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#:	28	Program Year:	2025-2026
Civic Objective:	Access the health care system and be able to interact with the providers.
TOPSpro Form #:	282C	AAP #:	28.2
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.
2	Write questions to ask community health care providers.
4	*Describe symptoms of an illness or other physical problem.
5	*Perform actions or respond to a health care provider’s questions/directions/instructions.
6	*Complete a health history form online or in print.
10	*Explain medicine labels and medical warning labels.
21	*Contact health care agencies/providers via email or the Web to discuss healthcare concerns.

Additional Assessment Plan Tasks

Task: 1

Description:	Complete a Medical History form Given an agency-created patient medical history, student (BL-BH) will complete an authentic medical history form with a reduced number of sections that student needs to complete. This can be accomplished in a variety of ways such as: (1) giving BL-BH the complete form given to IL-A students and highlighting the sections BL-BH students need to fill out (2) giving BL-BH a reduced form which includes only those sections of the authentic application (given to IL-A students) that are assigned to BL-BH students. Optimally, these authentic forms are internet based (see internet guidelines on the EL Civics Website) but can be paper-based ones.
Points Possible:	18	Level:	Beginning Low - Advanced

Scoring Rubric	Points
Content
90% of the items assigned to the Intermediate Low-Advanced level students are correct	16
80% of the items assigned to the Intermediate Low-Advanced level students are correct	14
70% of the items assigned to the Intermediate Low-Advanced level students are correct.	12
80% of the items assigned to the Beginning Low- Beginning High level students are correct	10
70% of the items assigned to the Beginning Low- Beginning High level students are correct	8
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:	Read and Interpret Medicine Labels Working from a level-appropriate worksheet with pictures showing 6 medicine labels (3 prescription and 3 non-prescription), student will: Content A (6 items, 6 points possible) Label each picture "prescription" or "non-prescription." Content B (6 items, 12 points possible) Answer up to 6 level-appropriate questions (BL=3, BH=4, IL=5, IH-A=6)one for each label. Sample questions: When do you take this medicine? What are the directions for taking this medicine? Does the medicine have an expiration date? If yes, what it is, and what do you do when the medicine expires?
Points Possible:	18	Level:	Beginning Low - Advanced

Scoring Rubric	Points
Content A
Label is correctly identified.	1
Label is incorrectly identified.	0
Content B
Response answers the question adequately. May not be well stated. May require minimal inference.	2
Response answers the question minimally but relation to the question is evident. May be unfocused or unclear. May require a substantial degree of inference.	1
Nothing written or content is incomprehensible or inappropriate	0
Nothing written or content is incomprehensible or inappropriate	0

Task: 3

Description:	Request Health Assistance Given an agency-created prompt of an illness, student will write a draft of an email to student's doctor. Student will (1) describe the symptoms, (2) describe the duration of the illness, and (3) request assistance from the doctor Optimally, the email will be sent electronically to the assessor or printed or written on an email template and given to the assessor.
Points Possible:	12	Level:	Intermediate Low - Advanced

Scoring Rubric	Points
Content
Addresses all parts of the task adequately. Some ideas may not be well stated. May require minimal inference.	8
Addresses the task minimally, but relation to the task is evident. May be unfocused or unclear. May require a substantial degree of inference.	6
Nothing written, or content is incomprehensible or inappropriate.	0
Grammar, Structure and Mechanics
Some errors in grammar, structure, spelling, capitalization, or punctuation that do not distract the reader.	2
Many errors in grammar, structure, spelling, capitalization, or punctuation that may require the reader to infer meaning.	1
Errors make the writing difficult to understand even with inference.	0
Format, Neatness and Legibility
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 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 standard email format.	0

Rating Scale/Passing Scores

Total Points Possible:	48
Advanced:	43
Intermediate High:	38
Intermediate Low:	32
Beginning High:	20
Beginning Low:	16