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#:	30	Program Year:	2026-2027
Civic Objective:	Demonstrate how to use pharmacies/drug stores and medicines. (This objective has only 2 AAPs)
TOPSpro Form #:	304C	AAP #:	30.4
Assessment Type:	Written, 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.
2	*Read and discuss directions on medicine labels.
3	*Identify how to take medications including dosage, frequency, cautions, etc.
7	Discuss possible side effects of common medicines.
9	*Name medications that one takes regularly.
10	Identify the advantages and disadvantages of generic, preferred, non-preferred or specialty brand forms of medicines.

Additional Assessment Plan Tasks

Task: 1

Description:	Role-Play: Speak to a Pharmacy Technician or Pharmacy Customer Content A (8 items, 16 points possible) Given an agency-created scenario which includes appropriate information (e.g., illness, name/type of medication needed), student participates in a role-play with assessor in the role of a pharmacy technician or pharmacy customer. Student participates in up to 8 interactions (BL=5, BH=6, IL=7, IH-A=8), such as: request/respond to a request for a prescription refill, ask/respond to up to 6 questions (BL=3, BH=4, IL=5, IH-A=6) about the prescription and close the conversation. OPTIONAL-Assessor gives student a medicine bottle with label (BL-A) and/or prescription insert or adapted insert (IH–A only) to use as the basis for the role-play. Possible topics for questions: • copay amount/cost • refills • brand name vs. generic/insurance-preferred brand of medication • cost of brand name vs. generic/insurance-preferred brand of medication • other medications that patient takes • any allergies patient may have Note: Generally, pharmacy technicians can handle administrative and factual questions, but questions requiring clinical judgment, medication counseling, or interpretation (i.e., dosage amounts, side effects, effectiveness of brand name vs. generic medication, etc.) should not be answered by a pharmacy technician. They should be referred to the pharmacist. Content B (3 items, 6 points possible) Student uses clarification techniques as needed to comprehend assessor's questions/answers. Student takes notes on assessor’s questions/answers (BL-A) or uses assessor-prepared aid (BL-BH), if necessary. After role-play, assessor checks student’s comprehension of information acquired. This can be in done in a variety of ways such as by asking 3 comprehension questions (BL=1, BH-IL=2, IH-A=3) which student answers orally or in writing.
Points Possible:	22	Level:	Beginning Low - Advanced

Scoring Rubric	Points
Content A
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 B
Utterance has correct content.	2
Utterance is incorrect, or there is no answer.	0

Task: 2

Description:	Read and Chart Medication Information Given up to 4 medicine labels ( BL=2, BH=3, IL=4) or prescription inserts or adapted inserts (IH-A=4) for a level-appropriate number of medications, student will complete a chart showing information about each medication when given level-appropriate categories to use. Sample Categories for BL-IL: • Prescription number • Expiration date • Doctor's name and/or phone number • Dosage amount • Number of refills Sample Categories for IH-A: • Dosage amount • Frequency of use (how long to take) • Side effects • Number of refills • Warnings • Call doctor if no improvement after specified time. (Note that N/A may be an appropriate entry.) Optimally, the chart will be created digitally and sent to the assessor electronically.
Points Possible:	16	Level:	Beginning Low - Advanced

Scoring Rubric	Points
Content
80% of the items assigned to the Intermediate High-Advanced level students are correct.	14
70% of the items assigned to the Intermediate High-Advanced level students are correct.	12
90% of the items assigned to the Beginning Low-Intermediate Low students are correct.	10
80% of the items assigned to the Beginning Low-Intermediate Low level students are correct.	8
70% of the items assigned to the Beginning Low-Intermediate Low 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

Rating Scale/Passing Scores

Total Points Possible:	38
Advanced:	34
Intermediate High:	30
Intermediate Low:	26
Beginning High:	16
Beginning Low:	12