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#:	34	Program Year:	2025-2026
Civic Objective:	Identify, describe, select, and access free or low-cost employment-related services. (This objective has only 1 AAP.)
TOPSpro Form #:	342C	AAP #:	34.2
Assessment Type:	Written, Role Play
Level Range
From:	Beginning High	To:	Advanced

Language and Literacy Objectives

Language and literacy objectives with an asterisk (*) are suitable for beginning low level students.
1	Write questions to ask an employment services provider.
2	Interview an employment services provider.
3	Identify employment service agencies.

Additional Assessment Plan Tasks

Task: 1

Description:	Identify Employment Services Agencies Given level-appropriate resources such as the internet, brochures, and newspapers, student will complete a chart for a level-appropriate number of employment services agencies (e.g. BH=2, IL-3, IH-A=4). Examiner will assign level-appropriate categories of information such as: • Name of agency • Location • Phone • Web site URL • Types of services offered • Cost of services • Required documents (e.g., resume, application) • Agency credentials (e.g., length of time in business, number of people placed) • Proximity to student’s home Optimally, the chart will be created on a computer and sent to the assessor electronically.
Points Possible:	14	Level:	Beginning High - Advanced

Scoring Rubric	Points
Content
90% of the items assigned to the Intermediate Low-Advanced level students are correct.	12
80% of the items assigned to the Intermediate Low-Advanced level students are correct.	10
70% of the items assigned to the Intermediate Low-Advanced level students are correct.	8
80% of the items assigned to the Beginning High level students are correct.	6
70% of the items assigned to the Beginning High level students are correct.	4
Less than 70% of the items assigned to the Beginning High-Advanced level students are correct.	0
Legibility, Neatness, and Spelling
Neat and legible. Spelling errors do not interfere with meaning.	2
Not neat or legible or spelling errors interfere with meaning.	0

Task: 2

Description:	Ask Questions about Employment Services Content A (10 items, 20 points possible) Given an agency-created scenario and personal/employment history, student will take the part of a potential client and will participate in an interaction (either face-to-face or by telephone) with assessor in the role of employment services agency personnel. The student will make up to 10 utterances about employment services provided by the agency: a greeting and self introduction, up to 8 questions/statements (BH =4, IL=6, IH-A=8), and a closing. Sample questions: 1. Where are you located? (telephone) 2. What kinds of jobs are available? 3. How much do your services cost? 4. Can I make an appointment? (telephone) 5. What do I need to bring with me? (telephone) Content B (3 items, 6 points possible) Student will use clarification techniques as needed in order to comprehend the examiner's answers. Student (IL-A) will take notes on the assessor’s answers if necessary. Student (BH) may take notes or use an assessor pre-prepared aid such as a checklist, if necessary. After the role-play, the assessor will check the student’s comprehension of the information acquired. This can be in done in a variety of ways such as: by asking 3 comprehension questions (BH=1, IL=2, IH-A=3) which student will answer orally or in writing.
Points Possible:	26	Level:	Beginning High - Advanced

Scoring Rubric	Points
Content A
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
Content B
Utterance has correct content.	2
Utterance is incorrect or there is no answer.	0

Rating Scale/Passing Scores

Total Points Possible:	40
Advanced:	36
Intermediate High:	32
Intermediate Low:	26
Beginning High:	14
Beginning Low: