Proficiency Scale and Basic Curricular Goals
Levels | IEP Scale (Assuming Successful Completion of Level) | Similar to CEFR Scale | Similar to ACTFL Scale |
---|---|---|---|
100 | Survival English | A1+–A2 | Novice Mid–Novice High |
200 | Survival Plus English | A2 | Intermediate Low |
300 | Everyday English | A2+–B1 | Intermediate Mid |
400 | Everyday Academic English | B1+ | Intermediate High |
500 | Introduction to Academic and Professional English | B2 | Advanced Low |
600 | Academic and Professional English | B2+–C1 | Advanced Mid |
700 | Academic and Professional Plus English | C1–C1+ | Advanced Mid–Advanced High |
Levels | IEP Scale (Assuming Successful Completion of Level) | Basic Curricular Goals |
---|---|---|
100 | Survival English | Critical survival English knowledge and skills: basic language learning strategies and classroom skills for formal language learning. |
200 | Survival Plus English | Survival plus English knowledge and skills; basic plus language learning strategies and classroom skills for formal learning. |
300 | Everyday English | Moving beyond survival English to everyday interaction; basic academic and professional language strategies and skills development. |
400 | Everyday Academic English | Everyday English knowledge and skills plus basic academic/professional language strategies and skills development. |
500 | Introduction to Academic and Professional English | Introduction to academic/professional English using ESL simulations of authentic materials. |
600 | Academic and Professional English | Academic/professional language, skills, and cultural expectations using some ESL simulations and mostly authentic materials; similar to advanced high-school training. |
700 | Academic and Professional Plus English | Academic/professional plus language, skills, and cultural expectations using authentic materials; similar to first-year college or technical/community college training. |
— | Electives | Learners use English in varied ways while exploring specific academic and non-academic topics. |
Interpretation of IEP Proficiency Scale
Levels | Grammar | Writing | Reading | Speaking/Listening |
---|---|---|---|---|
100 Survival English | Learners can create simple sentences in the simple present, present progressive, and simple past. | Learners can write simple sentences, compound sentences, and 5–7 sentence paragraphs. | Learners can identify main ideas and answer questions about ~200–300 word ESL beginner passages. | Learners can ask/answer simple personal questions and identify main ideas in simple listening passages. |
200 Survival Plus English | Simple sentences using the simple past, simple present, present progressive, simple future, and frequent modals. | Simple sentences in several patterns, compound sentences, and 5–7 sentence paragraphs. | Identify main ideas, key details, and answer questions about ~200–300 word ESL high-beginner passages. | Discuss self and give opinions in present, past, and future; identify main ideas and basic relationships in simple listening passages. |
300 Everyday English | Create simple, compound, and complex sentences using simple present, present progressive, simple past, simple future, present perfect, past perfect, and various modals. | Write varied sentence types and 5–9 sentence paragraphs showing logical organization and devices to connect ideas. | Identify main ideas, key details, purpose, and answer questions about ~400–600 word low-intermediate passages. | Discuss personal information and give opinions on everyday/academic topics; identify main ideas, details, and basic relationships in listening passages. |
400 Everyday Academic English | Create simple, compound, and complex sentences with all verb tenses, conditionals, adverb clauses, and noun clauses. | Write varied sentence types, 7–11 sentence paragraphs, and 4–5 paragraph essays with clear organization and cohesive devices. | Identify main ideas, major/minor details, purpose, organizational structure, and answer questions about ~500–700 word intermediate passages. | Discuss everyday and academic topics; identify ideas, details, relationships, categorize information, and make inferences from listening on everyday/academic topics. |
Levels | Grammar | Writing | Reading | Speaking/Listening |
---|---|---|---|---|
500 Intro to Academic & Professional English | Create simple–compound–complex sentences in active and passive voice using varied tenses and conjunctions. | Identify main ideas, details, purpose, organization, and answer questions about ~500–700 word intermediate passages. | Analyze, discuss, and take notes on reading passages that are ESL simulations of U.S. academic textbooks. | Participate in academic discussions and give basic academic presentations; analyze and take notes on high-intermediate ESL simulations of academic lectures/interviews. |
600 Academic & Professional English | Create complex and compound-complex paragraphs in active/passive voice with varied tenses, conjunctions, and modals; self-edit. | Plan and write timed/untimed summaries and integrated essays; write a research-based persuasive essay integrating ideas from multiple texts without plagiarizing. | Analyze, discuss, and take notes on authentic high-school and college-level textbook readings. | Participate in academic discussions and give brief, effective academic presentations; analyze and take notes on advanced ESL simulations of academic lectures/interviews. |
700 Advanced Academic & Professional English | Plan and write standalone academic research paragraphs and 4–5 page analytical research papers integrating ideas from multiple academic sources without plagiarizing. | Analyze, discuss, and take notes on authentic college-level textbooks, academic research articles, and literary non-fiction; research topics using university library databases. | Speaking: Lead and participate in academic discussions; give informal and formal presentations for college audiences. Listening: Discuss, analyze, and take notes on authentic academic lectures and interviews. | |
Electives | Learners can use English in a variety of ways while exploring specific academic and non-academic topics. |