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#:	51	Program Year:	2025-2026
Civic Objective:	Research, identify and utilize resources and services necessary to transition to and succeed in post-secondary education, training and career.
TOPSpro Form #:	513C	AAP #:	51.3
Assessment Type:	Written, Role Play
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	*Read authentic educational, training or career-related website information.
2	*Identify services that address barriers to successful completion of higher education/training or job attainment.
3	Compare advantages and disadvantages of information found on educational, training or career-related websites.
4	Write questions to ask and educational, training or career-related representative.
5	Take notes on the resource or service information researched or received.

Additional Assessment Plan Tasks

Task: 1

Description:	Compare Barriers to Instruction Content A (up to 12 items,12 points possible) After conducting research optimally on the internet (IL-A) or reviewing provided level-appropriate materials (BL-BH) to identify types of schools that offer post-secondary education (community colleges, 4 year colleges/universities, proprietary schools) or vocational training, student will select 2 schools. Student will create a chart and list the offerings of each school comparing up to 6 barriers to instruction which are most important to the student needs (BL=2, BH=3, IL=4, IH=5, A=6), optimally using a computer program (e.g. Microsoft Office). Example barriers to instruction: • Childcare (BL-BH) • Transportation (BL-BH) • Availability of degree programs applicable to student • Amount of tuition • English language assistance (tutoring) • Location (near residence) • Availability of public transportation • Availability/proximity of childcare • Financial aid availability • Accredited/still in operation/complaints against Content B (2 items, 2 points possible) (IL-A) Student will: 1. Evaluate barriers to student and identify the school that best meets student’s needs. 2. On the chart, student will list at least 2 urls (or the equivalent) from which the information was gleaned.
Points Possible:	14	Level:	Beginning Low - Advanced

Scoring Rubric	Points
Content A
Item is correct and comprehensible.	1
Item is incorrect or incomprehensible or there is no response.	0
Content B
Item is correct and comprehensible.	1
Item is incorrect or incomprehensible or there is no response.	0

Task: 2

Description:	Create an oral presentation with Visual Aids Comparing Barriers to Instruction (20 points possible) After researching barriers to instruction, create an oral presentation with visual aids. Student will compare and contrast the advantages/disadvantages of the identified schools based on student’s situation. Student will compare/contrast at least three (3) barriers from chart in Task 1. IL=1 relevant detail for 1 barrier, IH=2 relevant detail for 2 barriers, A=3 relevant detail for 3 barriers. Topics to include in report: ? Introduce yourself ? Summarize information for the two schools chosen in Task 1 ? Compare the similarities on how the two schools address the barriers chosen ? Contrast the differences on how the two schools address the barriers chosen Visual Aid (4 points possible) In class, student will make a relevant, appropriate, legible and neat (if handwritten) visual aid to support the oral report such any multimedia presentation (poster, slides, tiktok, etc). Optimally student will make the presentation accessible (508 compliant). Presentation (2 points possible) Student will use effective speech and body language and will refer to the visual throughout the report.
Points Possible:	26	Level:	Intermediate Low - Advanced

Scoring Rubric	Points
Content
Report is appropriate, clear and has correct content. All four topics are covered. Ideas are well stated, clearly expressed, well organized and supported with at least three concrete, relevant details for each barrier. No inference is required. There may be errors but they do not interfere with meaning.	20
Report is appropriate, clear and has correct content. All 4 topics are covered. Some ideas may not be well stated. Contains at least two relevant details for each barrier and is adequately organized. May require minimal inference. There may be errors but they do not interfere with meaning.	18
Report is appropriate and has correct content but may lack clarity. At least 3 topics are covered. Many ideas may not be well stated. May lack some appropriate or sufficient detail or clear focus. May require some inference. There may be errors but they do not interfere with meaning.	16
Report has correct content but lacks clarity. At least 2 topics are covered. May be unfocused with little or no supporting detail. May require a substantial degree of inference. There may be errors that interfere with meaning but the report can be understood with inference.	14
Report is inappropriate, unclear, incorrect, no questions are answered or there is no report.	0
Visual Aid
Visual aid(s) is relevant and appropriate and delineates the main points of the oral report. Visual aid is legible and neat if handwritten.	4
Visual aid(s) is relevant and appropriate and but may not completely delineate the main points of the oral report. Visual aid is legible but may not be neat if handwritten.	2
Visual aid(s) is not relevant, not appropriate, does not delineate any of the main points of the report or is not legible or neat if handwritten or no visual aid(s).	0
Presentation
Student uses effective speech and body language through most of the presentation and refers to a relevant visual aid.	2
Student reads the entire report or speaks too softly to be heard and/or does not refer to or have a visual aid. Body language distracts from the report.	0

Task: 3

Description:	Talk to School Representative Content A (9 items, 18 pts possible) Student will perform a level-appropriate role play with the assessor who will take the role of a school representative to discuss one or more of the barriers to instruction identified in Task 1. During a simulated visit to a school, student will have up to 9 interactions regarding the topics in Task 1. Interactions will include a greeting, closing and up to 5 initial questions (BL=1, BH=2, IL= 3, IH=4, A=5) and up to 2 follow-up questions (BL-IL=1, IH-A=2). The student will demonstrate principles of self-advocacy such as: •Get a personalized answer that is specific to student’s situation. •Restate the answer to check for understanding. •Get the name of the person to whom student has spoken. •Get the name of the person who can make decisions about student’s particular issue. •Postpone making decisions if more time is needed. Sample interactions: BL-BH I need XXX, can you help me? Did you say…? (restate) Who can help me with my problem? Can have another appointment? IL-A My purpose in meeting with you is to… Did I understand correctly that… (e.g. there are several degree options for the field of study I’m interested in)? What are the pros and cons for….(e.g. pursuing one degree over the other)? Are there other people that I should speak to that could help me? I need to give this some more thought before I make a decision. Content B (2 items, 4 pts possible) Student (IL-A) will use note taking skills during the interview with the school representative (assessor). After the role play, assessor will check the student’s comprehension of the information learned by asking up to 2 level-appropriate comprehension questions (BL-BH=1, IL-A=2) that student will answer orally.
Points Possible:	22	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. 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 utterance.	0
Content B
Utterance has correct content.	2
Utterance is incorrect or there is no utterance.	0

Rating Scale/Passing Scores

Total Points Possible:	62
Advanced:	56
Intermediate High:	50
Intermediate Low:	44
Beginning High:	14
Beginning Low:	9