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#:	16	Program Year:	2012-2013
Civic Objective:	Follow appropriate procedures and access community-assistance agencies available in the case of an emergency or disaster.
TOPSpro Form #:	016	AAP #:	16.6
Assessment Type:	Oral
Level Range
From:	Beginning Low	To:	Advanced

Language and Literacy Objectives

Language and literacy objectives with an asterisk (*) are suitable for beginning low level students.
1	*Identify what constitutes an emergency or disaster, listing examples.
6	Prepare appropriate questions and interview agency representatives.
7	*Describe, either orally or in writing, the appropriate steps to take in response to specific types of emergencies.
9	*Use appropriate language on the telephone to call local community emergency services: fire department, police department, hospital, etc.

Additional Assessment Plan Tasks

Task: 1

Description:	Call 911 Given an agency-created scenario, student will perform a role-play that entails responding to an emergency by making a 911 phone call. Examiner plays the role of a 911 operator. Student will respond to 5 questions (BL=4, BH=5). Sample questions: What is your name? What is your telephone number? What is your address? What are the nearest cross streets? How many cars are involved? Is anyone injured?
Points Possible:	10	Level:	Beginning Low - Beginning High

Scoring Rubric	Points
Content
Utterance is appropriate, clear, complete, and has correct content. There may be errors, but they do not interfere with meaning.	2
Utterance is appropriate and has correct content. It may be partially complete. There may be errors that interfere with meaning, but the utterance can be understood with inference.	1
Utterance is inappropriate, incomprehensible, or incorrect, or there is no utterance.	0

Task: 2

Description:	Prepare to Respond to an Emergency Content A (BL-BH; 12 points possible) In response to 2 specific emergency situations, student appropriately sequences 3 pictures of the steps to take in case of each emergency and describes in words or phrases the appropriate steps depicted. Content B (IL-A; 18 points possible) In response to 3 specific emergency situations, student describes to examiner the appropriate steps (and appropriate sequence, if applicable) to take in response to each emergency.
Points Possible:	18	Level:	Beginning Low - Advanced

Scoring Rubric	Points
Content A
Picture is appropriately sequenced and correctly described.	2
Picture is appropriately sequenced or correctly described.	1
Picture is incorrectly sequenced and incorrectly described.	0
Content B
Utterance is appropriate, clear, complete, and has correct content. There may be errors, but they do not interfere with meaning.	6
Utterance is appropriate and has correct content. It may be partially complete. There may be errors that interfere with meaning, but the utterance can be understood with inference.	4
Utterance is inappropriate, incomprehensible, or incorrect, or there is no utterance.	0

Task: 3

Description:	Interview at an Emergency Agency Content A: (6 items, 12 points possible) Given brief information about an emergency-related agency, student prepares up to 6 questions (IL=4, IH=5, A=6) and participates in a simulated interview with the examiner in the role of a representative of the agency. Sample Questions: What kinds of emergencies do you respond to? What is the quickest way to reach you? Are you available 24 hours every day? What information will you need if I call you? After I call, what will happen/what should I do? How can people prevent emergencies? Content B:(3 items, 6 points possible) Student will use clarification techniques as needed in order to comprehend the examiner’s answers and take notes on them. After the interview, the examiner will check the student’s comprehension of the information acquired. This can be done in a variety of ways such as: by asking 3 comprehension questions (IL=2, IH-A=3) which student will answer orally or in writing.
Points Possible:	18	Level:	Intermediate Low - Advanced

Scoring Rubric	Points
Content A
Utterance is appropriate, clear, and has correct content. There may be errors, but they do not interfere with meaning.	2
Utterance is appropriate and has correct content. It may be partially complete. There may be errors that interfere with meaning, but the utterance can be understood with inference.	1
Utterance is inappropriate, incomprehensible, or incorrect, or there is no utterance.	0
Content B
Utterance has correct content.	2
Utterance is incorrect, or there is no utterance.	0

Rating Scale/Passing Scores

Total Points Possible:	36
Advanced:	32
Intermediate High:	26
Intermediate Low:	20
Beginning High:	16
Beginning Low:	12