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#:	28	Program Year:	2025-2026
Civic Objective:	Access the health care system and be able to interact with the providers.
TOPSpro Form #:	286C	AAP #:	28.6
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	Write questions to ask community health care providers.
3	*Contact health care agencies/providers to ask questions, invite a speaker, or arrange a field trip, etc.
8	*Read, interpret and/or evaluate medical/dental/vision insurance information.
20	Listen to a speaker and/or participate in a discussion about health care services by asking questions and taking notes on the information provided.

Additional Assessment Plan Tasks

Task: 1

Description:	Contact a Health Care Facility Content A (11 items, 22 points possible) In a role-play, student will participate in a level-appropriate interaction (either face-to-face or by telephone) in which student has up to 11 utterances about a health care facility, such as, a greeting, up to 9 questions (BL=4, BH=5, IL=6, IH-A=9), and a closing. Examples of topics/questions: 1. location – Where is General Hospital? 2. telephone number – What’s the telephone number? 3. nearest transportation – Which bus do I take? 4. availability of translators or interpretation services – Are there translators or interpreters? 5. availability of appointments – When is the next available appointment? 6. requirements to register with the agency – How do I register? 7. costs – What are the fees? 8. availability of sliding scales and payment options – Do you have a sliding scale? Can I negotiate a cash price? 9. types of insurance accepted – What type of insurance do you accept? Assessor in the role of health care facility personnel will listen to and answer the questions. Content B (3 items, 6 points possible) Student will use clarification techniques as needed in order to comprehend the assessor's answers and take notes on them, if necessary. After the simulation, the assessor will check the student’s comprehension of the information acquired by asking up to 3 comprehension questions (BL=1, BH-IL=2, IH-A=3) that student will answer orally. Student may look at notes when answering.
Points Possible:	28	Level:	Beginning Low - Advanced

Scoring Rubric	Points
Content A
Utterance is appropriate, clear, 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 the utterance can be understood with inference.	1
Utterance is incorrect, or there is no utterance.	0
Content B
Utterance has correct content.	2
Utterance has incorrect content or no content.	0

Task: 2

Description:	Interpret Information on Medical/Dental or other Insurance Given simple information about medical/dental/vision or other insurance such as internet urls, a brochure, information sheet, an adapted insurance exchange benefit/premium comparison chart, etc., student will respond orally or in writing to up to 7 level-appropriate questions, such as: - How much is the monthly premium? - Is this option an HMO, PPO, or EPO plan? - Can you go to any doctor/dentist? - Does it cover well-baby check-ups/crowns? - How much is the Out of Pocket Max (OOP Max)? - How much is the office visit copay? - How much is the drug benefit deductible? - What is the copay for generic/preferred/specialty drugs?
Points Possible:	14	Level:	Beginning Low - Beginning High

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 that interfere with meaning, but the utterance can be understood with inference.	1
Utterance is inappropriate, incomprehensible, or incorrect, or there is no student utterance.	0

Task: 3

Description:	Compare Different Types of Health Insurance Coverage Given an agency-created scenario/case study and sample insurance exchange (Covered California) benefit/premium details comparison chart, student will compare and analyze level-appropriate elements such as the premiums, extent of coverage, deductibles, co-pays, etc. Student will examine said chart for at least 2 different types of health insurance coverage such as HMO, PPO, Gold, Silver, Bronze, Minimal plans. Then, student will write a paragraph (s) (IL=1, IH=2, A=3) in which student will recommend and justify the most appropriate option for the person(s) in the scenario/case study. Student will include examples of the advantages and disadvantages of the two or more plans and explain the reasons for their recommendation. Optimally, the task will created on a computer and sent to the assessor electronically.
Points Possible:	28	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 at least 3 well-organized paragraph(s).	20
Addresses all parts of the task adequately. Some ideas may not be well stated. Contains sufficient detail and focus. May require minimal inference . Written in at least 2 adequately-organized paragraph(s).	18
Addresses all parts 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. Written in at least 1 loosely-organized paragraph(s).	16
Addresses the task minimally but relation to the task is evident. May be unfocused or unclear. May have little or no supporting detail. May require a substantial degree of inference. May not be written in a paragraph(s).	14
Nothing written or content is incomprehensible or inappropriate.	0
Grammar, Structure and Mechanics
Almost no errors in grammar, structure, spelling, capitalization or punctuation.	6
Some errors in grammar, structure, spelling, capitalization or punctuation that do not distract the reader.	4
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
Paragraph(s) form (i.e. title, indentation, margins) is correct; Item is type written or handwriting is neat and legible.	2
Paragraph(s) form (i.e. title, indentation, margins) is partially correct; Item is type written or handwriting is legible but not neat.	1
Paragraph(s) form does not have title and/or does not use appropriate indentation or margins and/or handwriting is neither legible nor neat.	0

Rating Scale/Passing Scores

Total Points Possible:	56
Advanced:	50
Intermediate High:	44
Intermediate Low:	38
Beginning High:	20
Beginning Low:	16