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#:	70	Program Year:	2025-2026
Civic Objective:	Demonstrate the language and literacy skills necessary to effectively participate in workforce training in early childhood education.
TOPSpro Form #:	704C	AAP #:	70.4
Assessment Type:	Oral, Written
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.
8	Describe a child’s development and/or behavior such as abilities, interests, routines, needs, socialization skills and/or progress.
13	Identify, discuss, and employ behavior management and communication strategies useful for working with children of different ages.
14	Sing a song or recite a poem for a child with rhythm, volume, and gestures appropriate for modeling language to children.

Additional Assessment Plan Tasks

Task: 1

Description:	Employ Communication Strategies Useful for Working with Children of Various Ages Content A (6 items, 6 points possible) Given level-appropriate prompts/scenarios (BH=4, IL=5, IH-A=6) each demonstrating an interaction between a child and childcare provider, student will determine an appropriate communication strategy. This may be done orally or in writing. Example Strategies: • Use choice question • Give one simple direction • Use redirection Content B (6 items, 12 points possible) Using the prompts/scenarios in Content A, student will articulate a response for each orally or in writing that incorporates the identified communication strategy using accurate and appropriate language. Student (IH-A) will provide a more robust model of language use, using descriptive talk (or descriptive narration). Sample Responses: Asking Choice Questions: • IL – It’s time for lunch. Do you want pasta with butter or pasta with tomato sauce? • IH- I can see that you’re hungry. Look- it’s 12:00! It’s time for lunch. What would you like to have: pasta with butter or pasta with tomato sauce? Using Tips for Managing Behavior (Redirection): • IL – You both want that doll, but here is a basket filled with stuffed animals. • IH – I know you both really want that doll, but there’s only one of them. Look over here! There’s a basket filled with colorful and soft stuffed animals. Let’s make believe we’re farmers and play with the animals! Optimally, the writing task will be created on a computer and submitted to the assessor electronically.
Points Possible:	18	Level:	Beginning High - Advanced

Scoring Rubric	Points
Content A
Identifies strategy clearly	1
No strategy identified or strategy unclear	0
Content B
Response is level-appropriate, clear, complete, and has correct content. There may be errors, but they do not interfere with meaning.	2
Response is level-appropriate and has correct content. It may be partially complete. There may be errors that interfere with meaning, but the statement can be understood with inference.	1
Response is inappropriate, incomprehensible, or incorrect, or there is no statement.	0

Task: 2

Description:	Describe a Child After listening to or reading a level-appropriate prompt or considering a familiar child, student will describe orally or in writing a child’s desires, interests, or daily schedule in sentences (BH) or a paragraph (IL-A). Student (IH-A) will provide a more robust model of language use, providing more details and using more sophisticated language. Sample Descriptions of Desires/Interests: IL – Zachary really enjoys playing in the block area. IH- Zachary had a lot of fun yesterday playing in the block area. He likes to play with blocks at home, too. Sample Descriptions about Daily Schedule: IL – Patty gets up every day at about 7. She gets dressed and has breakfast. IH – Patty wakes up every day at about 7. After she gets dressed and has breakfast, she goes to preschool with her mother and her brother. Optimally, the writing task will be created on a computer and submitted to the assessor electronically
Points Possible:	18	Level:	Beginning High - Advanced

Scoring Rubric	Points
Content
Addresses the task effectively. Ideas are well stated, clearly expressed, and supported with concrete, relevant detail. No inference is required. Written in well-organized paragraph(s).	12
Addresses the task adequately. Some ideas may not be well stated. Contains some relevant detail. May require minimal inference. Written in adequately-organized paragraph(s).	10
Addresses task adequately. Some ideas may not be well stated. Contains some relevant detail. May require minimal inference. Written in loosely-organized paragraph(s) or sentences.	8
Addresses the task in a general way but may have some 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 brief sentences or phrases.	6
Nothing written or content is incomprehensible or inappropriate.	0
Grammar, Structure and Mechanics
Almost no errors in grammar, structure, capitalization, or punctuation.	4
Some errors in grammar, structure, capitalization, or punctuation that do not distract the reader.	3
Many errors in grammar, structure, capitalization, or punctuation that may require the reader to infer meaning.	2
Errors make the writing difficult to understand even with inference.	0
Legibility, Neatness, and Spelling
Neat and legible, if applicable. Spelling errors do not interfere with meaning.	2
Not neat or legible or spelling errors interfere with meaning.	0

Task: 3

Description:	Sing a Song or Recite a Nursery Rhyme for a Child Student will learn and then perform a song or nursery rhyme with rhythm, volume, and gestures appropriate for modeling language to children. Student (IH-A) will learn more elaborate songs or rhymes.
Points Possible:	8	Level:	Beginning High - Advanced

Scoring Rubric	Points
Content
Addresses the task effectively. Student knows all the words and pronounces them well. Sings or recites with the correct tune and/or rhythm.	6
Addresses the task adequately. Some words are inaccurate or omitted. Sings or recites with a tune and/or rhythm close to the model.	4
Addresses parts of the task in a general way but many words are inaccurate or omitted. Sings or recites with a tune and/or rhythm different from the model.	2
Doesn’t know the song or poem, or content is incomprehensible or inappropriate.	0
Presentation
Performs the song enthusiastically with actions that convey the meaning.	2
Performs the song with little enthusiasm and few actions that would convey the meaning sufficiently.	0

Rating Scale/Passing Scores

Total Points Possible:	44
Advanced:	39
Intermediate High:	35
Intermediate Low:	28
Beginning High:	23
Beginning Low: