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 #:	511C	AAP #:	51.1
Assessment Type:	Written, Role Play
Level Range
From:	Intermediate 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 to identify types of schools that offer post-secondary education (community colleges, 4 year colleges/universities, proprietary schools) or vocational training, student will select two 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 (IL=4, IH=5, A=6), optimally using a computer program (e.g. Microsoft Office). Example barriers to instruction: • 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) 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:	Intermediate 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:	Write an Essay Comparing Barriers to Instruction (24 points possible) After research, creation of a comparison chart (Task1) and discussion with peers about the chart, student will complete an essay or other authentic writing task to communicate student’s findings, such as: student will write an essay or article for a class or school newsletter (IL= 1-2 paragraph, IH= 2-3 paragraphs, A= an essay of at least 3-5 paragraphs). In the essay or article, student will compare and contrast the advantages/disadvantages of the identified schools based on student’s situation. In the essay or article, student will compare/contrast at least three (3) barriers from chart in Task 1. Optimally the student will compose/edit/revise the writing on a computer and submit the writing to the assessor electronically also attaching the chart from Task 1.
Points Possible:	24	Level:	Intermediate Low - Advanced

Scoring Rubric	Points
Content
Addresses all parts of the task effectively. Ideas are well stated, clearly expressed and supported with concrete, relevant detail. No inference is required. Written in at least 3 well-organized paragraph(s).	16
Addresses all parts of the task adequately. Some ideas may not be well stated. Contains some relevant detail. May require minimal inference. Written in at least 2 adequately-organized paragraph(s).	14
Addresses the task in a general way but may have gaps. Many ideas may not be well stated. May lack appropriate or sufficient detail or clear focus. May require some inference. May be written in at least 1 loosely-organized paragraph.	12
Addresses the task minimally but relation to the task is evident. May be unfocused or unclear. Little or no supporting detail. May require a substantial degree of inference. May not be written in a paragraph(s).	10
Nothing written or content is incomprehensible or inappropriate.	0
Grammar, Structure and Mechanics
Almost no errors in grammar, structure, spelling capitalization or punctuation.	6
Some errors in grammar, structure, spelling, capitalization or punctuation that do not distract the reader.	4
Many errors in grammar, structure, spelling, capitalization or punctuation that may require the reader to infer meaning.	2
Errors make the writing difficult to understand even with inference.	0
Format, Neatness and Legibility
Paragraph(s) form (i.e. title, indentation, margins) is correct; Item is type written or writing is neat and legible.	2
Paragraph(s) form (i.e. title, indentation, margins) is partially correct; Item is type written or writing may be legible but is not neat.	1
Paragraph(s) form does not have title and/or does not use appropriate indentation or margins and/or handwriting is neither legible nor neat.	0

Task: 3

Description:	Talk to School Representative Content A (9 items, 18 points 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 (IL= 3, IH=4, A=5) and 2 follow-up questions (IL=1, IH-A=2). 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: • 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)? • Could I please have your name and title? • 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 points possible) Student 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 two level-appropriate comprehension questions that student will answer orally.
Points Possible:	22	Level:	Intermediate 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:	60
Advanced:	52
Intermediate High:	46
Intermediate Low:	40
Beginning High:
Beginning Low: