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#:	17	Program Year:	2025-2026
Civic Objective:	Analyze community resources in order to access appropriate assistance and/or find appropriate ways to prevent or solve family and/or community problems.
TOPSpro Form #:	176C	AAP #:	17.6
Assessment Type:	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.
1	Read about and/or discuss characteristics, consequences and solutions of problems found within the family and/or community (e.g. substance abuse, spousal abuse, gang violence, etc.).
2	*Locate family help agencies in the community and/or list information (e.g. address, phone number, services, fees, etc.).
5	Identify and/or discuss options related to agencies/programs available to help solve family and/or community problems.
8	*Identify family and/or community problems.
11	*Identify/name illegal drugs, drug paraphernalia, and gang symbols.

Additional Assessment Plan Tasks

Task: 1

Description:	Find Information on Family Services Given level-appropriate authentic or agency-created resources, student will complete a chart of a level-appropriate number (e.g. BL=2, BH=3, IL=4 IH-A=5) of agencies that provide services to families with problems. Chart will contain information such as locations, telephone numbers, hours of operation, cost (if any), availability of translators, and services provided. Optimally, the chart will be created on a computer and sent to the assessor electronically.
Points Possible:	14	Level:	Beginning Low - 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 Low- Beginning High level students are correct.	6
70% of the items assigned to the Beginning Low- Beginning High level students are correct.	4
Less than 70% of the items assigned to the Beginning Low-Advanced level students are correct.	0
Legibility, Neatness, and Spelling
Neat and legible if (applicable). Spelling or oral errors do not interfere with meaning.	2
Not neat or legible (if applicable) or spelling or oral errors interfere with meaning.	0

Task: 2

Description:	Find Help for a Family or Community Problem Content A (9 items, 18 points possible) Given a level-appropriate scenario or picture prompt, student will participate in a role-play, either face to face or on the telephone) with assessor in the role of agency personnel. For example, student will play the role of a parent asking a school staff person such as a counselor or teacher, about a family problem, such as a child’s unusual behavior or finding paraphernalia, a weapon, or drugs etc. in the child’s room. Student will communicate up to 9 utterances(BL=6, BH=7, IL=8, IH-A=9). Examples of utterances: 1. Greet and introduce self 2. Give child’s name 3. State concern about child 4. Give 2 examples of unusual behavior and findings 5. Answer 2 questions about child’s behavior 6. Ask for help 7. Close the conversation (e.g., thank the staff person and say good-bye) Content B (3 items, 6 points possible) Student will use clarification techniques as needed in order to comprehend the assessor's answers. Student (IL-A) will take notes on the assessor’s answers if necessary. Student (BL-BH) may take notes or use an assessor pre-prepared aid such as a checklist, if necessary. After the role-play, the assessor 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:	24	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 answer.	0

Rating Scale/Passing Scores

Total Points Possible:	38
Advanced:	34
Intermediate High:	30
Intermediate Low:	23
Beginning High:	19
Beginning Low:	15