CASAS ELC AAP - AAP Detail

General Information

All students can participate in EL Civics instruction and assessment. However, only ESL students in WIOA II EL Civics education programs can earn payment points for passing COAAP assessments. ABE, ASE, and CTE students can earn CAEP Immigrant Integration Indicator (I3) outcome for CAEP but not payment points for WIOA II. Please see Successful Implementation of COAAPs for CAEP Agencies for a crosswalk for ABE/ASE/CTE student placement into ESL COAAP instructional levels.
Civic Objective#:	13	Program Year:	2012-2013
Civic Objective:	Interact with educational institutions including schools for children and schools or agencies with programs for adult learners.
TOPSpro Form #:	013	AAP #:	13.4
Assessment Type:	Oral, Written
Level Range
From:	Beginning Low	To:	Intermediate Low

Language and Literacy Objectives

Language and literacy objectives with an asterisk (*) are suitable for beginning low level students.
1	*Using a map, find essential physical locations on a school campus, at a district office, etc.
3	Read and write school correspondence with content such as excusing an absence or relating problems, stating issues, etc.
6	*List children's names and birthdates.
7	*List the names of teachers, classroom numbers, and school name and phone number.
10	*Fill out a school form such as a registration form or permission slip.

Additional Assessment Plan Tasks

Task: 1

Description:	Give Directions and Use a Map BH-IL (8 items, 16 points possible) Using a school or agency map, student(BH-IL) will respond to the examiner’s 8 questions by giving directions orally on how to get from place to place (e.g., Examiner question: "How do I get to the office from the cafeteria?") Examples of places to locate: 1. office 2. classroom 3. cafeteria/lunchroom 4. restroom 5. library 6. nurse’s or counselor’s office 7. playground 8. bus stop 9. student lounge 10.computer learning lab BL (8 items, 8 points possible) Student(BL) will locate 8 places on a school or agency map that may be labeled with the location names. When the examiner shows the student a photo/picture of a location (e.g., the library), the student will locate it on the map and state the name (e.g., "library").
Points Possible:	16	Level:	Beginning Low - Intermediate Low

Scoring Rubric	Points
Directions clearly and correctly given with errors that do not interfere with meaning.	2
Directions correctly given. May lack clarity. Errors may interfere with meaning and inference may be needed to understand the meaning. OR each place correctly located on the map and name stated.	1
Directions incorrectly given or place incorrectly located and/or named.	0

Task: 2

Description:	Write a Note Explaining an Absence BH-IL (7 items, 14 content, 2 legitibility, and 2 grammar points possible) Student (BH-IL) will write a note or email to a school or agency regarding an absence. The note will include 7 pieces of information. BL (7 items, 7 content and 2 legitibility points possible) Student (BL) will fill in an absence note or email form which lists the 7 pieces of information the student must fill in (e.g. date, name of student, etc.) BL student will only be evaluated on content. Information may include: 1. current date 2. name of student 3. name of teacher 4. room number 5. days and dates of absence 6. reason for absence 7. signature
Points Possible:	18	Level:	Beginning Low - Intermediate Low

Scoring Rubric	Points
Content
Piece of information correctly written in the note or email.	2
Piece of information correctly written in the absence form.	1
Piece of information incorrectly written or no piece of information.	0
Legibility, Neatness, and Spelling
Neat and legible. Spelling errors do not interfere with meaning.	2
Not neat or legible or spelling errors interfere with meaning.	0
Grammar, Structure and Mechanics
Some errors in grammar, structure, spelling, capitalization or punctuation that do not distract the reader.	2
Many errors in grammar, structure, spelling, capitalization or punctuation that may require the reader to infer meaning.	1
Errors make the writing difficult to understand even with inference.	0

Task: 3

Description:	Complete a Form Given an agency-created personal history, student (IL) will complete an authentic form (e.g. registration, trip release, etc.) for an adult education program or a child’s school. Given an agency-reated personal history, student (BL-BH) will fill out an authentic form ( e.g. registration, trip release, etc.) with a reduced number of sections that student needs to complete. This can be accomplished in a variety of ways such as: (1) giving BL-BH the complete form given to IL students and highlighting the sections BL-BH students need to fill out (2) giving BL-BH a reduced form which includes only those sections of the authentic form (given to IL students) that are assigned to BL-BH students.
Points Possible:	20	Level:	Beginning Low - Intermediate Low

Scoring Rubric	Points
Content
90% of the items assigned to the Intermediate Low-Advanced level students are correct.	18
80% of the items assigned to the Intermediate Low-Advanced level students are correct.	16
70% of the items assigned to the Intermediate Low-Advanced level students are correct.	14
80% of the items assigned to the Beginning Low- Beginning High level students are correct.	12
70% of the items assigned to the Beginning Low- Beginning High level students are correct.	10
Less than 70% of the items assigned to the Beginning Low-Advanced level students are correct.	0
Legibility, Neatness, and Spelling
Neat and legible. Spelling errors do not interfere with meaning.	2
Not neat or legible or spelling errors interfere with meaning.	0

Rating Scale/Passing Scores

Total Points Possible:	54
Advanced:
Intermediate High:
Intermediate Low:	43
Beginning High:	34
Beginning Low:	20