Home | Site Map | Level Descriptions | Unit Index
INSTRUCTIONAL PLANNING
  • Organization
  • Needs Assesssment
  • Course Planning
  • Unit Planning
  • Lesson Planning
  • Lesson Plan Form
  • Level Descriptions
    • CURRICULUM CONTENT
  • Unit Index
  • Reading
  • Writing
  • Grammar
  • Technology
  • Family Literacy
    • LEARNER ASSESSMENT
  • Level Descriptions
  • Assessment Framework
  • Initial Assessment
  • Assessing Lifeskills Objectives
  • Progress Through REEP
         Levels
  • Culminating Assessment
  • Final Assessment
  • Documenting Progress
  • ESL Progress Report


    CORRELATIONS
  • Internal
  • External
    •  
    INITIAL ASSESSMENT

    New Students
    At REEP, new students are tested prior to enrollment to determine placement into one of the nine instructional levels (100, 150, 200, 250, 300, 350, 400, 450, and 550).

    Assessment measures and criteria:
    To assess oral competency, the short form of the BEST (Basic English Skills Test. For information about this test, go to http://www.cal.org/BEST/) is administered. To assess reading and writing competency, a written test developed in-house is administered. In addition to the scores on these two tests, the following criteria are also considered in placement: age, time in the US, and previous study at REEP and/or other English programs.

    A new student's education level also influences initial placement. The REEP Instructional Levels are tracked into the "00" and "50" levels. The "00" levels consist of: 100, 200, 300, and 400. Upon initial placement into the instructional system, a student with six or fewer of years of education and weak written skills is more likely to place into an "00" level. In an "00" class, more emphasis is placed on development of reading and writing. The "50" levels consist of: 150, 250, 350, 450, and 550. A student with more education and stronger written skills is likely to place into a "50" level.

    REEP Instructional Levels and REEP Skill Levels:
    While the REEP Curriculum has 9 instructional levels (100, 150, 200, 250, 300, 350, 400, 450, and 550), there are not 9 levels for each individual skill areas (reading, writing, speaking, listening). The individual skill levels overlap within the instructional levels. This assists in placement of students with differing oral and written skills, e.g. intermediate speaking skills but beginning writing skills.

    There are 6 levels for each individual skill area.  These match up to the instructional levels in the following way:
     
    SPEAKING AND LISTENINGSKILL LEVELS SPEAKING AND LISTENING INSTRUCTIONAL LEVELS
    1
    100 and 150
    2
    200 and 250
    3
    350
    4
    300
    5
    400 and 450
    6
    550
     READING AND WRITING SKILL LEVELS  READING AND WRITING INSTRUCTIONAL LEVELS
    1
    100
    2
    150 and 200
    3
    250 and 300
    4
    350 and 400
    5
    450
    6
    550


    New and Continuing Students
    At the beginning of the instructional cycle, teachers assess students' language abilities in the classroom setting to determine whether the students have been placed appropriately - either through intake testing or by the previous classroom teacher. In developing assessment activities that allow students to demonstrate their abilities, it is critical to consult the REEP Level Descriptions, which describe the abilities that a learner should exhibit upon entry into a certain level. It is also helpful to consult previous progress reports, previous teachers, and test scores.

     

    Back to Top

    Arlington Education and Employment Program
    2801 Clarendon Blvd., Room 218, Arlington, VA 22201

    Contact REEP:reep@arlington.k12.va.us