a
nd in
equa
litie
s re
pres
entin
g re
latio
nshi
ps
betw
een
quan
titie
s, in
clud
ing
thos
e th
at e
xten
d be
yond
eq
uatio
ns o
r in
equa
litie
s ar
isin
g fr
om li
near
, qua
drat
ic,
and
sim
ple
expo
nent
ial
func
tions
to
incl
ude
thos
e ar
isin
g fr
om s
impl
e ra
tiona
l fu
nctio
ns.
NR
S L6
; Alg
ebra
ic T
hink
ing:
T
hey
are
able
to
use
thes
e eq
uatio
ns/in
equa
litie
s to
sol
ve
prob
lem
s bo
th a
lgeb
raic
ally
an
d gr
aphi
cally
.
75Texas Workforce Commission
NR
S L1
;M
athe
mat
ics
NR
S L2
;M
athe
mat
ics
NR
S L3
;M
athe
mat
ics
NR
S L4
;M
athe
mat
ics
NR
S L5
;M
athe
mat
ics
NR
S L6
; M
athe
mat
ics
NR
S L1
; Alg
ebra
ic
Thi
nkin
g:N
RS
L2; A
lgeb
raic
T
hink
ing:
NR
S L3
; Alg
ebra
ic
Thi
nkin
g:N
RS
L4; A
lgeb
raic
T
hink
ing:
NR
S L5
; Alg
ebra
ic
Thi
nkin
g:N
RS
L6; A
lgeb
raic
Thi
nkin
g:
NR
S L6
; Alg
ebra
ic T
hink
ing:
The
y ca
n so
lve
linea
r eq
uatio
ns a
nd
ineq
ualit
ies;
sys
tem
s of
line
ar
equa
tions
; qua
drat
ic, s
impl
e ra
tiona
l, an
d ra
dica
l equ
atio
ns in
on
e va
riab
le; a
nd r
ecog
nize
how
an
d w
hen
extr
aneo
us s
olut
ions
m
ay a
rise
.N
RS
L6; A
lgeb
raic
Thi
nkin
g:
Stud
ents
pre
pare
d to
exi
t th
is le
vel a
lso
have
a b
asic
un
ders
tand
ing
of fu
nctio
ns, c
an
use
func
tion
nota
tion
prop
erly
, an
d us
e su
ch n
otat
ion
to w
rite
a
func
tion
desc
ribi
ng a
rel
atio
nshi
p be
twee
n tw
o qu
antit
ies.
NR
S L6
; Alg
ebra
ic T
hink
ing:
The
y ar
e ab
le t
o ev
alua
te fu
nctio
ns
for
inpu
ts in
the
ir d
omai
ns a
nd
inte
rpre
t lin
ear,
quad
ratic
, and
ex
pone
ntia
l fun
ctio
ns t
hat
aris
e in
app
licat
ions
in t
erm
s of
the
co
ntex
t.N
RS
L6; A
lgeb
raic
Thi
nkin
g: T
hey
are
able
to
cons
truc
t, g
raph
, co
mpa
re, a
nd in
terp
ret
func
tions
(in
clud
ing,
but
not
lim
ited
to,
linea
r, qu
adra
tic, a
nd e
xpon
entia
l).N
RS
L6; A
lgeb
raic
Thi
nkin
g: T
hey
can
sket
ch g
raph
s gi
ven
a ve
rbal
de
scri
ptio
n of
the
rel
atio
nshi
p an
d id
entif
y an
d in
terp
ret
key
feat
ures
of
the
gra
phs
of fu
nctio
ns t
hat
aris
e in
app
licat
ions
in
a co
ntex
t.
76
NR
S L1
;M
athe
mat
ics
NR
S L2
;M
athe
mat
ics
NR
S L3
;M
athe
mat
ics
NR
S L4
;M
athe
mat
ics
NR
S L5
;M
athe
mat
ics
NR
S L6
; M
athe
mat
ics
NR
S L1
; Alg
ebra
ic
Thi
nkin
g:N
RS
L2; A
lgeb
raic
T
hink
ing:
NR
S L3
; Alg
ebra
ic
Thi
nkin
g:N
RS
L4; A
lgeb
raic
T
hink
ing:
NR
S L5
; Alg
ebra
ic
Thi
nkin
g:N
RS
L6; A
lgeb
raic
T
hink
ing:
NR
S L6
; Alg
ebra
ic
Thi
nkin
g: T
hey
are
able
to
sele
ct o
r de
fine
a fu
nctio
n th
at a
ppro
pria
tely
mod
els
a re
latio
nshi
p an
d to
co
mpa
re p
rope
rtie
s of
tw
o fu
nctio
ns e
ach
repr
esen
ted
in a
diff
eren
t w
ay (a
lgeb
raic
ally
, gr
aphi
cally
, num
eric
ally
in
tab
les,
or
by v
erba
l de
scri
ptio
n).
77Texas Workforce Commission
tnm
eerusae
M dn ayrt
me
eoG N
RS
L1;
Mat
hem
atic
sN
RS
L2;
Mat
hem
atic
sN
RS
L3;
Mat
hem
atic
sN
RS
L4;
Mat
hem
atic
sN
RS
L5;
Mat
hem
atic
sN
RS
L6;
Mat
hem
atic
sN
RS
L1; G
eom
etry
and
M
easu
rem
ent:
NR
S L2
; Geo
met
ry a
nd
Mea
sure
men
t:N
RS
L3; G
eom
etry
and
M
easu
rem
ent:
NR
S L4
; Geo
met
ry:
NR
S L5
; Geo
met
ry:
NR
S L6
; Geo
met
ry:
NR
S L1
; Geo
met
ry a
nd
Mea
sure
men
t: St
uden
ts
prep
ared
to
exit
this
le
vel c
an a
naly
ze a
nd
com
pare
2-d
imen
sion
al
and
3-di
men
sion
al s
hape
s ba
sed
on t
heir
att
ribu
tes,
su
ch a
s th
eir
shap
e, s
ize,
or
ient
atio
n, t
he n
umbe
r of
sid
es a
nd/o
r ve
rtic
es
(ang
les)
, or
the
leng
ths
of
thei
r si
des.
NR
S L2
; Geo
met
ry a
nd
Mea
sure
men
t: St
uden
ts
prep
ared
to
exit
this
le
vel a
re a
ble
to r
easo
n ab
out
geom
etri
c sh
apes
an
d th
eir
attr
ibut
es.
NR
S L3
; Geo
met
ry
and
Mea
sure
men
t: St
uden
ts p
repa
red
to
exit
this
lev
el h
ave
a ba
sic
unde
rsta
ndin
g of
th
e co
ordi
nate
pla
ne
and
can
plot
poi
nts
(i.
e. ,
orde
red
pair
s) a
nd
plac
e po
lygo
ns in
the
co
ordi
nate
pla
ne t
o so
lve
real
-wor
ld a
nd
mat
hem
atic
al p
robl
ems.
NR
S L4
; Geo
met
ry:
Stud
ents
pre
pare
d to
exi
t th
is le
vel c
an
solv
e re
al-
wor
ld
and
mat
hem
atic
al
prob
lem
s th
at in
volv
e an
gle
mea
sure
, ci
rcum
fere
nce,
and
are
a of
2-d
imen
sion
al fi
gure
s.
NR
S L5
; Geo
met
ry:
Stud
ents
pre
pare
d to
exi
t th
is le
vel c
an
solv
e re
al-
wor
ld a
nd
mat
hem
atic
al p
robl
ems
that
invo
lve
volu
me
and
surf
ace
area
of
3-di
men
sion
al g
eom
etri
c fig
ures
.
NR
S L6
; Geo
met
ry:
Stud
ents
pre
pare
d to
exi
t th
is le
vel
can
solv
e pr
oble
ms
invo
lvin
g si
mila
rity
and
co
ngru
ence
cri
teri
a fo
r tr
iang
les
and
use
volu
me
form
ulas
for
cylin
ders
, pyr
amid
s,
cone
s, a
nd s
pher
es t
o so
lve
prob
lem
s.
NR
S L1
; Geo
met
ry a
nd
Mea
sure
men
t: T
hey
can
reas
on w
ith t
wo-
di
men
sion
al s
hape
s (e
. g.
, qua
drila
tera
ls a
nd h
alf-
and
quar
ter-
circ
les)
and
w
ith t
hree
-dim
ensi
onal
sh
apes
(e. g
. , r
ight
pri
sms,
co
nes,
and
cyl
inde
rs)
to
crea
te c
ompo
site
sha
pes.
NR
S L2
; Geo
met
ry
and
Mea
sure
men
t: T
hey
can
dem
onst
rate
an
und
erst
andi
ng t
hat
diffe
rent
sha
pes
mig
ht
shar
e co
mm
on a
ttri
bute
s (e
. g. ,
four
sid
es)
and
can
com
pare
and
cl
assi
fy t
wo-
dim
ensi
onal
sh
apes
, par
ticul
arly
qu
adri
late
rals
.
NR
S L3
; Geo
met
ry a
nd
Mea
sure
men
t: T
hey
can
clas
sify
tw
o-di
men
sion
al
shap
es a
nd u
se fo
rmul
as
to d
eter
min
e th
e ar
ea o
f tw
o-di
men
sion
al s
hape
s su
ch a
s tr
iang
les
and
quad
rila
tera
ls.
NR
S L4
; Geo
met
ry:
The
y ar
e ab
le t
o so
lve
prob
lem
s in
volv
ing
scal
e dr
awin
gs o
f 2-
dim
ensi
onal
ge
omet
ric
figur
es.
The
y un
ders
tand
the
con
cept
s of
con
grue
nce
and
sim
ilari
ty w
ith r
espe
ct t
o 2-
dim
ensi
onal
figu
res.
NR
S L5
; Geo
met
ry:
The
y ca
n us
e in
form
al
argu
men
ts t
o es
tabl
ish
fact
s ab
out
vari
ous
angl
e re
latio
nshi
ps s
uch
as t
he
rela
tions
hips
bet
wee
n an
gles
cre
ated
whe
n pa
ralle
l lin
es a
re c
ut b
y a
tran
sver
sal.
NR
S L6
; Geo
met
ry:
The
y ca
n ap
ply
the
conc
epts
of d
ensi
ty
base
d on
are
a an
d vo
lum
e in
mod
elin
g si
tuat
ions
(e. g
. ,
pers
ons
per
squa
re
mile
, BT
U’s
per
cubi
c fo
ot).
NR
S L1
; Geo
met
ry a
ndM
easu
rem
ent:
The
y ar
eab
le t
o m
easu
re t
hele
ngth
of a
n ob
ject
as
aw
hole
num
ber
of u
nits
,w
hich
are
not
nec
essa
rily
stan
dard
uni
ts, f
orex
ampl
e m
easu
ring
the
leng
th o
f a p
enci
l usi
ng a
pape
r cl
ip a
s th
e le
ngth
unit
.
NR
S L2
; Geo
met
ry a
ndM
easu
rem
ent:
The
y ar
eab
le t
o pa
rtiti
on s
hape
sin
to p
arts
with
equ
alar
eas
and
expr
ess
the
area
of e
ach
part
as
aun
it fr
actio
n of
the
who
le.
NR
S L3
; Geo
met
ry a
ndM
easu
rem
ent:
The
y ca
nde
term
ine
the
surf
ace
area
of t
hree
-di
men
sion
al s
hape
sco
mpo
sed
of r
ecta
ngle
san
d tr
iang
les,
and
find
the
volu
me
of r
ight
rect
angu
lar
pris
ms.
NR
S L4
; Geo
met
ry:
The
yun
ders
tand
the
Pyth
agor
ean
theo
rem
and
can
appl
y it
tode
term
ine
mis
sing
leng
ths
in r
ight
tri
angl
es.
NR
S L5
; Geo
met
ry:
The
yap
ply
the
Pyth
agor
ean
theo
rem
to
dete
rmin
ele
ngth
s in
rea
l-wor
ldco
ntex
ts a
nd d
ista
nces
in th
e co
ordi
nate
pla
ne.
78
NR
S L1
;M
athe
mat
ics
NR
S L
2;M
athe
mat
ics
NR
S L
3;M
athe
mat
ics
NR
S L
4;M
athe
mat
ics
NR
S L
5;M
athe
mat
ics
NR
S L
6;M
athe
mat
ics
NR
S L1
; Geo
met
ry a
nd
Mea
sure
men
t:N
RS
L2; G
eom
etry
and
M
easu
rem
ent:
NR
S L3
; Geo
met
ry a
nd
Mea
sure
men
t:N
RS
L4; G
eom
etry
:N
RS
L5; G
eom
etry
:N
RS
L6; G
eom
etry
:
NR
S L2
; Geo
met
ry
and
Mea
sure
men
t: T
hey
can
use
com
mon
U
. S. C
usto
mar
y an
d m
etri
c un
its
for
linea
r m
easu
rem
ents
(e. g
. ,
inch
es, f
eet,
cen
timet
ers,
an
d m
eter
s) a
nd s
olve
pr
oble
ms
invo
lvin
g m
easu
rem
ent
and
estim
atio
n of
inte
rval
s of
tim
e, li
quid
vol
umes
, and
m
asse
s of
obj
ects
.
NR
S L3
; Geo
met
ry a
nd
Mea
sure
men
t: T
hey
are
able
to
conv
ert
like
mea
sure
men
t un
its
with
in a
giv
en
mea
sure
men
t sy
stem
(e.
g. ,
conv
ert
5 cm
to
0.
05 m)
and
use
thes
e co
nver
sion
s to
sol
ve
mul
ti-s
tep,
rea
l-wor
ld
prob
lem
s.
NR
S L2
; Geo
met
ry
and
Mea
sure
men
t: T
hey
unde
rsta
nd t
he
conc
ept
of a
rea
and
can
rela
te it
to
addi
tion
and
mul
tiplic
atio
n to
sol
ve
real
-wor
ld p
robl
ems.
NR
S L3
; Geo
met
ry a
nd
Mea
sure
men
t: T
hey
are
also
abl
e to
sol
ve
mea
sure
men
t w
ord
prob
lem
s (s
uch
as
thos
e th
at in
volv
e ar
ea,
peri
met
er, d
ista
nce,
tim
e in
terv
als,
liqu
id v
olum
es,
mas
s, a
nd m
oney
) th
at
invo
lve
sim
ple
frac
tions
or
dec
imal
s.N
RS
L2; G
eom
etry
and
M
easu
rem
ent:
The
y al
so
unde
rsta
nd, a
nd c
an
solv
e, r
eal-w
orld
and
m
athe
mat
ical
pro
blem
s in
volv
ing
peri
met
er o
f po
lygo
ns.
79Texas Workforce Commission
ssi
lyan Aata
D NR
S L1
;M
athe
mat
ics
NR
S L2
;M
athe
mat
ics
NR
S L3
;M
athe
mat
ics
NR
S L4
;M
athe
mat
ics
NR
S L5
;M
athe
mat
ics
NR
S L6
;M
athe
mat
ics
NR
S L1
; Dat
a A
naly
sis:
NR
S L2
; Dat
a A
naly
sis:
NR
S L3
; Dat
a A
naly
sis
and
Stat
istic
s:N
RS
L4; S
tatis
tics
and
Prob
abili
ty:
NR
S L5
; Sta
tistic
s an
d Pr
obab
ility
:N
RS
L6; D
ata
Ana
lysi
s an
d St
atis
tics:
NR
S L1
; Dat
a A
naly
sis:
St
uden
ts p
repa
red
to
exit
this
leve
l are
abl
e to
or
gani
ze, r
epre
sent
, and
in
terp
ret
sim
ple
data
set
s (e
. g. ,
list
s of
num
bers
, sh
apes
, or
item
s) u
sing
up
to t
hree
cat
egor
ies.
NR
S L2
; Dat
a A
naly
sis:
St
uden
ts p
repa
red
to
exit
this
leve
l are
abl
e to
dr
aw a
nd in
terp
ret
sim
ple
grap
hs (e
. g.,
bar
grap
hs,
pict
ure
grap
hs, a
nd
num
ber
line
diag
ram
s)
incl
udin
g sc
aled
bar
and
pi
ctur
e gr
aphs
.
NR
S L3
; Dat
a A
naly
sis
and
Stat
istic
s: S
tude
nts
prep
ared
to
exit
this
le
vel h
ave
a ba
sic
conc
eptu
al u
nder
stan
ding
of
sta
tistic
al v
aria
bilit
y,
incl
udin
g su
ch c
once
pts
as c
ente
r, sp
read
, and
th
e ov
eral
l sha
pe o
f a
dist
ribu
tion
of d
ata.
NR
S L4
; Sta
tistic
s an
d Pr
obab
ility
: Stu
dent
s pr
epar
ed t
o ex
it th
is
leve
l can
sum
mar
ize
and
desc
ribe
num
eric
al
data
set
s in
rel
atio
n to
th
eir
cont
ext,
incl
udin
g de
term
inin
g m
easu
res
of
cent
er a
nd v
aria
bilit
y an
d de
scri
bing
pat
tern
s an
d/or
st
riki
ng d
evia
tions
from
pa
tter
ns.
NR
S L5
; Sta
tistic
s an
d Pr
obab
ility
: Stu
dent
s pr
epar
ed t
o ex
it th
is le
vel
can
use
rand
om s
ampl
ing
to d
raw
infe
renc
es a
bout
a
popu
latio
n an
d ar
e ab
le t
o dr
aw in
form
al c
ompa
rativ
e in
fere
nces
abo
ut t
wo
popu
latio
ns u
sing
mea
sure
s of
cen
ter
and
mea
sure
s of
va
riab
ility
for
num
eric
al
data
from
ran
dom
sam
ples
.
NR
S L6
; Dat
a A
naly
sis
and
Stat
istic
s: S
tude
nts
prep
ared
to
exit
this
leve
l ca
n su
mm
ariz
e, r
epre
sent
, an
d in
terp
ret
data
bas
ed
on t
wo
cate
gori
cal a
nd
quan
titat
ive
vari
able
s,
incl
udin
g by
usi
ng
freq
uenc
y ta
bles
.
NR
S L1
; Dat
a A
naly
sis:
T
hey
can
answ
er b
asic
qu
estio
ns r
elat
ed t
o th
e to
tal n
umbe
r of
dat
a po
ints
in a
set
and
the
nu
mbe
r of
dat
a po
ints
in
each
cat
egor
y, a
nd c
an
com
pare
the
num
ber
of d
ata
poin
ts in
the
di
ffere
nt c
ateg
orie
s.
NR
S L2
; Dat
a A
naly
sis:
T
hey
can
solv
e on
e- a
nd
two-
step
pro
blem
s us
ing
scal
ed b
ar g
raph
s.
NR
S L3
; Dat
a A
naly
sis
and
Stat
istic
s: T
hey
can
pres
ent
data
usi
ng
disp
lays
suc
h as
dot
plo
ts,
hist
ogra
ms,
and
box
plo
ts.
NR
S L4
; Sta
tistic
s an
d Pr
obab
ility
: The
y un
ders
tand
and
can
app
ly
the
conc
ept
of c
hanc
e, o
r pr
obab
ility
.
NR
S L5
; Sta
tistic
s an
d Pr
obab
ility
: The
y ca
n de
velo
p, u
se, a
nd e
valu
ate
prob
abili
ty m
odel
s.
NR
S L6
; Dat
a A
naly
sis
and
Stat
istic
s: T
hey
can
com
pare
dat
a se
ts b
y lo
okin
g at
com
mon
aliti
es
and
diffe
renc
es in
sha
pe,
cent
er, a
nd s
prea
d.
NR
S L2
; Dat
a A
naly
sis:
T
hey
can
gene
rate
m
easu
rem
ent
data
by
mea
suri
ng le
ngth
s to
the
ne
ares
t ha
lf- a
nd q
uart
er-
inch
and
dis
play
tha
t da
ta
by m
akin
g a
line
plot
m
arke
d of
f in
appr
opri
ate
unit
s.
NR
S L4
; Sta
tistic
s an
d Pr
obab
ility
: The
y ar
e ab
le
to u
se s
catt
er p
lots
for
biva
riat
e m
easu
rem
ent
data
to
desc
ribe
pat
tern
s of
ass
ocia
tion
betw
een
two
quan
titie
s (s
uch
as c
lust
erin
g, o
utlie
rs,
posi
tive
or n
egat
ive
asso
ciat
ion,
line
ar o
rno
n-lin
ear
asso
ciat
ion)
.
NR
S L5
; Sta
tistic
s an
d Pr
obab
ility
: The
y ar
e ab
le
to u
se s
catt
er p
lots
for
biva
riat
e m
easu
rem
ent
data
to
inte
rpre
t p
atte
rns
of a
ssoc
iatio
n be
twee
n tw
o qu
antit
ies
(suc
h as
cl
uste
ring
, out
liers
, pos
itive
or
neg
ativ
e as
soci
atio
n,
linea
r or
non
-line
aras
soci
atio
n) a
nd a
2-w
ay
tabl
e to
sum
mar
ize
and
inte
rpre
t bi
vari
ate
cate
gori
cal d
ata.
NR
S L6
; Dat
a A
naly
sis
and
Stat
istic
s: T
hey
can
reco
gniz
e po
ssib
le
asso
ciat
ions
and
tre
nds
in
data
, in
part
icul
ar in
line
ar
mod
els,
and
dis
tingu
ish
betw
een
corr
elat
ion
and
caus
atio
n.
80
NR
S L1
;M
athe
mat
ics
NR
S L2
;M
athe
mat
ics
NR
S L3
;M
athe
mat
ics
NR
S L4
;M
athe
mat
ics
NR
S L5
;M
athe
mat
ics
NR
S L6
;M
athe
mat
ics
NR
S L1
; Dat
a A
naly
sis:
NR
S L2
; Dat
a A
naly
sis:
NR
S L3
; Dat
a A
naly
sis
and
Stat
istic
s:N
RS
L4; S
tatis
tics
and
Prob
abili
ty:
NR
S L5
; Sta
tistic
s an
d Pr
obab
ility
:N
RS
L6; D
ata
Ana
lysi
s an
d St
atis
tics:
NR
S L6
; Dat
a A
naly
sis
and
Stat
istic
s: T
hey
inte
rpre
t on
e- a
nd t
wo-
vari
able
da
ta, i
nclu
ding
tho
se w
ith
linea
r an
d no
n-lin
ear
rela
tions
hips
.N
RS
L6; D
ata
Ana
lysi
s an
d St
atis
tics:
The
y in
terp
ret
the
slop
e (r
ate
of c
hang
e)
and
inte
rcep
t (c
onst
ant
term
) fo
r a
line
of b
est
fit
and
in t
he c
onte
xt o
f the
da
ta.
NR
S L6
; Dat
a A
naly
sis
and
Stat
istic
s: T
hey
unde
rsta
nd a
nd a
ccou
nt
for
extr
eme
poin
ts o
f da
ta in
the
ir a
naly
sis
and
inte
rpre
t re
lativ
e fr
eque
ncie
s (jo
int,
m
argi
nal a
nd c
ondi
tiona
l).
81Texas Workforce Commission
Appendix B: English Language Proficiency Standards for Adult Education and ELP Standard Level 1-5 Descriptors5
The English Language Proficiency (ELP) Standards or Adult Education, released in October 2016, were produced by the American Institutes of Research under a contract with the U.S. Department of Education, Office of Career, Technical and Adult Education. They are important to Texas adult education practitioners because they will inform the development of curriculum and assessments that will become widely available in the coming months and years.
The ELP Standards for Adult Education and the Texas AEL Content Standards for the ESL Content Area were developed simultaneously in separate projects, using different processes, but they shared a common goal—to ensure that adult learners are adequately prepared for careers and post-secondary education. As a result, both projects developed standards that describe a much higher level of rigor, shifting the focus away from basic interpersonal communication skills and toward skills that are aligned to requirements for academic study or workforce training.
While the organization of the two sets of standards share a similar level of rigor, they differ in the way they are organized. The Texas AEL Content Standards for the ESL Content Area are organized by the domains—Speaking, Listening, Reading and Writing—that are now required by WIOA. They are broken down into six levels, which roughly parallel the educational functioning levels used by National Reporting System. The ELP Standards for Adult Education are organized into ten content-specific practices that an adult learner would need in order to participate in academic coursework or employment. Each standard is further divided into five proficiency levels, ranging from basic to advanced, which more
explicitly describe knowledge and skills that would be expected at the completion of each level.
yy Standards 1 and Standard 8 focus on receptive skills—reading and listening.
yy Standards 3, 4 and 7 focus on productive skills—speaking and writing.
yy Standards 2, 5 and 6 are interactive, requiring an integration of receptive and productive skills.
yy Standards 9 and 10 focus on the linguistic structures of English—e.g., grammar—that support all of the other skills.
The table below summarizes the 10 standards and their functions.
5The Descriptors in this document have been excerpted from English Language Proficiency Standards for Adult Education with Correspondences to College and Career Readiness Standards for English Language Arts and Literacy, and Mathematical and Science Practices (October 2016), pp. 15-30, https://lincs.ed.gov/publications/pdf/elp-standards-adult-ed.pdf.
82
noitacudlt
Eud
r A
o fsdradnatP
SL
EA
n E
LL c
an…
Func
tion
s of
Sta
ndar
ds1.
co
nstr
uct m
eani
ng fr
om o
ral p
rese
ntat
ions
and
lite
rary
and
info
rmat
iona
l te
xt t
hrou
gh le
vel-
appr
opri
ate
liste
ning
, rea
ding
and
wri
ting
2.
part
icip
ate
in le
vel-a
ppro
pria
te o
ral a
nd w
ritt
en e
xcha
nges
of
info
rmat
ion,
idea
s, a
nd a
naly
ses,
in v
ario
us s
ocia
l and
aca
dem
ic
cont
exts
, res
pond
ing
to p
eer,
audi
ence
, or
read
er
com
men
ts a
nd
ques
tions
.3.
sp
eak
and
wri
te a
bout
leve
l-app
ropr
iate
com
plex
lite
racy
and
info
rmat
iona
l te
xts
and
topi
cs.
4.
cons
truc
t le
vel-a
ppro
pria
te o
ral a
nd w
ritt
en c
laim
s an
d su
ppor
t th
em
with
rea
soni
ng a
nd e
vide
nce.
5.
cond
uct
rese
arch
and
eva
luat
e an
d co
mm
unic
ate
findi
ngs
to a
nsw
er
ques
tions
or
solv
e pr
oble
ms.
6.
anal
yze
and
criti
que
the
argu
men
ts o
f oth
ers
oral
ly a
nd in
wri
ting.
7.
adap
t la
ngua
ge c
hoic
es t
o pu
rpos
e, t
ask,
and
aud
ienc
e w
hen
spea
king
and
w
ritin
g
Stan
dard
s 1-
7 de
scri
be t
he la
ngua
ge n
eces
sary
to
ELLs
to
enga
ge in
con
tent
- sp
ecfiic
prac
tices
ass
ocia
ted
with
sta
te-a
dopt
ed a
cade
mic
con
tent
sta
ndar
ds.
The
y be
gin
with
a fo
cus
on e
xtra
ctio
n of
mea
ning
and
the
n pr
ogre
ss t
o en
gage
men
t in
the
se p
ract
ices
.
8.
dete
rmin
e th
e m
eani
ng o
f wor
ds a
nd p
hras
es in
ora
l pr
esen
tatio
ns a
nd li
tera
ry a
nd i
nfor
mat
iona
l tex
t.9.
cr
eate
cle
ar a
nd c
oher
ent l
evel
-app
ropr
iate
spe
ech
and
text
.10
. de
mon
stra
te c
omm
and
of t
he c
onve
ntio
ns o
f sta
ndar
d En
glis
h to
co
mm
unic
ate
in le
vel-
appr
opri
ate
spee
ch a
nd w
ritin
g.
ELP
Stan
dard
s 8
-10
supp
ort
ELP
Stan
dard
s 1-
7. T
hey
focu
s on
mic
ro-le
vel
lingu
istic
fea
ture
s su
ch a
s de
term
inin
g th
e m
eani
ng o
f wor
ds a
nd u
sing
ap
prop
riat
e sp
eech
and
con
vent
ions
of l
angu
age.
.drandats
h caeor
f
s ortpircsed level
y cniecfiorp eht
w
ohsw
ollof
h cihw
s elbat ehT
83Texas Workforce Commission
1dard
ant S
PE
L An
EL
L ca
n…Le
vel 1
Leve
l 2Le
vel 3
Leve
l 4Le
vel 5
Con
stru
ct
mea
ning
from
ora
l pr
esen
tatio
ns
and
liter
ary
and
info
rmat
iona
l te
xt
thro
ugh
leve
l ap
prop
riat
e lis
teni
ng,
read
ing
and
view
ing.
By
the
end
of
Eng
lish
lang
uage
pr
ofici
ency
lev
el
1, a
n E
LL
can…
us
e a
very
lim
ited
set
of s
trat
egie
s to
:•y
iden
tify
a fe
w
key
wor
ds a
nd
phra
ses
in o
ral
com
mun
icat
ions
an
d si
mpl
e sp
oken
an
d w
ritt
en te
xts.
By
the
end
of
Eng
lish
lang
uage
pr
ofici
ency
lev
el
2, a
n E
LL
can…
us
e an
em
ergi
ng s
et
of s
trat
egie
s to
:•y
iden
tify
the
mai
n to
pic
in o
ral
pres
enta
tions
and
si
mpl
e sp
oken
and
w
ritt
en te
xts
•yre
tell
a fe
w k
ey
deta
ils.
By
the
end
of
Eng
lish
lang
uage
pr
ofici
ency
lev
el
3, a
n E
LL
can…
us
e a
deve
lopi
ng s
et
of s
trat
egie
s to
:•y
dete
rmin
e a
cent
ral
idea
or
them
e in
ora
l pr
esen
tatio
ns
and
spok
en a
nd
wri
tten
tex
ts•y
rete
ll ke
y de
tails
•yan
swer
qu
estio
ns
abou
t key
de
tails
•yex
plai
n ho
w t
he
them
e is
dev
elop
ed
by s
pec
fiic
deta
ils in
te
xts
•ysu
mm
ariz
e pa
rt
of a
tex
t.
By
the
end
of
Eng
lish
lang
uage
pr
ofici
ency
lev
el
4, a
n E
LL
can…
use
an in
crea
sing
ran
ge
of s
trat
egie
s to
:•y
dete
rmin
e a
cent
ral
idea
or
them
e in
ora
l pr
esen
tatio
ns
and
spok
en a
nd
wri
tten
tex
ts•y
anal
yze
the
deve
lopm
ent o
f th
e th
emes
/idea
s•y
cite
spe
cfici
det
ails
an
d ev
iden
ce fr
om
text
s to
sup
port
th
e an
alys
is•y
sum
mar
ize
a te
xt.
By
the
end
of
Eng
lish
lang
uage
pr
ofici
ency
lev
el
5, a
n E
LL
can…
us
e w
ide
rang
e of
st
rate
gies
to:
•yde
term
ine
cent
ral
idea
s or
the
mes
in
oral
pre
sent
atio
ns
and
spok
en a
nd
wri
tten
tex
ts•y
anal
yze
the
deve
lopm
ent o
f th
e th
emes
/idea
s•y
cite
spe
cfici
det
ails
an
d ev
iden
ce fr
om
text
s to
sup
port
the
an
alys
is•y
sum
mar
ize
a te
xt.
84
2dard
ant S
PE
L An
EL
L ca
n…Le
vel 1
Leve
l 2Le
vel 3
Leve
l 4Le
vel 5
part
icip
ate
in le
vel-
appr
opri
ate
oral
and
w
ritt
en e
xcha
nges
of
info
rmat
ion,
idea
s, a
nd
anal
yses
, in
vari
ous
soci
al a
nd a
cade
mic
co
ntex
ts,
resp
ondi
ng
to p
eer,
audi
ence
, or
read
er c
omm
ents
and
qu
estio
ns.
By
the
end
of
Eng
lish
lang
uage
pr
ofici
ency
lev
el
1, a
n E
LL
can…
•yac
tivel
y lis
ten
to
othe
rs•y
part
icip
ate
in s
hort
co
nver
satio
ns a
nd
wri
tten
exc
hang
es
abou
t fam
iliar
top
ics
and
in fa
mili
ar
cont
exts
•ypr
esen
t si
mpl
e in
form
atio
n•y
resp
ond
to s
impl
e ye
s/no
que
stio
ns
and
som
e w
h-
ques
tions
.
By
the
end
of
Eng
lish
lang
uage
pr
ofici
ency
lev
el
2, a
n E
LL
can…
•ypa
rtic
ipat
e in
sho
rt
conv
ersa
tions
, di
scus
sion
, and
w
ritt
en e
xcha
nges
ab
out
fam
iliar
top
ics
and
text
s•y
pres
ent
info
rmat
ion
and
idea
s•y
appr
opri
atel
y ta
ke t
urns
in
inte
ract
ions
with
ot
hers
•yre
spon
d to
si
mpl
e qu
estio
ns
and
wh-
qu
estio
ns.
By
the
end
of
Eng
lish
lang
uage
pr
ofici
ency
lev
el
3, a
n E
LL
can…
•ypa
rtic
ipat
e in
co
nver
satio
ns,
disc
ussi
ons,
and
w
ritt
en e
xcha
nges
ab
out f
amili
ar
topi
cs,
text
s an
d is
sues
•ybu
ild o
n th
e id
eas
of o
ther
s•y
expr
ess
his
or h
er
own
idea
s•y
ask
and
answ
er
rele
vant
qu
estio
ns•y
add
rele
vant
in
form
atio
n an
d ev
iden
ce•y
rest
ate
som
e of
th
e ke
y id
eas
expr
esse
d•y
follo
w r
ules
fo
r di
scus
sion
•yas
k qu
estio
ns t
o ga
in i
nfor
mat
ion
or c
lari
fy
unde
rsta
ndin
g.
By
the
end
of
Eng
lish
lang
uage
pr
ofici
ency
lev
el
4, a
n E
LL
can…
•ypa
rtic
ipat
e in
co
nver
satio
ns,
disc
ussio
ns, a
nd
wri
tten
exc
hang
es
abou
t a
rang
e of
to
pics
, te
xts,
and
is
sues
•ybu
ild o
n th
e id
eas
of o
ther
s•y
expr
ess
his
or h
er
own
idea
s•y
clea
rly
supp
ort
poin
ts w
ith s
peci
fic
and
rele
vant
ev
iden
ce•y
ask
and
answ
er
ques
tions
to
clar
ify i
deas
and
co
nclu
sions
•ysu
mm
ariz
e th
e ke
y po
ints
ex
pres
sed.
By
the
end
of
Eng
lish
lang
uage
pr
ofici
ency
lev
el
5, a
n E
LL
can…
us
e w
ide
rang
e of
st
rate
gies
to:
•ypa
rtic
ipat
e in
co
nver
satio
ns,
exte
nded
di
scus
sions
, an
d w
ritt
en e
xcha
nges
ab
out
a ra
nge
of
subs
tant
ive
topi
cs,
text
s, a
nd is
sues
•ybu
ild o
n th
e id
eas
of o
ther
s•y
expr
ess
his
or h
er
own
idea
s cl
earl
y an
d pe
rsua
sive
ly•y
refe
r to
spe
cfiic
and
rele
vant
evi
denc
e fr
om t
exts
or
rese
arch
to
supp
ort
his
or h
er i
deas
•yas
k an
d an
swer
qu
estio
ns t
hat
prob
e re
ason
ing
and
clai
ms
•ysu
mm
ariz
e th
e ke
y po
ints
an
d ev
iden
ce
disc
usse
d.
85Texas Workforce Commission
3dard
ant S
PE
L An
EL
L ca
n…Le
vel 1
Leve
l 2Le
vel 3
Leve
l 4Le
vel 5
spea
k an
d w
rite
abo
ut
leve
l-app
ropr
iate
co
mpl
ex l
itera
ry a
nd
info
rmat
iona
l te
xts
and
topi
cs.
By
the
end
of
Eng
lish
lang
uage
pr
ofici
ency
lev
el
1, a
n E
LL
can…
w
ith s
uppo
rt,
•yco
mm
unic
ate
info
rmat
ion
and
feel
ings
a
bout
fam
iliar
t
exts
, to
pics
, and
exp
erie
nces
.
By
the
end
of
Eng
lish
lang
uage
pr
ofici
ency
lev
el 2
, an
EL
L ca
n… w
ith
supp
ort,
•yde
liver
sh
ort o
ral
pres
enta
tions
•yco
mpo
se s
impl
e w
ritt
en n
arra
tives
or
inf
orm
atio
nal
text
s ab
out f
amili
ar
text
s, t
opic
s,
expe
rien
ces,
or
even
ts.
By
the
end
of
Eng
lish
lang
uage
pr
ofici
ency
lev
el 3
, an
EL
L ca
n… w
ith
supp
ort,
•yde
liver
sh
ort o
ral
pres
enta
tions
•yco
mpo
se w
ritt
en
info
rmat
iona
l te
xts
•yde
velo
pa
topi
csw
ith
a fe
w d
etai
ls a
bout
fa
mili
ar t
exts
, to
pics
or
eve
nts.
By
the
end
of
Eng
lish
lang
uage
pr
ofici
ency
lev
el 4
, an
EL
L ca
n…•y
deliv
er o
ral
pres
enta
tions
•yco
mpo
se w
ritt
en
info
rmat
iona
l te
xts
•yde
velo
p th
e to
pic
with
som
e re
leva
nt
deta
ils,
conc
epts
, ex
ampl
es,
and
info
rmat
ion
•yin
tegr
ate
grap
hics
or
mul
timed
ia
whe
n us
eful
a
bout
a v
arie
ty o
f te
xts,
top
ics,
or
even
ts.
By
the
end
of E
nglis
h la
ngua
ge p
rofic
ienc
y le
vel 5
, an
EL
L ca
n…•y
deliv
er o
ral
pres
enta
tions
•yco
mpo
se w
ritt
en
info
rmat
iona
l tex
ts•y
fully
dev
elop
the
top
ic
with
rel
evan
t det
ails
, co
ncep
ts, e
xam
ples
, an
d in
form
atio
n•y
inte
grat
e gr
aphi
cs
or m
ultim
edia
whe
n us
eful
abo
ut a
var
iety
of
tex
ts,
topi
cs, o
r ev
ents
.
86
4dard
ant S
PE
L An
EL
L ca
n…Le
vel 1
Leve
l 2Le
vel 3
Leve
l 4Le
vel 5
cons
truc
t lev
el-
appr
opri
ate
clai
ms
and
supp
ort t
hem
w
ith r
easo
ning
and
ev
iden
ce.
By
the
end
of
Eng
lish
lang
uage
pr
ofici
ency
lev
el
1, a
n E
LL
can…
•yex
pres
s an
opi
nion
ab
out a
fam
iliar
to
pic,
exp
erie
nce,
or
eve
nt•y
give
a r
easo
n fo
r th
e op
inio
n.
By
the
end
of
Eng
lish
lang
uage
pr
ofici
ency
lev
el
2, a
n E
LL
can…
•yco
nstr
uct a
cla
im
abou
t fa
mili
ar t
opic
s,
expe
rien
ces,
or
even
ts•y
intr
oduc
e th
e to
pic,
exp
erie
nce,
or
eve
nt•y
give
a r
easo
n to
sup
port
the
cl
aim
•ypr
ovid
e a
conc
ludi
ng
stat
emen
t.
By
the
end
of
Eng
lish
lang
uage
pr
ofici
ency
lev
el
3, a
n E
LL
can…
•yco
nstr
uct a
cla
im
abou
t fa
mili
ar t
opic
s•y
intr
oduc
e th
e to
pic
•ypr
ovid
e su
ffici
ent
reas
ons
or fa
cts
to s
uppo
rt t
he
clai
m•y
prov
ide
a co
nclu
ding
st
atem
ent.
By
the
end
of
Eng
lish
lang
uage
pr
ofici
ency
lev
el
4, a
n E
LL
can…
•yco
nstr
uct a
cla
im
abou
t a
vari
ety
of
topi
cs•y
intr
oduc
e th
e to
pic
•ypr
ovid
e lo
gica
lly
orde
red
reas
ons
or f
acts
that
ef
fect
ivel
y su
ppor
t the
cla
im•y
prov
ide
a co
nclu
ding
st
atem
ent.
By
the
end
of
Eng
lish
lang
uage
pr
ofici
ency
lev
el
5, a
n E
LL
can…
•yco
nstr
uct a
su
bsta
ntiv
e cl
aim
ab
out
a va
riet
y of
to
pics
•yin
trod
uce
the
clai
m•y
dist
ingu
ish
it fr
om
a co
unte
r-cl
aim
•ypr
ovid
e lo
gica
lly
orde
red
and
rele
vant
rea
sons
an
d ev
iden
ce t
o su
ppor
t the
cla
im
and
to r
efut
e th
e co
unte
r-cl
aim
•ypr
ovid
e a
conc
lusio
n th
at
sum
mar
izes
th
e ar
gum
ent
pres
ente
d.
87Texas Workforce Commission
5dard
ant S
PE
L An
EL
L ca
n…Le
vel 1
Leve
l 2Le
vel 3
Leve
l 4Le
vel 5
cond
uct r
esea
rch
and
eval
uate
and
co
mm
unic
ate
findi
ngs
to a
nsw
er q
uest
ions
or
sol
ve p
robl
ems.
By
the
end
of
Eng
lish
lang
uage
pr
ofici
ency
lev
el
1, a
n E
LL
can…
w
ith s
uppo
rt,
•yca
rry
out
shor
t, sh
ared
res
earc
h pr
ojec
ts,
•yga
ther
in
form
atio
n fr
om
a fe
w p
rovi
ded
prin
t an
d di
gita
l so
urce
s•y
labe
l col
lect
ed
info
rmat
ion,
ex
peri
ence
s, o
r ev
ents
•yre
call
info
rmat
ion
from
an
expe
rien
ce
or fr
om a
pro
vide
d so
urce
.
By
the
end
of E
nglis
h la
ngua
ge
profi
cien
cy l
evel
2,
an
EL
L ca
n…
with
sup
port
,•y
carr
y ou
t sh
ort
indi
vidu
al
or s
hare
d re
sear
ch
proj
ects
•yga
ther
in
form
atio
n fr
om p
rovi
ded
prin
t an
d di
gita
l sou
rces
•yre
cord
in
form
atio
n in
si
mpl
e no
tes
•ysu
mm
ariz
e da
ta a
nd
info
rmat
ion.
By
the
end
of
Eng
lish
lang
uage
pr
ofici
ency
lev
el
3, a
n E
LL
can…
w
ith s
uppo
rt,
•yca
rry
out
shor
t re
sear
ch p
roje
cts
to a
nsw
er a
qu
estio
n•y
gath
er in
form
atio
n fr
om m
ultip
le
prov
ided
pri
nt a
nd
digi
tal
sour
ces
•ypa
raph
rase
key
in
form
atio
n in
a
shor
t w
ritt
en o
r or
al r
epor
t•y
incl
ude
illus
trat
ions
, di
agra
ms,
or
othe
r gr
aphi
cs a
s ap
prop
riat
e•y
prov
ide
a lis
t of
sou
rces
.
By
the
end
of E
nglis
h la
ngua
ge p
rofic
ienc
y le
vel 4
, an
EL
L ca
n…•y
carr
y ou
t bo
th s
hort
an
d m
ore
sust
aine
d re
sear
ch p
roje
cts
to
answ
er a
que
stio
n•y
gath
er in
form
atio
n fr
om m
ultip
le p
rint
and
di
gita
l sou
rces
•yev
alua
te t
he r
elia
bilit
y of
eac
h so
urce
•yus
e se
arch
ter
ms
effe
ctiv
ely
•ysy
nthe
size
info
rmat
ion
from
mul
tiple
pri
nt a
nd
digi
tal s
ourc
es•y
inte
grat
e in
form
atio
n in
to a
n or
gani
zed
oral
or
wri
tten
rep
ort
•yin
clud
e ill
ustr
atio
ns,
diag
ram
s, o
r ot
her
grap
hics
as
appr
opri
ate
•yci
te s
ourc
es
appr
opri
atel
y.
By
the
end
of E
nglis
h la
ngua
ge p
rofic
ienc
y le
vel 5
, an
EL
L ca
n…•y
carr
y ou
t bo
th s
hort
an
d m
ore
sust
aine
d re
sear
ch p
roje
cts
to
answ
er a
que
stio
n or
so
lve
a pr
oble
m•y
gath
er in
form
atio
n fr
om
mul
tiple
pri
nt a
nd d
igita
l so
urce
s•y
eval
uate
the
rel
iabi
lity
of
each
sou
rce
•yus
e ad
vanc
ed s
earc
h te
rms e
ffect
ivel
y•y
synt
hesi
ze in
form
atio
n fr
om m
ultip
le p
rint
and
di
gita
l sou
rces
•yan
alyz
e an
d in
tegr
ate
info
rmat
ion
into
cle
arly
or
gani
zed
spok
en a
nd
wri
tten
text
s.•y
Incl
ude
illus
trat
ions
, di
agra
ms,
or
othe
r gr
aphi
cs a
s ap
prop
riat
e•y
cite
sou
rces
ap
prop
riat
ely.
88
6dard
ant S
PE
L An
EL
L ca
n…Le
vel 1
Leve
l 2Le
vel 3
Leve
l 4Le
vel 5
anal
yze
and
criti
que
the
argu
men
ts o
f oth
ers
oral
ly a
nd in
wri
ting.
By
the
end
of
Eng
lish
lang
uage
pr
ofici
ency
lev
el
1, a
n E
LL
can…
w
ith s
uppo
rt,
•yid
entif
y a
poin
t an
d au
thor
or
spea
ker
mak
es.
By
the
end
of
Eng
lish
lang
uage
pr
ofici
ency
lev
el
2, a
n E
LL
can…
w
ith s
uppo
rt,
•yid
entif
y th
e m
ain
argu
men
t an
auth
or
or s
peak
er m
akes
•yid
entif
y on
e re
ason
an
aut
hor
or a
sp
eake
r gi
ves
to s
uppo
rt t
he
argu
men
t.
By
the
end
of
Eng
lish
lang
uage
pr
ofici
ency
lev
el
3, a
n E
LL
can…
w
ith s
uppo
rt,
•yex
plai
n th
e re
ason
s an
aut
hor
or a
sp
eake
r gi
ves
to
supp
ort a
cla
im•y
iden
tify
one
or t
wo
reas
ons
an a
utho
r or
a s
peak
er g
ives
to
sup
port
the
m
ain
poin
t.
By
the
end
of
Eng
lish
lang
uage
pr
ofici
ency
lev
el
4, a
n E
LL
can…
•yan
alyz
e th
e re
ason
ing
in
pers
uasi
ve s
poke
n an
d w
ritt
en t
exts
•yde
term
ine
whe
ther
th
e ev
iden
ce is
su
ffici
ent
to s
uppo
rt
the
clai
m•y
cite
text
ual e
vide
nce
to s
uppo
rt t
he
anal
ysis
.
By
the
end
of
Eng
lish
lang
uage
pr
ofici
ency
lev
el
5, a
n E
LL
can…
•yan
alyz
e an
d ev
alua
te
the
reas
onin
g in
pe
rsua
sive
spo
ken
and
wri
tten
text
s•y
dete
rmin
e w
heth
er
the
evid
ence
is
suffi
cien
t to
sup
port
th
e cl
aim
•yci
te s
pec
fici
text
ual
evid
ence
to
thor
ough
ly s
uppo
rt
the
anal
ysis
.
89Texas Workforce Commission
7dard
ant S
PE
L An
EL
L ca
n…Le
vel 1
Leve
l 2Le
vel 3
Leve
l 4Le
vel 5
adap
t lan
guag
e ch
oice
s to
pur
pose
, tas
k,
and
audi
ence
whe
n sp
eaki
ng a
nd w
ritin
g.
By
the
end
of
Eng
lish
lang
uage
pr
ofici
ency
lev
el
1, a
n E
LL
can…
•ysh
ow e
mer
ging
aw
aren
ess
of d
iffer
ence
s be
twee
n in
form
al
and
form
al
lang
uage
use
•yre
cogn
ize
the
mea
ning
of
som
e w
ords
le
arne
d th
roug
h co
nver
satio
ns,
read
ing
and
bein
g re
ad t
o.
By
the
end
of
Eng
lish
lang
uage
pr
ofici
ency
lev
el
2, a
n E
LL
can…
•ysh
ow in
crea
sing
aw
aren
ess
of d
iffer
ence
s be
twee
n in
form
al
and
form
al
lang
uage
use
•yad
apt l
angu
age
choi
ces
to t
ask
and
audi
ence
with
em
ergi
ng c
ontr
ol i
n va
riou
s so
cial
and
ac
adem
ic c
onte
xts
•ybe
gin
to u
se s
ome
freq
uent
ly o
ccur
ring
ge
nera
l aca
dem
ic
and
cont
ent-
spec
fiic
wor
ds.
By
the
end
of
Eng
lish
lang
uage
pr
ofici
ency
lev
el
3, a
n E
LL
can…
•yad
apt l
angu
age
choi
ces
and
styl
e ac
cord
ing
t pu
rpos
e,
task
, and
aud
ienc
e w
ith d
evel
opin
g ea
se
in v
ario
us s
ocia
l and
ac
adem
ic c
onte
xts
•yus
e an
d in
crea
sing
nu
mbe
r of
gen
eral
ac
adem
ic a
nd
cont
ent-
spe
cfiic
wor
ds a
nd
expr
essi
ons
in
spok
en a
nd w
ritt
en
text
s•y
show
dev
elop
ing
cont
rol o
f sty
le
and
tone
in
spok
en a
nd
wri
tten
text
s.
By
the
end
of
Eng
lish
lang
uage
pr
ofici
ency
lev
el
4, a
n E
LL
can…
•yad
apt
lang
uage
ch
oice
s an
d st
yle
acco
rdin
g to
pu
rpos
e, t
ask,
and
au
dien
ce in
var
ious
so
cial
and
aca
dem
ic
cont
exts
•yus
e a
wid
er r
ange
of
com
plex
gen
eral
ac
adem
ic a
nd
cont
ent-
spe
cfiic
wor
ds a
nd p
hras
es•y
adop
t an
d m
aint
ain
a fo
rmal
and
in
form
al s
tyle
and
to
ne in
spo
ken
and
wri
tten
tex
ts,
as a
ppro
pria
te.
By
the
end
of
Eng
lish
lang
uage
pr
ofici
ency
lev
el
5, a
n E
LL
can…
•yad
apt l
angu
age
choi
ces
and
styl
e ac
cord
ing
to
purp
ose,
tas
k,
and
audi
ence
with
ea
se in
var
ious
so
cial
and
aca
dem
ic
cont
exts
•yus
e a
wid
e va
riet
y of
com
plex
gen
eral
ac
adem
ic a
nd
cont
ent-
spe
cfiic
wor
ds a
nd p
hras
es•y
empl
oy b
oth
form
al a
nd
mor
e in
form
al
styl
es a
nd t
ones
ef
fect
ivel
y in
sp
oken
and
w
ritt
en t
exts
, as
appr
opri
ate.
EL
P S
tand
ard
6A
n E
LL
can…
Leve
l 1Le
vel 2
Leve
l 3Le
vel 4
Leve
l 5an
alyz
e an
d cr
itiqu
e th
e ar
gum
ents
of o
ther
s or
ally
and
in w
ritin
g.
By
the
end
of
Eng
lish
lang
uage
pr
ofici
ency
lev
el
1, a
n E
LL
can…
w
ith s
uppo
rt,
•yid
entif
y a
poin
t an
d au
thor
or
spea
ker
mak
es.
By
the
end
of
Eng
lish
lang
uage
pr
ofici
ency
lev
el
2, a
n E
LL
can…
w
ith s
uppo
rt,
•yid
entif
y th
e m
ain
argu
men
t an
auth
or
or s
peak
er m
akes
•yid
entif
y on
e re
ason
an
aut
hor
or a
sp
eake
r gi
ves
to s
uppo
rt t
he
argu
men
t.
By
the
end
of
Eng
lish
lang
uage
pr
ofici
ency
lev
el
3, a
n E
LL
can…
w
ith s
uppo
rt,
•yex
plai
n th
e re
ason
s an
aut
hor
or a
sp
eake
r gi
ves
to
supp
ort a
cla
im•y
iden
tify
one
or t
wo
reas
ons
an a
utho
r or
a s
peak
er g
ives
to
sup
port
the
m
ain
poin
t.
By
the
end
of
Eng
lish
lang
uage
pr
ofici
ency
lev
el
4, a
n E
LL
can…
•yan
alyz
e th
e re
ason
ing
in
pers
uasi
ve s
poke
n an
d w
ritt
en t
exts
•yde
term
ine
whe
ther
th
e ev
iden
ce is
su
ffici
ent
to s
uppo
rt
the
clai
m•y
cite
text
ual e
vide
nce
to s
uppo
rt t
he
anal
ysis
.
By
the
end
of
Eng
lish
lang
uage
pr
ofici
ency
lev
el
5, a
n E
LL
can…
•yan
alyz
e an
d ev
alua
te
the
reas
onin
g in
pe
rsua
sive
spo
ken
and
wri
tten
text
s•y
dete
rmin
e w
heth
er
the
evid
ence
is
suffi
cien
t to
sup
port
th
e cl
aim
•yci
te s
peci
fic
text
ual
evid
ence
to
thor
ough
ly s
uppo
rt
the
anal
ysis
.
90
8dard
ant S
PE
L An
EL
L ca
n…Le
vel 1
Leve
l 2Le
vel 3
Leve
l 4Le
vel 5
dete
rmin
e th
e m
eani
ng
of w
ords
and
phr
ases
in
ora
l pr
esen
tatio
ns
and
liter
ary
and
info
rmat
iona
l tex
t.
By
the
end
of
Eng
lish
lang
uage
pr
ofici
ency
lev
el
1, a
n E
LL
can…
re
lyin
g he
avily
on
cont
ext,
ques
tioni
ng,
and
know
ledg
e of
m
orph
olog
y in
the
ir
nativ
e la
ngua
ge(s
),•y
reco
gniz
e th
e m
eani
ng o
f a
few
freq
uent
ly
occu
rrin
g w
ords
, si
mpl
e ph
rase
s an
d fo
rmul
aic
expr
essio
ns in
sp
oken
and
wri
tten
te
xts
abou
t fa
mili
ar
topi
cs, e
xper
ienc
es
or e
vent
s.
By
the
end
of
Eng
lish
lang
uage
pr
ofici
ency
lev
el 2
, an
EL
L ca
n… u
sing
co
ntex
t, qu
estio
ning
a
know
ledg
e of
m
orph
olog
y in
the
ir
nativ
e la
ngua
ge(s
)•y
dete
rmin
e th
e m
eani
ng
of fr
eque
ntly
oc
curr
ing
wor
ds,
phra
ses,
and
ex
pres
sion
s in
sp
oken
and
wri
tten
te
xts
abut
fam
iliar
to
pics
, ex
peri
ence
s,
or e
vent
s.
By
the
end
of
Eng
lish
lang
uage
pr
ofici
ency
lev
el
3, a
n E
LL
can…
U
sing
con
text
, qu
estio
ning
, and
a
deve
lopi
ng k
now
ledg
e of
Eng
lish
and
thei
r na
tive
lang
uage
(s)
mor
phol
ogy,
•yde
term
ine
the
mea
ning
of
gene
ral
acad
emic
an
d co
nten
t-
spec
fici w
ords
an
d ph
rase
s an
d fr
eque
ntly
occ
urri
ng
expr
essi
ons
in
spok
en a
nd w
ritt
en
text
s ab
out
fam
iliar
to
pics
, exp
erie
nces
, or
eve
nts.
By
the
end
of
Eng
lish
lang
uage
pr
ofici
ency
lev
el 4
, an
EL
L ca
n… u
sing
co
ntex
t, qu
estio
ning
, an
d an
inc
reas
ing
know
ledg
e of
Eng
lish
mor
phol
ogy
•yde
term
ine
the
mea
ning
of g
ener
al
acad
emic
and
co
nten
t- s
pec
fiic
wor
ds a
nd
phra
ses,
figu
rativ
e an
d co
nnot
ativ
e la
ngua
ge,
and
a gr
owin
g nu
mbe
r of
idio
mat
ic
expr
essio
ns in
sp
oken
and
wri
tten
te
xts
abut
a
vari
ety
of t
opic
s,
expe
rien
ces,
or
even
ts.
By
the
end
of
Eng
lish
lang
uage
pr
ofici
ency
lev
el 5
, an
EL
L ca
n… u
sing
co
ntex
t qu
estio
ning
, an
d co
nsis
tent
kn
owle
dge
of E
nglis
h m
orph
olog
y,•y
dete
rmin
e th
e m
eani
ng o
f gen
eral
ac
adem
ic a
nd
cont
ent-
spe
cfiic
wor
ds a
nd
phra
ses,
figu
rativ
e an
d co
nnot
ativ
e la
ngua
ge,
and
idio
mat
ic
expr
essio
ns in
sp
oken
and
wri
tten
te
xts
abou
t a
vari
ety
of t
opic
s,
expe
rien
ces,
or
even
ts.
91Texas Workforce Commission
9dard
ant S
PE
L An
EL
L ca
n…Le
vel 1
Leve
l 2Le
vel 3
Leve
l 4Le
vel 5
crea
te c
lear
and
co
here
nt l
evel
-ap
prop
riat
e sp
eech
an
d te
xt.
By
the
end
of
Eng
lish
lang
uage
pr
ofici
ency
lev
el
1, a
n E
LL
can…
w
ith s
uppo
rt,
•yco
mm
unic
ate
basi
c in
form
atio
n ab
out
an e
vent
or
topi
c•y
use
a na
rrow
ran
ge
of v
ocab
ular
y an
d sy
ntac
tical
ly s
impl
e se
nten
ces.
By
the
end
of
Eng
lish
lang
uage
pr
ofici
ency
lev
el
2, a
n E
LL
can…
w
ith s
uppo
rt,
•yre
coun
t a s
eque
nce
of e
vent
s in
ord
er•y
intr
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e an
in
form
atio
nal
topi
c•y
prov
ide
one
or
two
fact
s ab
out
the
topi
c•y
use
com
mon
lin
king
wor
ds t
o co
nnec
t ev
ents
an
d id
eas.
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the
end
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Eng
lish
lang
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ency
lev
el
3, a
n E
LL
can…
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ith s
uppo
rt,
•yre
coun
t a s
eque
nce
of e
vent
s w
ith a
be
ginn
ing,
mid
dle
and
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trod
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and
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lop
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with
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tails
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mm
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tran
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d ph
rase
s to
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nnec
t ev
ents
, id
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and
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ions
•ypr
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e a
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lusi
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end
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lang
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lev
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•yre
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t a lo
nger
, m
ore
deta
iled
sequ
ence
of
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ts o
r st
eps
in
a pr
oces
s, w
ith a
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ear
sequ
entia
l or
chr
onol
ogic
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stru
ctur
e•y
intr
oduc
e an
d de
velo
p an
in
form
atio
nal t
opic
w
ith fa
cts,
det
ails
, an
d ev
iden
ce•y
use
a va
riet
y of
m
ore
com
plex
tr
ansi
tions
to
link
the
maj
or s
ectio
ns
of s
peec
h an
d te
xt a
nd t
o cl
arify
re
latio
nshi
ps a
mon
g ev
ents
and
ide
as•y
prov
ide
a co
nclu
ding
sec
tion
or s
tate
men
t.
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the
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Eng
lish
lang
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pr
ofici
ency
lev
el
5, a
n E
LL
can…
•yre
coun
t a c
ompl
ex
and
deta
iled
sequ
ence
of
even
ts
or s
teps
in a
pr
oces
s, w
ith a
n ef
fect
ive
sequ
entia
l or
chr
onol
ogic
al
orde
r•y
intr
oduc
e an
d ef
fect
ivel
y de
velo
p an
inf
orm
atio
nal
topi
c w
ith fa
cts,
de
tails
and
ev
iden
ce•y
use
com
plex
and
va
ried
tra
nsiti
ons
to li
nk t
he m
ajor
se
ctio
ns o
f a s
peec
h an
d te
xt a
nd t
o cl
arify
rel
atio
nshi
ps
amon
g ev
ents
and
id
eas
•ypr
ovid
e a
conc
ludi
ng s
ectio
n or
sta
tem
ent.
9
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ardant
SP
EL
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An
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L ca
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t
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d dn -l na e a
m vs h e h
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nve cit d n e s
a r u tr o at d m ais c r .n n m p geo a nt o ohm r itt s c p ire f f o pd o o t a w
93Texas Workforce Commission
Appendix C – Glossary and List of Acronyms Acronyms
2014 GED® General EquivalencyDevelopment test (one of three assessments that serve as a basis for awarding a TxCHSE)
ABE Adult Basic Education (basic skills development in reading, writing, mathematics and problem solving through an eighth grade proficiency level)
AEFLA Adult Education and Family Literacy Act (Title II of the Workforce Innovation and Opportunity Act of 2014)
AEL Adult Education & Literacy
ASE Adult Secondary Education (instruction for learners with proficiency levels ranging from grades 9 to 12, designed for preparation for a high school credential or for transition to employment, workforce training and/or college)
BEST/BEST Plus Basic English Skills Test (one of several assessments for ESL approved by NRS)
BICS Basic InterpersonalCommunication Skills (basic communication skills for social situations)
CALP C ognitive Academic Language Proficiency (listening, speaking, reading, and writing for academic purposes)
CASAS Comprehensive Adult Student Assessment System (one of several assessments approved by NRS)
CCRS College and Career Readiness Standards for Adult Education (federal standards based on Common Core)
CCSS Common Core State Standards
Content Standards Abbreviated in this document for Texas Adult Education and
Literacy Content Standards DE Developmental Education
ELAL English Language Arts and Literary (one of three Content Areas addressed by Content Standards)
ELL English Language Learner
ELP English Language Proficiency
EOC End-of-Course Assessment(component the STAAR for secondary education)
ESL English as a Second Language (one of three Content Areas addressed by Content Standards)
HiSET H igh School Equivalency Test (one of three assessments that serve as a basis for awarding a TxCHSE)
LINCS L iteracy Information and Communication System
NRS National Reporting System
OCTAE Office of Career, Technical and Adult Education (agency within the U.S. Department of Education that oversees Adult Education)
SBE Standards-Based Education
SBOB State Board of Education
STAAR State of Texas Assessments for Academic Readiness (assessments used by K-12 in Texas)
94
SWG Standards Work Group
TABE Test of Adult Basic Education (one of several assessments for ABE/ASE approved by NRS)
TABE CLAS E TABE Complete Language Assessment System - English (one of several assessments for ESL approved by NRS)
TAECSB Texas Adult Education Content Standards and Benchmarks (an earlier version of Content Standards, released in 2008)
TASC Texas Assessment of SecondaryCompletion (one of three assessments that serve as a basifor awarding a TxCHSE)
TCALL Texas Center for the
Advancement of Literacy and Learning
TCCRS Texas College and Career Readiness Standards
TEA Texas Education Agency
TEAMS Texas Educating Adults
Management System (official database for Texas AEL data)
s
TEC Texas Education Code
TEKS Texas Essential Knowledge and Skills (Texas K12 Standards)
TESOL Teachers of English to Speakers of Other Languages
THECB Texas Higher Education Coordinating Board
TSIA Texas Success Initiative Assessment (test required for most incoming college freshmen in Texas)
TWC Texas Workforce Commission
TxCHSE Texas Certificate of High School Equivalency (issued by TEA to examinees who successfully pass the 2014 GED®, the HiSET or the TASC)
TxState A bbreviated in this document for Texas State University
95Texas Workforce Commission
BenchmarksBenchmarks describe the set of skills and knowledge learners need to develop and achieve in order to master a content standard. Performance standards that describe how well or to what extent learners meet the content standards.
BEST LiteracyThe BEST Literacy an NRS-approved test that assesses literacy skills for adult participants in reading and writing in authentic situations specifically geared for adult ELLs in the United States.
Texas Adult Education & Literacy Assessment Guide for 2016-2017
BEST Plus 2.0BEST Plus is an NRS-approved assessment. It is an individually administered, face-to-face oral interviewdesigned to assess the English language proficiency of adult English language learners in the United States. BEST Plus is a combined test of listening and speaking skills. As an oral assessment, BEST Plus provides a short, practical test that meets the accountability needs of programs that report to the National Reporting System (NRS). BEST Plus is intended to assess basic interpersonal communication using everyday language used in practical situations in the U.S.—at home, at work, and in the community.
Texas Adult Education & Literacy Assessment Guide for 2016-2017
BiasWhen the content or language of a document reflects a prejudice or stereotype of a group, it may be considered “biased.” Potential biases may hinder learning and can be found in references to age, gender, race/ethnicity, culture, disability, socioeconomic status, community (rural, urban, or suburban), and/or language.
Cognitive Academic Language Proficiency (CALP)Cognitive Academic Language Proficiency refers to formal academic language. This includes listening, speaking, reading, and writing about subject area content material. This term is usually is applied to ELLs who are pursuing proficiency levels required for participation in college and career programs.
Career PathwayA Career Pathway is combination of rigorous and high-quality education, training, and other services that:
yy align with the skill needs of industries in the state or regional economy involved;
yy prepare an individual to be successful in any of a full range of secondary or postsecondary education options, including apprenticeships registered under the Act of August 16, 1937 (commonly known as the National Apprenticeship Act or the Fitzgerald Act);
yy include counseling to support an individual in achieving the individual’s education and career goals;
yy include, as appropriate, education offered concurrently with and in the same context as IET Workforce Preparation Activities and Workforce Training for a specific occupation or occupational cluster;
yy organizes education, training, and other services to meet the particular needs of an individual in a manner that accelerates the educational and career advancement of the individual to the extent practicable;
yy enable an individual to attain a secondary school diploma or its recognized equivalent, and at least one recognized postsecondary credential; and
yy help an individual enter or advance within a specific occupation or occupational cluster.
Texas Adult Education & Literacy Administrators Guide
College KnowledgeCollege knowledge refers to the body of knowledge that includes, but is not limited to, the purposes, types, costs, and admissions requirements of colleges as well as the academic and behavioral expectations of the college culture.
Competency-Based/Life Skills ApproachA competency-based approach focuses on the functional use of reading, writing, mathematics, and speaking skills in adult contexts. Competency-based or survival curricula offer a list of competencies in topic areas such as consumerism, health, or employment.
Learners identify important competencies and then develop the basic reading, math, and language skills they need to complete a real-life or functional task.
96
Definitions6
Academic (or Basic) Skills-Based ApproachAn academic skills-based approach focuses on skill development in reading, writing, mathematics, and English as a Second Language. Basic skills curricula usually consist of a sequence of skills that are introduced and practiced at higher levels of complexity as learners advance within the program. AccountabilityAccountability considers the extent to which an individual, group, or institution is held responsible for meeting specified outcome measures. Accountability systems require programs to provide substantiated evidence of student achievement (e.g., educational achievement, entry into employment, receipt of a high school credential) as a condition of funding.
Adult Basic Education (ABE)Adult Basic Education refers to activities and instruction for adult learners provided across a continuum, from pre-literacy and basic literacy, through elementary levels, culminating with competencies equivalent to the eighth-grade level. Instruction includes reading, mathematics, communication skills, social studies, physical sciences, health, digital literacy, and career and college readiness competencies. Assessment and performance guidance define ABE into four levels: Level 1 (grade level 0–1.9); Level 2 (grade level 2–3.9); Level 3 (grade level 4–5.9); and Level 4 (grade level 6–8.9).
Texas Adult Education & Literacy Assessment Guide for 2016-2017
Adult Secondary Education (ASE)Adult Secondary Education refers to activities and instruction for adult learners comparable to the competencies developed in secondary high school and college developmental education. Assessment and performance guidance define ASE into two levels: Level 5 (grade level 9–10.9) and Level 6 (grade level 11–12).
Texas Adult Education & Literacy Assessment Guide for 2016-2017
Adult Education and Literacy (AEL)—The Texas Workforce Commission program that administers grants to provide adults with sufficient basic education to enable them to:
yy acquire the basic educational skills necessary for literate functioning;
yy participate in job training and retraining programs;
yy obtain and retain employment; and
yy continue their education to at least the level of completion of secondary school.
Texas Adult Education & Literacy Administrators Guide
AlignmentAlignment is a documented connection among standards, teaching, learning, and assessment. Alignment is essential to fairness in an accountability system. Only when the components are aligned can programs expect to see higher outcomes and sustainable program improvement.
AssessmentAssessment is the process for monitoring and evaluating student performance and achievement. Assessment methods include standardized tests and classroom-based measures such as observations, projects, interviews, portfolios, quizzes, etc. Assessments can be conducted at the individual, classroom, school, district, state, and national levels.
Basic Interpersonal Communication Skills (BICS)Basic Interpersonal Communication Skills (BICS) are language skills needed for ELLs in social situations. It is the day-to-day language needed to interact socially with other people.
Basic Skills DeficientBasic Skills deficient refers to an adult’s inability to compute or solve problems, or read, write, or speak English, at a level necessary to function on the job, in the individual’s family, or in society.
WIOA
6 In order to assure that the terminology that informs the Adult Education Content Standards are consistent with standards developed by other states and at the national level, most of the definitions included here are from Pimentel, S. (2013). College and Career Readiness Standards for Adult Education. Some definitions refer to specific language within WIOA or TWC policy documents and are so noted.
97Texas Workforce Commission
Comprehensive Adult Student Assessment System (CASAS)CASAS is an NRS-approved widely used system for adult education that includes life-skill competencies, standardized assessments, curriculum and training resources, andinstruments for program evaluation. CASAS assessments can be used with both native and non-native speakers of English to measure basic skills in reading, writing, math, listening, and speaking within functional contexts. Seehttp://casas.org/casasnewweb/index.cfm
CongruenceCongruence occurs when a content standard coincides exactly with the document(s) with which it must align.
Content AreaA content area, also referred to as a domain, is a subject or discipline such as reading, mathematics, science, or English as a Second Language.
Content StandardsContent standards that specify what adult learners should know and be able to do in the areas of reading and language arts, mathematics, and ESL, including how this content aligns to the occupational and industry skill standardswidely used by business and industry in Texas.
Contextualized InstructionThe term contextualized instruction describes a set of teaching, learning and assessment practices that are aimed directly at developing the skills and knowledge that adults need to deal with specific situations or perform specific tasks, including situations and tasks aligned to occupational training.
ContradictionContradiction occurs when a content standard isinconsistent with or in opposition to the document(s) with which it must align.
CurriculumCurricula provide detailed outlines of the knowledge and skills for different instructional levels (e.g., a scope and sequence) and serve as a road map for teachers in planning lessons. Curricula often provide suggestions for teaching techniques, learning activities, textbooks, and materials.
Curriculum FrameworkFrameworks are broad outlines of the knowledge and skills that programs use in developing local curricula. Frameworks can guide the development of curriculum but do not specify how to teach.
Digital LiteracyDigital Literacy refers to technology skills that enable users to find, evaluate, organize, create, and communicate information.
DomainA domain, also referred to as a Content Area, is a subject or discipline such as reading, mathematics, science, or English as a Second Language.
English as a Second Language (ESL)A program of instruction designed to help eligible ELLs achieve competence in reading, writing, speaking, and comprehending the English language. The ESL program also may include instruction in mathematics. Its design must consider customers’ learning experiences, incorporate cultural aspects of customers’ backgrounds, lead to attainment of a secondary school diploma or its recognized equivalent, and transition customers to postsecondary education and training or employment.
Texas Adult Education & Literacy Administrators Guide
English Language Acquisition (ELA)English Language Acquisition is the federal term for activities known as English as a Second Language in Texas.
Texas AEL Administrators Guide
English language learner (ELL)—An eligible individual who has limited ability in reading, writing, speaking, or comprehending the English language and whose native language is a language other than English or who lives in a family or community environment where a language other than English is the dominant language.
WIOA
Environmental ScanAn environmental scan is a process for obtaining information, thoughts, and opinions from a wide range of people and programs. It includes literature reviews, formal or informal surveys, focus groups and individual interviews, and reviews of data and documents in the field. The information gathered can help inform decision making and determine project activities.
98
Expository TextExpository text is non-fiction text meant to inform, analyze, explain or give additional detail about a topic. Some types of expository text include cause-and-effect writing, literary analysis, compare-and-contrast writing and reports.
EvaluationEvaluation involves reviewing, comparing, and judging the quality of work based on established criteria. Summative evaluation is usually done at specified “end points” through formal and often standardized measures. In contrast, formative evaluation is an ongoing process that assesses understanding and skills through a variety of both formal and informal assessment strategies.
Field TestField tests are small-scale trials to assess how effectively new products, initiatives, materials, or approaches can be used in a real context. Data collected from the programs that participate in field tests can be used to inform revisions and implementation procedures.
Focus GroupsFocus groups are structured interviews with 8-12 individuals in which a facilitator guides discussion around a set topic. Focus groups allow the facilitator to ask probing questions to gain an understanding of the participants’ reactions, opinions, and suggestions.
Informational TextInformational text is used by authors to provide readers with information about a specific topic. This type of writing is usually nonfiction. This type of information is found in places like magazines, science or history books, autobiographies and instruction manuals.
Integrated Education and Training (IET)Integrated Education and Training refers to a range of services designed for a specific occupation or occupational cluster, for the purpose of educational and career advancement, which includes the three IET components: AEL Activities, Workforce Preparation Activities, and Workforce Training. IET programs ensure that participants gain the skills needed to succeed in workforce training by attaining a recognized postsecondary credential, entering or advancing in employment, or advancing in postsecondary education and training.
Texas AEL Administrators Guide
Literacy Information and Communication System (LINCS)The Adult Education Content Standards Warehouse is an online repository of adult education content standards documents in English as a Second Language, mathematics, and reading. Users can research and retrieve documents by a specific sponsor or author, or they can explore specific content within any given standards. The warehouse is funded by the U.S. Department of Education and can be accessed at https://lincs.ed.gov/
Literary TextA literary text is a piece of written material, such as a book or poem that has the purpose of telling a story or entertaining, as in a fictional novel. Its primary function as a text is usually aesthetic, but it may also contain political messages or beliefs.
Mathematics FluencyProcedural fluency is a critical component of mathematical proficiency. Procedural fluency is the ability to apply procedures accurately, efficiently, and flexibly; to transfer procedures to different problems and contexts; to build or modify procedures from other procedures; and to recognize when one strategy or procedure is more appropriate to apply than another. To develop procedural fluency, students need experience in integrating concepts and procedures and building on familiar procedures as they create their own informal strategies and procedures. Students need opportunities to justify both informal strategies and commonly used procedures mathematically, to support and justify their choices of appropriate procedures, and to strengthen their understanding and skills through distributed practice. http://www.nctm.org/Standards-and-Positions/Position-Statements/Procedural-Fluency-in- Mathematics/
National Reporting System (NRS)The NRS is an outcomes-based accountability system for state-administered, federally-funded adult education program. The NRS was designed to meet accountability requirements for adult education programs required by Title II of the Workforce Investment Act. See http://www.nrsweb.org
99Texas Workforce Commission
OutcomesOutcomes are measures of achievement that result from participation in adult education. Within adult education, the NRS outcomes include measures of (a) educational gain in literacy skills; (b) entry into employment, postsecondary education, and training; and (c) high school completion. Adult education programs often track secondary outcomes such as participating in children’s education, voting, and obtaining a driver’s license.
Participatory ApproachA participatory approach focuses on the expressed needs and interests of learners. Participatory approaches build on learners’ prior knowledge and often use problem-posing techniques to construct meaning generated from texts and situations that adults encounter in life.
Performance DescriptionsPerformance descriptions state what students should know and the ways they can demonstrate their knowledge and skills.
Performance-Based AssessmentPerformance-based assessments are real-life or simulated tasks that require learners to apply knowledge and skills to demonstrate achievement of the indicators or content standards. Performance-based assessments can be in the form of projects, presentations, tests, or writing tasks.
Persuasive TextA persuasive text is any text where the main purpose is to present a point of view and seeks to persuade a reader. A persuasive text can be an argument, exposition, discussion, review or even an advertisement.
Program StandardsProgram standards describe the design, operation, and management of programs and services rather than individuals’ skills and performances. Program standards address a full range of issues related to educational program design and delivery, including administration, staffing, assessment, curriculum development, instruction, professional development, support services, intake, and orientation.
Progress MonitoringProgress monitoring is the ongoing review and assessment of a learner’s knowledge and skills. Continual classroom monitoring allows instructors to identify strategies and materials that will help learners gain the knowledge and skills to meet the content standards and to meet their goals.
Reading FluencyFluency is the ability to read a text accurately, quickly, and with expression. Fluency is important because it provides a bridge between word recognition and comprehension. When fluent readers read silently, they recognize words automatically. They group words quickly to help them gain meaning from what they read. Fluent readers read aloud effortlessly and with expression. Their reading sounds natural, as if they are speaking. Readers who have not yet developed fluency read slowly, word by word. http://www.readingrockets.org/teaching/reading101/fluency
Recursive ProcessA recursive process in writing is a process that involves at least four distinct steps: prewriting, drafting, revising, and editing. While you are revising, you might have to return to the prewriting step to develop and expand your ideas.
ReliabilityReliability refers to the degree to which the results of an assessment are consistent when conducted over time and by different people, or across different tasks that measure the same thing.
StakeholdersStakeholders are the people (or groups of people) with a vested interest in a program or project. Adult Education stakeholders include learners, teachers, administrators, school staff, advocacy organizations, community members, higher education institutions, and employers who have a significant interest in public education. Broad stakeholder input is essential for the successful development and implementation of content standards.
Standardized TestsStandardized tests are formal methods of assessing student performance that use the same content, task-scoring procedures, and reporting procedures for all learners. Standardized tests have empirically determined quantifiable measures of reliability and studies of their validity.Such tests are popular accountability methods because they allow for comparison across states and programs.
Standards Working Group (SWG)A Standards Working Group provides oversight and leadership throughout the standards-based initiative—planning, developing, reviewing, and implementing the standards. The Standards Working Group is responsible for making recommendations to the state.
100
Standards-Based Education (SBE)Standards-based education is a reform effort that defines what is important for learners to know and be able to do (content standards). SBE aligns assessment, curriculum, instruction, and professional development. Additionally, SBE provides a systemic model for educational improvement.
Test of Adult Basic Education (TABE)The TABE® is an NRS-approved test for Adult Basic Education (ABE, grade levels 0–8) and Adult Secondary Education (ASE, grade levels 9–12) participants. The purpose of the TABE® is to assess adult basic skills in Reading, Math, and Language.
Texas Adult Education & Literacy Assessment Guide for 2016-2017
TABE Complete Language Assessment System-English (TABE CLAS-E)TABE CLAS–E is an NRS-approved integrated system of assessments, instructional guidance, and staff development materials designed to assess the reading, writing, listening, and speaking skills of adult English language learners’ English language proficiency and aid in transitioning learners into mainstream education programs or career paths.
Texas Adult Education & Literacy Assessment Guide for 2016-2017
Teachers of English to Speakers of Other Languages, Inc. (TESOL)Teachers of English to Speakers of Other Languages, Inc., is a professional organization for teachers of English to non-native English language learners. TESOL has developed a set of national standards for Pre-K–12 settings. See http://www.tesol.org.
ValidityValidity refers to the extent to which a measure reflects the underlying concept of what it is supposed to measure. Effective assessments must demonstrate their validity through empirical studies that involve comparing their measures with a related measure derived from another source (e.g., another assessment, expert judgment).
Work Readiness Standards and BenchmarksThe Work Readiness Standards and Benchmarks represent the skills and levels needed to succeed in the workplace. ACT Work Readiness Standards and Benchmarks are precise descriptions of the knowledge and combination of skills that individuals need to be minimally qualified for a target occupation and are determined by the level of skills profiled for a national representative sample of jobs in a
given occupation. While work readiness standards establish the mix of skills and range of levels reported by employers (i.e., minimum and maximum) for specific occupations, work readiness benchmarks are considered to be a target skill level (i.e., median) that an individual should aim for in order to be considered work ready for that occupation. https://www.act.org/research/policymakers/pdf/Work-Readiness-Standards-and- Benchmarks.pdf
Workforce Preparation ActivitiesWorkforce Preparation Activities include activities, programs, or services designed to help an individual acquire a combination of basic academic skills, critical thinking skills, Digital Literacy skills, and self-management skills, including competencies in the following:
yy Using resources;
yy Using information;
yy Working with others;
yy Understanding systems;
yy Skills necessary for successful transition into and completion of postsecondary education, training, or employment; and
yy Other employability skills that increase an individual’s preparation for the workforce.
Texas Adult Education & Literacy Administrators Guide
Workforce TrainingWorkforce Training means the following:1. Occupational skills training, including training for
nontraditional employment;2. On-the-job training;3. Incumbent worker training;4. P rograms that combine workplace training with
related instruction, which may include cooperative education programs;
5. Training programs operated by the private sector;6. Skills upgrading and retraining;7. Entrepreneurial training;8. Job readiness training provided in combination with
services described in 1 through 7;
101Texas Workforce Commission
9. AEL Activities, including activities of English as a Second Language and IET programs, provided concurrently or in combination with services described in 1 through 7; and
10. Customized training designed to meet the specific requirements of an employer or group of employers, conducted with a commitment by an employer or group of employers to employ an individual upon successful completion of the training.
Texas Adult Education & Literacy Administrators Guide
102
103Texas Workforce Commission
Appendix D – In-Depth Description of theDevelopment ProcessProcess FrameworkThe Texas Workforce Commission (TWC) through a contract with Texas State University (TxState) assembled a subject matter expert working group to inform the statewide initiative to update the Texas
Adult Education and Literacy (AEL) Content Standards (Content Standards). This Standards Working Group first met in March 2016. The products and responsibilities of the project staff from TxState were specified in the contract between TWC and TxState, including a detailed description of the Scope of Work and Informing Documents that should be considered in meeting
The Charge for the project, …to update the Adult Basic Education (ABE), Adult
Secondary Education (ASE) and English as a Second Language (ESL) levels of the Texas Adult Education Content Standards and Benchmarks (Content Standards) and align them with the Texas College & Career Readiness Standards (TCCRS), the Texas Certification of High School Equivalency and the Texas Success Initiative Assessment (TSIA).
The development process mirrored the methodology used by the federal work group for the development of the College and Career Readiness Standards for Adult Education. Although Texas mirrored the methodology used to develop the federal standards, Texas-specific resources replaced federal informing documents. Where the federal standards began with the federal College and Career Readiness Standards (CCRS), these Texas Standards began with the Texas College and Career Readiness Standards (TCCRS). Where the federal standards used the Common Core State Standards for the Benchmarks, the Texas Standards use a combination of the TCCRS and the Texas Essential Knowledge and Skills (TEKS) to derive the Content Standards. A primary goal was to establish an evidence-based process and to provide the and project staff with appropriate information to inform decisions related to the Content Standards. To support the project staff in anchoring their decisions in evidence, TWC identified specific guiding documents inclusive of relevant federal guidance, guidance from other states, and research and assessment information, including, but not limited to,
1. the Texas College and Career Readiness Standards (TCCRS),
2. the Texas Certificate of High School Equivalency (TxCHSE),
3. the Texas Success Initiative Assessment (TSIA),
4. the National Reporting Systems (NRS) guideline descriptors,
5. recommendations from the content standards expert contracted by the Texas Education Agency (TEA),
6. the College and Career Readiness Standards for Adult Education (CCRS),
7. the State of Texas Assessments of Academic Readiness (STAAR) performance standards,
8. work readiness skills or criteria recognized by the Board or private sectors employers,
9. Teachers of English to Speakers of Other Languages (TESOL) standards for Adult Education programs, and
10. the Comprehensive Adult Student Assessment Systems (CASAS) standards. Resources listed above were categorized into two groups, providing two crosswalks for each content area: (a) Informing Documents (1-5); and (b) Other Documents (6-10). The selected resources were gathered and presented to group members to assist in building foundational knowledge about the development of content standards. This did not preclude group members from reviewing other resources and building their own knowledgebase. Project staff identified additional guiding documents that are included in the references section of this document. Another priority was to make sure that a cross section of Subject Matter Experts (SMEs) reviewed the draft Content Standards to ensure the feedback was representative of a broad base of Adult Education practitioners. The project team identified several people they believed would have interest and expertise in college and career readiness in English Language Arts and Literacy (ELAL), Mathematics, and English as a Second Language (ESL). Project staff received feedback from 13 SMEs, most of whom were also active Adult Education classroom teachers. This team became the Informal Team of Practitioners (ITP). Similar to the composition of the work group, the ITP included representatives from: (a) Adult Education (e.g., program directors and instructors); (b) higher education (e.g., developmental education specialists, faculty who teach first-year courses,
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and others with expertise in college readiness); and (c) career/technical training (e.g., employers/industry representatives involved in training, career/technical trainers, and teachers).
A third priority was to introduce a series of checks and balances by establishing an ongoing feedback process and conducting a series of online validation surveys. Project staff members facilitated the feedback and validation process, which included multiple rounds of review and revision by both the work group and the ITP.
Timeline of DeliberationsPlanning, developing, reviewing, and implementingstandards is a complex process that occurs over time. According� to� A� Process� Guide� for� Establishing� State� Adult�Education Content Standards—a publication provided by the US Department of Education to guide states in the development of Adult Education content standards—the standards development process should be expected to take approximately 2-3 years (Seufert et al., 2005, pp. C23-C24).
The first full meeting in March 2016 began with an orientation to the role and responsibilities of the Standards Working Group, as well as to understand the State’s standards initiative. Discussion topics included the State’s perspective on the standards, establishing a common set of definitions and a common language, establishing norms for working together, determining frequency and methods of communication, and reviewing the change process as it relates to the standardsdevelopment. Work group members used a Nominal Group Technique (Delbecq & VandeVen, 1971, andVedros, 1979) to identify areas they considered to be either relevant and important to Adult Education or not essential to Adult Education. Work group members were asked to make professional judgments regarding the knowledge and skills they believed were necessary to include in any standards for Adult Education. The work group agreed upon three primary areas that the standards should address: English Language Arts and Literacy (thus merging reading and writing), Mathematics, and English as a Second Language. Notes from this meeting were summarized and sent to the members of the work group who were asked to confirm their agreement with the accuracy of the identified key content and skills. The Informal Team of Practitioners (ITP) was not involved in this process as their role was to confirm and provide validation to the decisions made by the work group, not to drive the process.
During March and April 2016, an environmental scan of existing materials and publications authored by stakeholder groups (e.g., job postings, national standards, and publications from higher education admissions offices) allowed project staff to gather information without requiring a commitment of time from the work group and the ITP. Project staff and consulting SMEs reviewed research on the following: (a) standards-based education, (b) the content areas, and (c) existing federal and state-level Adult Education content standards. The review of the research on standards-based education helped to provide an understanding of the potential effect that content standards will have on other systems in Adult Education, such as curriculum, instruction, assessment, professional development, and local program accountability. The review of content area standards assisted in identifying and narrowing the key components and skills for each of the knowledge and skills sets—English Language Arts and Literacy, Mathematics, and English as a Second Language. The review of existing federal and state-level Adult Education content standards assisted in determining how best to use existing standards to inform the Texas standards. The reference section at the end of this book includes a list of the documents used during each step of the environmental scan.
Following the environmental scan, to assist work group and ITP members, and to expedite the development process within the shortened timeline, content experts and project staff made initial judgments about the process and content that should guide the development of content standards. They chose as primary source documents the Texas College and Career Readiness Standards (TCCRS) and the Texas Essential Knowledge and Skills (TEKS); as previously mentioned, this decision mirrored the methodology employed in the development of the College and Career Readiness Standards for Adult Education (Seufert et al., 2005). For more specific information, see the section on Applicability�of� the�Texas�College and Career Readiness Standards and the Texas�Essential� Knowledge� and� Skills, in which the use of the TCCRS and the TEKS is explained.
In May 2016, the work group members began reviewing the Content Standards draft and providing written feedback via participation in a digital validation survey. For each Standard and its supporting Benchmarks, the work group members were asked to apply four criteria in order to make a professional judgment: (a) Content Match, (b) Accuracy, (c) Equity, and (d) Relevance. Descriptions of these criteria are available in the appendices of this
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document. The work group members were asked to apply these criteria and to determine if each standard and benchmark was “valid as is” or “not valid.” If the reviewer felt that the standard or benchmark was “not valid,” they were asked to suggest revisions to the statement that could be addressed in subsequent drafts of the Content Standards. The work group could also provide general comments and feedback not specific to any individual standard or benchmark.
Drafts of the three identified Content Areas—English Language Arts and Literacy (ELAL), Mathematics, and English as a Second Language (ESL)— were produced by content experts and then submitted to the work group and the ITP for two rounds of review and validation to develop three progressive drafts of the standards and benchmarks for each of the three Content Areas. Following Round 1 and Round 2 reviews, consulting SMEs reviewed the revisions to ensure that the draft Content Standards continued to reflect current research and practice. The third draft for each Content Area was then reviewed by a national expert on standards development who suggested editorial revisions to strengthen the language and structure of Content Standards. This expert did not make revisions that would change the intent of the work group.
The feedback provided by the work group was essential to the development of each of the three progressive drafts of the Content Standards. The national standards expert and project staff reviewed and addressed all relevant changes in the documents after each round of work group and IPT review. Following are samples of the feedback provided by work group members: Statement #1: These are well written and the process
to review them has been very well organized. I still have a small concern over the amount of content in the mathematics Standards, but since I do not understand fully the amount of time a student has to complete all of these concepts I do not feel I have the knowledge to recommend something different.
Statement #2: The Financial Literacy areaincludes valuable tools students need to thrive in postsecondary education, work-place environment, and everyday life. Standards are easy to read and understand, but more examples are needed; would be advantageous to include examples like the ones added to English.
Statement #3: It is unrealistic and unnecessary for basic or ESL students who exit the program to work or trade-skills classes to be able to read, describe, analyze, and evaluate information from texts from a variety of cultures, historical periods, myths, and classical literature. Suggest reading more practical day-to-day texts as an initial point.
Additional feedback was also sought from the ITP, who were asked to review the work group’s decisions and apply the perspective of an Adult Education classroom teacher to the draft Content Standards. Following are a sample of the statements provided by ITP members: Statement #1: The revised content standards and
benchmarks for English Language Arts and Literacy is explained clearly and leaves less room for interpretation of what is actually required for the students to know. The examples that are provided give a clear picture of what is required of the student compared to the previous benchmark that was vague and lacked explanations. The adult learner will be more prepared to meet the college level in reading and writing. The instructor has a clearer picture of what is required of them when planning their class lessons.
Statement #2: The content, knowledge and skills contained in the Standard and this supporting Benchmark is relevant to adult learners. This benchmark will help students put the pieces together and understand the relevance for learning skills that can be applied to real-life situations.
June 2016 was dedicated to reviewing and responding to the feedback provided by the work group and the ITP via the validation process. When conflicting suggestions were made by different work group or ITP members for adding, revising, or deleting specific content, project staff solicited further review and feedback from content expert consultants whose expertise informed final decisions. Feedback from these content expert consultants was gathered using a Delphi Method (Delbecq, VandeVen, & Gustafson, 1975). The Content Standards included in this document were identified and refined into their current version over a period of three months of review and deliberations. The draft Content Standards underwent a 52-day period of public comment from July 15, 2016 through September 5, 2016. Project staff scheduled 5 face- to-face public comment sessions over a 2-week period in early August in the following cities: San Marcos, TX, at the Literacy Texas Conference, San Antonio, TX, Midland, TX, Fort Worth, TX, and Houston, TX. Feedback received during the public comment period was used to further refine the draft Content Standards.
A final meeting of the work group was held October 7, 2016 in San Antonio, TX. The purpose of this meeting was to provide working group members with an additional opportunity to closely examine and provide feedback on the draft content standards and benchmarks. The work group members were directed to prepare for the meeting and were mailed bound copies of the following documents:
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1. The draft Texas Adult Education Content Standards and Benchmarks,
2. The Example Performance Indicators document, and
3. Guiding Prompts for CONTENT STANDARDS Review, with Tips for submitting effective feedback.
Workgroup members were directed to utilize weeks prior to the final meeting to thoroughly review the draft content standards and benchmarks for their area of expertise using the guiding prompts and to bring responses in writing to the meeting on October 7th. The guiding prompts were as follows.
1. Logical Development of ELAL/Mathematics/ESLconcepts:
I f necessary, note any inconsistencies in the logical development of ELAL, mathematics, and ESL concepts.
2. Vocabulary and Terminology: If necessary, note any incorrect, inconsistent, or
confusing vocabulary and terminology contained in the document.
3. Rigor: If the level of rigor for exit standards is
inappropriate for the ELA, mathematics, or ESL standards, indicate which standard and how it might be revised to an appropriate level and include a rationale for the revision.
4. Clarity of Benchmarks: If necessary, offer recommendations for making
the language in the benchmarks clearer or more specific.
5. Reflection of Current Research: If necessary, provide specific recommendations for
what should be added or deleted, including citations for the research on which the recommendations are based.
6. Alignment to the Texas College and Career Readiness Standards:
Provide recommendations for revisions that will help align the standards more appropriately to the TCCRS.
If you have suggestions not addressed in your responses above for ways in which the ELAL/Mathematics/ESL Standards and Benchmarks can be improved, please use the space below to write those recommendations.
A series of conference calls were held the week prior to the October 2016 meeting with the work group content area sub groups (ELAL, Math and ESL) to provide an advance opportunity for the members to discuss their reviews of the draft Content Standards. The calls were facilitated by staff from the Texas Workforce Commission and participants were directed to bring specific comments and recommendations in writing to the October 7th meeting.
Content Validation ProcessEach Content Area was put though a structured content validation process in which two rounds of review were conducted with the Standards Working Group and the Informal Team of Practitioners (ITP). The content validation review provided a structured methodology by which the work group and ITG members provided feedback on the content standards and benchmarks. The information included below provides a summary overview of the directions provided to the group members and an example of a validation form. A final review of the Content Standards was conducted by consulting subject matter experts from which the version was constructed. The validation surveys were conducted using the online tool, Survey Monkey. Content validation methods focus on content relevance and representation (Stelly & Goldstein, 2007, p. 256). Content relevance is the extent to which the knowledge and skills are relevant to the target domain. Representativeness refers to the extent to which the knowledge and skills are proportional to the facets of the domain. Content relevance and representativeness are commonly assessed using subject matter expert ratings.
Summary Overview of Draft Standards Review, Feedback and Validation CriteriaThe following criteria should be considered when reviewing the Draft Standards.
1. Content Match
yy Is the content addressed by the Standards and the supporting Benchmarks appropriate for inclusion in the Content Standards?
yy Is the content within each Standard and the supporting Benchmarks appropriate for adult students to work toward as an exit level performance level?
yy Do the Standards and the supporting
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Benchmarks reflect appropriate exit level expectations for adult learners?
yy Are the Benchmarks appropriate to show an adult students’ ability to meet the Standard?
yy Is the content, knowledge or skill addressed by the Standard and the supporting Benchmarks relevant to adult learners?
2. AccuracyThe content contained in the Standards must be accurate. This applies also to terminology and grammar. Each Standard must present clearly defined content, knowledge or skill expectations. Benchmarks should be concise and a true representation of the types of things that students should be able to do when they have reached the exit level standard. The physical representation of the Standards and any additional graphics should be a ccurate and easy to understand.
yy Does the Standard clearly state the required content knowledge or skill/task?
yy Are clear expectations stated within the Standard and the supporting Benchmarks?
yy Is the terminology used accurate and appropriate?
yy Are the Standards and supporting Benchmarks grammatically correct?
yy Are the Standards and supporting Benchmarks clear in meaning?
yy Is the physical presentation clear, accurate, and easy to understand?
3. EquityThe language and content included in the Standards and the supporting Benchmarks must be free of potential stereotypes and should not disadvantage, offend, or be advantageous to any individual based upon race, ethnicity, gender, religion, age, nationality, or disability. The Standards and the supporting Benchmarks should be fair and equitable to all learners.
Content - Are the Standards and the supporting Benchmarks free of content that could disadvantage, or be advantageous to an individual based upon race, ethnicity, gender, religion, age, nationality, or disability? Economic, cultural, or geographic background?
L anguage - Are the Standards and the supporting Benchmarks free of language that disadvantages or is advantageous to an individual based upon race, ethnicity, gender, religion, age, nationality, or disability? Economic, cultural, or geographic background? Offense - Are the Standards and the
supporting Benchmarks presented in such a way as to not offend an individual based upon race, ethnicity, gender, religion, age, nationality, or disability? Economic, cultural, or geographic background?Stereotypes - Are the Standards and the supporting Benchmarks void of language or content that may represent a stereotypical view of an individual or group based upon race, ethnicity, gender, religion, age, nationality, or disability? Economic, cultural, or geographic background?Fairness - Are the Standards and supporting Benchmarks fair to all individuals regardless of race, ethnicity, gender, religion, age, nationality, or disability? Economic, cultural, or geographic background?
4. Relevance
yy Do the Standards and the supporting Benchmarks require tasks and state expectations that are appropriate exit level expectations for adult learners?
yy Do the Standards and the supporting Benchmarks measure content, knowledge and skills that an adult learner who is exiting adult education services should know or be able to do?
yy Is the content, knowledge and skills contained in the Standards and the supporting Benchmarks relevant to adult learners?
Sample Content Standards Draft Standards Review, Feedback and Validation FormThis form should be used to record your individual, professional judgments on and comments related to the draft Standards. This validation form and the accompanying alignment chart represent the first Standard and supporting Benchmarks that have been drafted for the first Content Area.Value judgments based upon personal criteria are not being solicited. All judgments must be made by applying the four criteria established in the Draft Standards Review, Feedback and Validation Criteria (see above for a full description of each). The judgments you make should be based upon: 1. Content Match 2. Accuracy 3. Equity 4. RelevanceThis form should be used to record your individual, professional judgments on and comments related to the draft Standards. This validation form represents the Standard and supporting Benchmarks that have been
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drafted for the Content Area. “Valid as is”
yy You may feel that the Standard and/or supporting Benchmarks are valid as originally written.
yy “Valid as is” (with revisions) - You may also decide that some would be valid with revision that you suggest in the Comments section for each Content Standard or Benchmark. For these Standards or Benchmarks, you will enter a judgment of “valid as is.”
“Not valid”
yy You may also feel that some Standards or Benchmarks are not valid as written and you are not sure as to how to revise them. For these Standards, you will enter a judgment of “not valid.”
yy For each Standard that you determine is “not valid” either as written or with suggested revision, please indicate the reason(s) why you believe it is “not valid.” Any comments you wish to make or explanations of your judgments should be recorded in this form.
Content Area:[Description of Content Area]
Judgement Reason Commentso Content match
Content Standard 1: o Valid as is o Accuracy[Insert text] o Not Valid o Equity
o Relevanceo Content match
Benchmark 1: o Valid as is o Accuracy[Insert text] o Not Valid o Equity
o Relevanceo Content match
Content Standard 2: o Valid as is o Accuracy[Insert text] o Not Valid o Equity
o Relevanceo Content match
Benchmark 1: o Valid as is o Accuracy[Insert text] o Not Valid o Equity
o Relevance
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Appendix E – Standards Working Group, Subject Matter Experts, and Project Staff Standards Working Group
Juan Carlos Aguirre, M.A. Dean of Continuing, Professional and Workforce Education
South Texas College
Kay Brooks, M.A. AEL Grant Project Manager Brazosport College
Tamara Clunis, Ph.D. Dean, Academic Success Amarillo College
Cesar Diaz, M.P.A., J.D. Coordinator Tarrant County College
Tammy Donaldson, Ph.D.Assistant Professor of Reading & Developmental Education Coordinator
Del Mar College
Marta M. Edwards, M.A. The Center for College Access and Development
El Paso Community College
Annette Gregory, M.Ed. Executive Director for Career and Technical Education
Austin ISD
Denise Guckert, M.A. Adult Education Coordinator Austin ISD
David Lindsay, M.S., M.B.A.VP Technical Research
Central Texas Water Coalition; Board of Directors, Literacy Texas
Denise Lujan, M.S. Director of Developmental MathThe University of Texas at El Paso
Mary Helen Martinez, M.A. Director of College Readiness Alamo Community College
LaShondia McNeal, Ph.D.
Program Director for Research, Evaluation & Professional Development
Houston Community College
Suzanne Morales-Vale, Ph.D. Director, Developmental and Adult Education
Texas Higher Education Coordinating Board
Denise Orand, M.Ed. Director, Adult Education Grants San Jacinto College
Glenda Rose, Ph.D.Professional Development Center Specialist
Texas Center for the Advancement of Literacy and Learning
Sandi Schneider, M.Ed. Trainer Texas A&M University
James Slack, M.S., M.B.A. Statewide Mathematics Coordinator The Texas Education Agency
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Informal Team of Practitioners
Anwar Asad, M. Ed. ESL TeacherThe University of Texas at El Paso
Julie Cosby, B.S. Teacher, Teacher Facilitator Fort Worth ISD
Marsha Ellis, M.Ed. Faculty Development Specialist Alamo Community Colleges
Olga Escamilla, Ph.D.
LecturerProfessional Development Center Specialist
Texas A&M Kingsville Texas Center for the Advancement of Literacy and Learning
Debbie Janysek, M.A.I.S. Adult Education Lead Instructor Victoria College
Tiffany Lee, M.Ed. Distance Learning Lead Instructor Education Service Center 9
Elizabeth Moya, C.M.P.I. Curriculum SpecialistYsleta Community Learning Center
Patricia Solomon, M.B.A.. DirectorTransforming Lives to the Next Level
Janice Wall, B.A.S. Teacher Temple College
Consulting Subject Matter Experts
Clarena Larrotta, Ph.D. Associate Professor of Adult Education, ESL Literacy and Research
Texas State University
Theresa Jones, Ph.D. Faculty, Department of Mathematics Texas State University
Terry Salinger, Ph.D. Fellow and Chief Scientist for Literacy Research
American Institutes for Research
Denise Sumlin-Johnson, B.S. Program Assistant, Adult Education Teacher
Harris County Department of Education
Texas Workforce Commission Staff
Anson Green, M.A. State Director, Adult Education and Literacy
Texas Workforce Commission
John Stevenson, M.Ed. Program Specialist Texas Workforce Commission
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Texas State University Project Staff
Emily Miller Payne, Ed.D. Principal Investigator Associate Professor
Texas State University
Russ Hodges, Ed.D. Principal Investigator Associate Professor
Texas State University
D. Michelle Janysek, Ph.D. Principal Investigator, Project Director
Texas State University
Mary Lorenz, M.Ed. Grant Coordinator Texas State University
Luann Walker, B.B.A. Grant Specialist Texas State University
Megan Krou, M.A. Graduate Research Assistant Texas State University
Michael C. McConnell, M.A. Graduate Research Assistant Texas State University
Jessica Slentz Reynolds, M.A. Graduate Research Assistant Texas State University
Amber Sarker, M.A.T. Graduate Research Assistant Texas State University
Holly B. Shinn, M.Ed. Graduate Research Assistant Texas State University
Tamara Shetron, M.S.I.S. Graduate Research Assistant Texas State University
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