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#:	27	Program Year:	2025-2026
Civic Objective:	Demonstrate knowledge of health and safety standards, procedures, and protocols in order to prevent or prepare for health problems or crises.
TOPSpro Form #:	277C	AAP #:	27.7
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.
3	*Identify, interpret, describe and/or evaluate health safety and/or emergency-related signs, brochures, media posts, etc.
4	*Identify, describe and/or discuss health and safety measures that can prevent illnesses, accidents and injuries.
8	*Identify and describe illnesses and/or communicable diseases (e.g. COVID-19, measles, meningitis, diabetes, etc.).
9	Identify, describe and/or report unsafe health-related behaviors/practices/conditions
10	Identify and access agencies and/or services that provide assistance with personal, medical, and/or financial problems, crises and/or emergencies (e.g. loss of medical insurance or job, food or housing insecurity, etc.).

Additional Assessment Plan Tasks

Task: 1

Description:	Identify and Describe Health Safety and Emergency Related Signs Using picture prompts, the student will identify and demonstrate understanding of up to 10 (BL-7, BH-10) emergency signs or words commonly appearing on emergency signs or labels. Difficulty will increase for higher level. Example signs: • hospital sign • poison symbol • high voltage • emergency entrance/exit • hard hat area • first aid sign • highway telephone • wear a mask • stop when red lights are flashing on school bus • beach closed • break glass for fire alarm
Points Possible:	10	Level:	Beginning Low - Beginning High

Scoring Rubric	Points
Content
Response is correct and comprehensible.	1
Response is incorrect or incomprehensible, or there is no response.	0

Task: 2

Description:	Identify Safe and Unsafe Health Practices After having identified and/or discussed safe and unsafe health and safety practices such as those that can prevent the spread of communicable diseases, prevent chronic illness, etc., student will describe up to 8 (BL- 6, BH-8) pictures provided by the assessor and identify whether the practices depicted are safe or unsafe. In addition, student (BH) will explain why the practice is safe or unsafe.
Points Possible:	16	Level:	Beginning Low - Beginning High

Scoring Rubric	Points
Content
(BH) Description/identification and explanation are appropriate, clear, complete, and have correct content. There may be errors, but they do not interfere with meaning.	2
(BL-BH) Description/identification or explanation 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.	1
Response is inappropriate, incomprehensible, or incorrect, or there is no statement.	0

Task: 3

Description:	Identify Agencies and/or Services that Provide Assistance with Personal, Medical, and/or Financial Problems, Crises and/or Emergencies Given up to 3 (IL=2, IH-A=3) complex scenarios each of which describes 3 personal, medical, and/or financial problems, crises and/or emergencies and a list of at least 6 previously researched/studied agencies, student will recommend agencies that could provide services and give detailed explanations of how the agencies can assist.
Points Possible:	18	Level:	Intermediate Low - Advanced

Scoring Rubric	Points
Content
Addresses 3 problems in the scenario effectively. Choices of agencies are appropriate. Explanations are clear and correct and supported with concrete, relevant detail. No inference is required.	6
Addresses at least 2 problems in the scenario adequately. Choices of agencies are appropriate. Explanations are correct and supported with some detail. May require minimal inference	4
Addresses at least 1 problem in the scenario adequately. Choice(s) of agency(ies) is appropriate. Explanation(s) is correct but may lack appropriate or sufficient detail or clear focus. May require inference.	2
Nothing written or content is incomprehensible or inappropriate.	0

Task: 4

Description:	Evaluate Health-Related Information and Recommend Fact-based Solutions/Approaches After researching on the internet and discussing health related information on a specific topic, student will complete a writing task e.g., write a media post, an article, email or letter which discusses up to 3 elements (IL=2, IH-A=3) of a persuasive writing task. Student will provide logically ordered and relevant reasons and evidence to support the claim and/or to refute the counter-claim. Example elements: • Identify and describe the pro/con or benefits/drawbacks of the topic. • Identify the factual information vs. opinion. • Summarize the topic and issues presented. • Draw a conclusion and/or make a recommendation(s) based on the facts. Example topics: • Vaccine Pros/Cons • Face Mask Use Pro/Cons • Homeopathy (alternative) vs. Traditional (western) Medicine • Vegetarianism Pros/Cons • Effectiveness of the Food Pyramid/My Plate • Effect of Social Media on Mental Health • Weight Bias/Body Positivity
Points Possible:	24	Level:	Intermediate Low - Advanced

Scoring Rubric	Points
Content
Addresses all 3 elements 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).	18
Addresses at least 2 elements 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).	16
Addresses at least 2 elements of 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).	14
Addresses at least 1 element of 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 paragraph(s).	12
Nothing written or content is incomprehensible or inappropriate.	0
Format, Neatness and Legibility
Paragraph(s) form (i.e. title, indentation, margins) is correct; If handwritten, writing is neat and legible, if handwritten.	2
Paragraph(s) form (i.e. title, indentation, margins) is partially correct; If handwritten, writing may be legible but is not neat.	1
Paragraph does not have title and does not use appropriate indentation or margins and/or writing is neither legible nor neat.	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 require the reader to infer meaning.	2
Errors make the writing difficult to understand even with inference.	0

Rating Scale/Passing Scores

Total Points Possible:	42
Advanced:	37
Intermediate High:	33
Intermediate Low:	23
Beginning High:	19
Beginning Low:	9