• who have attained 16 years of age;
• who are not enrolled or required to be enrolled in secondary school under State law; and ;
• who lack sufficient mastery of basic educational skills to enable them to function effectively in society or
• who do not have a secondary school diploma or its recognized equivalent, and have not achieved an equivalent level of education; or (e) who are unable to speak, read, or write the English language.

• has minimal or no proficiency in reading, writing, and computation;

• is not proficient in meeting the educational requirements of adult life in the United States; or

• cannot read, or write the English language proficiently to allow employment commensurate with the adult’s real ability.

Beginning ABE Literacy: Instruction designed for educationally disadvantaged adults who cannot read, write, or use mathematics independently. These adults may be able to read and write their own name or simple isolated words and may be able to write letters or numbers and copy simple words. There may be no or incomplete recognition of the alphabet; may have difficulty using a writing instrument. There is little or no comprehension of how print corresponds to spoken language.

These individuals have little or no recognition of numbers or simple counting skills or may have only minimal skills, such as the ability to add or subtract single digit numbers.

These individuals have little or no ability to read basic signs or maps, can provide limited personal information on simple forms but have few or no workplace skills. The individual can handle routine entry level jobs that require little or no basic written communication or computational skills and no knowledge of computers or other technology.

This term does NOT apply to individuals of limited English proficiency.

Beginning ABE: Instruction designed for educationally disadvantaged adults who are unable to read, write, and solve mathematical problems sufficiently well to function in everyday life in the United States. These individuals can read and print numbers and letters, but have a limited understanding of connected prose and may need frequent re-reading. They can write a limited number of basic sight words and familiar words and phrases. They may also be able to write simple sentences or phrases, including very simple messages. Narrative writing is disorganized and unclear; inconsistently uses simple punctuation (e.g., periods, commas, question marks); contains frequent errors in spelling. These individuals can count, add and subtract three digit numbers, can perform multiplication through 12; can identify simple fractions and perform other simple arithmetic operators. These individuals are able to read simple directions, signs and maps, fill out simple forms requiring basic personal information, write phone messages and make simple change. There is minimal knowledge of and experience with, using computers and related technology. The individual can handle basic entry-level jobs that require minimal literacy skills; can recognize very short, explicit, pictorial texts (e.g., understands logos related to worker safety before using a piece of machinery; can read want ads and complete simple job applications). This term does NOT apply to individuals of limited English proficiency.

Low Intermediate ABE: Instruction designed for an adult who has some competence in reading, writing, and numeracy but is not sufficiently competent to meet the requirements of adult life in the United States. These individuals can read simple materials on familiar subjects and comprehend simple and compound sentences in single or linked paragraphs containing a familiar vocabulary; can write simple notes and messages on familiar situations, but lacks clarity and focus. Sentence structure lacks variety, but shows some control of basic grammar (e.g., present and past tense), and consistent use of punctuation (e.g., periods, capitalization). These individuals can perform with high accuracy all four basic math operations using whole numbers up to three digits; can identify and use all basic mathematical symbols.

The low intermediate individual is able to handle basic reading, writing and computational tasks related to life roles, such as completing medical forms, order forms or job applications; can read simple charts, graphs, labels and payroll stubs and simple authentic material if familiar with the topic. The individual can use simple computer programs and perform a sequence of routine tasks given direction, using technology (e.g., fax machine, computer operation). The individual can qualify for entry level jobs that require following basic written instructions and diagrams with assistance, such as oral clarification; can write a short report or message to fellow workers; can read simple dials and scales and take routine measurements.

High Intermediate Basic Education: These individuals can read text on familiar subjects that have a simple and clear underlying structure (e.g., clear main idea, chronological order); can use context to determine meaning; can interpret actions required in specific written directions, can write simple paragraphs with main idea and support detail on familiar topics (e.g., daily activities, personal issues) by recombining learned vocabulary and structures; can self and peer edit for spelling and punctuation errors. These individuals can perform all four basic math operations with whole numbers and fractions; can determine correct math operations for solving narrative math problems and can convert fractions to decimals and decimals to fractions; can perform basic operations on fractions. These individuals are able to handle basic life skills tasks such as graphs, charts and labels, and can follow multi-step diagrams; can read authentic materials on familiar topics, such as simple employee handbooks and payrolls stubs; can complete forms such as a job application and reconcile a bank statement. Can handle jobs that involve following simple written instructions and diagrams; can read procedural texts, where the information is supported by diagrams, to remedy a problem, such as locating a problem with a machine or carrying out repairs using a repair manual. The individual can learn or work with most basic computer software, such as using a word processor to produce own texts, can follow simple instructions for using technology.

• is literate and can function in everyday life, but is not proficient; and/or

• does not have a certificate of graduation or its equivalent from a school providing secondary education.

Low Adult Secondary Education: Individuals can comprehend expository writing and identify spelling, punctuation and grammatical errors; can comprehend a variety of materials such as periodicals and non-technical journals on common topics; can comprehend library reference materials and compose multi-paragraph essays; can listen to oral instructions and write an accurate synthesis of them; can identify the main idea in reading selections and use a variety of context issues to determine meaning. Writing is organized and cohesive with few mechanical errors; can write using a complex sentence structure; can write personal notes and letters that accurately reflect thoughts.

These individuals can perform all basic math functions with whole numbers, decimals and fractions; can interpret and solve simple algebraic equations, tables and graphs and can develop own tables and graphs; can use math in business transactions. Individuals are able or can learn to follow simple multi-step directions, and read common legal forms and manuals; can integrate information from texts, charts and graphs; can create and use tables and graphs; can complete forms and applications and complete resumes; can perform jobs that require interpreting information from various sources and writing or explaining tasks to other workers; is proficient using computers and can use most common computer applications; can understand the impact of using different technologies; can interpret the appropriate use of new software and technology

High Adult Secondary Education: Individual can comprehend, explain and analyze information from a variety of literacy works, including primary source materials and professional journals; can use context cues and higher order processes to interpret meaning of written material. Writing is cohesive with clearly expressed ideas supported by relevant detail; can use varied and complex sentence structures with few mechanical errors.

Individual can make mathematical estimates of time and space and can apply principles of geometry to measure angles, lines and surfaces; can also apply trigonometric functions.

These individuals are able to read technical information and complex manuals; can comprehend some college level books and apprenticeship manuals; can function in most job situations involving higher order thinking; can read text and explain a procedure about a complex and unfamiliar work procedure, such as operating a complex piece of machinery; can evaluate new work situations and processes, can work productively and collaboratively in groups and serve as facilitator and reporter of group work. Individual are able to use common software and learn new software applications; can define the purpose of new technology and software and select appropriate technology; can adapt use of software or technology to new situations and can instruct others, in written or oral form on software and technology use.

The fiscal agent of the consortium submits the written, signed agreements with each of the consortium partners to the Texas Education Agency in the application. These agreements delineate specific responsibilities in regard to the adult education and literacy services that will be delivered to undereducated adults. These written agreements include: 1) specific information about the use of federal funds to be flowed to or subcontracted to a participating member; and/or 2) specific information about the services paid for by the federal funds to be provided by the consortium to the participating partner. (See also Fiscal Agent).

(a) the learner and instructor are separated in place and/or time,

(b) learners are separated in place and/or time, and/or

(c) learners are separated from learning resources.

Interactions between the learner and instructor, among learners, and/or between learners and resources conducted through one or more media.

• demonstrates basic skills equivalent to or below that of students at the fifth grade level; or

• has been placed in the lowest or beginning level of an adult education program when that program does not use grade level equivalencies as a measure of students' basic skills.

• Beginning ESL Literacy: Individual cannot speak or understand English, or understands only isolated words or phrases. Individuals have no or minimal reading or writing skills in any language, and may be able to read and write own name or simple isolated words. The individuals may be able to write letters or numbers and copy simple words and there may be no or incomplete recognition of the alphabet; may have difficulty using a writing instrument. There is little or no comprehension of how print corresponds to spoken language. Individuals function minimally or not at all in English and can communicate only through gestures or a few isolated words, such as name and other personal information; may recognize only common signs or symbols (e.g., stop sign, product logos); can handle only very routine entry-level jobs that do not require oral or written communication in English. There is no knowledge or use of computers or technology.

• Beginning ESL: Individuals can understand frequently used words in context and very simple phrases spoken slowly and with some repetition; there is little communicative output and only in the most routine situations; little or no control over basic grammar; survival needs can be communicated simply, and there is some understanding of simple questions. Individuals can read and print numbers and letters, but has a limited understanding of connected prose and may need frequent re-reading; can write a limited number of basic sight words and familiar words and phrases; may also be able to write simple sentences or phrases, including very simple messages. Narrative writing is disorganized and unclear; inconsistently uses simple punctuation (e.g., periods, commas, question marks); contains frequent errors in spelling.

Individuals function with difficulty in situations related to immediate needs and in limited social situations; has some simple oral communication abilities using simple learned and repeated phrases; may need frequent repetition; can provide personal information on simple forms; can recognize common forms of print found in the home and environment, such as labels and product names; can handle routine entry level jobs that require only the most basic written or oral English communication and in which job tasks can be demonstrated. There is a minimal knowledge or experience using computer or technology.

• Low Intermediate ESL : Individual can understand simple learned phrases and limited new phrases containing familiar vocabulary spoken slowly with frequent repetition; can ask and respond to questions using such phrases; can express basic survival needs and participate in some routine social conversations, although with some difficulty; has some control of basic grammar. Individual can read simple material on familiar subjects and comprehend simple and compound sentences in single or linked paragraphs containing a familiar vocabulary; can write simple notes and messages on familiar situations, but lacks clarity and focus. Sentence structure lacks variety, but shows some control of basic grammar (e.g., present and past tense), and consistent use of punctuation (e.g., periods, capitalization).

Individuals can interpret simple directions and schedules, signs and maps; can fill out simple forms, but needs support on some documents that are not simplified; can handle routine entry level jobs that involve some written or oral English communication, but in which job tasks can be demonstrated. Individual can use simple computer programs and can perform a sequence of routine tasks given directions using technology (e.g., fax machine, computer).

• High Intermediate ESL: Individuals can understand learned phrases and short new phrases containing familiar vocabulary spoken slowly and with some repetition; can communicate basic survival needs with some help; can participate in conversation in limited social situations and use new phrases with hesitation; relies on description and concrete terms. There is inconsistent control of more complex grammar.

Individuals can read text on familiar subjects that have a simple and clear underlying structure (e.g., clear main idea, chronological order); can use context to determine meaning; can interpret actions required in specific written directions, can write simple paragraphs with main idea and supporting detail on familiar topics (e.g., daily activities, personal issues) by recombining learned vocabulary and structures; can self and peer edit for spelling and punctuation errors. Individuals can meet basic survival and social needs, can follow some simple oral and written instruction and has some ability to communicate on the telephone on familiar subjects; can write messages and notes related to basic needs; complete basic medical forms and job applications; can handle jobs that involve basic oral instructions and written communication in tasks that can be clarified orally. The individual can work with or learn basic computer software, such as word processing; can follow simple instructions for using technology.

• Low Advanced ESL Individuals can converse on many everyday subjects and some subjects with unfamiliar vocabulary, but may need repetition, rewording or slower speech; can speak creatively, but with hesitation; can clarify general meaning by rewording and has control of basic grammar; understands descriptive and spoken narrative and can comprehend abstract concepts in familiar contexts.

Individuals are able to read simple descriptions and narratives on familiar subjects or from which new vocabulary can be determined by context; can make some minimal inferences about familiar texts and compare and contrast information from such texts, but not consistently. Individuals can write simple narrative descriptions and short essays on familiar topics, such as customs in native country; has consistent use of basic punctuation, but makes grammatical errors with complex structures. Individuals can function independently to meet most survival needs and can communicate on the telephone on familiar topics; can interpret simple charts and graphics; can handle jobs that require simple oral and written instructions, multi-step diagrams and limited public interaction. The individual can use all basic software applications, understand the impact of technology and select the correct technology in a new situation.

High Advanced ESL: Individuals can understand and participate effectively in face-to-face conversations on everyday subjects spoken at normal speed; can converse and understand independently in survival, work and social situations; can expand on basic ideas in conversation, but with some hesitation; can clarify general meaning and control basic grammar, although still lacks total control over complex structures. These individuals can read authentic materials on everyday subjects and can handle most reading related to life roles; can consistently and fully interpret descriptive narratives on familiar topics and gain meaning from unfamiliar topics; uses increased control of language and meaning-making strategies to gain meaning of unfamiliar texts. Individuals can write multi-paragraph essays with a clear introduction and development of ideas; writing contains well formed sentences, appropriate mechanics and spelling, and few grammatical errors. Individuals have a general ability to use English effectively to meet most routine social and work situations; can interpret routine charts, graphs and tables and complete forms; has high ability to communicate on the telephone and understand radio and television; can meet work demands that require reading and writing and can interact with the public. The individual can use common software and learn new applications; can define the purpose of software and select new applications appropriately; can instruct others in use of software and technology.

• a consortium member receives funds through a subcontract; or

• when the fiscal agent pays the bills to support the delivery of services through the consortium member (e.g., the fiscal agent pays for a tutor trainer at a local literacy council).

• applies for the federal funds to the Texas Education Agency on behalf of the consortium;

• receives the federal funds from the grantor, and manages the funds; and

• is responsible for making and filing composite reports for the consortium.

Long-term learning gains areas include, but are not limited to Indicators of Program Quality of Real World Applications, Preparation for Transition and Workforce Development.

In addition, a comprehensive needs assessment will also indicate subgroups of undereducated adults by other variables, such as the numbers of undereducated adults who are on probation or parole supervision, are unemployed, are recipients of public assistance programs such as food stamps or Temporary Assistance to Needy Families (TANF).

A comprehensive needs assessment uses both quantitative and qualitative data from a variety of sources. Broad sources of quantitative data that can be gathered from such sources as the U.S. Census, school district dropout data, and other public agencies, should be supplemented by both quantitative and qualitative data from organizations such as community-based organizations, public housing agencies, employers, school counselors, human service caseworkers, and many others.

By analyzing data obtained from an array of sources in the community, the adult education and literacy program is able to plan and deliver services that meet the specific needs of potential adult learners. This approach to needs assessment is especially critical for the adult education and literacy program that covers a wide geographic area, since local communities are often very different from each other in regard to the educational needs of undereducated adults.

1) work together through non-financial agreements, rather than direct funding, to provide comprehensive adult education services; or 2)

provide a single adult education service (e.g., English as a Second Language) as a single organization.

1) inform educationally disadvantaged adult populations of the availability and benefits of the adult education program;

2) actively recruit these adults to participate in the adult education program; and

3) assist these adults to participate in the adult education program by providing reasonable and convenient access and support services to remove barriers to their participation in the program.

• Generative words and themes: These are the basis for conversation, reading, and writing activities. Learners begin with encoding and decoding exercises and move to more complex activities.
• Collaboration and dialogue among equals: Teachers and learners face one another and discuss issues on concern in their lives.
• Problem posing: Using objects, pictures, and written texts, teachers and learners describe what they see, examine the relationships among the objects and people represented, and talk about how they feel about what they see. Ultimately, they articulate the problem illustrated and propose solutions.

Process evaluation is planned by management, staff, and the evaluators. Process evaluation may be conducted by internal evaluators, including advisory committees, or by external evaluators. A plan for process evaluation should include:

• a list of process evaluation questions to be investigated. These questions focus on the areas of interest to project management and participating service providers and include questions about the factors that influence the success of the project. Identifying the process evaluation questions is a critical task and should be thoughtfully undertaken;

• a plan and procedures for collecting information and data to answer the questions;

• a time frame for collecting the information; and

• a description of the reporting system and the intended audience.

A plan for product evaluation should include:

• how the accomplishment of each performance objective will be determined;
• the data sources that will be used; and

• how the data will be analyzed.

The Amendments to the Texas State Plan for Federal Adult Education Funding, approved by the State Board of Education, permit the evaluation of the qualifications of key personnel in relation to the objectives of the program.