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#:	55	Program Year:	2025-2026
Civic Objective:	Identify and demonstrate social and emotional learning skills including growth mindset, self-efficacy, self-management and social awareness to meet school, family and workplace challenges.
TOPSpro Form #:	551C	AAP #:	55.1
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	*Identify and/or describe social and emotional learning skills (e.g. growth mindset, self-efficacy, self-management, and social awareness, etc.).
2	*Identify advantages of applying growth mindset vs. fixed mindset
3	*Identify personal, academic and/or career mistakes/challenges as opportunities to learn and improve.
4	Describe how past choices and actions led to learner’s current successes.
5	Give advice using growth mindset concepts.

Additional Assessment Plan Tasks

Task: 1

Description:	Identify Growth Mindset Student will view 2 series of pictures (BL) or read 2 level-appropriate agency-created scenarios (BL-BH) about individuals with growth mindset. Student will identify the growth mindset attributes (BL=2, BH=3) embodied by the individual in each series of pictures or scenario in words, phrases or sentences. Sample responses: Optimistic. Ask for help. He can learn new skills.
Points Possible:	12	Level:	Beginning Low - Beginning High

Scoring Rubric	Points
Content
Each attribute is correctly identified in a phrase(s) or sentence(s). There may be errors, but they do not interfere with meaning.	2
Each attribute is correctly identified in a word(s), phrase(s) or sentence(s). There may be errors that interfere with meaning, but the response can be understood with inference.	1
Response is inappropriate, incomprehensible, or incorrect or there is no response.	0

Task: 2

Description:	Respond to Mistakes with a Growth Mindset Student will read up to 5 (BL=3, BH=5) common mistakes made at school, work or in personal life and write growth mindset responses to each one with phrases or sentences. BL Sample Mistake: I can’t finish all the work on time. Growth Mindset Response: ask for help. BH Sample Mistake: I wrote the wrong address on the school’s registration form. Growth Mindset Response: I will be more careful next time.
Points Possible:	10	Level:	Beginning Low - Beginning High

Scoring Rubric	Points
Content
Response has correct content in a sentence. There may be errors, but they do not interfere with meaning.	2
Response has correct content in a phrase or sentence. It may be partially complete. There may be errors that interfere with meaning, but the response can be understood with inference.	1
Response is inappropriate, incomprehensible, or incorrect.	0

Task: 3

Description:	Write about Growth Mindset Given an agency-created scenario describing an individual with a growth mindset, student will write a paragraph(s) describing up to 3 elements of growth mindset (IL=2, IH-A=3) such as: identify the growth mindset characteristics the individual is exhibiting, describe the actions the person is taking which demonstrate the characteristic, identify the impact growth mindset will have on the individual’s potential. Sample questions for the student: Which growth mindset characteristics does the person have? What are some examples of the person’s growth mindset? How will the person’s growth mindset benefit them? Optimally, the composition will be written on a computer and shared with the assessor online.
Points Possible:	16	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.	2
Some errors in grammar, structure, spelling, capitalization, or punctuation that do not distract the reader.	1
Errors make the writing difficult to understand even with inference.	0

Task: 4

Description:	Give Growth Mindset Advice Given a level-appropriate scenario of a friend having difficulty navigating school, work or personal challenges, student, in role of confidant, will participate in a role play in which student offers assessor, in the role of friend in need of help, up to 4 pieces of growth mindset-based advice (IL=3, IH-A=4), such as: • Describe how a growth mindset will help friend realize his/her potential • Explain how challenges are opportunities • Describe how past choices and actions have led to current successes • Explain how mistakes are opportunities to learn and improve Presentation (2 items, 2points possible) Student will be rated on up to 2 proper communication techniques such as adequate speech volume, eye contact, nodding to show listening, etc.
Points Possible:	20	Level:	Intermediate Low - Advanced

Scoring Rubric	Points
Content
Advice is appropriate, clear, persuasive and has correct content. Four (4) pieces of advice are offered. Ideas are well stated, clearly expressed, and supported with concrete, relevant detail. No inference is required.	18
Advice is appropriate, clear, persuasive and has correct content. At least 4 pieces of advice are offered. One or two ideas may not be well stated. Contains relevant detail. May require minimal inference, but meaning is clear.	16
Advice is appropriate and has correct content and has some persuasiveness. At least 3 pieces of advice are offered. A few ideas may not be well stated. Contains some relevant detail. May require some inference, but meaning is clear.	14
Advice is appropriate and has correct content but may lack persuasiveness and/or clarity. At least 2 pieces of advice are offered. Some ideas may not be well stated. Contains some relevant detail. May lack appropriate or sufficient detail. May require inference, but meaning is clear.	12
Nothing said or content is incomprehensible or inappropriate.	0
Presentation
Each appropriate presentation characteristic	1
Each inappropriate or absent presentation characteristic	0

Rating Scale/Passing Scores

Total Points Possible:	36
Advanced:	32
Intermediate High:	28
Intermediate Low:	21
Beginning High:	17
Beginning Low:	9