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#:	42	Program Year:	2012-2013
Civic Objective:	Identify people and events in local, state, and federal history.(This objective has only 2 AAPs)
TOPSpro Form #:	042	AAP #:	42.3
Assessment Type:	Written
Level Range
From:	Beginning High	To:	Advanced

Language and Literacy Objectives

Language and literacy objectives with an asterisk (*) are suitable for beginning low level students.
1	Identify local, state, and federal government leaders.
2	Identify individuals’ importance in local, state, and federal government.
3	Identify current and historical figures and events in the community.
3	Identify historical figures and events in the community.
4	Identify landmark events in California history such as the founding of the missions and presidios, the Gold Rush, the Industrial Revolution in California, and political process changes.
6	Describe the functions of local, state, and federal institutions and historical landmarks, and identify what level of government manages them.

Additional Assessment Plan Tasks

Task: 1

Description:	Identify American Institutions, Individuals, and Services Student will label 12 pictures showing American institutions (public library, CA missions, U.S. Capitol, etc.), individuals (government officials, such as Governor Schwarzenegger, President Bush, etc.), and services (postal delivery, garbage pickup, etc.)
Points Possible:	12	Level:	Beginning High - Beginning High

Scoring Rubric	Points
Picture is labeled correctly and comprehensibly.	1
Picture not labeled or incorrectly labeled.	0

Task: 2

Description:	Find Information on American Institutions, Individuals and Services Given level-appropriate resources such as the Internet, brochures, library resources or simplified resources (BH only), student will complete a chart that lists a level-appropriate number of the items in Task 1 (e.g. BH=5, IL-A=8) and includes information about institutions or services (description of the function, services provided, and fees of each institution or service and the correct level of government associated with each item) or about individuals (description of the current and past positions of individuals, relevant biographical data, etc.)
Points Possible:	14	Level:	Beginning High - Advanced

Scoring Rubric	Points
Content
90% of the items assigned to the Intermediate Low-Advanced level students are correct.	12
80% of the items assigned to the Intermediate Low-Advanced level students are correct.	10
70% of the items assigned to the Intermediate Low-Advanced level students are correct.	8
80% of the items assigned to the Beginning High level students are correct.	6
70% of the items assigned to the Beginning High students are correct.	4
Less than 70% of the items assigned to the Beginning High-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.	1

Task: 3

Description:	Write an Article on a Local, State, or Federal Institution, Individual, Service, or Event. After conducting level-appropriate reading or research on one local, state, or federal institution, individual, service or event, student will complete an authentic writing task such as an article for a student booklet or newsletter about a government service, a landmark, etc.
Points Possible:	20	Level:	Intermediate Low - Advanced

Scoring Rubric	Points
Content
Addresses the task effectively. Ideas are well stated, clearly expressed and supported with concrete, relevant detail. No inference is required. Written in a well-organized paragraph(s).	14
Addresses the task adequately. Some ideas may not be well stated. Contains some relevant detail. May require minimal inference. Written in an adequately-organized paragraph(s).	12
Addresses the task in a general way but may have gaps. Many ideas may not be well stated. May lack appropriate or sufficient detail or clear focus. May require some inference. May be written in a loosely-organized paragraph(s).	10
Addresses the task minimally but relation to the task is evident. May be unfocused or unclear. Little or no supporting detail. May require a substantial degree of inference. Organization of the paragraph(s) may not be clear.	8
Nothing written or content is incomprehensible or inappropriate.	0
Grammar, Structure and Mechanics
Almost no errors in grammar, structure, spelling or capitalization.	4
Some errors in grammar, structure, spelling, capitalization or punctuation that do not distract the reader.	3
Many errors in grammar, structure, spelling, capitalization or punctuation that may require the reader to infer meaning.	2
Errors make the writing difficult to understand even with inference.	0
Format, Neatness and Legibility
Letter: Uses standard letter format including a date, salutation, a closing and the writer’s signature. May also include sender’s and recipient’s addresses. Writing is neat and legible. OR Article: Has a title, and uses appropriate indentations etc. Writing is neat and legible.	2
Letter: Uses letter format including a date, salutation and the writer’s signature. Writing is legible but may not be neat. OR Article: Uses appropriate indentations. May be legible but not neat.	1
Letter: Not in letter format or writing is neither legible nor neat. OR Article: Does not have a title, does not use appropriate indentations etc. and/or writing is neither legible nor neat.	0

Rating Scale/Passing Scores

Total Points Possible:	34
Advanced:	30
Intermediate High:	26
Intermediate Low:	22
Beginning High:	14
Beginning Low: