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#:	50	Program Year:	2025-2026
Civic Objective:	Identify and demonstrate the study skills and self-management skills necessary to succeed in post-secondary education, training and career.
TOPSpro Form #:	504C	AAP #:	50.4
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.
2	* Implement a vocabulary-study system.
3	*Read a syllabus.
4	*Create a study calendar based on a course syllabus.
16	*Set educational goals.
17	*Track and reflect on student progress.

Additional Assessment Plan Tasks

Task: 1

Description:	Read a Syllabus (16 points possible) Student will use an authentic class syllabus (online or on paper) to answer up to 8 questions. (BL=4, BH=5, IL= 6, IH=7, Adv=8) Sample information requested: • Class meeting times and location • Instructor information (contact information and office hours) • Course objectives • Student learning outcomes • Required materials (books, student guide, etc.) • Topics, grammar, and writing assignments • Major assignments and exams • Attendance and make-up work policies
Points Possible:	16	Level:	Beginning Low - Advanced

Scoring Rubric	Points
Content
Answer is appropriate, clear, complete, and has correct content. There may be errors that do not interfere with meaning.	2
Answer is appropriate and has partially correct content.	1
Answer is inappropriate, incomprehensible, or there is no answer.	0

Task: 2

Description:	Make a Study / Work / Life Calendar (8 items, 8 points possible) Student will create a calendar featuring life, work, and study obligations. Student, BL (1 week, 4 events), BH (2 weeks, 5 events) will create a calendar featuring: • at least 1 life event (family obligation, etc.) as stated in a prior task. • at least 1 work event (work schedule / major chores at home, etc.) as stated in a prior task. • identified blocks of time to study vocabulary, listening, or reading outside of school. • at least 1 syllabus topic. • at least 1 grammar topic. Student, IL-Adv (3 weeks, 8 events) will create a calendar using the 5 items above and: • an identified block of time utilizing a mobile app or digital device to study (the name of the app / program and its usage). • an identified block of time specifying recreational English reading material (hard copy or online). • an identified block of time specifying recreational English listening material (i.e. Podcast, music radio station, Spotify). (Optimally student will create a digital calendar using Google calendars or other digital app.)
Points Possible:	8	Level:	Beginning Low - Advanced

Scoring Rubric	Points
Content
Each correctly documented event	1
Each incorrectly completed or not completed event	0

Task: 3

Description:	Implement a Vocabulary Study System (5 points possible) Student will utilize vocabulary study strategies learned in at least 1 online tool and will evaluate the effectiveness of the tool by taking a pre and post spelling test and reflecting on student’s posttest results. Content A: (2 points possible) Student will identify 1 vocabulary study strategy and 1 online tool the student utilized. Content B (3 points) Student will reflect on their vocabulary study strategies and identify up to 3 elements, 1. which vocabulary study strategy they used 2. which they liked best, and 3.why.
Points Possible:	5	Level:	Beginning Low - Advanced

Scoring Rubric	Points
Content A
Each correctly documented key strategy or tool	1
Each incorrectly completed or not completed item	0
Content B
All 3 elements are clearly stated.	3
At least 2 elements are stated but may require inference to understand	2
At least 1 element is stated but may be unclear and require inference to understand.	1
Elements are inappropriate, unclear or not stated.	0

Task: 4

Description:	Set Educational Goals (20 points possible) Student will write educational goals. Student will write up to 5 (BL=4, BH=5) short term educational goals in sentences. IL-IH = 1 paragraph containing at least 1 short term goal, 1 long term goal, and steps to reach them. Adv = 2 paragraphs containing at least 1 short term goal, 1 long term goal, steps to reach them, and a specified career path or non-ESL educational program path.
Points Possible:	20	Level:	Beginning Low - Advanced

Scoring Rubric	Points
Content
Adv Addresses all parts of the task effectively. There are at least two adequate paragraphs, with clearly stated short and long term goals, steps to reach them, and an identified pathway.	12
IH Addresses all parts of the task effectively in one adequate paragraph with a clearly stated short and long term goal and steps to reach it.	10
Adv Addresses the paragraphs minimally but relation to the task is evident; may be unfocused or unclear with few identifiable supporting details; fewer than two paragraphs. IH Addresses task in a general way but ideas require inference to understand, and some sentences may not be clearly related to topic. IL Addresses all parts of the task effectively in one adequate paragraph with a clearly stated short and long term goal and steps to reach it. There may be some minimal errors that do not distract the reader.	8
IH Addresses the task minimally. Sentences are comprehensible and related to topic. BL- IL Addresses all parts of the task adequately. The sentences are comprehensible and related to the topic. At least four sentences are written.	6
BL- IL Addresses the task in a general way. Some sentences may require inference to understand. At least three sentences are identifiable.	4
All levels: Nothing written or content is incomprehensible or completely inappropriate.	0
Grammar, Structure and Mechanics
Adv Writing contains almost no errors in grammar, structure, spelling, capitalization, or punctuation.	6
IH-Adv Writing contains only minor errors in grammar and/or structure that do not interfere with understanding and/or minor errors in spelling, capitalization, or punctuation that do not distract the reader.	5
IL-Adv Writing may contain some errors in grammar, structure, spelling, capitalization and/or spelling that may slow comprehension and/or distract the reader, but errors do not require inference for understanding.	4
IL-Adv Writing contains grammatical errors that require the reader to infer meaning. There may be spelling, capitalization and/or punctuation errors that slow comprehension.	3
IL-IH The writing contains errors in grammar, structure, spelling, capitalization, or punctuation that require the reader to use significant inference to understand meaning.	2
All Levels: Writing is incomprehensible	0
Format, Neatness and Legibility
IL-Adv Paragraph(s) form (i.e. title, indentation, margins) is correct. Writing is neat and legible.	2
IL-Adv Paragraph(s) form (i.e. title, indentation, margins) is minimally correct; writing may be legible but is not neat.	1
All Levels: Writing is not legible.	0

Task: 5

Description:	Reflect on Learning (2 points possible) Student will complete a chart or survey to monitor learning gains related to the objectives.
Points Possible:	2	Level:	Beginning Low - Advanced

Scoring Rubric	Points
Content
Chart is appropriately and accurately completed.	2
Chart is partially appropriate and accurate and/or partially completed.	1
Entries on chart are inappropriate and/or incomprehensible, or chart is not at all completed.	0

Rating Scale/Passing Scores

Total Points Possible:	51
Advanced:	45
Intermediate High:	36
Intermediate Low:	28
Beginning High:	22
Beginning Low:	17