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

The REEP Curriculum consists of 10 instructional levels ranging from low beginning to advanced. Each level is designed for 120-180 hours of instruction, but the needs assessment component provides the flexibility needed to customize curricula for more intensive or less intensive instruction.

Beginning: 100, 150, 200, 250
Intermediate: 300, 350, 400, 450
Advanced: 500, 550

Lifeskills Focus Levels

Levels 100, 150, 200, 250, 300, 350, and 450 consist of a competency-based, lifeskills framework along with integration of language skill development, including reading and writing. The competency-based framework is built on the lifeskills needed by an individual to function in the world outside the classroom. Students vote on topics such as health, employment, banking, transportation, etc. to determine the context through which they will develop their speaking, listening, reading, and writing skills.  While students are learning language skills, they are also learning to access, evaluate, and use information and resources in a variety of lifeskills contexts and in a variety of ways, including computers and the Internet.

Each level has 8 to 10 instructional units. Each unit requires an average of 20 hours of instruction, depending on unit needs assessment. During the twelve week cycle at REEP, teachers are not expected to cover all of the units. Through the "Getting Started" unit, teachers and students prioritize coverage for a given cycle. Classes typically cover 5-7 units over 120 -180 hours of instruction.

Level 400 focuses on the writing and reading needs of learners who have high intermediate/advanced oral skills but intermediate writing and reading skills. Speaking and listening practice is integrated through pre-writing/reading and post-writing/reading activities, but the emphasis is on the development of writing and reading skills, particularly writing skills.

Units are organized into Reference Units (essay writing, business writing, mechanics, and structure) and Instructional Writing Units (8 units, each focusing on a particular type of development.)

The advanced 500/550 levels are designed as a bridge between the functional, lifeskills oriented levels offered at the beginning and intermediate levels and the types of educational institutions that learners may transition to upon completion of the program,  i.e. intensive academic or vocational training programs.  For this reason, levels 500/550 differ from the other levels in approach.   Levels 500/550 focus more on the process of skill development in order to better prepare learners for transition to more academically oriented programs. Units are organized by language and academic skill areas rather than by lifeskill topic areas.
 

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

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