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
  • REEP LEVEL DESCRIPTIONS

    The REEP level descriptions outline the speaking, listening, reading, and writing skills that learners should exhibit for a particular instructional level at the beginning of the cycle.  The goals of these descriptions are to:

    • assist in appropriate placement of learners,
    • measure a learner's progress in English within an instructional cycle and from one instructional cycle to the next, and
    • assist instructors in assessing a learner's readiness to transition from level to level and from one educational agency to another.
    You may view the level descriptors in three ways: general descriptions for all levels, descriptors of all skills for a particular level, (e.g. 100, 150, etc);and descriptors of all levels by skill (e.g. speaking, listening, etc.) Click below:

    General Level Descriptions

    Descriptions by level:  

    100   150  200   250  300   350  400   450  500  550   Exit

    Descriptions by skill:    

    Speaking   Listening   Writing   Reading
     
     

    General Level Descriptions for REEP Instructional Levels: Click on individual levels for detailed descriptors.



    100 (Low Beginning): Has minimal oral and literacy skills, if any.  A native English speaker used to dealing with limited English proficient (LEP) speakers can rarely communicate with a person at this level, except through gestures.

    Correlations:
    Speaking/Listening: REEP Skill Level 1; NRS Beginning ESL Literacy; SPL 0, I, II; BEST Short Form Placement Scores 0-12
    Writing: REEP Rubric 0; REEP Skill Level 1; NRS Beginning ESL Literacy;
    Reading: REEP Skill Level 1; CASAS Level A.



    150 (Beginning): Can satisfy limited oral and literacy survival needs.  A native speaker used to dealing with LEP speakers will have difficulty communicating with a person at this level.

    Correlations:
    Speaking/Listening:  REEP Skill Level 1; NRS Beginning ESL; SPL I, II, III; BEST Short Form Placement Scores 0-18
    Writing: REEP Rubric 1; REEP Skill Level 2; NRS Beginning ESL
    Reading: REEP Skill Level 2; CASAS Level B.



    200 (High Beginning Oral/Beginning Literacy): Can orally satisfy basic survival needs and very routine social demands, but has very limited literacy skills. A native speaker used to dealing with LEP speakers will have some difficulty communicating with a person at this level.

    Correlations:
    Speaking/Listening:  REEP Skill Level 2; NRS Low Intermediate ESL; SPL III, IV; BEST Short Form Placement Scores 16-24
    Writing: REEP Rubric 1; REEP Skill Level 2; NRS Low Beginning ESL
    Reading: REEP Skill Level 2; CASAS Level A.



    250 (High Beginning): Can satisfy some oral and written survival needs and very routine social demands. A native speaker used to dealing with LEP speakers will have some difficulty communicating with a person at this level.

    Correlations:
    Speaking/Listening:  REEP Skill Level 2; NRS Low Intermediate ESL; SPL III, IV; BEST Short Form Placement Scores 16-24
    Writing: REEP Rubric 2; REEP Skill Level 3; NRS High Beginning ESL
    Reading: REEP Skill Level 3; CASAS Level B.



    300 (High Intermediate Oral/High Beginning Literacy): Can orally satisfy survival, social, and work demands, but has limited literacy skills. A native speaker not used to dealing with LEP speakers will have some difficulty communicating with a person at this level.

    Correlations:
    Speaking/Listening:  REEP Skill Level 4; NRS High Intermediate ESL; SPL V, VI; BEST Short Form Placement Scores 27-33
    Writing: REEP Rubric 2; REEP Skill Level 3; NRS High Beginning ESL
    Reading: REEP Skill Level 3; CASAS Level B.



    350 (Intermediate): Can satisfy most oral and literacy survival needs and some social and work demands. A native speaker used to dealing with LEP speakers will be able to communicate with a person at this level on familiar topics with little difficulty and effort.

    Correlations:
    Speaking/Listening:  REEP Skill Level 3; NRS Low Intermediate ESL; SPL IV, V; BEST Short Form Placement Scores 23-29
    Writing: REEP Rubric 3; REEP Skill Level 4; NRS Low Intermediate ESL
    Reading: REEP Skill Level 4; CASAS Level B.



    400 (High Intermediate to Advanced Oral \ (Low) Intermediate Literacy): Can satisfy most oral survival, social, and work demands; can satisfy most literacy survival needs, but has difficulty with social and work demands. A native speaker not used to dealing with LEP speakers will be able to communicate with a person at this level on familiar topics, but with some difficulty and effort.

    Correlations:
    Speaking/Listening:  REEP Skill Level 5; NRS Advanced ESL; SPL VI, VII; BEST Short Form Placement Scores 29+
    Writing: REEP Rubric 3; REEP Skill Level 4; NRS Low Intermediate ESL
    Reading: REEP Skill Level 4: CASAS Level B.



    450 (High Intermediate): Can satisfy most oral and literacy survival needs and a majority of social and work demands. A native speaker not used to dealing with LEP speakers will be able to communicate with a person at this level on familiar topics, but with some difficulty and effort.

    Correlations:
    Speaking/Listening:  REEP Skill Level 5; NRS Advanced ESL; SPL VI, VII; BEST Short Form Placement Scores 29-33
    Writing: REEP Rubric 3.5; REEP Skill Level 5; NRS High Intermediate ESL
    Reading: REEP Skill Level 5; CASAS Level C.



    500 (High Intermediate/Low Advanced): Has effective oral and literacy skills in survival and social situations. Can satisfy most routine work demands. A native speaker not used to dealing with LEP speakers can communicate with a person at this level on most topics.

    Correlations:
    Speaking/Listening: REEP Skill Level 6; NRS Advanced ESL; SPL VI, VII; BEST Short Form Placement Scores 30-40
    Writing: REEP Rubric 4; REEP Skill Level 5; NRS High Intermediate ESL
    Reading: REEP Skill Level 5; CASAS Level C.



    550 (Advanced): Has effective oral and literacy skills in survival and social situations as well as familiar and unfamiliar work situations.  A native speaker not used to dealing with LEP speakers can communicate with a person at this level on most topics.

    Correlations:
    Speaking/Listening:  REEP Skill Level 6; NRS Advanced ESL; SPL VI, VII; BEST Short Form Placement Scores 34-40
    Writing: REEP Rubric 4.5; REEP Skill Level 6; NRS Advanced ESL
    Reading: REEP Skill Level 6; CASAS Level D.



    Exit: (Program Exit) Can participate effectively in most situations. A native English speaker not used to dealing with limited English speakers can generally communicate easily with a person at this level.

    Correlations:
    Speaking/Listening:  SPL VIII+; BEST Short Form Placement Scores 38-40
    Writing: REEP Rubric 5; NRS Advanced ESL
    Reading: CASAS Level E.

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

    Contact REEP:reep@apsva.us