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TEXAS ADULT EDUCATION & LITERACY CONTENT STANDARDS

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Page 1: Texas AEL Content Standards - Texas Workforce …twc.state.tx.us/files/news/texas-ael-content-standards-twc.pdfwidely accepted performance indicators for college and . Goals of Standards-Based

TE X AS A DULT EDUCATION & L ITER AC Y CONTENT

STA NDA R DS

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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.

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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

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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:

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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.

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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.

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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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55Texas Workforce Commission

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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.

Page 58: Texas AEL Content Standards - Texas Workforce …twc.state.tx.us/files/news/texas-ael-content-standards-twc.pdfwidely accepted performance indicators for college and . Goals of Standards-Based

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

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Ai p m a und v f s o f

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p id ecm

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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

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y o t

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n

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aa 5 owp g

a

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u s ; R e t

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ht a

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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

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p R e a

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l d , e gs e a y s e ,

bl t n y r sse

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,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

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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

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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

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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

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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 .

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t d s

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ng.

l U . g s ls t du n w

a d r rt al a st al l d a n m (

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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

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A

c F n n i pn rx a x y i

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inc bu r c e o

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e g o st bi

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r o R v o n o ih tc a d ca u a5 5 5 yl s r , c i y

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, s

tn 5 a 5 o a

ar t x e o

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ll p mg

S L

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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

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a

L E L Ar R

N

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L

i ng ta RL E L Ar

N

Page 60: Texas AEL Content Standards - Texas Workforce …twc.state.tx.us/files/news/texas-ael-content-standards-twc.pdfwidely accepted performance indicators for college and . Goals of Standards-Based

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

e e c mh oy g pc a ; R ; R h t r

g s ce f n ra ee ra u f5 5 e t o

l o s a o

lv

er gS

LS

L u e h n gb in o

an e no et d i ski R R r d r

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L i d dL h e a

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

er gt S

L

i an RL L N

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

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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

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59Texas Workforce Commission

gnitirW

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d o ne g y

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r m p on r h a s t

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

E d

t w h t s

r

e t h n r a t o au

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

a inn

e a

wo t a l

s a ; W e lh w

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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

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t h , fit i B c s ii s l se li a p S L a na lu r c ar a S L

i R R vd e s r , a ti s a

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N n h a i N aa o N s n i o eN n nI t L b f p s p i i w f n s w u a s s n

l ne t t v o in e ixo

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L po y l y e i .e sn e p e ,.i sn m

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s o a yo rs n y l o lis i: eti : g s : T : T i eg a g e s s i

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i ni ea r th

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o w e x od i p t t te rE ir e

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n o/ po

; Wr li o w i e

t; W

wi da e t

s r y e c

; W

r ne c n be t dy g; R

n il v o b i

i na a i es r ap ec n n t

c ,su i u t h ta s2 2 u g e t

2 e t

a a a 2 e a

v t

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S L e h

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t ci tib w w

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L

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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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: W

h an y

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y t r e r ns p e sa h lt e : T m t

ts

t i: n t o c h eu nr n s t h n lg o x i ul e: gt ar n o c

rgum

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ve

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Page 62: Texas AEL Content Standards - Texas Workforce …twc.state.tx.us/files/news/texas-ael-content-standards-twc.pdfwidely accepted performance indicators for college and . Goals of Standards-Based

60

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61Texas Workforce Commission

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62

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N N i e a e i eh oL t S p r r a N L c t f d N i r o c t e n gd oL p f v i a o r t a a

, ds a n s a s t d e ng h e r e nd nd d a n to g cn s i

s a

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a

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ve l a m b l

r t

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c g e p o en ae nn i a o ir e os o ri e sg r n i e i s

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rde

A t t e a i i v s l

e w e kt r sa

itu

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p x t p T h s heg on f si n t

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Io

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r o d t : t p I tn n s s y s

w

c a ; S a a g sg d an

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er

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s

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n bb i i e e

mi l ne i ni g r ni b me r rt it S L w r hdd ra ed e d t a dl kai t S L tst e p a o e a t

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n e al e i sce g i g

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h

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s l r e

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du

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a

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i

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r d

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sn cd h

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A divi r o b vh i na s n

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d e ti aa ro t pL L o oN i n e xN e r N ew i o u n h i r e n om p ituL r a c d a r d L f r a c t e N L a p a d c a s

Page 65: Texas AEL Content Standards - Texas Workforce …twc.state.tx.us/files/news/texas-ael-content-standards-twc.pdfwidely accepted performance indicators for college and . Goals of Standards-Based

63Texas Workforce Commission

o ,’ y d

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.

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A

k r e t h k a i on k y a l u o pn i e l

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l s cn t ay

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er S L

S L es

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an

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o o cti txp

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of

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t e t

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n A e , a

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e e

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f

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N N i b an g e ot

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s, r s e s e el y d s t d , n d e a l

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du , a n e n d e n ih h n e t en e ns h ey h a e hes i l: u r ci g

ag

t w g a

ts f t a e g a

l g n i n s o f t nn divi l

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t o e k a du il nn A

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r y w

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g

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a a e o a e N L a i i

se t da m nrd h do

a n y d i o h ss e n n eh i re lt g e e i

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a

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r

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n c r i d w

e

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tf

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er gS

L

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hpe vi

an

ne

t o ii o n hr m pe w et d s e t a

l f r e lt ts fap

p u ei R R l l o R t ps l m vL L b eN N i a n N i b u a xnL a b c a L a s h e s s d

i i an

e l e d d b y e ln i n

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g a e i oee i a th y ar o r h o ii t li es ts r l: d e r ap ia l o gi g p t h t

t a pl n vn y a i nr i m o i

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m

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rh hn Ai at rd r na e o p ti a e oe g pE a e h

n c p

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a p i e t fp n/ e d n a

y g : T; R ; S o d .

k i n d

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L

S L i n s sc s r nn e i

an

s d e i r t t

e fi hp a rt u i S L s a

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o s

o t

n o e a b si R R t rn q vs d

p

o eL L a e a

N N i e e l N n a a n d l b rL t s t i r c a c h a i e a p

ks ed va d a

n nsn

g a h n oa y h

l ts

is : ti g n d a

sr ni y c e u eg i hn A k e od aa h t

t lE/ e e a qu

e rpy g : T h d a

ea ac ; R ; S g ea u .

1 1 n s w t

g n nsw

er

i

d r

S L

S L t i

an

se u r a uti R R t c a d oL L s si eN N i n bL d h a aSpea

king

and

Lis

teni

ngLi

tera

cy/E

nglis

h L

angu

age

Art

sLi

tera

cy/E

nglis

h L

angu

age

Art

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tera

cy/E

nglis

h L

angu

age

Art

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tera

cy/E

nglis

h L

angu

age

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tera

cy/E

nglis

h L

angu

age

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s

Lite

racy

/E

nglis

h L

angu

age

Art

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

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uest

ions

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wit

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leva

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and

idea

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NR

S L5

; Spe

akin

g an

d Li

sten

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The

y ar

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se c

onve

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d su

mm

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f ag

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and

disa

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men

t.

NR

S L6

; Spe

akin

g an

d Li

sten

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Thi

s in

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es

the

abili

ty t

o ex

erci

se

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ip, r

esol

ve

confl

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as

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ari

se,

and

pose

and

res

pond

to

que

stio

ns t

hat

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te

the

curr

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disc

ussi

on

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rger

idea

s.

Page 66: Texas AEL Content Standards - Texas Workforce …twc.state.tx.us/files/news/texas-ael-content-standards-twc.pdfwidely accepted performance indicators for college and . Goals of Standards-Based

64

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Page 67: Texas AEL Content Standards - Texas Workforce …twc.state.tx.us/files/news/texas-ael-content-standards-twc.pdfwidely accepted performance indicators for college and . Goals of Standards-Based

65Texas Workforce Commission

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akin

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sten

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alua

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rele

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ev

iden

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NR

S L5

; Spe

akin

g an

d Li

sten

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vidu

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adap

t th

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spee

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vari

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and

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s, d

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stra

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a co

mm

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indi

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app

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NR

S L4

; Spe

akin

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adap

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spee

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mm

and

of fo

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glis

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hen

indi

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d or

app

ropr

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.

Page 68: Texas AEL Content Standards - Texas Workforce …twc.state.tx.us/files/news/texas-ael-content-standards-twc.pdfwidely accepted performance indicators for college and . Goals of Standards-Based

66

Lite

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; Lan

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; Lan

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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

.

Page 69: Texas AEL Content Standards - Texas Workforce …twc.state.tx.us/files/news/texas-ael-content-standards-twc.pdfwidely accepted performance indicators for college and . Goals of Standards-Based

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

.

Page 70: Texas AEL Content Standards - Texas Workforce …twc.state.tx.us/files/news/texas-ael-content-standards-twc.pdfwidely accepted performance indicators for college and . Goals of Standards-Based

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.

Page 71: Texas AEL Content Standards - Texas Workforce …twc.state.tx.us/files/news/texas-ael-content-standards-twc.pdfwidely accepted performance indicators for college and . Goals of Standards-Based

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.

Page 72: Texas AEL Content Standards - Texas Workforce …twc.state.tx.us/files/news/texas-ael-content-standards-twc.pdfwidely accepted performance indicators for college and . Goals of Standards-Based

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.

Page 73: Texas AEL Content Standards - Texas Workforce …twc.state.tx.us/files/news/texas-ael-content-standards-twc.pdfwidely accepted performance indicators for college and . Goals of Standards-Based

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.

Page 74: Texas AEL Content Standards - Texas Workforce …twc.state.tx.us/files/news/texas-ael-content-standards-twc.pdfwidely accepted performance indicators for college and . Goals of Standards-Based

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

.

Page 75: Texas AEL Content Standards - Texas Workforce …twc.state.tx.us/files/news/texas-ael-content-standards-twc.pdfwidely accepted performance indicators for college and . Goals of Standards-Based

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

.

Page 76: Texas AEL Content Standards - Texas Workforce …twc.state.tx.us/files/news/texas-ael-content-standards-twc.pdfwidely accepted performance indicators for college and . Goals of Standards-Based

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

.

Page 77: Texas AEL Content Standards - Texas Workforce …twc.state.tx.us/files/news/texas-ael-content-standards-twc.pdfwidely accepted performance indicators for college and . Goals of Standards-Based

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.

Page 78: Texas AEL Content Standards - Texas Workforce …twc.state.tx.us/files/news/texas-ael-content-standards-twc.pdfwidely accepted performance indicators for college and . Goals of Standards-Based

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).

Page 79: Texas AEL Content Standards - Texas Workforce …twc.state.tx.us/files/news/texas-ael-content-standards-twc.pdfwidely accepted performance indicators for college and . Goals of Standards-Based

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.

Page 80: Texas AEL Content Standards - Texas Workforce …twc.state.tx.us/files/news/texas-ael-content-standards-twc.pdfwidely accepted performance indicators for college and . Goals of Standards-Based

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.

Page 81: Texas AEL Content Standards - Texas Workforce …twc.state.tx.us/files/news/texas-ael-content-standards-twc.pdfwidely accepted performance indicators for college and . Goals of Standards-Based

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.

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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).

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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.

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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

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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.

Page 86: Texas AEL Content Standards - Texas Workforce …twc.state.tx.us/files/news/texas-ael-content-standards-twc.pdfwidely accepted performance indicators for college and . Goals of Standards-Based

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.

Page 87: Texas AEL Content Standards - Texas Workforce …twc.state.tx.us/files/news/texas-ael-content-standards-twc.pdfwidely accepted performance indicators for college and . Goals of Standards-Based

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

.

Page 88: Texas AEL Content Standards - Texas Workforce …twc.state.tx.us/files/news/texas-ael-content-standards-twc.pdfwidely accepted performance indicators for college and . Goals of Standards-Based

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.

Page 89: Texas AEL Content Standards - Texas Workforce …twc.state.tx.us/files/news/texas-ael-content-standards-twc.pdfwidely accepted performance indicators for college and . Goals of Standards-Based

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.

Page 90: Texas AEL Content Standards - Texas Workforce …twc.state.tx.us/files/news/texas-ael-content-standards-twc.pdfwidely accepted performance indicators for college and . Goals of Standards-Based

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

.

Page 91: Texas AEL Content Standards - Texas Workforce …twc.state.tx.us/files/news/texas-ael-content-standards-twc.pdfwidely accepted performance indicators for college and . Goals of Standards-Based

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

.

Page 92: Texas AEL Content Standards - Texas Workforce …twc.state.tx.us/files/news/texas-ael-content-standards-twc.pdfwidely accepted performance indicators for college and . Goals of Standards-Based

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.

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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

oduc

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.

By

the

end

of

Eng

lish

lang

uage

pr

ofici

ency

lev

el

3, a

n E

LL

can…

w

ith s

uppo

rt,

•yre

coun

t a s

eque

nce

of e

vent

s w

ith a

be

ginn

ing,

mid

dle

and

end

•yin

trod

uce

and

deve

lop

an

info

rmat

iona

l top

ic

with

fact

s an

d de

tails

•yus

e co

mm

on

tran

sitio

nal w

ords

an

d ph

rase

s to

co

nnec

t ev

ents

, id

eas

and

opin

ions

•ypr

ovid

e a

conc

lusi

on.

By

the

end

of

Eng

lish

lang

uage

pr

ofici

ency

lev

el

4, a

n E

LL

can…

•yre

coun

t a lo

nger

, m

ore

deta

iled

sequ

ence

of

even

ts o

r st

eps

in

a pr

oces

s, w

ith a

cl

ear

sequ

entia

l or

chr

onol

ogic

al

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.

By

the

end

of

Eng

lish

lang

uage

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.

Page 94: Texas AEL Content Standards - Texas Workforce …twc.state.tx.us/files/news/texas-ael-content-standards-twc.pdfwidely accepted performance indicators for college and . Goals of Standards-Based

9

0 1d

ardant

SP

EL

2

An

EL

L ca

n…Le

vel 1

Leve

l 2Le

vel 3

Leve

l 4Le

vel 5

dn , a de l pg e x un

a v e of e d

ngl n… x p x

d o u d a n n leley c om p s.

n a c ce l L ps

a

L se ce a m en m , c oe o ee eh s ui E ens c c sa d pl ch i olt n au

t

im n

y ng rofi e r dr

a us h l enp c p s a s

B ,E p 5 •y •y

dn , a de l pg e y un

a n…

xv l e oge f p x

d o u

ngl in d a ys ny c lg om

lea p s.

n a cl L e x en r in c m ce L in

c le s s y se ce a

, oee a eh pl e ui E p s e s ens c plm a d c th ilt

rofi n

re r es o h s om au

a u c p u inc ol r im d

ng

n en

y c c p s a s

B ,E p 4 •y •y •y

dn ,s x s a de el e le s p pg e s x unua v o mf e n…

ar eah p o

d o u ll p

y t e c d

ng a , nel l om cc

ce a s.wL rcn a eo p pl c ene L p m , m c fee h i E ens c up i i eu apl til s e

s h e s do dt

rofi n s im nh s r en

y ng a u u p ait s s

B ,E p 3 w •y •y •y ,

s es

e ln…

,g e v nd le dv b a y af e l r ti , p un

d o u t se sl a , n ec n on m

ng

oc t e vy j ir g d io p s. sa c L u i n eo n a , ttl n q sp i ee L i , be s nc cc e r s om

e h up r r o ui E uns p c enth il ve dcro

fi n s e f

cur

c ou

je o dt d r nh s r on en

y ng a u o n a p c p ait s

B ,E p 2 w •y •y

e de ln…

s g e u r n n,a v u s ad e nob ,f

d o u n

umbe ly s s d

ngl r t a , nn ey c t or one g nd .e sa c ze

a

, vL

in o i an t t pon

ne l p i n tl qu i sl e onosi pl re L nc sn s e

e h ei up

a r igs E imc oh i n s cl sm cur s u tr a j p e r s

rofi f r e d s et

ng

e f c hh on nd n o u

y a r a o o p c pr u a qit t

B ,E p 1 w •y •y

d dn -l na e a

m vs h e h

m n s c

o li e l

eo i t e

e c t ng a pn E

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

Page 95: Texas AEL Content Standards - Texas Workforce …twc.state.tx.us/files/news/texas-ael-content-standards-twc.pdfwidely accepted performance indicators for college and . Goals of Standards-Based

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)

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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

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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.

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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.

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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.

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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

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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.

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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;

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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

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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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TEXAS WORKFORCE COMMISSION101 East 15th Street

Austin, Texas 78778-0001512-463-2222

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Relay Texas: 800-735-2989 (TTY) and 711 (Voice). Copies of this publication (03/2017) have been distributed in

compliance with the State Depository Law, and are available for public use through the Texas State Publication

Depository Program at the Texas State Library and other state depository libraries.

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