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#:	75	Program Year:	2025-2026
Civic Objective:	Demonstrate the language and literacy skills necessary to effectively participate in workforce training and work in Business and Finance. (This objective has only 2 AAPs.)
TOPSpro Form #:	752C	AAP #:	75.2
Assessment Type:	Written
Level Range
From:	Intermediate High	To:	Advanced

Language and Literacy Objectives

Language and literacy objectives with an asterisk (*) are suitable for beginning low level students.
8	Examine spending habits in order to create a budget and/or make budgeting recommendations.
9	Research and evaluate loan options and investments.

Additional Assessment Plan Tasks

Task: 1

Description:	Make a Budget Content A (8 items, 16 points possible) Given budget guidelines and an agency created scenario that includes the household income, expenses and/or financial goals of a client or other person, student, acting as an accountant/financial advisor, will create a level-appropriate monthly budget which includes saving for a specific need. Student will organize Income vs. expenditures and identify expenses and income as fixed/variable. The budget will include 8 categories such as: Housing Food Utilities Car Payment Car Insurance Clothing Entertainment Saving for a specific need Content B (4 items, 8 points possible) Referencing the budget in Content A, student will write up to 4 statements (IH=3, A=4), giving the rationale for the choices made in making the budget. These statements may mirror what the accountant/financial advisor might say to the client in explaining the budget. Optimally, the task will be created on a computer using a spreadsheet software program (e.g. MS Excel) and be sent to the assessor electronically.
Points Possible:	24	Level:	Intermediate High - Advanced

Scoring Rubric	Points
Content A
Budget item is appropriate, clear, complete, and has correct content. There may be errors that do not interfere with meaning.	2
Budget item is appropriate and has correct content. It may be partially complete. There may be errors that interfere with meaning, but the item can be understood with inference.	1
Budget item is inappropriate, incomprehensible, or incorrect, or there is no item.	0
Content B
Statement is appropriate, clear, complete, and has correct content. There may be errors that do not interfere with meaning.	2
Statement is appropriate and has correct content. It may be partially complete. There may be errors that interfere with meaning, but the item can be understood with inference.	1
Statement is inappropriate, incomprehensible, or incorrect, or there is no item.	0

Task: 2

Description:	Compare and Contrast Financial Products Content A (10 points) Utilizing resources such as the internet, brochures, etc., student will complete a chart comparing financial products such as mortgage or other loan rates or different ways to invest (e.g. money markets, CD 401 K, 403, 529 college plans interest rates and terms, etc.) with level-appropriate information in multiple categories. Example for Loan categories: loan amount, rate (variable/fixed), term, credit score needed, loan type and monthly payment. Content B (16 points) Using the information in Task 2, Content A and the client information in the scenario from Task 1, student, acting as a financial advisor, will write a paragraph analyzing the information and recommending one financial product to their “client”. The paragraph will include an explanation of up to 3 reasons (IH=2, A=3) for the choice. Optimally, the tasks will be created on a computer and sent to the assessor electronically.
Points Possible:	26	Level:	Intermediate High - Advanced

Scoring Rubric	Points
Content A
90% of the items are correct.	10
80% of the items are correct.	8
70% of the items are correct.	6
Less than 70% of the items are correct.	0
Content B
A-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 a well-organized paragraph which includes least 3 reasons for the choice.	13
A-Addresses all parts of the task adequately. Some ideas may not be well stated. Contains some relevant detail. May require minimal inference. Written in an adequately-organized paragraph which includes least 3 reasons for the choice. IH- 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 a well-organized paragraph which includes least 2 reasons for the choice.	11
IH-A Addresses all parts of the task adequately. Some ideas may not be well stated. Contains some relevant detail. May require minimal inference. Written in an adequately-organized paragraph which includes least 2 reasons for the choice.	9
Nothing written or content is incomprehensible or inappropriate.	0
Grammar, Structure and Mechanics
Almost no errors in grammar, structure, spelling, capitalization, or punctuation.	3
Some errors in grammar, structure, spelling, capitalization, or punctuation that do not distract the reader.	2
Errors make the writing difficult to understand even with inference.	0

Rating Scale/Passing Scores

Total Points Possible:	50
Advanced:	45
Intermediate High:	36
Intermediate Low:
Beginning High:
Beginning Low: