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#:	22	Program Year:	2025-2026
Civic Objective:	Access leisure time, cultural, and/or recreational resources.
TOPSpro Form #:	226C	AAP #:	22.6
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	*Consult newspapers or other media to identify performances/events to attend and facilities to visit.
3	*Read posters, playbills, etc. for cultural and/or recreational activities.
4	Interact with other patrons, organizers, and artists/performers at a cultural and/or recreational event or facility.
6	*Discuss, re-enact and/or summarize the experience of attending a cultural and/or recreational activity.
7	*Read maps, schedules, floor plans, and other information about cultural and/or recreational activities.
8	*Locate recreational facilities in the community and list activities, cost of services, and hours of operation.
9	Identify, explore and discuss different art forms and cultural activities.

Additional Assessment Plan Tasks

Task: 1

Description:	Find Information on Cultural and Recreational Activities Given level-appropriate resources such as the internet, newspapers, fliers or brochures, student will complete a chart showing information about a level-appropriate number (e.g.BL-BH=2; IL=3; IH-A=4) of leisure time, cultural, or recreational activities or venues of interest to the student. Level-appropriate categories of information will be assigned by the assessor such as: • Activity or venue title • Date of activity or date venue is open for visitation • Time of activity or time venue is open for visitation • One additional date/time activity takes place or venue is open for visitation • Location of activity or venue • Directions to the activity or venue • Telephone number for information and/or reservations • Prices of tickets or entry fee • Available public transportation to activity or venue • Another piece of helpful information (e.g., location of seat assignment for performance, if there is a museum store on site, if leashed dogs are allowed at the park, etc.) Optimally, the chart will be created on a computer and sent to the assessor electronically.
Points Possible:	14	Level:	Beginning Low - Advanced

Scoring Rubric	Points
Content
90% of the items assigned to the Intermediate Low-Advanced level students are correct.	12
80% of the items assigned to the Intermediate Low-Advanced level students are correct.	10
70% of the items assigned to the Intermediate Low-Advanced level students are correct.	8
80% of the items assigned to the Beginning Low- Beginning High level students are correct.	6
70% of the items assigned to the Beginning Low- Beginning High level students are correct.	4
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
Illegible, not neat, or spelling errors interfere with meaning.	0

Task: 2

Description:	Present an Oral Report on a Cultural or Recreational Event or Venue Content (20 points possible) After reading about or doing level-appropriate research about a cultural or recreational activity or venue which may include gathering information for the chart in Task 1, reading brochures, articles, using the internet or going on a field trip to the event or venue, student will give an oral report based on the findings. In the report, student will address up to 4 level-appropriate elements assigned by the assessor such as: 1. the history of the particular activity/venue 2. the most famous or enduring examples of the activity/venue 3. information about the artist(s) or leader(s) that have contributed to the activity or venue in important ways. 4. the student’s opinion about the activity venue OR 1. a description of the cultural/recreational activity 2. a comparison/contrast to similar activities 3. what the student likes or dislikes about the activity 4. a rating of the activity with an explanation. Visual Aid (4 points possible) In class, student will make a relevant, appropriate, legible and neat visual aid to support the oral report such as a slide presentation, poster, etc. Optimally student will make the slide presentation accessible (508 compliant) Presentation (2 points possible) Student will use effective speech and body language throughout the report and will refer to a visual(s).
Points Possible:	26	Level:	Beginning Low - Advanced

Scoring Rubric	Points
Content
Report is appropriate, clear and has correct content. All 4 elements are addressed. Ideas are well stated, clearly expressed, well-organized and supported with concrete, relevant detail. No inference is required. There may be errors, but they do not interfere with meaning	20
Report is appropriate, clear and has correct content. At least 3 elements are addressed. Some ideas may not be well stated. Contains some relevant detail and is adequately organized. May require minimal inference. There may be errors, but they do not interfere with meaning.	18
Report is appropriate and has correct content but may lack clarity. At least 2 elements sufficient detail or clear focus. May require some inference. There may be errors, but they do not interfere with meaning.	16
Report has correct content but lacks clarity. At least 2 elements are addressed. May be unfocused with little or no supporting detail. May require a substantial degree of inference. There may be errors that interfere with meaning, but the report can be understood with inference.	14
Report has correct content but lacks clarity. At least 1 element is addressed. May be unfocused with little or no supporting detail. May require a substantial degree of inference. There may be errors that interfere with meaning, but the report can be understood with inference.	12
Report is inappropriate, unclear, incorrect, or there is no report.	0
Visual Aid
Visual aid(s) is relevant and appropriate and delineates the main points of the oral report. Visual aid is legible and neat.	4
Visual aid(s) is relevant and appropriate and but may not completely delineate the main points of the oral report. Visual aid is legible but may not be neat.	2
Visual aid(s) is not relevant, not appropriate, does not delineate any of the main points of the report or is not legible or neat or no visual aid(s).	0
Presentation
Student uses effective speech and body language through most of the presentation and refers to a relevant visual aid.	2
Student reads the entire report or speaks too softly to be heard and/or does not refer to or have a visual aid. Body language distracts from the report.	0

Rating Scale/Passing Scores

Total Points Possible:	40
Advanced:	36
Intermediate High:	32
Intermediate Low:	28
Beginning High:	20
Beginning Low:	16