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#:	71	Program Year:	2025-2026
Civic Objective:	Demonstrate the language and literacy skills necessary to effectively participate in workforce training and work as a Health Care Worker.
TOPSpro Form #:	711C	AAP #:	71.1
Assessment Type:	Written, Role Play
Level Range
From:	Intermediate Low	To:	Advanced

Language and Literacy Objectives

Language and literacy objectives with an asterisk (*) are suitable for beginning low level students.
1	*Identify and/or demonstrate communication skills for use in caring for a consumer from a different culture, background, or lifestyle than the health care provider.
2	*Identify common diseases and describe the signs/symptoms indicating that someone has the disease.
3	*Identify and appropriately report signs of abuse and neglect of consumers.
4	Identify, describe and/or demonstrate proper safety procedures as a health care provider (e.g., infection control, body mechanics, etc.).
5	Examine, interpret, support, communicate and/or document consumers’ and health care providers’ rights.
6	Analyze and/or describe scope of practice in terms of legalities associated with health care services and patient-centered care.

Additional Assessment Plan Tasks

Task: 1

Description:	Respond to a Consumer’s Complaint Content (7 items, 14 possible points) In a simulated interaction, student, in the role of a health care worker, will respond to the consumer’s (the assessor) complaint and offer a cross-culturally appropriate solution. Role-play will have up to 7 interactions such as: a greeting, asking two open-ended questions, paraphrasing the complaint, offering up to 2 solutions (IL=1, IH-A=2), and a closing. Presentation (3 items, 3 points possible) Student will be rated on 3 effective non-verbal communication skills such as eye contact, leaning toward speaker, nodding, facial expressions, etc.
Points Possible:	17	Level:	Intermediate Low - Advanced

Scoring Rubric	Points
Content
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 that interfere with meaning, but utterance can be understood with inference.	1
Utterance is inappropriate, incomprehensible, or incorrect, or there is no utterance.	0
Presentation
Each appropriate presentation characteristic.	1
Each inappropriate presentation characteristic.	0

Task: 2

Description:	Document Abuse or Neglect After reading a level-appropriate case scenario which includes examples of abuse or neglect, student will document the situation in writing in well-organized paragraphs. In the task, student will discuss 3 factors such as: (1) the type of abuse, (2) the signs observed and/or witnessed, and (3) the proper reporting policy followed, e.g. contacted immediate supervisor or local public agency. Optimally, the writing task will be created on a computer and emailed or submitted electronically to the assessor.
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 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 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. 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
Legibility, Neatness, and Spelling
Neat and legible, if applicable. 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:	37
Advanced:	30
Intermediate High:	27
Intermediate Low:	23
Beginning High:
Beginning Low: