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A	Project	of	the	U.S.	Department	of	Education

NRS Educational Functioning Levels Descriptors

Draft

Introduction

The educational functional level (EFL) descriptors are intended to guide both 

teaching and assessment for adult learners. The descriptors are divided into six 

educational functioning levels: Beginning ABE Literacy; Beginning Basic Education; 

Low and High Intermediate Basic Education and low and high Adult Secondary

Education. The descriptors do not provide a complete or comprehensive delineation 

of all of the skills at any given level but provide examples of the most critical 

concepts and skills for the level. 

While these narrative descriptors address the most critical concepts for assessment 

and instruction for adult learners, lesson plans and test items should be based on 

additional critical concepts from state instructional frameworks and standards, as 

appropriate for the learner and state requirements. 

The EFLs for Literacy/English Language arts are organized into reading, 

writing, speaking and listening, and language domains. Emphasis is placed on reading 

and writing because most instruction and assessment attention is paid to these 

domains for ABE students. In addition, the descriptors are further informed by

OCTAE’s Framework for Employability Skills to ensure the levels give adequate 

attention to workforce preparation.

Reading

The reading sections of the descriptors are consistently more comprehensive than the 

other domains. Reading is a critical area for college and career readiness and the 

reading domains make explicit or implicit connections to the other Literacy/ELA 

domains frequently. The reading domain elements of the descriptors carry within

them references to other key skills from the other domains and workforce preparation

skills. An example of this includes integrating and evaluating information from 

a variety of media, including translating quantitative or technical information 

presented visually or in words. Learning to work with diverse media is an important 

job skill as well as a critical applied academic skill. Another example is an emphasis 

on research which includes a combination of reading, writing, and speaking and 

listening skills—again as a way to connect the domains in important ways and to 

make the EFLs a focused and useful document. 
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Writing

Details about the level of writing proficiency required at each level have been pared 

to draw clear distinctions between competencies required at each level. The 

descriptors emphasize writing arguments and writing to inform and explain. Both 

writing types stress writing to sources, and asking students to draw evidence from 

texts is emphasized in the descriptors. With writing, many of the process standards 

were not included because process proficiency is hard to measure. In addition, 

reference is consistently made to research skills in both the reading and writing 

sections of each level, as these skills are important to writing. 

Speaking and Listening

The speaking and listening descriptors at each level are connected closely to 

workforce preparation and the Employability Skills Framework. These skills have the 

benefit of both being measurable and clearly related to citizenship, work and life 

success. Collaborative conversations and teamwork are emphasized, as is students' 

use of evidence. In this context of speaking and listening, the descriptors reflect use 

of evidence in conversation, ability to evaluate what others are saying, and the 

capacity to share information effectively with others.

Language

In the language domain, descriptors consistent with workforce preparation from the 

Employability Skills Framework and vital to attaining college and career readiness --

such as grammar and punctuation skills, as well as vocabulary -- are a part of each 

level.

EFLs for Mathematics

The EFLs for mathematics are organized into mathematical practices, number sense and 

operations, algebraic thinking, geometry and measurement, and data analysis (statistics and 

probability). Assessment of the mathematical practice descriptors are best performed in the 

classroom using assessments that could be formative or summative and may be informal. 

Mathematics placement decisions should take into account the reading level of the adult student. 

Verbally presented application problems at all mathematics levels require a minimum reading 

level.
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Educational Functioning Level Descriptors for

Literacy/English Language Arts

Level 1: Beginning Literacy

Reading: Individuals ready to exit the Beginning Literacy Level have some comprehension of 

how print corresponds to spoken language and are able to demonstrate understanding of spoken 

words, syllables, and sound-letter relationships (phonetic patterns), including consonant digraphs 

and blends. In particular, students at this level are able to recognize and produce rhyming words, 

blend and segment onsets and rhymes, isolate and pronounce initial, medial, and final sounds, 

add or substitute individual sounds, and blend and segment single syllable words. They are able 

to decode two-syllable words following basic patterns as well as recognize common high 

frequency words by sight. Individuals are able to read simple decodable texts with accuracy, 

appropriate rate, and expression. They are able to determine the meaning of words and phrases 

in texts.

Individuals ready to exit this level are able to determine main ideas, retell key details, and ask 

and answer questions about those key details in texts. Individuals are also able to use the 

illustrations and details in a text, whether print or digital, to describe its key ideas (e.g., maps, 

charts, photographs, cartoons). They are able to use text features, both print and digital, to locate 

key facts or information. They are able to identify the reasons an author gives to support points 

in a text, describe the connections between ideas within a text, and examine the basic similarities 

in and differences between two texts on the same topic. 

Writing: Individuals ready to exit the Beginning Literacy Level are able to write basic sight 

words and familiar words and phrases as they compose simple sentences or phrases. This 

includes writing simple informative texts in which they supply some facts about a topic and 

narratives that include some details regarding what happened. They use simple transition and 

temporal words to signal event order (e.g., so, and, because, when, next, finally). With support, 

they are able to gather and use information from provided sources, both print and digital, to 

answer a simple research question. 

Speaking and Listening: Individuals ready to exit this level are able to participate in 

collaborative conversations with diverse partners and groups, respecting individual differences. 

They follow agreed upon rules for discussion and build on others’ ideas. Individuals are able to 

describe people, places, things, and events with relevant details, producing complete sentences 

when appropriate to task and situation. They can discuss what they have heard read aloud and 

ask and answer questions about it.

Language: When writing and speaking, individuals ready to exit this level are able to correctly 

use frequently occurring nouns, verbs (past, present, and future), adjectives, pronouns, 

prepositions and conjunctions. When writing sentences individuals correctly use capitalization, 

ending punctuation, and commas in dates and to separate single words in a series. They are able 

to spell words with common patterns and frequently occurring irregular words. Other words they

spell phonetically. In response to prompts, they are able to produce and expand complete simple 

and compound declarative, interrogative, imperative, and exclamatory sentences orally.
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Individuals are able to determine the meaning of unknown and multiple-meaning words, by 

applying their knowledge of frequently occurring roots and affixes, as well as sentence-level 

context. They are able to distinguish shades of meaning among verbs (e.g., look, glance, stare, 

glare) and adjectives differing in intensity (e.g., large, gigantic).

Level 2: Beginning Basic

Reading: Individuals ready to exit the Beginning Basic Level are able to decode multi-syllable 

words, distinguish long and short vowels when reading regularly spelled one-syllable words, and 

recognize the spelling-sound correspondences for common vowel teams. They also are able to 

identify and understand the meaning of the most common prefixes and suffixes. They can read 

common irregular sight words. Individuals are able to read level appropriate texts1 with 

accuracy, appropriate rate, and expression. They are able to determine the meaning of words and 

phrases in level-appropriate complex texts. Individuals ready to exit this level are able to 

determine main ideas, ask and answer questions about key details in texts and show how those 

details support the main idea. They are able to describe the relationship between ideas in a text in 

terms of time, sequence, and cause/effect, as well as use text features and search tools, both print 

and digital, to locate information relevant to a given topic efficiently. Individuals also are able 

to explain how specific aspects of both digital and print illustrations contribute to what is 

conveyed by the words of a text. They are able to describe how reasons support specific points 

an author makes in a text and identify the author’s main purpose or what the author wants to 

answer, explain or describe, as well as distinguish their own point of view from that of the 

author’s. Finally, they are able to compare and contrast the most important points and key details 

of two texts on the same topic. 

Writing: Individuals ready to exit the Beginning Basic Level are able to write opinion pieces on 

topics or texts, supporting a point of view with reasons. This includes writing simple 

informative texts in which they examine a topic and convey information clearly. They also are 

able to write narratives with details that describe actions, thoughts, and feelings. They use 

transition and temporal words (e.g., also, another, more, but) to link ideas and signal event 

order. Individuals ready to exit this level are able to use technology to produce and publish 

writing as well as to interact and collaborate with others. They are able to conduct short 

research projects and summarize their learning in print. This includes taking brief notes from 

both print and digital sources, and sorting evidence into provided categories.

Speaking and Listening: Individuals ready to exit this level are able to participate in a range of 

collaborative conversations with diverse partners and groups, respecting individual differences. 

They work well with others by following agreed upon rules for discussions, building on others’ 

ideas, and expressing their own ideas, clearly in light of the discussions. Individuals are able to 

report on a topic or text or recount an experience, with appropriate facts, and relevant, 

descriptive details. They are able to speak in complete sentences appropriate to task and 

situation in order to provide requested detail or clarification. They can discuss what they have 

heard read aloud and provide the main ideas and appropriate elaboration and detail about the 

information presented.

 

1 Refer to the Text Complexity Chart at the end of this document for the CCR for Adult Education for appropriate range of complexity for this level.
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Language: When writing and speaking, individuals ready to exit this level are able to correctly use 

regular and irregular nouns and verbs, comparative and superlative adjectives and adverbs, and 

coordinating and subordinating conjunctions. When writing simple, compound and complex sentences 

individuals use correct subject-verb and pronoun-antecedent agreement. They also use correct 

capitalization, ending punctuation, commas, and apostrophes to form contractions and possessives. They

also are able to spell words with conventional patterns and suffixes. They are able to use spelling 

patterns and generalizations (e.g., word patterns, ending rules) in writing words. In response to prompts, 

they are able to produce, expand, and rearrange simple and compound sentences. Individuals are able to 

determine the meaning of unknown and multiple-meaning words in level-appropriate complex texts, 

including academic words, by applying their knowledge of roots and affixes, as well as sentence-level 

context. They are able to distinguish literal from non-literal meaning of words, and shades of meaning 

among related words that describe states of mind or degrees of certainty (e.g., knew, believed, 

wondered, suspected). They are able to demonstrate understanding of and use general academic words 

that signal spatial and temporal relationships.

Level 3: Low Intermediate

Reading: Individuals ready to exit the Low Intermediate Level are able to read fluently text of 

the complexity demanded of this level2. They are able to use knowledge of letter-sound 

correspondences, syllabication patterns, and roots and affixes to accurately decode unfamiliar 

words. They are able to determine the meaning of words and phrases (e.g., metaphors and 

similes) in level-appropriate complex texts. Individuals ready to exit this level are able to make 

logical inferences, summarize central ideas or themes, and explain how they are supported by 

key details. They are able to explain events, procedures, or ideas in historical, scientific, or 

technical texts, including what happened and why. They are able to describe the overall structure 

of a text and compare and contrast the structures of two texts. Individuals ready to exit this level 

are also able to interpret information presented visually, orally or quantitatively to find an answer 

to a question or solve a problem. They display this facility with both print and digital media.

Individuals are able to explain how authors use reasons and evidence to support particular points 

in a text and can integrate information from several texts, whether print, media, or a mix, on the 

same topic. They are able to describe how point of view influences how events are described. 

They are able to analyze multiple accounts of the same event or topic, noting similarities and 

differences in the point of view they represent. They consistently produce valid evidence for 

their findings and assertions.

Writing: Individuals ready to exit the Low Intermediate Level are able to write opinion pieces 

on topics or texts, supporting a point of view with facts and logically ordered reasons. They are 

able to produce informative texts in which they develop a topic with concrete facts and details. 

They convey information clearly with precise language and well-organized paragraphs. They

link ideas, opinions and reasons with words, phrases, and clauses (e.g., another, specifically, 

consequently, because). They are also able to use technology (including the Internet) to produce 

and publish writing as well as to interact and collaborate with others. They are able to conduct 

short research projects, making frequent use of on-line as well as print sources. This includes 

the ability to draw evidence from several texts to support an analysis. They are able to 

summarize or paraphrase information from and provide a list of those sources.

 

2 Refer to the Text Complexity Chart at the end of this document for the CCR for Adult Education for appropriate range of complexity for this level. 
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Speaking and Listening: Individuals ready to exit this level are able to participate in a range of 

collaborative conversations with diverse partners and groups, respecting individual differences. 

They demonstrate understanding of teamwork and work well with others by following agreed 

upon rules for discussions, carrying out their assigned roles, and posing and responding to 

specific questions and making comments that contribute to and elaborate on the remarks of 

others. Individuals are able to report on a topic or text or present an opinion, sequencing ideas 

logically and providing appropriate facts, and relevant, descriptive details that support the main 

ideas or themes. They are able to differentiate between contexts that call for formal English and 

situations where informal discourse is appropriate. They also are able to paraphrase and 

summarize what they have heard aloud and explain how each claim is supported by reasons and 

evidence.

Language: When writing and speaking, individuals ready to exit this level are able to use verb tenses to 

convey various times, sequences, states, and conditions correctly and recognize inappropriate shifts in 

verb tense. They use prepositions, conjunctions, and interjections properly. Individuals write simple, 

compound and complex sentences and use correct subject-verb and pronoun-antecedent agreement 

throughout a piece of writing. They also use correct capitalization, commas, and underlining, quotation 

marks, and italics to indicate titles of works. They are able to correctly use frequently confused words 

(e.g., to, too, two; there, their) and spell correctly, consulting references as needed. They are able to 

produce complete sentences, recognizing and correcting inappropriate fragments and run-ons as well as 

expand, combine and reduce sentences for meaning, reader interest and style. Individuals are able to 

determine the meaning of unknown and multiple-meaning words in level-appropriate complex texts, 

including academic words, by applying their knowledge of roots and affixes, as well as sentence-level 

context. Individuals are able to interpret figurative language, Including similes and metaphors. They also 

are able to recognize and explain the meaning of common idioms, adages, and proverbs. They are able 

to demonstrate understanding of and use general academic words that signal precise actions or emotions 

(e.g., whined, stammered), signal contrast (e.g., however, nevertheless), or other logical relationships 

(e.g., however, similarly), and are basic to a particular topic (e.g. endangered when discussing animal 

preservation).

Level 4: High Intermediate

Reading: Individuals who are ready to exit the High Intermediate Level are able to read fluently 

text of the complexity demanded of this level.3They display increasing facility with academic 

vocabulary and are able to analyze the impact of a specific word choice on meaning and tone in 

level-appropriate complex texts. 

Individuals are able to make logical inferences by offering several pieces of textual evidence. 

This includes citing evidence to support the analysis of primary and secondary sources in history, 

as well as analysis of science and technical texts. They are able to summarize and analyze 

central ideas, including how they are conveyed through particular details in the text. They also 

are able to analyze how a text makes connections among and distinctions between ideas or 

events and how major sections of a text contribute to the development of the ideas. They also are 

able to follow multistep procedures. Individuals are able to identify aspects of a text that reveal 

 

3 Refer to the Text Complexity Chart – CCR for Adult Education for appropriate range of complexity for this level. 
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point of view and assess how point of view shapes style and content in texts. In addition, they

are able to evaluate the validity of specific claims an author makes through the sufficiency of the 

reasoning and evidence supplied in the text. This includes analyzing how an author responds to 

conflicting evidence or viewpoints. They are able to analyze how multiple texts address similar 

themes, including how authors acknowledge and respond to conflicting evidence or viewpoints 

and include or avoid particular facts. Individuals are also able to analyze the purpose of 

information presented in diverse media as well as integrate and evaluate content from those 

sources, including quantitative or technical information presented visually and in words. They 

are able to produce valid evidence for their findings and assertions, make sound decisions, and 

solve problems.

Writing: Writing in response to one or more text(s), individuals ready to exit this level are able 

to compose arguments and informative texts (this includes the narration of historical events, 

scientific procedures/ experiments, or technical processes). When writing arguments, they are 

able to introduce claims, acknowledge alternate or opposing claims, support claims with clear 

reasons and relevant evidence, and organize them logically in a manner that demonstrates an 

understanding of the topic. When writing informative texts, individuals are able to examine a 

topic through the selection, organization, and analysis of relevant facts, concrete details, 

quotations and other information to aid comprehension. Individuals create cohesion in their 

writing by clarifying the relationships among ideas, reasons, and evidence; using appropriate 

transitions; and including a logical progression of ideas, and maintaining consistency in style 

and tone. Individuals are able to use specific word choices appropriate for the topic, purpose, 

and audience. They also are able to use technology to produce and publish writing and link to 

and cite sources. They conduct short research projects, drawing on several sources. This 

includes the ability to draw evidence from several texts to support an analysis. It also includes 

the ability to locate and organize information, assess the credibility and accuracy of each 

source, and communicate the data and conclusions of others while avoiding plagiarism.

Speaking and Listening: Individuals ready to exit the High Intermediate level collaborate well 

as a member of team by building on others’ ideas, expressing their own clearly and maintaining 

a positive attitude. They follow rules for collegial discussions and decision-making and track 

progress toward specific goals and deadlines. They are able to pose questions that connect the 

ideas of several speakers and respond to others’ questions and comments with relevant evidence 

and ideas. They also are able to qualify, alter, or justify their own views in light of the evidence 

presented by others. Just as in writing, individuals are able to delineate a speaker’s argument, 

evaluating the soundness of the reasoning and relevance of the evidence. They are able to 

identify when irrelevant evidence is introduced. They also are able to present their own claims 

and findings that emphasize salient points in a focused and coherent manner, with relevant 

evidence, valid reasoning, and well-chosen details. Individuals adapt their speech to a variety of 

contexts and tasks, demonstrating a command of formal English when indicated or appropriate.

Language: When writing and speaking, individuals ready to exit the High Intermediate level 

are able to ensure pronouns are in the proper case, recognize and correct inappropriate shifts in 

pronoun number and person, and correct vague or unclear pronouns. They know how to form 

all verb tenses, and recognize and correct inappropriate shifts in verb voice and mood. They

know how to recognize and correct misplaced and dangling modifiers. They are able to adapt 
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their speech to a variety of contexts and tasks when indicated. They are able to choose language 

that expresses ideas precisely and concisely, recognizing and eliminating redundancy and 

wordiness as well as maintaining consistency in style and tone. Though errors may be present, 

the meaning of their written and oral communications is clear. Individuals are able to determine 

the meaning of unknown and multiple-meaning words and phrases as they are used in level–

appropriate complex texts through context clues, knowledge of affixes and roots, and use of 

reference materials.

Level 5: Low Adult Secondary

Reading: Individuals who are ready to exit Low Adult Secondary Level are able to read fluently

texts that measure at the secondary level of complexity.

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 This includes increasing facility with 

academic vocabulary and figurative language in level-appropriate complex texts. This includes 

determining the meaning of symbols and key terms used in a specific scientific or technical 

context. They are able to analyze the cumulative impact of specific word choices on meaning 

and tone. Individuals are able to make logical and well-supported inferences about those 

complex texts. They are able to analyze the development of central ideas over the course of a 

text and explain how they are refined by particular sentences, paragraphs, or portions of text. 

They are able to provide an objective summary of a text. They are able to analyze in detail a 

series of events described in text and determine whether earlier events caused later ones or 

simply preceded them. They also are able to follow complex multistep directions or procedures.

Individuals are able to compare the point of view of two or more authors writing about the same 

or similar topics. They are able to evaluate the validity of specific claims an author makes 

through the sufficiency and relevance of the reasoning and evidence supplied. They also are able 

to identify false statements and fallacious reasoning. They are able to analyze how multiple texts 

address related themes and concepts, including challenging texts, such as seminal US documents 

of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg 

Address). In addition, they are able to contrast the findings presented in a text, noting whether 

those findings support or contradict previous explanations or accounts. Individuals are also able 

to translate quantitative or technical information expressed in words in a text into visual form 

(e.g., a table or chart) and translate information expressed visually or mathematically into words. 

Through their reading and research, they are able to cite strong and thorough textual evidence for 

their findings and assertions to make informed decisions and solve problems. 

Writing: Writing in response to one or more text(s), individuals ready to exit this level are able 

to compose arguments and informative texts (this includes the narration of historical events, 

scientific procedures/ experiments, or technical processes). When writing arguments, they are 

able to introduce precise claims, distinguish the claims from alternate or opposing claims, and 

support claims with clear reasons and relevant and sufficient evidence. When writing 

informative texts, they are able to examine a topic through the effective selection, organization, 

and analysis of well chosen, relevant, and sufficient facts appropriate to the audience’s 

knowledge of the topic. They use appropriate and varied transitions as well as consistency in 

style and tone to link major sections of the text, create cohesion, and establish clear 

relationships among claims, reasons, and evidence. Individuals use precise language and 

domain-specific vocabulary to manage the complexity of the topic. They are also able to take

 

4 Refer to the Text Complexity Chart – CCR for Adult Education for appropriate range of complexity for this level. 
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advantage of technology’s capacity to link to other information and display information flexibly

and dynamically. They conduct short research projects as well as more sustained research 

projects that require the synthesis of multiple sources to make informed decisions and solve

problems. This includes the ability to draw evidence from several texts to support an analysis. It 

also includes the ability to gather and organize information, assess the credibility, accuracy, and 

usefulness of each source, and communicate the data and conclusions of others while avoiding 

plagiarism.

Speaking and Listening: Individuals ready to exit the Low Adult Secondary level are able to 

participate in a thoughtful, respectful, and well-reasoned exchange of ideas as a member of a 

team. As they collaborate with peers, they are able to set rules for collegial discussions and 

decision-making, clear goals and deadlines. They are able to propel conversations forward by 

listening actively, actively incorporating others into the discussion, responding thoughtfully to 

diverse perspectives, and summarizing points of agreement and disagreement. They also are 

able to qualify, alter, or justify their own views and understanding in light of the evidence and 

reasoning presented by others. Just as in writing, individuals are able to evaluate a speaker’s 

point of view, and in particular, assess the links among ideas, word choice, and points of 

emphasis and tone used. They also are able to present their own findings and supporting 

evidence clearly, concisely, and logically such that listeners can follow the line of reasoning. 

Individuals adapt their speech to a variety of contexts and tasks, demonstrating a command of 

formal English when indicated or appropriate.

Language: Individuals ready to exit the Low Adult Secondary level demonstrate strong control 

of English grammar, usage, and mechanics and use these elements to enhance the presentation 

of ideas both in speech and writing. This includes the use of parallel structure and the correct 

use of various types of phrases and clauses to convey specific meanings. They are able to adapt 

their speech to a variety of contexts and tasks when indicated. Though some errors may be 

present, meaning of their written and oral communications is clear. Individuals are able to 

determine the meaning of unknown and multiple-meaning words and phrases as they are used in 

level-appropriate complex texts through context clues, knowledge of affixes and roots, and use 

of reference materials.

Level 6: High Adult Secondary

Reading: Individuals who are ready to exit High Adult Secondary Level are able to read 

fluently at the college and career readiness level of text complexity.

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This includes increasing 

facility with academic vocabulary and figurative language sufficient for reading, writing, 

speaking, and listening at the college and career readiness level. They are able to analyze the 

cumulative impact of specific word choices on meaning and tone. Individuals are able to make 

logical and well-supported inferences about those complex texts. They are able to summarize 

the challenging ideas, concepts or processes contained within them. They are able to paraphrase 

texts in simpler but still accurate terms. Whether they are conducting analyses of complex 

primary and secondary sources in history or in scientific and technical texts, they are able to 

analyze how the ideas and concepts within them develop and interact. Individuals are able to 

assess how points of view shape style and content in texts with particular attention to 

 

5 Refer to the Text Complexity Chart – CCR for Adult Education for appropriate range of complexity for this level. 
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distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, 

irony, or understatement). Individuals are able to analyze how multiple texts address related 

themes and concepts, including challenging texts such as US founding documents (Declaration 

of Independence, the Bill of Rights). In addition, they are able to compare and contrast 

treatments of the same topic in several primary and secondary sources. Individuals are also able 

to integrate and evaluate multiple sources of information presented in diverse media in order to 

address a question. Through their reading and research at complex levels, they are able to cite 

strong and thorough textual evidence for their findings and assertions to make sound decisions 

and solve problems. 

Writing: Writing in response to one or more text(s), individuals ready to exit this level are able 

to compose arguments and informative texts (this includes the narration of historical events, 

scientific procedures/ experiments, or technical processes). When writing arguments, they are 

able to create an organization that establishes clear relationships among the claim(s), 

counterclaim(s), reasons and evidence. They fully develop claims and counterclaims, supplying 

evidence for each while pointing out the strengths and limitations of both in a manner that 

anticipates the audience’s knowledge level and concerns. When writing informative texts, they

are able to organize complex ideas, concepts, and information to make important connections 

and distinctions through the effective selection and analysis of content. They use appropriate 

and varied transitions to clarify the relationships among complex ideas, create cohesion, and 

link major sections of the text. Individuals are able to maintain a formal style while they attend 

to the norms and conventions of the discipline in which they are writing. They are also able to 

take advantage of technology’s capacity to link to other information and display information 

flexibly and dynamically. They conduct short research projects as well as more sustained 

research projects that require the synthesis of multiple complex sources to make informed 

decisions and solve problems. This includes the ability to draw evidence from several texts to 

support an analysis. It also includes the ability to gather and organize information, assess the 

credibility, accuracy, and usefulness of each source in answering the research question, noting 

any discrepancies among the data collected. 

Speaking and Listening: Individuals ready to exit the High Adult Secondary level demonstrate 

flexibility, integrity, and initiative when collaborating as an effective member of a team. They

are able to manage their time and other resources wisely in order to contribute to the team’s 

overarching goal(s) and meet the agreed upon deadlines. This includes the ability to exercise 

leadership and resolve conflicts as they arise. They are able to listen actively, build on others’ 

ideas, express alternative views clearly and persuasively, verify or challenge others’ ideas and 

conclusions, and think creatively and critically in light of the evidence and reasoning presented. 

They are able to relate the evidence and reasoning presented to broader themes and ideas. Just 

as in writing, individuals are able to evaluate a speaker’s point of view, stance, premises, 

evidence, reasoning, rhetoric, and tone. They also are able to present their own findings and 

supporting evidence clearly, concisely, and logically such that listeners can follow the line of 

reasoning, making strategic use of digital media Individuals adapt their speech to a variety of 

contexts and tasks, demonstrating a command of formal English when indicated or appropriate.

Language: Individuals ready to exit the High Adult Secondary level demonstrate strong control 

of English grammar, usage, and mechanics and use these elements to enhance the presentation 
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of ideas both in speech and writing. This includes the use of parallel structure and the correct 

use of various types of phrases and clauses to convey specific meanings. They are able to adapt 

their speech to a variety of contexts and tasks when indicated. The meaning of their written and 

oral communications is clear. Individuals are able to determine the meaning of unknown and 

multiple-meaning words and phrases as they are used in level-appropriate complex texts 

through context clues, knowledge of affixes and roots, and use of reference materials.
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Resource: Quantitative Analysis Chart for Determining Text Complexity

CCR Levels 

of Learning ATOS

Degrees of 

Reading 

Power

FleschKincaidThe Lexile 

Framework

Reading 

Maturity

B (2nd– 3

rd) 2.75 – 5.14 42 – 54 1.98 – 5.34 420 – 820 3.53 – 6.13

C (4th– 5

th) 4.97 – 7.03 52 – 60 4.51 – 7.73 740 – 1010 5.42 – 7.92

D (6th– 8

th) 7.00 – 9.98 57 – 67 6.51 – 10.34 925 – 1185 7.04 – 9.57

E (9th– 10th) 9.67 – 12.01 62 – 72 8.32 – 12.12 1050 – 1335 8.41 – 10.81

E (11th– CCR) 11.20 – 14.10 67 – 74 10.34 – 14.2 1185 – 1385 9.57 – 12.00
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Educational Functioning Level Descriptors

Mathematics

Level 1: Beginning ABE Literacy 

The Mathematical Practices: Students prepared to exit this level are able to decipher a simple 

problem presented in a context and reason about and apply correct units to the results. They can 

visualize a situation using manipulatives or drawings and explain their processes and results

using mathematical terms and symbols appropriate for the level. They recognize errors in the 

work and reasoning of others. They are able to strategically select and use appropriate tools to 

aid in their work, such as pencil/paper, measuring devices, and/or manipulatives. They can see 

patterns and structure in sets of numbers and geometric shapes and use those insights to work 

more efficiently.

Number Sense and Operations: Students prepared to exit this level have an understanding of 

whole number place value for tens and ones and are able to use their understanding of place 

value to compare two-digit numbers. They are able to add whole numbers within 100 and 

explain their reasoning, e.g., using concrete models or drawings and strategies based on place 

value and/or properties of operations. They are able to apply their knowledge of whole number 

addition and subtraction to represent and solve word problems that call for addition of three 

whole numbers whose sum is less than 20 by using such problem-solving tools as objects, 

drawings, and/or simple equations. 

Algebraic Thinking: Students prepared to exit this level understand and apply the properties of 

operations to addition and subtraction problems. They understand the relationship between the 

two operations and can determine the unknown number in addition or subtraction equations.

Geometry and Measurement: Students prepared to exit this level can analyze and compare 2-

dimensional and 3-dimensional shapes based on their attributes, such as their shape, size, 

orientation, the number of sides and/or vertices (angles), or the lengths of their sides. They can 

reason with two-dimensional shapes (e.g., quadrilaterals and half- and quarter-circles) and with 

three-dimensional shapes (e.g., right prisms, cones, and cylinders) to create composite shapes. 

They are able to measure the length of an object as a whole number of units, which are not 

necessarily standard units, for example measuring the length of a pencil using a paper clip as the 

length unit. 

Data Analysis: Students prepared to exit this level are able to organize, represent, and interpret 

simple data sets (e.g., lists of numbers, shapes, or items) using up to three categories. They can 

answer basic questions related to the total number of data points in a set and the number of data 

points in each category, and can compare the number of data points in the different categories.
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Level 2: Beginning Basic Education 

The Mathematical Practices: Students prepared to exit this level are able to decipher two-step 

problems presented in a context, visualizing a situation using diagrams or sketches, and 

reasoning about and applying the correct units and the proper degree of precision to the results. 

They can explain their processes and results using mathematical terms and symbols appropriate 

for the level and recognize errors in the reasoning of others. They strategically select and use the 

appropriate tools to aid in their work, such as pencil/paper, measuring devices, manipulatives, 

and/or calculators. They are able to see patterns and structure in sets of numbers, including in 

multiplication or addition tables, and use those insights to work more efficiently.

Number Sense and Operations: Students prepared to exit this level understand place value for 

whole numbers to 1000 and can use that understanding to read, write, count, compare, and round 

three-digit whole numbers to the nearest 10 or 100. They are able to compute fluently with all 

four operations with whole numbers within 100. They use place value and properties of 

operations to explain why addition and subtraction strategies work, and can demonstrate an 

understanding of the inverse relationship between multiplication and division. They can solve

one- and two-step word problems involving all four operations within 100 and identify and 

explain arithmetic patterns. They have an understanding of fractions, especially unit fractions, 

and can represent simple fractions on a number line. They understand and can explain 

equivalence of fractions, can recognize and generate simple equivalent fractions, and can 

compare two fractions with the same numerator or denominator by reasoning about their size.

Algebraic Thinking: Students prepared to exit this level apply the properties of operations to 

multiplication and division of whole numbers. They understand the relationship between 

multiplication and division and can determine the unknown number in multiplication or division 

equations.

Geometry and Measurement: Students prepared to exit this level are able to reason about 

geometric shapes and their attributes. They can demonstrate an understanding that different 

shapes might share common attributes (e.g., four sides) and can compare and classify twodimensional shapes, particularly quadrilaterals. They are able to partition shapes into parts with 

equal areas and express the area of each part as a unit fraction of the whole. They can use 

common U.S. Customary and metric units for linear measurements (e.g., inches, feet, centimeters, 

and meters) and solve problems involving measurement and estimation of intervals of time, 

liquid volumes, and masses of objects. They understand the concept of area and can relate it to 

addition and multiplication to solve real-world problems. They also understand, and can solve, 

real-world and mathematical problems involving perimeter of polygons. 

Data Analysis: Students prepared to exit this level are able to draw and interpret simple graphs 

(e.g., bar graphs, picture graphs, and number line diagrams) including scaled bar and picture 

graphs. They can generate measurement data by measuring lengths to the nearest half- and 

quarter-inch and display that data by making a line plot marked off in appropriate units. 
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Level 3: Low Intermediate Basic Education 

The Mathematical Practices: Students prepared to exit this level are able to decipher multi-step 

problems presented in a context and reason about and apply the correct units and the proper 

degree of precision to the results. They can visualize a situation using diagrams or sketches, see 

multiple strategies for solving a problem, explain their processes and results, and recognize 

errors in the work and reasoning of others. They can express themselves using mathematical 

terms and notation appropriate for the level and can strategically select and use tools to aid in 

their work, such as pencil/paper, measuring devices, and/or technology. They are able to see 

patterns and structure in sets of numbers and geometric shapes and use those insights to work 

more efficiently.

Number Sense and Operations: Students prepared to exit this level understand place value for 

both multi-digit whole numbers and decimals to thousandths, and use their understanding to read, 

write, compare, and round decimals. They are able to use their place value understanding and 

properties of operations to fluently perform operations with multi-digit whole numbers and 

decimals. They can find common factors, common multiples, and understand fraction concepts, 

including fraction equivalence and comparison. They can add, subtract, multiply and divide with 

fractions and mixed numbers. They are able to solve multi-step word problems posed with 

whole numbers and fractions, using the four operations. They also have an understanding of ratio 

concepts and can use ratio language to describe a relationship between two quantities, including 

the concept of a unit rate associated with a ratio.

Algebraic Thinking: Students prepared to exit this level are able to apply and extend their 

understanding of arithmetic to algebraic expressions, using a symbol to represent an unknown 

value. They can write, evaluate, and interpret expressions and equations, including expressions 

that arise from formulas used in real-world problems. They can solve real-world and 

mathematical problems by writing and solving simple one-variable equations and write a simple 

inequality that represents a constraint or condition in a real-world or mathematical problem. 

They can represent and analyze quantitative relationships between dependent and independent 

variables. 

Geometry and Measurement: Students prepared to exit this level have a basic understanding of 

the coordinate plane and can plot points (i.e., ordered pairs) and place polygons in the coordinate 

plane to solve real-world and mathematical problems. They can classify two-dimensional shapes

and use formulas to determine the area of two-dimensional shapes such as triangles and 

quadrilaterals. They can determine the surface area of three-dimensional shapes composed of 

rectangles and triangles, and find the volume of right rectangular prisms. They are able to 

convert like measurement units within a given measurement system (e.g., convert 5 cm to 0.05 

m) and use these conversions to solve multi-step, real-world problems. They are also able to 

solve measurement word problems (such as those that involve area, perimeter, distance, time 

intervals, liquid volumes, mass, and money) that involve simple fractions or decimals. 

Data Analysis and Statistics: Students prepared to exit this level have a basic conceptual 

understanding of statistical variability, including such concepts as center, spread, and the overall 

shape of a distribution of data. They can present data using displays such as dot plots, histograms, 

and box plots.
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Level 4: High Intermediate Basic Education 

The Mathematical Practices: Students prepared to exit this level are able to think critically, 

determine an efficient strategy (from among multiple possible strategies) for solving a multi-step 

problem, and persevere in solving challenging problems. They can express themselves using the 

mathematical terms and notation appropriate to the level. They are able to defend their findings 

and critique the reasoning of others. They are accurate in their calculations and use estimation 

strategies to assess the reasonableness of their results. They can create algebraic and geometric 

models and use them to answer questions and solve problems. They can strategically select and 

use tools to aid in their work, such as pencil/paper, measuring devices, calculators, and/or 

spreadsheets. They are able to see patterns and structure in number sets, data, expressions and 

equations, and geometric figures.

Number Sense and Operations: Students prepared to exit this level have an understanding of the 

rational number system, including how rational numbers can be represented on a number line 

and pairs of rational numbers can be represented on a coordinate plane. They can apply the 

concept of absolute value to find horizontal and vertical distances. They are able to apply the 

properties of integer exponents and evaluate, estimate, and compare simple square roots and 

cube roots. Individuals at this level also understand ratio, rate, and percent concepts, as well as

proportional relationships. 

Algebraic Thinking: Students prepared to exit this level understand the connections between 

proportional relationships, lines, and linear equations. They understand numerical and algebraic 

expressions, and equations and are able to use them to solve real-world and mathematical 

problems. They are able to analyze and solve linear equations and pairs of simultaneous linear 

equations. Individuals at this level are able to define, interpret, and compare linear functions.

Geometry: Students prepared to exit this level can solve real-world and mathematical problems 

that involve angle measure, circumference, and area of 2-dimensional figures. They are able to 

solve problems involving scale drawings of 2-dimensional geometric figures. They understand 

the concepts of congruence and similarity with respect to 2-dimensional figures. They

understand the Pythagorean theorem and can apply it to determine missing lengths in right 

triangles. 

Statistics and Probability: Students prepared to exit this level can summarize and describe 

numerical data sets in relation to their context, including determining measures of center and 

variability and describing patterns and/or striking deviations from patterns. They understand and 

can apply the concept of chance, or probability. They are able to use scatter plots for bivariate 

measurement data to describe patterns of association between two quantities (such as clustering, 

outliers, positive or negative association, linear or non-linear association). 
17

Level 5: Low Adult Secondary Education

The Mathematical Practices: Students prepared to exit this level are able to think critically, 

determine an efficient strategy (from among multiple possible strategies) for solving a multi-step 

problem, and persevere in solving challenging problems. They can reason quantitatively, 

including using units as a way to solve problems. They are able to defend their findings and 

critique the reasoning of others. They are accurate in their calculations and use estimation 

strategies to assess the reasonableness of their results. They can create algebraic and geometric 

models and use them to answer questions and solve problems. They can strategically select and 

use tools to aid in their work, such as graphing calculators, spreadsheets, and/or computer 

software. They are able to make generalizations based on patterns and structure they discover in

number sets, data, expressions and equations, and geometric figures and use these insights to 

work more efficiently.

Number Sense and Operations: Students prepared to exit this level can reason about and solve 

real-world and mathematical problems that involve the four operations with rational numbers.

They can apply the concept of absolute value to demonstrate on a number line their 

understanding of addition and subtraction with negative and positive rational numbers. 

Individuals at this level can apply ratio and percent concepts, including using rates and 

proportional relationships to solve multi-step real-world and mathematical problems. 

Algebraic Thinking: Students prepared to exit this level are able to use algebraic and graphical 

representations to solve real-world and mathematical problems, involving linear equations, 

inequalities, and pairs of simultaneous linear equations. Individuals at this level are able to use 

linear functions to describe, analyze, and model linear relationships between quantities.

Geometry: Students prepared to exit this level can solve real-world and mathematical problems 

that involve volume and surface area of 3-dimensional geometric figures. They can use informal 

arguments to establish facts about various angle relationships such as the relationships between 

angles created when parallel lines are cut by a transversal. They apply the Pythagorean theorem 

to determine lengths in real-world contexts and distances in the coordinate plane. 

Statistics and Probability: Students prepared to exit this level can use random sampling to draw 

inferences about a population and are able to draw informal comparative inferences about two 

populations using measures of center and measures of variability for numerical data from 

random samples. They can develop, use, and evaluate probability models. They are able to use 

scatter plots for bivariate measurement data to interpret patterns of association between two 

quantities (such as clustering, outliers, positive or negative association, linear or non-linear 

association) and a 2-way table to summarize and interpret bivariate categorical data. 
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Level 6: High Adult Secondary Education

The Mathematical Practices: Students prepared to exit this level are able to think critically, make 

assumptions based on a situation, select an efficient strategy from multiple possible problemsolving strategies, plan a solution pathway, and make adjustments as needed when solving 

problems. They persevere in solving challenging problems, including considering analogous, 

simpler problems as a way to solving a more complex one. They can reason quantitatively, 

including through the use of units, and can express themselves using the precise definitions and 

mathematical terms and notation appropriate to the level. They are accurate in their calculations, 

use an appropriate level of precision in finding solutions and reporting results, and use estimation 

strategies to assess the reasonableness of their results. They are able to make conjectures, use 

logic to defend their conclusions, and can detect faulty thinking and errors caused by improper 

use of technology. They can create algebraic and geometric models and use them to answer 

questions, interpret data, make predictions, and solve problems. They can create algebraic and 

geometric models and use them to answer questions, interpret data, make predictions, and solve 

problems. They can strategically select and use tools, such as measuring devices, calculators, 

spreadsheets, and/or computer software, to aid in their work. They are able to see patterns and 

structure in calculations, expressions, and equations and make connections to algebraic 

generalizations, which they use to work more efficiently.

Number Sense and Operations: Students prepared to exit this level have extended their number 

sense to include irrational numbers, radicals, and rational exponents and understand and use the 

set of real numbers. They are able to assess the reasonableness of calculation results based on the 

limitations of technology or given units and quantities and give results with the appropriate 

degree of precision.

Algebraic Thinking: Students prepared to exit this level understand the structure of expressions 

and can use that structure to rewrite linear, exponential, and quadratic expressions. They can add, 

subtract, and multiply polynomials that involve linear and/or quadratic expressions. They are 

also able to create linear equations and inequalities and quadratic and simple exponential 

equations to represent relationships between quantities and can represent constraints by linear 

equations or inequalities, or by systems of linear equations and/or inequalities. They can interpret 

the structure of polynomial and rational expressions and use that structure to identify ways to 

rewrite and operate accurately with them. They can add, subtract, and multiply polynomials that 

extend beyond quadratics. They are able to rearrange formulas to highlight a quantity of interest, 

for example rearranging Ohm’s law, V = IR, to highlight resistance R. They are also able to 

create equations and inequalities representing relationships between quantities, including those 

that extend beyond equations or inequalities arising from linear, quadratic, and simple 

exponential functions to include those arising from simple rational functions. They are able to 

use these equations/inequalities to solve problems both algebraically and graphically. They can 

solve linear equations and inequalities; systems of linear equations; quadratic, simple rational, 

and radical equations in one variable; and recognize how and when extraneous solutions may

arise. 

Students prepared to exit this level also have a basic understanding of functions, can use function 

notation properly, and use such notation to write a function describing a relationship between 

two quantities. They are able to evaluate functions for inputs in their domains and interpret 
19

linear, quadratic, and exponential functions that arise in applications in terms of the context. 

They are able to construct, graph, compare, and interpret functions (including, but not limited to, 

linear, quadratic, and exponential). They can sketch graphs given a verbal description of the 

relationship and identify and interpret key features of the graphs of functions that arise in 

applications in a context. They are able to select or define a function that appropriately models a 

relationship and to compare properties of two functions each represented in a different way

(algebraically, graphically, numerically in tables, or by verbal description). 

Geometry: Students prepared to exit this level can solve problems involving similarity and 

congruence criteria for triangles and use volume formulas for cylinders, pyramids, cones, and 

spheres to solve problems. They can apply the concepts of density based on area and volume in 

modeling situations (e.g., persons per square mile, BTU’s per cubic foot).

Data Analysis and Statistics: Students prepared to exit this level can summarize, represent, and 

interpret data based on two categorical and quantitative variables, including by using frequency

tables. They can compare data sets by looking at commonalities and differences in shape, center, 

and spread. They can recognize possible associations and trends in data, in particular in linear 

models, and distinguish between correlation and causation. They interpret one- and two-variable 

data, including those with linear and non-linear relationships. They interpret the slope (rate of 

change) and intercept (constant term) for a line of best fit and in the context of the data. They

understand and account for extreme points of data in their analysis and interpret relative 

frequencies (joint, marginal and conditional).