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Charting a Course: Responding to the Industry-Related
Adult Basic Education Needs of the Texas Workforce
Handbook Two: Workplace Savy for Workforce-related Instruction
Modules #5 & 6

Module Six: Delivering Instruction Responsive to Identified Needs

Connecting NRS Levels to Workforce-Related Instruction
NRS Levels for ESL Entry Level Descriptors (what a learner functioning at this level should be able to do)
Beginning ESL Literacy
 Individual functions 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 and in which all tasks are easily demonstrated.  There is no knowledge or use of computers or technology.  Employment choices extremely limited.
Low Beginning ESL
 Individual functions with difficulty in social situations and in situations related to immediate needs. Can provide limited personal information on simple forms, and can read very simple common forms of print found in the home and environment, such as product names. Can handle routine entry-level jobs that require very simple written or oral English communication and in which job tasks can be demonstrated.  May have limited knowledge and experience with computers.
High Beginning ESL
 Individual can function in some situations related to immediate needs and in familiar social situations. Can provide basic personal information on simple forms and recognizes simple common forms of print found in the home, workplace and community. Can handle routine entry-level jobs requiring basic written or oral English communication and in which job tasks can be demonstrated.  May have limited knowledge or experience using computers.
Low Intermediate ESL
 Individual can interpret simple directions and schedules, signs, and maps; can fill out simple forms but needs support on some documents that are not simplified; and can handle routine entry-level jobs that involve some written or oral English communication but in which job tasks (writing simple notes/messages based on familiar situations, for example)can be demonstrated.  Individual can use simple computer programs and can perform a sequence of routine tasks (with direction) using technology (e.g., fax machine, computer).
High Intermediate ESL
 Individual 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; can complete basic medical forms and job applications; and can handle jobs that involve basic oral instructions and written communication in tasks that can be clarified orally.  Individual can work with or learn basic computer software, such as word processing, and can follow simple instructions for using technology.
Advanced ESL
 Individual can function independently to meet most survival needs and to use English in routine social and work situations. Can communicate on the telephone on familiar subjects.  Understands radio and television on familiar topics. Can interpret routine charts, tables and graphs and can complete forms and handle work demands that require non-technical oral and written instructions and routine interaction with the public.  Individual can use common software, learn new basic applications, and select the correct basic technology in familiar situations.