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#:	13	Program Year:	2025-2026
Civic Objective:	Interact with educational institutions including schools for children and schools or agencies with programs for adult learners.
TOPSpro Form #:	130C	AAP #:	13
Assessment Type:	Oral, Written
Level Range
From:	Beginning Low	To:	Beginning High

Language and Literacy Objectives

Language and literacy objectives with an asterisk (*) are suitable for beginning low level students.
2	Interact orally with school personnel (such as a child’s teacher, one's own teacher, or a school counselor) in a conference, at an open house, on the telephone, etc.
3	Read and write school correspondence with content such as excusing an absence or relating problems, stating issues, etc.
5	*Label pictures, identify vocabulary, and/or describe some things that adult learners can do to help their children or themselves be successful learners.
7	*List the names of teachers, classroom numbers, and school name and phone number.
8	*Demonstrate the ability to call the school and report an absence.

Additional Assessment Plan Tasks

Task: 1

Description:	Report an absence by phone Sample information: 1. Greet and identify self 2. identify student 3. Spell last name of student 4. State reason for absence 5. Identify student’s grade 6. Identify student’s teacher 7. Identify student’s room number 8. Close conversation appropriately
Points Possible:	16	Level:	Beginning Low - Beginning High

Scoring Rubric	Points
Content
Utterance is appropriate and has correct content. It may be partially complete. There may be errors which interfere with meaning but the utterance can be understood with inference.	1
Utterance is inappropriate, incomprehensible or incorrect or there is no utterance.	0
Utterance is appropriate, clear, complete, and has correct content. There may be errors but they do not interfere with meaning.	2

Task: 2

Description:	The student will write a note to a child’s teacher or own teacher about an absence. The note will include: current date, name of student (if writing about child’s absence), name of teacher, days/dates of absence, reason for absence, closing and signature. The note will be written in correct note format with date, greeting, signature in correct places and with correct indentation and margins.
Points Possible:	16	Level:	Beginning High - Beginning High

Scoring Rubric	Points
Content
Addresses all parts of the task adequately. The sentences are comprehensible and appropriate. May contain minor errors that do not confuse comprehension.	8
Addresses the task in a general way. Some sentences may require inference to understand.	6
Addresses the task minimally. Many sentences require a substantial degree of inference to understand ideas.	4
Nothing written or content is incomprehensible or completely inappropriate.	0
Format, Neatness and Legibility
Note format (date, greeting, body, signature) and margins are correct; Writing is neat and legible.	4
Note format (date, greeting, body, signature) and margins are mostly correct; Writing is neat and legible.	3
Note format (date, greeting, body, signature) and margins are partially correct; Writing is legible with effort but may not be neat.	2
Note format (date, greeting, body, signature) and margins may not be correct,and writing is not neat, but writing legible with effort.	1
Note not legible.	0
Grammar, Structure and Mechanics
Writing may contain some errors in grammar, structure, spelling, capitalization and/or spelling errors that do not require inference for understanding.	4
Writing contains some errors in grammar, structure, capitalization and/or spelling that may slow comprehension and/or distract the reader, but meaning can be understood.	3
The writing contains errors in grammar, structure, spelling, capitalization, or punctuation that require the reader to use significant inference to understand meaning.	2
Writing is incomprehensible.	0

Task: 3

Description:	Fill-in a partially completed a note explaining an absence.
Points Possible:	12	Level:	Beginning Low - Beginning Low

Scoring Rubric	Points
Content
Each correct and legible item of information	2
Each partially correct and legible with effort item of information	1
Each missing, incorrect and/or not legible item of information	0

Task: 4

Description:	Participate in a School Conference- The student will participate in a simulated parent-teacher conference. The student will greet and introduce self, ask two questions about child’s performance in school, answer two questions from the teacher, and then close the conversation appropriately.
Points Possible:	12	Level:	Beginning High - Beginning High

Scoring Rubric	Points
Content
Utterance is appropriate, clear, complete and has correct content. There may be errors, but they do not interfere with meaning.	2
Utterance is appropriate and has correct content. It may be partially complete. 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

Rating Scale/Passing Scores

Total Points Possible:	44
Advanced:	0
Intermediate High:	0
Intermediate Low:	0
Beginning High:	29
Beginning Low:	17