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 #:	287C	AAP #:	28.7
Assessment Type:	Portfolio
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 locate health care agencies and facilities in the community.
4	*Describe symptoms of an illness or other physical problem.
10	*Explain medicine labels and medical warning labels.
17	*Identify and/or describe healthy and unhealthy lifestyles.

Additional Assessment Plan Tasks

Task: 1

Description:	Find Information on Health Care Centers After doing research using the internet or using print resources, student (IL-A) will complete a chart showing 3 local health care centers and give 6 pieces of information about them. Student (BL-BH) will complete a chart showing 3 health care centers and giving 3 pieces of information about them. Information may include: location, phone number, costs, types of insurance accepted, availability of interpretation/translation services and areas of specialty.
Points Possible:	12	Level:	Beginning Low - Advanced

Scoring Rubric	Points
Content
90% of the items assigned to the Intermediate Low-Advanced level students are correct	10
80% of the items assigned to the Intermediate Low-Advanced level students are correct	8
70% of the items assigned to the Intermediate Low-Advanced level students are correct	6
80% of the items assigned to the Beginning Low- Beginning High level students are correct	4
70% of the items assigned to the Beginning Low- Beginning High level students are correct	2
Less than 70% of the items assigned to the Beginning Low-Advanced level students are correct	0
Legibility, Neatness, and Spelling
Neat and legible. Spelling errors do not interfere with meaning.	2
Not neat or legible, or spelling errors interfere with meaning.	0

Task: 2

Description:	Read and Interpret Medicine Labels Working from a level-appropriate worksheet with pictures showing 6 medicine labels (3 prescription and 3 non-prescription), student will: Content A (6 items, 6 points possible) Label each picture “prescription” or "non-prescription." Content B (6 items, 12 points possible) Answer up to 6 level-appropriate questions (BL=3, BH=4, IL=5, IH-A=6) one for each label. Sample questions: When do you take this medicine? What are the directions for taking this medicine? Does the medicine have an expiration date? If yes, what is it, and what do you do when the medicine expires?
Points Possible:	18	Level:	Beginning Low - Advanced

Scoring Rubric	Points
Content A
Label is correctly identified.	1
Label is incorrectly identified.	0
Content B
Response answers the question adequately. May not be well stated. May require minimal inference.	2
Response answers the question minimally but relation to the question is evident. May be unfocused or unclear. May require a substantial degree of inference.	1
Nothing written or content is incomprehensible or inappropriate	0

Task: 3

Description:	Create a Healthy Living Booklet Student will draw or collect a minimum of 5 pictures depicting healthy and unhealthy lifestyle choices and will create a booklet using the pictures. Student will describe (IL-A in one or more paragraphs; BL-BH in sentences, phrases, or words) each picture telling why it represents a healthy or unhealthy lifestyle choice (including illnesses and symptoms related to unhealthy lifestyle choices).
Points Possible:	20	Level:	Beginning Low - Advanced

Scoring Rubric	Points
Content
Addresses 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). (IL-A)	14
Addresses the task adequately. Some ideas may not be well stated. Contains some relevant detail. May require minimal inference. Written in adequately-organized paragraph(s). (IL-A)	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). (IL-A)	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). (IL-A)	8
Ideas expressed adequately in sentences, phrases or words. Some ideas may not be well stated. May require some inference. (BL-A)	6
Ideas expressed minimally in sentences, phrases or words but relation to the task is evident. May be unfocused or unclear. May require a substantial degree of inference. (BL-A)	4
Nothing written, or content is incomprehensible or inappropriate.	0
Grammar, Structure and Mechanics
Paragraph(s) have almost no errors in grammar, structure, spelling, capitalization, or punctuation. (IL-A)	4
Paragraphs have some errors in grammar, structure, spelling, capitalization, or punctuation that do not distract the reader. (IL-A)	3
Sentences, words, or phrases have mostly correct spelling and capitalization. (BL-BH)	2
Sentences, words, or phrases have many errors. Spelling and capitalization may require the reader to infer meaning. (BL-BH)	1
Errors make the writing difficult to understand even with inference. (BL-A)	0
Format, Neatness and Legibility
Pictures are labeled, and writing uses appropriate paragraph indentations, etc. Writing is neat and legible. (IL-A)	2
Pictures are labeled, and writing is legible but may not be neat. (BL-A)	1
Pictures are not labeled, or writing does not use appropriate indentations, etc., or writing is neither legible nor neat.	0

Task: 4

Description:	Request Health Assistance Given an agency-created prompt of an illness, student will write an e-mail to the student’s doctor. Student will (1) describe the symptoms, (2) describe the duration of the illness, and (3) request assistance from the doctor. Optimally, the email will be sent electronically to the assessor or printed or written on an email template and given to the assessor.
Points Possible:	12	Level:	Beginning High - Advanced

Scoring Rubric	Points
Content
Addresses all parts of the task adequately. Some ideas may not be well stated. May require minimal inference.	8
Addresses the task minimally, but relation to the task is evident. May be unfocused or unclear. May require a substantial degree of inference.	6
Nothing written, or content is incomprehensible or inappropriate.	0
Grammar, Structure and Mechanics
Some errors in grammar, structure, spelling, capitalization, or punctuation that do not distract the reader.	2
Many errors in grammar, structure, spelling, capitalization, or punctuation that may require the reader to infer meaning.	1
Errors make the writing difficult to understand even with inference.	0
Format, Neatness and Legibility
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
Uses standard email format including 3 items: an appropriate subject, salutation, and writer's contact information such as name, address, email address and phone number.	1
Not in standard email format.	0

Task: 5

Description:	Select Work Sample Student will choose a sample of student's classroom work to include in the portfolio and provide a brief oral or written explanation giving the reason for choosing this sample. If the explanation is given orally, assessor will provide a summary or a checklist for inclusion in the portfolio.
Points Possible:	2	Level:	Beginning Low - Advanced

Scoring Rubric	Points
Content
Work sample included and explained.	2
Work sample not included and/or not explained.	0

Task: 6

Description:	Reflect on Learning Student will answer 3 questions (or complete a checklist, survey, or questionnaire) reflecting on student’s increased ability to access the health care system and be able to interact with the providers based on what student has learned (3 simple questions requiring oral or written short answers for BL- BH and more complex questions requiring longer oral or written responses for IL-A).
Points Possible:	2	Level:	Beginning Low - Advanced

Scoring Rubric	Points
Content
Responses are appropriate, clear, and complete There may be errors but they do not interfere with meaning.	2
Responses are appropriate. They may lack clarity or may be partially complete. There may be errors that interfere with meaning, but the responses can be understood with inference.	1
Responses are inappropriate, incomprehensible or there are no responses.	0

Rating Scale/Passing Scores

Total Points Possible:	66
Advanced:	59
Intermediate High:	52
Intermediate Low:	45
Beginning High:	33
Beginning Low:	18