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#:	10	Program Year:	2025-2026
Civic Objective:	Identify, locate, and map important places in the community, the state, and the country; services available; and/or importance of each location.
TOPSpro Form #:	106C	AAP #:	10.6
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	*Make a map of the local neighborhood or city that includes important places in the community.
5	*Name important places in the community and their locations and the importance of the location or services provided, if applicable.
6	*Ask and answer questions about locations and hours of community agencies or other important places in the community.
7	*Identify/name services available at selected community agencies or other important places in the community.
8	*Find important places/community agencies on a map.

Additional Assessment Plan Tasks

Task: 1

Description:	Find Information on Important Places in the Community and Community Services Given level-appropriate information on up to 8 different important places or service agencies in the community (optimally from links to the internet), student will complete a chart that includes up to 5 of the important places/agencies (BL-BH=3, IL=4, IH-A=5). Student will include level-appropriate information such as days/hours of operation, phone, fax, address, description/cost of services, transportation/directions, and, if applicable, cultural and historical information, why the place is important, and/or required documentation and/or eligibility requirements. Information given to the student is in the form of Internet webpages, brochures, and/or flyers, etc. and includes information about different types of services (such as abuse prevention, family counseling, drug/alcohol services, disability services, domestic violence services, employment/job training, family planning, immigration, parenting, anti-gang services) and/or different important places in the community (such as the library, college, museum, city hall, etc.) Optimally, the chart will be created on a computer and sent to the assessor electronically.
Points Possible:	16	Level:	Beginning Low - Advanced

Scoring Rubric	Points
Content A
90% of the items assigned to the Intermediate Low-Advanced level students are correct.	14
80% of the items assigned to the Intermediate Low-Advanced level students are correct.	12
70% of the items assigned to the Intermediate Low-Advanced level students are correct.	10
80% of the items assigned to the Beginning Low- Beginning High level students are correct.	8
70% of the items assigned to the Beginning Low- Beginning High level students are correct.	6
Less than 70% of the items assigned to the Beginning Low-Advanced level students are correct.	0
Legibility, Neatness, and Spelling
Neat and legible. Spelling errors do not interfere with meaning.	2
Not neat or legible or spelling errors interfere with meaning.	0

Task: 2

Description:	Locate Important Places/Agencies on a Map Using the information from resources such as the internet, brochures and/or the chart from Task 1, student labels up to 5 important places or community agencies (BL-BH=3, IL=4, IH-A=5) on a map, or maps (local, state, and/or national). Map(s) is authentic for IL-A but may be simplified, if necessary, for BL-BH. If the places or agencies are in the local community, student uses the map index, street names and block numbers to find the addresses listed in the resources for each place or agency.
Points Possible:	5	Level:	Beginning Low - Advanced

Scoring Rubric	Points
Each correctly labeled site.	1
Each incorrectly labeled site, or site not labeled.	0

Task: 3

Description:	Select Appropriate Places/Agencies Given a list of important places/community agencies, including summary of services or information about the place and 4 scenarios, each describing a person with specific needs, student will respond to each scenario by describing orally, or in writing, 2 pieces of information (8 pieces of information total). Optimally, the writing task will be created on a computer and sent to the assessor electronically. Sample information: 1. Which places/agencies could serve this person? 2. Why is the place/agency an appropriate choice?
Points Possible:	16	Level:	Intermediate Low - Advanced

Scoring Rubric	Points
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 which interfere with meaning but the utterance can be understood with inference.	1
Utterance is incorrect or incomprehensible, or no utterance.	0

Rating Scale/Passing Scores

Total Points Possible:	37
Advanced:	33
Intermediate High:	29
Intermediate Low:	25
Beginning High:	11
Beginning Low:	7