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#:	1	Program Year:	2012-2013
Civic Objective:	Identify, evaluate, and compare financial service options in the community such as banks, credit unions, check-cashing services, and credit cards.
TOPSpro Form #:	001	AAP #:	1.6
Assessment Type:	Written, Role Play
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.
5	*Examine personal spending habits in order to identify ways to create a budget.
8	*Identify the vocabulary for different types of bank accounts, statements and financial institutions.
9	*Name financial institutions in the community.
10	*Ask and answer questions about locations, hours, and cost of services of financial institutions in the community.
13	*Conduct simple conversations with a bank teller or other banking institution employee.

Additional Assessment Plan Tasks

Task: 1

Description:	Inquire at a Bank Content A: (7 items, 14 points possible) Student will perform a level-appropriate role-play in a financial institution that includes up to 7 statements and inquiries such as, greeting and introduction, statement of reason for the meeting, up to 4 inquiries (BL=2, BH=3, IL-A=4) and a closing of the conversation. Examples of inquiry topics: 1) checking account services and fees 2) savings account policies and interest rates 3) the process for obtaining a loan 4) other services provided Student plays the role of the banking customer and the examiner plays the role of the banking employee. 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 if necessary. After the simulation the examiner will check the student’s comprehension of the information acquired. This can be in done in a variety of ways such as: by asking 3 comprehension questions (BL=1, BH-IL=2, IH-A=3) which student will answer orally or in writing.
Points Possible:	20	Level:	Beginning Low - Advanced

Scoring Rubric	Points
Content A
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
Content B
Utterance has correct content.	2
Utterance is incorrect, or there is no utterance.	0

Task: 2

Description:	Make a Budget Given budget guidelines and a scenario that includes household income and expenses, student will create a level-appropriate monthly budget which includes saving for a specific need. The budget will include up to 8 items (BL=5, BH=6, IL=7, IH-A=8) such as: Housing Food Utilities Car Payment Car Insurance Clothing Entertainment Saving for a specific need
Points Possible:	16	Level:	Beginning Low - Advanced

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

Task: 3

Description:	Find and Compare Information on Banking Institutions Given level-appropriate resources such as brochures or the Internet, student (IL-A) will complete a chart listing local banking institutions (most accessible to students), with level-appropriate information such as: hours, locations, banking services offered, and fees. Once the chart is complete, student (IL-A) will compare and contrast the banking institutions to select one that student might use and write the reasons for making the choice. Examples of Services: Accounts (checking, savings), Loans (personal, mortgage, business), Online banking Examples of Fees: late charges, bounced check fee, money transfer fee Given simplified resources, student (BL-BH) will complete a chart or give information orally to examiner for a level-appropriate number of banking institutions and pieces of information for each (see examples above).
Points Possible:	11	Level:	Beginning Low - Advanced

Scoring Rubric	Points
Content
90% of the items assigned to the Intermediate Low-Advanced students are correct.	9
80% of the items assigned to the Intermediate Low-Advanced students are correct.	8
70% of the items assigned to the Intermediate Low Advanced level students are correct.	7
80% of the items assigned to the Beginning Low- Beginning High students are correct.	6
70% of the items assigned to the Beginning Low- Beginning High students are correct.	5
Less than 70% of the items assigned to the Beginning Low- Advanced 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:	47
Advanced:	42
Intermediate High:	37
Intermediate Low:	32
Beginning High:	22
Beginning Low:	15