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#:	48	Program Year:	2025-2026
Civic Objective:	Effectively use online tools to learn, communicate and collaborate with others.
TOPSpro Form #:	482C	AAP #:	48.2
Assessment Type:	Oral, Written
Level Range
From:	Beginning Low	To:	Advanced

Language and Literacy Objectives

Language and literacy objectives with an asterisk (*) are suitable for beginning low level students.
1	*Identify and categorize current uses of digital communication (e.g. messaging tools, email, text, blogs, social media, video call and conferencing tools, AI, etc.).
2	*Identify current terminology, acronyms and other conventions used in digital environments.
4	*Use appropriate language and behavior to communicate effectively in a digital environment (i.e., Netiquette).
7	*Use online communication tools appropriately to exchange information.
8	*Survey classmates about their experiences communicating and collaborating online. Report findings.
10	Conduct an online interview with a teacher-approved subject/interviewee and summarize the responses.
11	Participate in an online discussion by asking questions and taking notes.
16	*Identify and/or use digital tools for active participation in a synchronous or asynchronous online learning environment which may include remote testing.
18	Analyze and evaluate information found online and/or in other media, (e.g. television, radio, social media, news sources, podcasts, etc.)
19	*Use self-assessment tools to ID gaps in tech info, knowledge and competence.

Additional Assessment Plan Tasks

Task: 1

Description:	Identify Internet Uses & Communication Techniques Student will demonstrate understanding of current uses of digital environment, terminology and conventions specific to online communication for work, study, friends and family. Content A (5 items, 10 points possible) Student will label and/or describe (orally or in writing) up to 5 pictures or video clips (BL/BH=3, IL=4, IH/A=5) depicting common uses of the internet for communication (e.g. email, chat, social media, blogs, Padlet, Google Sites, Google Classroom, Zoom, etc.). Content B (10 items, 10 points possible) Student will identify and/or describe (orally or in writing) up to 10 vocabulary items, features (e.g. break out rooms, reactions, etc.) acronyms (e.g. BRB, LOL, etc.), emoticons (e.g. :-D, etc.), and/or other conventions (e.g. tone, style, etc.) currently used in online communication (e.g. #, @, etc.) (BL = 4, BH = 6, IL = 8, IH/A = 10). Optimally, prior to instruction, students will use a technology self-assessment tool in order to determine the information, knowledge and/or competence gaps which will inform instruction.
Points Possible:	20	Level:	Beginning Low - Advanced

Scoring Rubric	Points
Content A
Picture/video clip is correctly and comprehensibly described or labeled.	2
Picture/video clip is incorrectly or incomprehensibly labeled, or there is no label.	0
Content B
Response is correct and comprehensible.	1
Response is incorrect or incomprehensible or there is no response.	0

Task: 2

Description:	Survey Classmates about Online Communication Students will survey up to 5 classmates (BL = 3, BH = 5) about their experiences learning, taking tests, communicating and/or collaborating online, then report findings orally or in writing. Sample survey questions may include: • Which online communication tools do you use for learning and/or taking tests? • Which online learning tools do you like? Why? • Which do you use most: email, texting, Zoom, Teams, Google Meet, AI, etc.? Why? • How do you communicate with friends and family in your home country? Sample findings on one question: Two students use Zoom. They have online classes. Three students use text. They text friends and family. Optimally, survey will be conducted and findings will be reported using virtual communication tools such as Padlet, Zoom, Google Meet, Teams, etc.
Points Possible:	10	Level:	Beginning Low - Beginning High

Scoring Rubric	Points
Content
Response is correct and comprehensible.	2
Response is incorrect or incomprehensible or there is no response.	0

Task: 3

Description:	Participate in an Online Discussion and Follow-up Writing Task Student will prepare for and participate in a synchronous (real-time) or asynchronous online group discussion, or individual online interview, via the internet (e.g. webinar, video conference, chat, etc.) with an agency-arranged guest speaker or subject/interviewee approved by the instructor. Student will complete a level-appropriate writing task about the discussion which includes up to 4 elements (IL=3, IH-A=4) such as: (1) restate/summarize the key ideas expressed, (2) build on the idea of the speaker and/or add relevant information and evidence, (3) state questions they still have after the discussion, (4) express student’s own ideas clearly and persuasively. Optimally, the writing task will be created on a computer and sent to the assessor electronically.
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 well-organized paragraph(s).	16
Addresses all parts of the task adequately. Some ideas may not be well stated. May require minimal inference. Written in 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 loosely-organized paragraph(s).	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
Paragraph(s) form (i.e. title, indentation, margin(s)) is correct. If handwritten, writing is neat and legible.	2
Paragraph(s) form (i.e. title, indentation, margin(s)) is mostly correct. If handwritten, writing is mostly neat and legible.	1
Paragraph(s) form is not evident and or writing is not legible.	0

Rating Scale/Passing Scores

Total Points Possible:	44
Advanced:	39
Intermediate High:	35
Intermediate Low:	28
Beginning High:	17
Beginning Low:	11