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#:	21	Program Year:	2025-2026
Civic Objective:	Recognize the importance of good parenting skills that help children at different levels of development and access resources available in the community to help parents.
TOPSpro Form #:	215C	AAP #:	21.5
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.
1	*Identify and discuss parenting issues of concern including disciplining a child, parent engagement at school, and child safety.
2	*Read about parenting issues.
4	*Identify services and information on parenting.
5	*Identify and list community resources, classes, information, and services that assist parents.
6	*Identify activities parents can use to address parenting issues (e.g. disciplining, helping with homework, insuring child safety, etc.).
7	*Identify the stages of child development.

Additional Assessment Plan Tasks

Task: 1

Description:	Create a Parenting Skills Booklet Student will draw or collect a minimum of 5 pictures depicting examples of positive parenting skills at different stages of child development. Student will create a booklet using the pictures. Student will describe (IL-A in one or more paragraphs; BL-BH in sentences, phrases, or words) each picture telling why it represents positive parenting skills. Examples of positive parenting skill areas: • ensuring children’s safety • monitoring children’s health and growth • maintaining communication with teenagers • assisting children to learn basic educational and life skills Optimally, the pictures will be collected on the internet and moved or scanned to a digital document (brochure) and sent to the assessor electronically.
Points Possible:	20	Level:	Beginning Low - Advanced

Scoring Rubric	Points
Content
Addresses the task effectively. Ideas are well stated, clearly expressed and supported with concrete, relevant detail. No inference is required. Written in well-organized paragraph(s).	14
Addresses 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 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. Organization of the paragraph(s) may not be clear.	8
Ideas expressed adequately in sentences, phrases, or words. Some ideas may not be well stated. May require some inference.	6
Ideas expressed minimally in sentences, phrases, or words but relation to the task is evident. May be unfocused or unclear. May require a substantial degree of inference.	4
Nothing written or content is incomprehensible or inappropriate.	0
Grammar, Structure and Mechanics
Paragraph(s) have almost no errors in grammar, structure, spelling, capitalization, or punctuation.	4
Paragraphs have some errors in grammar, structure, spelling, capitalization, or punctuation that do not distract the reader.	3
Sentences, words, or phrases have mostly correct spelling and capitalization.	2
Sentences, words, or phrases have many errors in spelling and capitalization that may require the reader to infer meaning.	1
Errors make the writing difficult to understand even with inference.	0
Format, Neatness and Legibility
Pictures are labeled, and writing uses appropriate paragraph indentations, etc. Writing is neat and legible.	2
Pictures are labeled, and writing is legible but may not be neat.	1
Pictures are not labeled, or writing does not use appropriate indentations, etc., or writing is neither legible nor neat.	0

Task: 2

Description:	Identify Parenting Resources Given level-appropriate resources such as the internet, newspaper, parenting magazines, adult school course catalogues, etc., student will complete a chart showing a level-appropriate number of parenting programs, counseling services, classes, etc. Chart will contain level-appropriate items such as name of business, phone number, address, type of parenting services offered, hours of operation, cost, eligibility requirements, and one reason why each would be helpful (e.g., They offer both individual and family counseling; They offer childcare while adult students are in class; 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
Not neat or legible or spelling errors interfere with meaning.	0

Rating Scale/Passing Scores

Total Points Possible:	34
Advanced:	30
Intermediate High:	27
Intermediate Low:	23
Beginning High:	13
Beginning Low:	9