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#:	8	Program Year:	2025-2026
Civic Objective:	Identify a local community need or civic-oriented complaint; research and address the issue.
TOPSpro Form #:	084C	AAP #:	8.4
Assessment Type:	Oral, Role Play
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	Research and discuss issues and/or needs that most affect the community.
3	Identify local government agencies and the services they provide.
6	Use persuasive language to convince government officials to take action on a community problem or need.
8	*Read picture stories about community problems.
9	*Identify problems in the local community.
13	*Contact community or government agencies to ask questions, report a problem, lodge a complaint, etc.

Additional Assessment Plan Tasks

Task: 1

Description:	Identify Community Needs, Problems or Issues Student will label and describe 5 pictures depicting community needs, problems or issues. Pictures can be provided by agency or drawn or collected by student. Content A (5 items, 5 points possible) Student will label each picture. Content B (5 items, 10 points possible) Student will describe the problem in each picture in sentences, phrases, or words.
Points Possible:	15	Level:	Beginning Low - Beginning High

Scoring Rubric	Points
Content A
Picture is correctly and comprehensibly labeled.	1
Picture is incorrectly or incomprehensibly labeled or no picture.	0
Content B
Ideas expressed adequately in sentences, phrases, or words. Some ideas may not be well stated. May require some inference.	2
Ideas expressed minimally in sentences, phrases, or words but relation to the task is evident. May be unfocused or unclear. May require a substantial degree of inference.	1
Nothing written or content is incomprehensible or inappropriate.	0

Task: 2

Description:	Communicate about a Community Problem/Issue Given a level-appropriate scenario or picture prompt of a community problem/issue and a list of government agencies, addresses and phone numbers. Content A (1 item, 1 point possible) Student will decide which agency to contact for the problem/issue. Content B (9 items, 18 points possible) Student will participate in a role-play (either face-to-face or by telephone) with an assessor in the role of an employee of chosen agency. Student makes up to 9 utterances related to problem/issue, including a greeting, up to 7 questions/statements (BL=3, BH=4, IL=5 IH-A=7) and a closing. Sample interactions: 1. Greet, identify self, give phone number 2. State the problem/issue 3. Give history of problem/issue 4-5. Answer 2 questions from agency employee 6. Ask if agency helps with that kind of problem/issue 7. Ask what kind of help agency can give 8. Ask when agency can provide help 9. Close conversation Sample Problems/Issues: • Power is out • Noisy neighbor at 3 AM • Speeding drivers on residential street • Application for permit to build a fence • Disregard of leash laws for dogs • Rent Control Content C (3 items, 6 points possible) Student will use clarification techniques as needed in order to comprehend assessor's answers. Student (IL-A) will take notes on assessor's answers if necessary. Student (BL-BH) may take notes or use an agency pre-prepared aid such as a checklist, if necessary. After the role play, assessor will check student's comprehension of the information acquired. This can be done in a variety of ways such as: by asking up to 3 comprehension questions (BL=1, BH-IL=2, IH-A=3) which student will answer orally or in writing.
Points Possible:	25	Level:	Beginning Low - Advanced

Scoring Rubric	Points
Content A
Response is correct and comprehensible.	1
Response is incorrect or incomprehensible.	0
Content B
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 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 C
Utterance has correct content.	2
Utterance is incorrect or there is no answer.	0

Task: 3

Description:	Present an Oral Report on a Community Problem/Issue Content (20 points possible) After doing level-appropriate reading or research (optimally on the internet) on a community problem or issue of student's choice, student will give an oral report on student's findings. The report will be based on the answers of up to 4 questions (IL=3, IH-A=4) such as: 1. What is the nature of the problem/issue? 2. Why is it important for the community? 3. How can this problem/issue be resolved? 4. Which city groups and/or agencies could/should help? Visual Aid (4 points possible) In class, student will make a relevant, appropriate, legible and neat visual aid to support the oral report such as a slide presentation, poster, etc. Presentation (2 points possible) Student will use effective speech and body language throughout the report and will refer to a visual(s).
Points Possible:	26	Level:	Intermediate Low - Advanced

Scoring Rubric	Points
Content
Report is appropriate, clear and has correct content. All four questions are discussed. Ideas are well stated, clearly expressed, well-organized and supported with concrete, relevant detail. No inference is required. There may be errors, but they do not interfere with meaning.	20
Report is appropriate, clear and has correct content. All four questions are discussed. Some ideas may not be well stated. Contains some relevant detail and is adequately organized. May require minimal inference. There may be errors, but they do not interfere with meaning.	18
Report is appropriate and has correct content but may lack clarity. At least three questions are discussed. Many ideas may not be well stated. May lack appropriate or sufficient detail or clear focus. May require some inference. There may be errors, but they do not interfere with meaning.	16
Report has correct content but lacks clarity. At least two questions are discussed. May be unfocused with little or no supporting detail. May require a substantial degree of inference. There may be errors that interfere with meaning, but the report can be understood with inference.	14
Report is inappropriate, unclear, incorrect, one or no questions are answered, or there is no report.	0
Visual Aid
Visual aid(s) is relevant and appropriate and delineates the main points of the oral report. Visual aid is legible and neat.	4
Visual aid(s) is relevant and appropriate and but may not completely delineate the main points of the oral report. Visual aid is legible but may not be neat.	2
Visual aid(s) is not relevant, not appropriate, does not delineate any of the main points of the report or is not legible or neat or no visual aid(s).	0
Presentation
Student uses effective speech and body language through most of the presentation and refers to a relevant visual aid.	2
Student reads the entire report or speaks too softly to be heard and/or does not refer to or have a visual aid. Body language distracts from the report.	0

Rating Scale/Passing Scores

Total Points Possible:	51
Advanced:	45
Intermediate High:	40
Intermediate Low:	28
Beginning High:	25
Beginning Low:	21