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#:	14	Program Year:	2025-2026
Civic Objective:	Identify educational opportunities and research education/training required to achieve a career goal.
TOPSpro Form #:	146C	AAP #:	14.6
Assessment Type:	Written, Role Play
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	Listen to a representative from an educational or training institution discuss educational options or other information. Ask questions; take notes.
4	Identify and/or research education/training providers available in the local community (e.g. local adult schools, community colleges, Regional Occupational Programs (ROPs), etc.). Present findings of special interest to class
5	Read, analyze, and complete school admission applications.

Additional Assessment Plan Tasks

Task: 1

Description:	Inquire About a School or Training Program Content A: (8 items, 24 points possible) Student will play the role of a prospective student (either face-to-face or by telephone) making an inquiry of the assessor in the role of an employee of a post-secondary school or job training/retraining program. The student will state/ask up to 8 items: stating a greeting and introduction, stating a reason for the inquiry, asking up to 5 questions (BH=3, IL=4, IH–A=5), and closing the conversation. The assessor will play the part of an employee (e.g. in the admissions office) and will listen and respond to the student’s questions. Examples: 1. State a greeting and introduce himself/herself (e.g., "Good morning my name is……………") 2. State reason for inquiry (e.g., "I’d like some information about your nurses’ aid program.") 3. - 7. Ask up to 5 questions, for example: - Ask about classes offered (e.g., "What classes are you offering this semester?") - Ask about class schedule (e.g., "When are the classes offered?) - Ask about location (e.g., "Where are the classes offered?") - Ask about requirements for enrollment (e.g., "What are the entrance requirements?") - Ask about registration process (e.g., "How do I register?") 8. Close conversation Content B (3 items, 6 points possible) Student will use clarification techniques as needed in order to comprehend the assessor’s answers and take notes on them. After the role-play, the assessor will check the student’s comprehension of the information acquired by asking up to 3 comprehension questions (BH-IL=2, IH–A=3) that the student will answer orally.
Points Possible:	30	Level:	Beginning High - Advanced

Scoring Rubric	Points
Content A
Utterance is appropriate, clear, complete and correct. There may be errors that do not interfere with meaning.	3
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.	2
Utterance is inappropriate, incomprehensible, or incorrect or there is no utterance.	0
Content B
Utterance has correct content.	2
Utterance is incorrect or there is no answer.	0

Task: 2

Description:	Complete an Enrollment Application Form Given an agency-created personal and educational history, student (IL-A) will fill out an authentic application form for enrollment or other appropriate form in postsecondary classes or training, such as community college, ROP, adult school, or other training facility. Student (BH) will fill out an authentic application with a reduced number of sections that student needs to complete. This can be accomplished in a variety of ways such as: (1) giving BH the complete form given to IL-A students and highlighting the sections BH students need to fill out (2) giving BH a reduced form which includes only those sections of the authentic application (given to IL-A students) that are assigned to BH students. Optimally, the chart will be created on a computer and sent to the assessor electronically.
Points Possible:	14	Level:	Beginning High - Advanced

Scoring Rubric	Points
Content
90% of the items assigned to the Intermediate Low-Advanced level students are correct.	12
80% of the items assigned to the Intermediate Low-Advanced level students are correct.	10
70% of the items assigned to the Intermediate Low-Advanced level students are correct.	8
80% of the items assigned to the Beginning High level students are correct.	6
70% of the items assigned to the Beginning High level students are correct.	4
Less than 70% correct or no form	0
Legibility, Neatness, and Spelling
Neat and legible.	2
Not neat or legible, or spelling errors interfere with meaning.	0

Rating Scale/Passing Scores

Total Points Possible:	44
Advanced:	39
Intermediate High:	35
Intermediate Low:	26
Beginning High:	17
Beginning Low: