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#:	24	Program Year:	2025-2026
Civic Objective:	Identify and access community and government resources in order to prevent accidents, avoid becoming a crime victim, report accidents or crimes, and request assistance in case of an accident or crime.
TOPSpro Form #:	247C	AAP #:	24.7
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.
9	*Identify common crimes.
10	Explain what to do if you see a crime being committed; describe how to report it.
14	*Report accidents, suspicious activities, or crimes.
15	*Identify physical characteristics in order to report an accident or a crime.
18	Write a letter or an article that discusses issues related to accident or crime prevention.

Additional Assessment Plan Tasks

Task: 1

Description:	Report a Crime Given a picture(s) as a prompt, student will participate in a role-play with a police officer (examiner) in which student describes a crime and a suspect. Student will participate in up to 12 interactions (BL-BH=10, IL=11, IH-A=12) with the police officer, such as: • 1-3 = Describe the sequence of the crime in at least 3 steps (BL-BH=2, IL-A=3) • 4-12 = Give 9 (BL-BH=8) possible features of the suspect, such as: 1. Gender 2. Hair color 3. Eye color 4. Height 5. Size 6. Clothing color 7. Visible scars 8. Tattoos 9. Facial hair IL-A will be asked questions but not given specific prompts (e.g., Can you describe the suspect? What did the suspect look like?) BL-BH will be asked 8 specific questions such as: 1. Is the suspect a man or a woman? 2. What color is his/her hair? 3. What color are his/her eyes? 4. How tall is he/she? 5. What is he/she wearing? 6. Did you see any scars? 7. Did you see any tattoos? 8. Does the suspect have a beard or a moustache?
Points Possible:	24	Level:	Beginning Low - Advanced

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 which interfere with meaning but the utterance can be understood with inference.	1
Utterance is inappropriate, incomprehensible, incorrect, or there is no utterance.	0

Task: 2

Description:	Write an Accident or Police Report Given level appropriate resources such as an agency created scenario, student will complete an authentic writing task such as an accident report or a police report to report a crime. Report will include at least 3 items such as: (1) type and location of incident, (2) person(s) involved, and (3) detailed description of incident Optimally, the writing task will be created on a computer and sent to the assessor electronically.
Points Possible:	18	Level:	Intermediate Low - Advanced

Scoring Rubric	Points
Content
Addresses all parts of the task effectively. Ideas are well stated, clearly expressed, and supported with concrete, relevant detail. No inference is required. Written in well-organized paragraph(s).	14
Addresses all parts of the task adequately. Some ideas may not be well stated. Contains some relevant detail. May require minimal inference. Written in 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 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. May not be written in paragraph(s).	8
Nothing written or content is incomprehensible or inappropriate.	0
Grammar, Structure and Mechanics
Almost no errors in grammar, structure, spelling, capitalization, or punctuation.	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

Task: 3

Description:	Identify Types of Crimes Assessor presents 5 randomly-chosen picture prompts of crimes students have studied. Student will identify, orally or in writing, the 5 types of crimes and how to get help by indicating either 911 or other service agency, e.g. burglary and call 911.
Points Possible:	10	Level:	Beginning Low - Beginning High

Scoring Rubric	Points
Answer is appropriate, clear and includes both the correct crime and the correct way to get help. There may be errors but they do not interfere with meaning.	2
Answer is appropriate, clear but includes either the correct crime or the correct way to get help. There may be errors which interfere with meaning but the answer can be understood with inference.	1
Answer is inappropriate, incomprehensible, incorrect or there is no answer.	0

Rating Scale/Passing Scores

Total Points Possible:	42
Advanced:	37
Intermediate High:	33
Intermediate Low:	28
Beginning High:	20
Beginning Low:	15