Those adults who complete ABE LEVEL I understand that there are different ways of learning. They learn from their own mistakes, can accept both criticism and praise, and respect and interact appropriately with peers and supervisors. They are able to "decode" with understanding words and short, simple sentences. They recognize and comprehend basic sight words and can write short simple sentences using those words. They can write the alphabet from memory. They are able to write their name, address, and phone number and complete very simple forms using that information. They understand the numbering system and can put a list of whole numbers, up to four digits, in correct order. Either by counting or using arithmetic facts, they can add or subtract pairs of single digit numbers. They understand the need to think about causes of problems in order to identify a solution. They demonstrate personal responsibility (i.e., arrive on time for appointments, follow through with commitments).
Those adults who complete ABE LEVEL IIA can participate appropriately in groups, recognize their own learning styles and learn from others. They are able to recall and restate information and read and use simple, familiar materials (i.e., menus, signs, work schedules). They can write with limited proficiency (i.e., complete personal information on forms, copy text, write in simple sentences) and add, subtract, multiply, and divide whole numbers (i.e., use currency, count inventory, or compute and verify bills). They are able to generate ideas about problem causes and solutions. They are aware of the need for personal goals and recognize the connection between behavior and outcomes. They demonstrate a limited ability to organize time and materials, and have moderate ability to identify and use resources for employment and support services.
Those adults who complete ABE LEVEL IIB can identify their own personal values and state clearly personal needs to accommodate their own learning styles. They are able to participate well in a familiar group, recognize and relate to differences in others, and recognize a good leader. They can understand and summarize written material that includes unfamiliar vocabulary, read for information and apply it to new situations (i.e., work manuals, written directions, maps, schedules). Level IIB completers can define components of a process and compare procedures (i.e., register for a service or use written instructions to assemble something). They write paragraphs with sentences that clearly express complex ideas (i.e., short reports, informal letters, memos, personal narratives, proofread for capitalization and punctuation, and use the dictionary for spelling, meaning, and pronunciation). They are able to apply decimals, fractions, and measurement skills to solve real-life problems. They have the skills to make daily financial choices, take care of personal possessions, and use community agency services. They can use limited negotiating skills to generate, organize and exchange ideas to solve problems (i.e., make a change in work schedule to accommodate family commitments). They are able to identify appropriate work behavior and attitudes and can relate life experience to the workplace.
Those adults who complete ABE LEVEL III are able to work in teams and groups by communicating effectively through listening, speaking, writing, and peer monitoring. They can identify their learning and work styles and use that information to make work, learning, and social interactions more effective. They can read, comprehend, evaluate and apply information from written materials (i.e., intermediate textbooks, fiction, policies and procedures manuals, purchase agreements). They are able to write résumés, reports, and formal letters that use connected paragraphs and appropriate formats, then proofread and correct them for grammar and spelling. Level III completers can compute percentages, ratios, proportions, simple formulas and measurements, and interpret graphs and charts to solve problems. They are able to solve multi-step problems by identifying the issue, thinking creatively, applying a variety of skills, implementing solutions, and evaluating the outcomes. They manage themselves as effective learners, family members, and employees by assuming multiple responsibilities, prioritizing tasks, identifying appropriate behaviors, and dealing with change. They can recognize requirements for job advancement, assess their own leadership skills, and identify areas for personal improvement.
English
as a Second Language
Those adults who complete ESL Level I (Beginning Literacy) will be able to follow simple directions and respond to common body language and gestures when repeated and/or demonstrated. They can recognize simple words and phrases related to basic survival needs, can respond appropriately regarding personal information, and can describe an activity or object using basic vocabulary. They can read and understand times and dates and can print the alphabet fluently. They are able to write short, simple statements about something personal or familiar (i.e., work or school). They have the ability to handle very entry-level jobs that do not require easily demonstrated oral or written communication in English and where simple directions can be repeated and modeled.
Those adults who complete ESL Level II (Beginning) can understand and use limited familiar oral and written phrases and questions when presented slowly and with frequent repetition (i.e., greet people appropriately or follow basic directions). They use limited pronunciation skills and body language for communication, write basic personal information on forms or in short writings of three or four related sentences, and can do simple arithmetic (i.e., make change and use U.S. measurement, etc.). They understand people learn in different ways (i.e., hearing, seeing, telling others, etc.). They are able to identify and solve personal, family and workplace problems but will require assistance in articulating the issues in English. They are aware of personal and workplace values and employer expectations (i.e., interpersonal skills, work culture, relating education and life experiences to job choices), and, with limited ability, can recognize and respond in appropriate ways to individuals and in small groups.
Those adults who complete ESL Level III (Intermediate) can participate effectively in diverse groups by using familiar phrases. They can initiate and maintain simple face-to-face conversations to satisfy basic survival and everyday needs and can express preferences related to employment conditions, education, life, and career choices. They are able to respond to oral instructions that include some unfamiliar vocabulary if the instructions are presented slowly with some repetition. They are able to read and understand materials on familiar subjects, as well as identify important information in documents to meet immediate needs (i.e., employment, housing, transportation, education). They can write descriptions and personal narratives applying fundamental spelling and punctuation rules. They understand what fractions and percents mean. With some assistance and by using memorized phrases, they can locate, apply, and interview for entry-level jobs or access community resources. Level II completers can understand and learn from feedback from work supervisors, peers, instructors, or self. They are able to identify and solve problems that occur in entry-level jobs, classrooms, and other life situations, and can predict and draw conclusions about the results of personal, educational, or job decisions.
Those adults who complete ESL Level IV (Advanced) can identify realistic long-term personal, career, or academic goals and the means by which to attain them. They can identify their learning and work styles and use that information to make work, learning, and social interactions more effective. They work well in teams by recognizing and responding appropriately to differences (i.e., values, class, culture, point-of-view) and demonstrate the ability to resolve conflict. They can follow most oral instructions, ask questions to clarify, and participate in conversations in routine work, learning and social situations. They are able to access needed information resources and use reading strategies to comprehend text (i.e., newspapers, beginning textbooks, guarantees), as well as graphs and charts. They can complete forms and write notes, summaries, extended writing, letters, and résumés using understandable sentence structure, spelling, and punctuation. They understand simple math terms and can use decimals, fractions, percents, and basic formulas in everyday situations. They are able to solve multi-step problems by identifying the issue, thinking creatively, applying a variety of skills or strategies, and evaluating the outcomes. They recognize and accept language and skills requirements for job advancement. They can distinguish roles in organizational hierarchies and work to effect change through appropriate channels.
The Basic Skills Competency Indicators were
developed through a consortium of adult literacy practitioners and
coordinated by the Office of Adult Literacy, State Board for
Community & Technical Colleges.
