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#:	14	Program Year:	2025-2026
Civic Objective:	Identify educational opportunities and research education/training required to achieve a career or personal goal.
TOPSpro Form #:	144C	AAP #:	14.4
Assessment Type:	Portfolio
Level Range
From:	Beginning High	To:	Advanced

Language and Literacy Objectives

Language and literacy objectives with an asterisk (*) are suitable for beginning low level students.
1	Listen to a representative from a counseling office present educational options. Ask questions; take notes.
3	*Identify jobs or personal goals of interest and the education/training required.
4	Identify and/or research education/training providers available in the local community (e.g. local adult schools, community colleges, Regional Occupational Programs (ROPs), etc.). Present findings of special interest to class
5	Read and analyze admission applications for community schools.

Additional Assessment Plan Tasks

Task: 1

Description:	Find Information on Educational Resources Given level-appropriate internet links, webpages, brochures, flyers or other authentic resources, student (BH-IL) will complete a chart that includes at least 5 types of information for 2 educational resources, such as: 1. agency name 2. contact information and location 3. cost 4. admission dates and policies 5. classes/programs/support Student (IH-A) will include 5 types of information about 3 educational resources, and will indicate on the chart (and briefly explain) which educational resources best fit the needs of people described in agency-provided scenarios. Student may choose the educational resources (for example: adult school, ROP, or community college centers). Optimally, the chart will be created on a computer and sent to the assessor electronically.
Points Possible:	12	Level:	Beginning High - Advanced

Scoring Rubric	Points
Content
90% of the items assigned to the Intermediate High-Advanced level students are correct.	10
80% of the items assigned to the Intermediate High-Advanced level students are correct.	8
70% of the items assigned to the Intermediate High-Advanced level students are correct.	6
80% of the items assigned to the Beginning High-Intermediate Low level students are correct.	4
70% of the items assigned to the Beginning High-Intermediate Low level students are correct.	2
Less than 70% of the items assigned to the Beginning High-Advanced level 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

Task: 2

Description:	Question and Answer a Speaker Questions (5 items, 10 points possible): Student will write up to 5 level-appropriate questions (BH=3, IL=4, IH-A=5) to ask a speaker from a local community college, adult school, ROP, or other educational training program. Answers (5 items, 10 points possible): After listening to the speaker respond to student questions, student will use the information learned from the speaker to write level-appropriate answers to up to 5 questions (BH=3, IL=4, IH-A=5). (Answers may be based on student's own or other classmates' questions.)
Points Possible:	20	Level:	Beginning High - Advanced

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

Task: 3

Description:	Write an Email/Letter Describing Educational Training Student will write an email or a letter to student's English teacher or other appropriate person describing an education/training provider of student's choice and requests advice or a letter of recommendation from the teacher or other appropriate person. Optimally, the writing task will be created on a computer and sent to the assessor electronically. Student will write one or more paragraphs that include 4 types of information such as: 1. career/retraining goal or job interest 2. a description of the education/training provider which can help student meet this goal 3. the application process 4. the course prerequisites, requirements, course outcomes (i.e. certificate, license, degree, etc.)
Points Possible:	20	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 a 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 an 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 a 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 a 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.	4
Some errors in grammar, structure, spelling, capitalization or punctuation that do not distract the reader.	3
Many errors in grammar, structure, spelling, capitalization or punctuation that may require the reader to infer meaning.	2
Errors make the writing difficult to understand even with inference.	0
Format, Neatness and Legibility
Letter:Uses standard letter format including a date, salutation, a closing and the writer’s signature. May also include sender and recipients addresses. Writing is neat and legible. —OR— Email: —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
Letter:Uses letter format including a date, salutation and the writer’s signature. Writing is legible but may not be neat. —OR— Email: —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
Letter:Not in letter format or writing is neither legible nor neat. —OR— Email: Not in standard email format.	0

Task: 4

Description:	Select Work Sample Student will choose a sample of student's classroom work to include in the portfolio and provide a brief oral or written explanation giving the reason for choosing this sample. If the explanation is given orally, assessor will provide a summary or a checklist for inclusion in the portfolio.
Points Possible:	2	Level:	Beginning High - Advanced

Scoring Rubric	Points
Content
Work sample included and explained.	2
Work sample not included and/or not explained.	0

Task: 5

Description:	Reflect on Learning Student will answer 3 questions (or complete a checklist or questionnaire) reflecting on what student has learned about educational opportunities and the applicability of this research to student's own situation (3 simple questions requiring short oral or written answers for BH and more complex questions requiring longer oral or written responses for IL-A).
Points Possible:	2	Level:	Beginning High - Advanced

Scoring Rubric	Points
Content
Responses are appropriate, clear, and complete. There may be errors, but they do not interfere with meaning.	2
Responses are appropriate. They may lack clarity or may be partially complete. There may be errors that interfere with meaning, but the responses can be understood with inference.	1
Responses are inappropriate, incomprehensible, or there are no responses.	0

Rating Scale/Passing Scores

Total Points Possible:	56
Advanced:	50
Intermediate High:	44
Intermediate Low:	36
Beginning High:	17
Beginning Low: