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#:	22	Program Year:	2025-2026
Civic Objective:	Access leisure time, cultural, and/or recreational resources.
TOPSpro Form #:	224C	AAP #:	22.4
Assessment Type:	Oral, Written
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	*Consult newspapers or other media to identify performances/events to attend and facilities to visit.
3	*Read posters, playbills, etc. for cultural and/or recreational activities.
6	*Discuss, re-enact and/or summarize the experience of attending a cultural and/or recreational activity.
7	*Read maps, schedules, floor plans, and other information about cultural and/or recreational activities.
8	*Locate recreational facilities in the community and list activities, cost of services, and hours of operation.
10	*Request information about a cultural/recreational activity.

Additional Assessment Plan Tasks

Task: 1

Description:	Find Information on Cultural and Recreational Activities Given level-appropriate resources such as the internet, newspapers, fliers or brochures, student will complete a chart showing information about leisure-time, cultural, or recreational activities or venues of interest to the student. Level-appropriate categories of information will be assigned by the assessor and can include items such as: • Activity or venue title • Date of activity or date venue is open for visitation • Time of activity or time venue is open for visitation • One additional date/time activity takes place or venue is open for visitation • Location of activity or venue • Directions to the activity or venue • Telephone number for information and/or reservations • Prices of tickets or entry fee • Available public transportation to activity or venue • Another piece of helpful information (e.g., location of seat assignment for performance, if there is a museum store on site, if leashed dogs are allowed at the park, etc.) Optimally, the chart will be created on a computer and sent to the assessor electronically.
Points Possible:	12	Level:	Beginning Low - Beginning High

Scoring Rubric	Points
Content
90% correct	10
80% correct	8
70% correct	6
60% correct	4
Less than 60% correct	0
Legibility, Neatness, and Spelling
Neat and legible. Spelling errors do not interfere with meaning.	2
Illegible, not neat, or spelling errors interfere with meaning.	0

Task: 2

Description:	Request Information about a Cultural or Recreational Activity Content A (10 items, 20 points possible) Student will participate in a role play (either face-to-face or by telephone) with the assessor in the role of a representative of a cultural or recreational venue. Student will communicate up to 10 utterances such as: a greeting, up to 8 questions (BL=4. BH=5, IL=6 IH-A=8) and a closing. Examples of topics/questions: 1. location – Where is the county museum? 2. nearest transportation- Which bus do I take? 3. availability of translators-Are there bilingual guides? 4. schedule –What days and times are you open? 5. requirements for reservations- Do I need reservations? How do I make reservations? 6. costs-How much are tickets for children? Adults? Seniors? 7. special exhibits- What exhibits or special activities do you have this week? 8. handicapped access- Can I use a wheel chair? 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-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 up to 3 comprehension questions (BL=1, BH-IL=2, IH-A=3) which student will answer orally or in writing.
Points Possible:	26	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

Task: 3

Description:	Write an Article or Review about a Cultural/Recreational Activity or Venue Student will complete an authentic writing task such as an article or review for the school or class newsletter on a leisure time, cultural, or recreational activity or venue. The article will address elements such as the history of the particular activity/venue, the names of some of the most famous or enduring examples of the activity/venue, and information about the artist(s) or leader(s) that have contributed to the activity or venue in important ways. The review will address issues such as a description of the cultural/recreational activity, a comparison/contrast to similar activities, and the student's opinion about the activity. Optimally, the writing task will be created on a computer and sent to the assessor electronically.
Points Possible:	30	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).	20
Addresses all parts of the task adequately. Some ideas may not be well stated. Contains some relevant detail.	18
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).	16
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).	14
Nothing written or content is incomprehensible or inappropriate.	0
Grammar, Structure and Mechanics
Almost no errors in grammar, structure, spelling, capitalization, or punctuation.	6
Some errors in grammar, structure, spelling, capitalization, or punctuation that do not distract the reader	5
Many errors in grammar, structure, spelling, capitalization, or punctuation that may require the reader to infer meaning.	4
Errors make the writing difficult to understand even with inference.	0
Format, Neatness and Legibility
Has a title, and uses appropriate indentations etc. Writing is neat and legible.	4
Uses appropriate indentations. May be legible but not neat.	2
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:	56
Advanced:	50
Intermediate High:	44
Intermediate Low:	34
Beginning High:	19
Beginning Low:	14