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#:	44	Program Year:	2025-2026
Civic Objective:	Identify, access, and complete applications to agencies that provide governmental and/or other agency services.
TOPSpro Form #:	443C	AAP #:	44.3
Assessment Type:	Oral, Written
Level Range
From:	Beginning Low	To:	Intermediate Low

Language and Literacy Objectives

Language and literacy objectives with an asterisk (*) are suitable for beginning low level students.
1	*Provide information necessary for filling out an application (e.g. driver license, identification card, Permanent Resident Card, Consular Identification Card, Individual Taxpayer Identification Number (ITIN), etc.).
5	*Contact an agency for general information about identification cards or other services.
7	Deleted
8	*Identify sources for ID cards and discuss reasons for using an ID card in the US.
9	* Ask questions about ID card services.

Additional Assessment Plan Tasks

Task: 1

Description:	Find Information on Identification Cards Content A (8 items, 16 points possible) In a role-play, student will call an agency that issues identification cards and ask for information on how to obtain one. Student will have up to 8 interactions including: open the conversation with a greeting, ask up to 6 questions (BL=3, BH=4, IL=6) and close the conversation. Assessor will take the part of agency personnel and answer student’s questions. Examples of topics/questions: • Location - Where is the agency? • Hours - What are your hours? • Nearest transportation - Which bus do I take? • Availability of appointments - Do I need an appointment? When is the next available appointment? • Form - Where can I get the application form? • Costs - What are the fees? • Requirements for obtaining the card - What documents should I bring? Content B (3 items, 6 points possible) Student will use clarification techniques as needed in order to comprehend the assessor's answers. Student (IL-A) will take notes on the assessor’s answers, if necessary. Student (BL-BH) may circle the answers in an assessor-prepared 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 (BL=1, BH =2, IL=3) which student will answer orally or in writing.
Points Possible:	22	Level:	Beginning Low - Intermediate Low

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 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
Content B
Utterance has correct content.	2
Utterance is incorrect or there is no answer.	0

Task: 2

Description:	Complete ID Card Application Given an agency-created personal history, student (IL) will complete an authentic ID card or other application. Given an agency-created personal history, student (BL-BH) will complete an authentic ID card or other application with a reduced number of sections that student needs to complete. This can be accomplished in a variety of ways such as: (1) giving BL-BH the complete form given to IL students and highlighting the sections BL-BH students need to fill out (2) giving BL-BH a reduced form which includes only those sections of the authentic form (given to IL students) that are assigned to BL-BH students. Optimally, the application will be completed on a computer or handwritten, signed and scanned to make a digital document and sent to the assessor electronically.
Points Possible:	12	Level:	Beginning Low - Intermediate Low

Scoring Rubric	Points
Content
80% of the items assigned to the Intermediate Low students are correct.	10
80% of the items assigned to the Beginning Low- Beginning High level students are correct.	8
70% of the items assigned to the Beginning Low- Beginning High level students are correct.	6
Less than 70% of the items assigned to the Beginning Low-Intermediate Low 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

Rating Scale/Passing Scores

Total Points Possible:	34
Advanced:
Intermediate High:
Intermediate Low:	27
Beginning High:	18
Beginning Low:	12