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#:	49	Program Year:	2025-2026
Civic Objective:	Civic Objective 49
TOPSpro Form #:	490C	AAP #:	49
Assessment Type:	Oral, Written
Level Range
From:	Advanced	To:	Advanced

Language and Literacy Objectives

Language and literacy objectives with an asterisk (*) are suitable for beginning low level students.
1	1. Listen to a representative from a counseling office present educational options. Ask questions; take notes.
2	2. Research the education/training resources available in the local community and the state using the Internet or other resources and report findings orally or in writing.
3	3.Identify career of interest and the education/training required.
4	6. Identify a personal goal and determine appropriate educational steps and educational resource(s) to achieve it.
5	8. Compare/contrast local and state resources with those in native country.

Additional Assessment Plan Tasks

Task: 1

Description:	The student will write a four or five-paragraph personal statement essay about his/her personal qualifications, educational background, and academic and career goals for purposes of applying for scholarships or seeking admittance into a college or university.
Points Possible:	27	Level:	Advanced - Advanced

Scoring Rubric	Points
Content
Addresses all parts of the task effectively. There are at least four well-organized paragraphs, each with a clear topic sentence and supporting sentences with concrete examples. There are appropriate transition words and a relevant concluding paragraph. The essay clearly demonstrates research related to topic.	18
Addresses all parts of the task adequately. There are at least four adequately-organized paragraphs with sufficient details, but some ideas may not be well- stated and minimal inference may be required. Some demonstration of research is evident.	16
Addresses most of the tasks adequately with at least four paragraphs that are at least loosely- organized, but there may be gaps; many ideas may not be well stated; may lack appropriate or sufficient detail or clear focus. Inference is required for some ideas. Research is minimally demonstrated.	14
Addresses the essay task in a general way; ideas may lack clarity or focus; inference is required to identify supporting details; demonstration of essay organization is minimal; there may be fewer than required number of paragraphs.	12
Addresses the essay task minimally but relation to the task is evident; may be unfocused or unclear with few identifiable supporting details; demonstration of essay organization is minimal; there may be fewer than required number of paragraphs. Inference is required for many ideas.	10
Nothing written or content is incomprehensible or inappropriate.	0
Grammar, Structure and Mechanics
Writing contains almost no errors in grammar, structure, spelling, capitalization, or punctuation.	6
Writing contains only minor errors in grammar and/or structure that do not interfere with understanding and/or minor errors in spelling, capitalization, or punctuation that do not distract the reader.	5
Writing may contain some errors in grammar, structure, spelling, capitalization and/or spelling that may slow comprehension and/or distract the reader, but errors do not require inference for understanding.	4
Writing contains grammatical errors that require the reader to infer meaning. There may be spelling, capitalization and/or punctuation errors that slow comprehension.	3
Writing is not comprehensible.	0
Legibility, Neatness, and Spelling
Paragraph(s) form is mostly correct. Writing is mostly neat and legible.	2
Paragraph(s) form (i.e. title, indentation, margins) is partially correct; writing may be legible but is not neat.	1
Writing is not legible.	0
Paragraph(s) form (i.e. title, indentation, margins) is correct; Writing is neat and legible.	3

Task: 2

Description:	Speaking- The student will respond to questions presented orally about the higher education systems in California. Content A : (Two points per question) Answer five questions to compare/contrast the three higher education systems in California. Content B:(six points per question) 1. Compare California higher education systems to those in native country or another country 2. Identify and present rationale regarding which higher education system in California would be the best pathway to personal career choice. Presentation: (4 points possible) The student will demonstrate effective speech and appropriate body language such as smile during greeting and closing, eye contact, good posture, no fidgeting, firm handshake as appropriate, etc., throughout the interview.
Points Possible:	26	Level:	Advanced - Advanced

Scoring Rubric	Points
Content A
.Utterance is appropriate, clearly stated, and contains no errors that interfere with meaning	2
Utterance is appropriate but contains errors that require inference in order to understand.	1
Utterance is omitted, not appropriate, or incomprehensible.	0
Content B
Response is very clear and well-organized with main ideas and details; information presented demonstrates research.	6
Response is mostly clear and presented in mostly complete, mostly correct sentences; information presented demonstrates research. Errors do not slow comprehension, but may distract listener.	5
Response is appropriate and adequate, and information presented demonstrates research. Complete sentences are seemingly attempted but there may be notable errors; minor inference may be required on a few ideas.	4
Response is generally related to topic but provides only minimal amount of comprehensible information which suggests research. Complete sentences may be attempted but may not be difficult to identify due to errors. Inference is needed to understand some ideas.	3
No response or response is not appropriate or is incomprehensible.	0
Presentation
Speech is fluent, with few vocal pauses. Pacing, volume, and intonation are effective for the situation. Speaker makes eye contact most of the time. Gestures, facial expressions and body language (handshake, smile, posture) are effective. Speaker shows self-confidence and enthusiasm throughout interview.	4
Speech is mostly clear; there may be some vocal pauses, but they do not distract from meaning. Pacing and volume are mostly appropriate to situation. Eye contact and body language (hand shake, smile, posture) are good. Gestures and facial expressions are good. Speaker shows confidence in parts of the interview.	3
Speech is clear in some parts; there may be vocal pauses that distract. Pacing and volume are appropriate to situation in some parts of interview. Eye contact and body language (hand shake, smile, posture) are appropriate in at least parts of the interview. Gestures, facial expressions may be lacking or not appropriate in some parts of interview. Speaker’s lack of confidence may be distracting at times.	2
Speech is barely comprehensible, and frequent vocal pauses are distracting. Pacing and/or volume are not appropriate to situation. There is minimal eye contact. Facial expressions and gestures are lacking or may not be appropriate. Posture and/or nervousness is distracting.	1
Student speaks too softly to be understood and/or demonstrates poor and distracting body language throughout the entire interview.	0

Rating Scale/Passing Scores

Total Points Possible:	53
Advanced:	42
Intermediate High:	0
Intermediate Low:	0
Beginning High:	0
Beginning Low:	0