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#:	14	Program Year:	2025-2026
Civic Objective:	Identify educational opportunities and research education/training required to achieve a personal goal.
TOPSpro Form #:	140CX	AAP #:	14
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 a job of interest and the education/training required.
4	Research the education/training providers available in the local community, such as local adult schools , community colleges and Regional Occupational Programs (ROPs). Present findings of special interest to class.
7	*Research educational opportunities at resources such as Tomorrow's Jobs at U.S. Department of Labor web site.

Additional Assessment Plan Tasks

Task: 1

Description:	Present an Oral Report About a Chosen Job After doing level-appropriate research on a job/career of interest using resources such as the internet or a career center, student will give an oral report to the class about student's chosen job/career. Content (25 points possible) The report will include up to 5 pieces of information BL=2, BH=3, IL=4, IH-A=5) such as the following: 1. State reasons (appropriate for the level) why student is interested in the job/career. 2. State the education/training required for the job/career and where it can be received. 3. State the potential earnings for the given job/career. 4. State the advantages and disadvantages of this job/career. 5. State whether or not this job/career is available in student's local community and if not, where it is available. Presentation (5 points possible) Student will make a relevant visual aid to support the report and refer to it during the oral report.
Points Possible:	30	Level:	Beginning Low - Advanced

Scoring Rubric	Points
Content
Report is appropriate, clear and has correct content. All five pieces of information are included. There may be errors, but they do not interfere with meaning.	25
Report is appropriate, clear and has correct content. Four pieces of information are included. There may be errors, but they do not interfere with meaning.	22
Report is appropriate and has correct content but may lack clarity and may require some inference. At least three pieces of information are included. There may be errors, but they do not interfere with meaning.	19
Report is appropriate and has correct content but may lack clarity and may require some inference. At least two pieces of information are included. There may be errors, but they do not interfere with meaning.	16
Report has correct content but lacks clarity and may require substantial inference. At least two pieces of information are included. There may be errors which interfere with meaning but the response can be understood with inference.	13
Report is inappropriate, unclear, incorrect, no relevant information is presented, or there is no report.	0
Presentation
Student uses effective speech and body language through most of the presentation and refers to a relevant visual aid.	5
Learner reads the entire report or speaks too softly to be heard and/or does not refer to or have a visual aid. Body language detracts from the report.	0

Task: 2

Description:	Develop a Path to a Personal Goal Given informational resources (e.g., internet webpage, pamphlet, or brochure with courses and training opportunities, etc.) student will list a personal goal and create a ladder that describes up to 5 steps (BL-BH=3, IL=4, IH-A=5) to reach that goal. Ladder could include classes or training to be taken; work experience; necessary steps to gain employment; and where and when student plans to take classes or training, get work experience, or take necessary steps to gain employment. (Example of steps for BL-BH: Take workplace ESL class at the adult school next term, apply to community college by Sept 1, enroll in Personal Care Assistant class at local community college, etc.) Optimally, the task will be created on a computer and sent to the assessor electronically.
Points Possible:	20	Level:	Beginning Low - Advanced

Scoring Rubric	Points
Content
Description is appropriate, clear, has correct content. Student uses complete sentences. There may be errors but they do not interfere with meaning.	4
Description is appropriate and has correct content. It may be partially complete with students only using words or phrases. There may be errors which interfere with meaning but the description can be understood with inference.	2
Description is inappropriate, incomprehensible or incorrect or there is no description.	0

Rating Scale/Passing Scores

Total Points Possible:	50
Advanced:	45
Intermediate High:	40
Intermediate Low:	34
Beginning High:	25
Beginning Low:	20