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#:	12	Program Year:	2025-2026
Civic Objective:	Describe and access services offered at DMV and read, interpret, and identify legal response to regulations, roadside signs, and traffic signals.
TOPSpro Form #:	125C	AAP #:	12.5
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	*Identify and interpret traffic lights and signals.
2	*Identify and interpret regulatory and warning signs.
3	*Identify requirements for driver licensing and other licensing information.
4	Discuss law enforcement penalties related to child safety seats and seat belt regulations, etc.
5	*Identify various types of vehicles for the purpose of reporting accidents.
6	*Identify basic car parts for the purpose of reporting accidents.
10	Read and interpret written citations related to traffic or vehicle violations.

Additional Assessment Plan Tasks

Task: 1

Description:	Understand Road Signs and Signals Student will, orally or in writing, identify and demonstrate understanding of 10 signs, signals, and/or warning signs when shown pictures. Information from California Driver Handbook will be used.
Points Possible:	10	Level:	Beginning Low - Beginning High

Scoring Rubric	Points
Utterance is correct and comprehensible	1
Utterance is incorrect or incomprehensible	0

Task: 2

Description:	Identify Car Types and Car Parts Student will identify, orally or in writing, 4 types of vehicles and 4 car parts (presented in pictures) in order to be able to report a traffic accident.
Points Possible:	8	Level:	Beginning Low - Beginning High

Scoring Rubric	Points
Utterance is correct and comprehensible	1
Utterance is incorrect or Incomprehensible	0

Task: 3

Description:	List Driver’s License Requirements Student will list, orally or in writing, 3 requirements to obtain a driver's license.
Points Possible:	3	Level:	Beginning Low - Beginning High

Scoring Rubric	Points
Utterance is correct and comprehensible	1
Utterance is incorrect or Incomprehensible	0

Task: 4

Description:	Respond to a Traffic Citation Given an authentic traffic citation, student will respond, orally or in writing, to up to 5 level-appropriate questions (IL=4, IH-A=5), such as: - What is the violation? - What is the violation code? - Why was the traffic citation given? - What are 2 ways a person can respond to the citation?
Points Possible:	10	Level:	Intermediate Low - Advanced

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

Task: 5

Description:	Persuade a Person to Follow Driving Safety Laws Content A (14 points possible) After researching driving safety laws and information (optimally on the internet),on the use of seat belts child safety seats, texting while driving, etc., student will participate in a role-play in which student tries to convince a friend (the assessor) that the friend and/or his/her family should follow driving safety laws such as those regarding the use of seat belts, child safety seats or cell phones, etc. Assessor takes the part of the friend who does not think it is necessary to use seat belts, child safety seats, or not text while driving, etc. Student uses persuasive language and cites at least 3 reasons and/or laws (IL=1, IH=2, A=3) for using seat belts, child safety seats, and/or not texting while driving. Content B (3 items, 6 points possible) Student will use clarification techniques as needed in order to comprehend the assessor's reasons for not using seat belts. After the simulation the assessor will check the student’s comprehension of the assessor’s reasons by asking 3 comprehension questions (IL=2, IH-A=3) which the student answers orally.
Points Possible:	20	Level:	Intermediate Low - Advanced

Scoring Rubric	Points
Content A
Argument is appropriate, clear, persuasive and has correct content. Three (3) reasons and/or laws are cited. Ideas are well stated, clearly expressed and supported with concrete, relevant detail. No inference is required. There may be errors but they do not interfere with meaning.	14
Argument is appropriate, clear, persuasive and has correct content. At least 2 reasons and/or laws are cited. Some ideas may not be well stated or persuasive. Contains some relevant detail. May require minimal inference. There may be errors but they do not interfere with meaning.	12
Argument is appropriate and has correct content but may lack clarity and persuasiveness. At least 1 reason and/or law is cited. Many ideas may not be well stated. May lack appropriate or sufficient detail or clear focus. May require some inference. There may be errors but they do not interfere with meaning.	10
Argument is inappropriate, unclear, incorrect, or there is no argument.	0
Content B
Utterance has correct content.	2
Utterance is incorrect or there is no utterance.	0

Rating Scale/Passing Scores

Total Points Possible:	30
Advanced:	27
Intermediate High:	23
Intermediate Low:	19
Beginning High:	15
Beginning Low:	11