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#:	1	Program Year:	2025-2026
Civic Objective:	Identify, evaluate, and compare financial service options in the community.
TOPSpro Form #:	019C	AAP #:	1.9
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.
5	*Examine personal spending habits in order to create a budget.
6	Identify and discuss credit issues (e.g. know, monitor and improve credit score, manage/avoid consumer debt, identify ways to build good credit, etc.).
8	*Use online/mobile banking applications securely to complete financial tasks.
10	*Ask and answer questions about locations, hours, and/or services of financial institutions in the community or online.
13	*Communicate with financial institutions/service providers to obtain information and/or solve a problem.
17	*Complete a tax preparation chart.

Additional Assessment Plan Tasks

Task: 1

Description:	Inquire at a Bank Content A: (7 items, 14 points possible) Student will perform a level-appropriate role-play, orally or by chat, with a representative of a financial institution that includes up to 7 statements and inquiries such as, greeting and introduction, statement of reason for the meeting, up to 4 inquiries (BL=2, BH=3, IL-A=4) and a closing of the conversation. Examples of inquiry topics: 1) checking or savings account services and fees (old 1 & 2 combined) 2) how to obtain online access to accounts (new) 3) the process for obtaining a loan (same as before) 4) how to obtain credit scores (new) 5) other services provided (old 4) Student plays the role of the banking customer and the assessor plays the role of the banking employee. Content B: (3 items, 6 points possible) Student will use clarification techniques as needed in order to comprehend the examiner's answers and take notes on them if necessary. After the simulation the examiner 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:	20	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 utterance.	0

Task: 2

Description:	Make a Budget Given budget guidelines and a scenario that includes household income and expenses, student will create a level-appropriate monthly budget which includes saving for a specific need. The budget will include up to 8 items (BL=5, BH=6, IL=7, IH-A=8) such as: Housing Food Utilities Car Payment Car Insurance Clothing Entertainment Saving for a specific need Optimally, the task will be created on a computer using a spreadsheet software program (e.g. MS Excel or Google Sheets) and be sent to the assessor electronically.
Points Possible:	16	Level:	Beginning Low - Advanced

Scoring Rubric	Points
Content
Budget item is appropriate, clear, complete, and has correct content. There may be errors that do not interfere with meaning.	2
Budget item is appropriate and has correct content. It may be partially complete. There may be errors that interfere with meaning, but the item can be understood with inference.	1
Budget item is inappropriate, incomprehensible, or incorrect, or there is no item.	0

Task: 3

Description:	Tax Preparation Given a scenario that includes a W-2 and the budget from Task 2, student (IL-A) will complete a tax preparation chart that could be used for the preparation of state and federal taxes. Given simplified versions of the resources given to level IL-A above, student (BL-BH) will complete a tax preparation chart or give information orally to assessor for a level-appropriate number of banking institutions and pieces of information for each (see examples above). Task may be completed orally. Optimally, the chart will be created on a computer and sent to the assessor electronically.
Points Possible:	11	Level:	Beginning Low - Advanced

Scoring Rubric	Points
Content
90% of the items assigned to the Intermediate Low-Advanced students are correct.	9
80% of the items assigned to the Intermediate Low-Advanced students are correct.	8
70% of the items assigned to the Intermediate Low Advanced level students are correct.	7
80% of the items assigned to the Beginning Low- Beginning High students are correct.	6
70% of the items assigned to the Beginning Low- Beginning High students are correct.	5
Less than 70% of the items assigned to the Beginning Low- Advanced 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

Rating Scale/Passing Scores

Total Points Possible:	47
Advanced:	42
Intermediate High:	37
Intermediate Low:	32
Beginning High:	22
Beginning Low:	15