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 such as banks, credit unions, check-cashing services, and credit cards.
TOPSpro Form #:	010C	AAP #:	1
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.
2	Compare advantages and disadvantages of using banks, credit unions, cash, or credit to make purchases and pay expenses.
3	*Read and discuss credit card and bank statements. (simplified for beginning levels)
5	*Examine personal spending habits in order to identify ways to create a budget.
7	Fill out a basic application for a bank account; identify requirements for opening an account.
8	*Identify the vocabulary for different types of bank accounts, statements and financial institutions.
9	*Name financial institutions in the community.
11	*Read and fill out a personal check.
13	*Conduct simple conversations with a bank teller.

Additional Assessment Plan Tasks

Task: 1

Description:	Form filling task: Students will receive a "bill" and write a check to pay the bill, then record the transaction in the check register Content A: Check The following elements of a properly written check will be present: 1) check is correctly dated; 2) recipient's name is correctly entered; 3) check amount is correctly expressed in numbers; 4) check amount is correctly written out; 5) check is properly signed Content B: Check Register The following elements of a properly filled out check register will be present: 1) check number is correctly entered into the check register; 2) date is correctly entered into the check register; 3) transaction is correctly described; 4) amount of the transaction is correctly entered into the check register; 5) balance is correctly entered into the check register
Points Possible:	10	Level:	Beginning Low - Advanced

Scoring Rubric	Points
Content A
For each element of a correctly written check which is present	1
for each element of a correctly written check which is absent or incorrect	0
Content B
For each element of a properly filled out check register which is present	1
For each element of a properly filled out check register which is absent or incorrect	0

Task: 2

Description:	Role Play: Content A: Students role play opening a checking account, completing the following transactions: 1) students will state the reason for the bank visit (to open a checking account); 2) students will correctly state the amount of money they want to deposit; 3-4)students (IH-A) will ask 2 appropriate questions about the checking account such as "Is there a service charge?", "Do I have to maintain a minimum balance?" 5) students will appropriately thank the teller and say goodbye. Content B, form filling task: As part of the role play, students will fill out a signature card
Points Possible:	12	Level:	Beginning Low - Advanced

Scoring Rubric	Points
Content A
For each transaction/question that is complete and clearly understood	2
For each transaction/question which is understood with difficulty but can be completed with clarification and/or prompts from the teller	1
For each transaction/question which is incomprehensible or absent	0
Content B
Signature card is filled out with 100% accuracy	2
Signature card is filled out with 80% accuracy	1
Signature card is filled out with less than 80% accuracy or is not filled out	0

Task: 3

Description:	Written task: Students will read a story in which a character makes three purchases over the course of a day,reflect on the purchases made, and answer questions about the expenses by filling out an expense record for that person. Expense record will contain the following elements: 1) expense record is correctly dated (1 point possible); 2)for each of the 3 purchases, student will correctly enter what was bought (3 points possible, 1 per purchase); 3) for each of the 3 purchases, the student will enter how the purchase was paid for (cash, check or charge, etc -- 3 points possible, 1 per purchase); 4) for each of the three purchases, the student will enter the amount of the purchase (3 points possible, 1 per purchase); 5) students will correctly calculate and enter the total amount spent during the day (1 point possible) 6) (IH-A) students will reflect on one advantage of keeping an expense record (1 point possible).
Points Possible:	13	Level:	Intermediate Low - Advanced

Scoring Rubric	Points
Content
For each element of the expense record which is present and correct	1
For each element of the expense record which is absent or incorrect	0

Rating Scale/Passing Scores

Total Points Possible:	35
Advanced:	31
Intermediate High:	27
Intermediate Low:	23
Beginning High:	14
Beginning Low:	10