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#:	27	Program Year:	2025-2026
Civic Objective:	Demonstrate knowledge of health and safety standards, procedures, and protocols in order to prevent or prepare for health problems or crises.
TOPSpro Form #:	276C	AAP #:	27.6
Assessment Type:	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.
1	Read and discuss the American Red Cross First Aid and Safety Handbook or another resource on CPR (Cardiopulmonary Resuscitation)/AED (Automated External Defibrillator) /first aid.
2	*Identify and describe first aid skills.
4	*Identify, describe and/or discuss health and safety measures that can prevent illnesses, accidents and injuries.
5	Follow verbal instructions given in a CPR (Cardiopulmonary Resuscitation)/AED (Automated External Defibrillator) /first aid workshop to demonstrate understanding of information learned.
6	Discuss and describe CPR (Cardiopulmonary Resuscitation)/AED (Automated External Defibrillator) /first aid procedures previously demonstrated by a certified CPR/AED/first aid trainer.

Additional Assessment Plan Tasks

Task: 1

Description:	Create a Health and/or Safety Poster or Booklet Given level-appropriate resources such as American Red Cross First Aid and Safety Handbook or other appropriate materials (optimally on the internet), student will collect on the internet (optimal) or draw a minimum of 5 pictures depicting health and safety problems/issues and precautions to take and will create a booklet or poster using the pictures. Student will describe, in sentences, phrases, or words, each picture telling why it represents a health or safety problem and how it can be prevented or procedures one should take should it occur. Optimally, the pictures will be collected on the internet and downloaded and printed for a poster or moved or scanned to a digital document for a brochure and sent to the assessor electronically.
Points Possible:	9	Level:	Beginning High - Beginning High

Scoring Rubric	Points
Content
Ideas expressed adequately in sentences, phrases, or words. Some ideas may not be well stated. May require some inference.	6
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.	4
Nothing written or content is incomprehensible or inappropriate.	0
Grammar, Structure and Mechanics
Sentences, words, or phrases have mostly correct spelling and capitalization.	2
Sentences, words, or phrases have many errors in spelling and capitalization that may require the reader to infer meaning.	1
Errors make the writing difficult to understand even with inference.	0
Format, Neatness and Legibility
Pictures are labeled and writing is legible but may not be neat.	1
Pictures are not labeled or writing is neither legible nor neat.	0

Task: 2

Description:	Explain the Elements of and Importance of CPR/AED and/or First Aid Content A (BH) (9 points possible) After reading the American Red Cross First Aid and Safety Handbook or other appropriate materials, student (BH) will describe orally or in writing pictures related to how to perform first aid in 3 situations (e.g. cut, sprained ankle, burn, etc.). Content B (IL-A) (20 points possible) After reading/researching (in the American Red Cross First Aid and Safety Handbook or other appropriate materials) procedures for CPR (Cardiopulmonary Resuscitation/AED (Automated External Defibrillator) use/first aid and/or participating in a course given by a certified CPR/AED/first aid trainer, student (IL-A) will explain orally or in writing up to 3 elements (IL=1, IH=2, A=3) related to CPR/AED and/or first aid such as: Sample CPR/AED elements: - How to recognize when someone needs CPR/AED - How to perform high-quality CPR for an adult/child/infant - How to use an AED (Automated External Defibrillator) - How high-quality CPR improves survival
Points Possible:	20	Level:	Beginning High - Advanced

Scoring Rubric	Points
Content A
Description is appropriate, clear, complete and has correct content. Includes procedures/steps in order, if applicable. There may be errors, but they do not interfere with meaning.	3
Description is appropriate and has correct content. It may be partially complete. Includes procedures and/or steps, but they may be slightly out of order (if applicable). There may be errors that interfere with meaning, but the description can be understood with inference.	2
Description is inappropriate, incomprehensible or incorrect, or there is no description.	0
Content B
Addresses 3 elements 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), if applicable.	20
Addresses at least 2 elements of the task adequately. Some ideas may not be well stated. Contains some relevant detail. May require minimal inference. Written in adequately organized paragraph(s), if applicable.	18
Addresses at least 1 element of 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), if applicable.	16
Addresses at least 1 element of the task minimally, but relation to the task is evident. May be unfocused or unclear. May have little or no supporting detail. May require a substantial degree of inference. May not be written in a paragraph(s), if applicable.	14
No task or content is incomprehensible, inappropriate, or incorrect.	0

Task: 3

Description:	Write an Article Describing Health and Safety Precautions Given resources such as the American Red Cross First Aid and Safety Handbook or other appropriate materials, or after appropriate research (optimally on the internet) or study, student will complete an authentic written task such as an email or a letter to a friend or relative, or an article for a school bulletin board or newspaper. In the writing, the student will discuss 3 issues such as: 1. Identify the potential health or safety problem 2. Describe precautions to take to avoid the problem 3. Describe first aid procedures to take should the problem occur. Optimally, the writing task will be created on a computer and sent to the assessor electronically.
Points Possible:	20	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).	14
Addresses all parts of the task adequately. Some ideas may not be well stated. Contains some relevant detail. May require minimal inference. Written in adequately-organized paragraph(s).	12
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).	10
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).	8
Nothing written, or content is incomprehensible or inappropriate.	0
Grammar, Structure and Mechanics
Almost no errors in grammar, structure, spelling, capitalization, or punctuation.	4
Some errors in grammar, structure, spelling, capitalization, or punctuation that do not distract the reader.	3
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, Neatness and Legibility
Letter: Uses standard letter format including a date, salutation, a closing, and the writer’s signature. May also include sender’s and recipient’s addresses. Writing is neat and legible. —OR— Email: —Uses standard email format including 4 items: an appropriate subject, salutation, closing, writer's contact information such as name, address, email address and phone number. OR Article: Has a title, and uses appropriate indentations, etc. Writing is neat and legible.	2
Letter: Uses letter format including a date, salutation, and the writer’s signature. Writing is legible but may not be neat. —OR— Email: —Uses standard email format including 3 items: an appropriate subject, salutation, and writer's contact information such as name, address, email address and phone number. OR Article: Uses appropriate indentations. May be legible but not neat.	1
Letter: Not in letter format or writing is neither legible nor neat. —OR— Email: Not in standard email format.OR Article: Does not have a title, does not use appropriate indentations, etc., and/or writing is not legible nor neat.	0

Rating Scale/Passing Scores

Total Points Possible:	40
Advanced:	36
Intermediate High:	30
Intermediate Low:	25
Beginning High:	14
Beginning Low: