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#:	10	Program Year:	2025-2026
Civic Objective:	Identify, locate, and map important places in the community, the state, and the country; services available; and/or importance of each location.
TOPSpro Form #:	104C	AAP #:	10.4
Assessment Type:	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.
3	Research important places in the community, the state, and/or the country in order to report on visitor information (e.g., location, fees, hours, services provided, transportation, etc.) and/or cultural or historical information.
4	Locate maps of the community, the state, and the country on the internet.
5	*Name important places in the community and their locations and the importance of the location or services provided, if applicable.
7	*Identify/name services available at selected community agencies or other important places in the community.
8	*Find important places/community agencies on a map.

Additional Assessment Plan Tasks

Task: 1

Description:	Find Information on Important Places in the Community and Community Services Given level-appropriate information (optimally links on the internet) on up to 8 different important places or service agencies in the community, student will complete a chart that includes up to 5 of the important places/agencies (BL-BH=3, IL=4, IH-A=5). Student will include level-appropriate information such as days/hours of operation, phone, fax, address, description/cost of services, transportation/directions, and, if applicable, cultural and historical information, why the place is important, and/or required documentation and/or eligibility requirements. Information given to the student is in the form of brochures, flyers and/or webpages, etc. and includes information about different types of services (such as abuse prevention, family counseling, drug/alcohol services, disability services, domestic violence services, employment/job training, family planning, immigration, parenting, anti-gang services) and/or different important places in the community (such as the library, college, museum, city hall, etc.) Optimally, the chart will be created on a computer and sent to the assessor electronically.
Points Possible:	16	Level:	Beginning Low - Advanced

Scoring Rubric	Points
Content A
90% of the items assigned to the Intermediate Low-Advanced level students are correct.	14
80% of the items assigned to the Intermediate Low-Advanced level students are correct.	12
70% of the items assigned to the Intermediate Low-Advanced level students are correct.	10
80% of the items assigned to the Beginning Low- Beginning High level students are correct.	8
70% of the items assigned to the Beginning Low- Beginning High level students are correct.	6
Less than 70% of the items assigned to the Beginning Low-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.	0

Task: 2

Description:	Locate Important Places/Agencies on a Map Using the information from resources such as the internet, brochures and/or the chart from Task 1, student labels up to 5 important places or community agencies (BL-BH=3, IL=4, IH-A=5) on a map or maps (local, state, and/or national). Map(s) is authentic for IL-A but may be simplified, if necessary, for BL-BH. If the places or agencies are in the local community, students use the map index, street names and block numbers to find the addresses listed in the resources for each place or agency.
Points Possible:	5	Level:	Beginning Low - Advanced

Scoring Rubric	Points
Each correctly labeled site.	1
Each incorrectly labeled site, or site not labeled.	0

Task: 3

Description:	Email/Letter About Community Agencies Given a list of important places in the community or community resources/agencies, including a summary of services as well as 1 scenario describing a person with specific needs, student will complete an authentic writing task (for example an email or letter to the person’s family member) identifying which agencies could serve this person and why. Optimally, the writing task will be created on a computer and sent to the assessor electronically.
Points Possible:	20	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 a 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 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. May not be written in a 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, (for each selection)	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
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— Email: —Uses standard email format including 4 items: an appropriate subject, salutation, closing, writer's contact information such as name, address, email address and phone number.	2
Uses letter format including a date, salutation and the writer’s signature. Writing is legible but may not be neat. —OR— Email: —Uses standard email format including 3 items: an appropriate subject, salutation, and writer's contact information such as name, address, email address and phone number.	1
Not in letter format or writing is neither legible nor neat. —OR— Email: Not in standard email format.	0

Rating Scale/Passing Scores

Total Points Possible:	41
Advanced:	36
Intermediate High:	32
Intermediate Low:	27
Beginning High:	11
Beginning Low:	8