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#:	13	Program Year:	2025-2026
Civic Objective:	Interact with educational institutions including schools for children and schools or agencies with programs for adult learners.
TOPSpro Form #:	136C	AAP #:	13.6
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.
2	Interact orally with school personnel (e.g. a child’s teacher, one's own teacher, or a school counselor) in a conference, at an open house, on the telephone, etc.
3	Read and write school correspondence (e.g. excuse an absence, report a problem, etc.).
5	*Label pictures, identify vocabulary, and/or describe some things that adult learners can do to help their children or themselves be successful learners.
7	*List the names of teachers, classroom numbers, and school name and phone number.
8	*Demonstrate the ability to contact the school and report an absence.

Additional Assessment Plan Tasks

Task: 1

Description:	Explain an Absence by Phone (6 items, 12 points possible) Given a prompt or situation, student will participate in a role-play of a telephone call to the assessor in the role of the school or agency office to explain an absence and will include 6 pieces of information (BL=3, BH=4, IL=5, IH-A=6). Assessor assumes the role of school or agency personnel or listens as the student responds to a recorded phone message. Sample information: 1. greet and identify self 2. identify student 3. spell first and/or last name of student 4. state reason for absence 5. state dates of absence 6. identify teacher and grade or class 7. use appropriate closing
Points Possible:	12	Level:	Beginning Low - Advanced

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

Task: 2

Description:	List Activities of Successful Learners Student (BH-A) will list 5 things students can do or parents can help their children do to be successful learners (e.g., BH - turn off the TV, use online learning resources, access virtual classrooms, monitor children’s schoolwork) Student (BL) will label pictures of the 5 things with appropriate vocabulary words.
Points Possible:	10	Level:	Beginning Low - Advanced

Scoring Rubric	Points
Statement is appropriate, clear, complete, and has correct content. There may be errors, but they do not interfere with meaning.	2
Statement is appropriate and has correct content. It may be partially complete. There may be errors that interfere with meaning, but the statement can be understood with inference. OR picture correctly labeled with appropriate vocabulary.	1
Statement or label is inappropriate, incomprehensible, or incorrect, or there is no statement or label.	0

Task: 3

Description:	Write an Email/Letter Requesting Assistance Given a prompt or case study, student will write an email or a letter to a school official (e.g., teacher, principal, counselor) describing a situation or problem that the person in the prompt (adult student or child) is having in school. After describing the problem, the student will explain how the situation or problem can be fixed to student's satisfaction and will ask for an appointment to discuss the situation, if applicable. Sample Problems: • Student does not have internet access or computer to access online learning resources or virtual classrooms, etc. • Parent needs training on use of online school resources to assist or monitor child’s schoolwork • Student needs to change school schedule because of a work conflict • Student is a victim of bullying • Student cannot get lunch and eat it in the short amount of time for lunch • Student has difficulty seeing the blackboard/white board • Student is not bringing homework home • Student complains that work is too easy
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 no 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 recipient 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
Not in standard letter or email format or writing is neither legible nor neat.	0

Rating Scale/Passing Scores

Total Points Possible:	42
Advanced:	37
Intermediate High:	33
Intermediate Low:	28
Beginning High:	14
Beginning Low:	7