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#:	22	Program Year:	2026-2027
Civic Objective:	Access leisure time, cultural, and/or recreational resources.
TOPSpro Form #:	225C	AAP #:	22.5
Assessment Type:	Portfolio
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	*Consult newspapers or other media to identify performances/events to attend and facilities to visit.
6	*Discuss, re-enact and/or summarize the experience of attending a cultural and/or recreational activity.
7	*Read maps, schedules, floor plans, and other information about cultural and/or recreational activities.
8	*Locate recreational facilities in the community and list activities, cost of services, and hours of operation.
10	*Request information about a cultural/recreational activity.

Additional Assessment Plan Tasks

Task: 1

Description:	Complete a Chart of Cultural and Recreational Activities Given level-appropriate resources such as the internet, newspapers, fliers or brochures, student will complete a chart showing information about a level-appropriate number(e.g BL-BH=2; IL=3; IH-A=4) of leisure time, cultural, or recreational activities or venues of interest to the student. Level-appropriate categories of information will be assigned by the assessor such as: • Activity or venue title • Date of activity or date venue is open for visitation • Time of activity or time venue is open for visitation • One additional date/time activity takes place or venue is open for visitation • Location of activity or venue • Directions to the activity or venue • Telephone number for information and/or reservations • Prices of tickets or entry fee • Available public transportation to activity or venue • Another piece of helpful information (e.g., location of seat assignment for performance, if there is a museum store on site, if leashed dogs are allowed at the park, etc.) Optimally, the chart will be created digitally and sent to the assessor electronically.
Points Possible:	12	Level:	Beginning Low - Advanced

Scoring Rubric	Points
Content
90% of the items assigned to the Intermediate Low-Advanced level students are correct.	10
80% of the items assigned to the Intermediate Low-Advanced level students are correct.	8
70% of the items assigned to the Intermediate Low-Advanced level students are correct.	6
80% of the items assigned to the Beginning Low- Beginning High level students are correct.	4
70% of the items assigned to the Beginning Low- Beginning High level students are correct.	2
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
Illegible, not neat, or spelling errors interfere with meaning.	0

Task: 2

Description:	Request Information About a Cultural or Recreational Activity Content A (10 items, 20 points possible) Student will participate in a role-play (either face-to-face or by telephone) with the assessor in the role of a representative of a cultural or recreational venue. Student will communicate up to 10 utterances such as: a greeting, up to 8 questions (BL=4. BH=5, IL=6 IH-A=8), and a closing. Examples of topics/questions: 1. location – Where is the county museum? 2. nearest transportation- Which bus do I take? 3. availability of translators-Are there bilingual guides? 4. schedule –What days and times are you open? 5. requirements for reservations- Do I need reservations? How do I make reservations? 6. costs-How much are tickets for children? Adults? Seniors? 7. special exhibits- What exhibits or special activities do you have this week? 8. handicapped access- Can I use a wheel chair? Content B (3 items, 6 points possible) Student will use clarification techniques as needed in order to comprehend the assessor's answers. Student (IL-A) will take notes on the assessor’s answers if necessary. Student (BL-BH) may take notes or use an assessor-prepared aid such as a checklist, if necessary. After the role-play, the assessor will check the student’s comprehension of the information acquired. This can be in 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. Assessor will place the role-play evaluation in the portfolio.
Points Possible:	26	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: 3

Description:	Create a Photo/Memory Journal of Field Trips Student will create a digital resource (e.g., PowerPoint presentation, Canva poster, etc.) or physical resource (e.g., brochure, poster, etc.) which displays 5 photos, images, postcards, pamphlets, and/or artifacts collected on various field trips. Student will: 1. Label or write a caption for each photo, image, postcard, pamphlet, or artifact. 2. Describe (BL-BH in sentences, phrases, or words; IL-A in one or more paragraphs) each photo, image, postcard, pamphlet, or artifact, giving information such as: (1) what it represents, (2) why it is important to the community, and (3) what it means or why it is important to the student. Optimally, the images will be collected from the internet or created using AI and sent to the assessor electronically.
Points Possible:	30	Level:	Beginning Low - Advanced

Scoring Rubric	Points
Content
Addresses the task effectively. At least 5 items are displayed and described. Ideas are well stated, clearly expressed and supported with concrete, relevant detail. No inference is required. Written in well-organized paragraph(s).	20
Addresses the task adequately. At least 5 items are displayed and described. Some ideas may not be well stated. Contains some relevant detail. May require minimal inference. Written in adequately-organized paragraph(s).	18
Addresses the task in a general way but may have gaps. At least 4 items are displayed and described. 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).	16
Addresses the task minimally, but relation to the task is evident. At least 4 items are displayed and described. May be unfocused or unclear. Little or no supporting detail. May require a substantial degree of inference. Organization of the paragraph(s) may not be clear.	14
Ideas expressed adequately in sentences, phrases, or words. At least 3 items are displayed and described. Some ideas may not be well stated. May require some inference.	12
Ideas expressed minimally in sentences, phrases, or words but relation to the task is evident. At least 3 items are displayed and described. May be unfocused or unclear. May require a substantial degree of inference.	10
Nothing written or content is incomprehensible or inappropriate.	0
Grammar, Structure and Mechanics
Paragraph(s) have almost no errors in grammar, structure, spelling, capitalization, or punctuation.	6
Paragraphs have some errors in grammar, structure, spelling, capitalization, or punctuation that do not distract the reader.	5
Sentences, words, or phrases have mostly correct spelling and capitalization.	4
Sentences, words, or phrases have many errors in spelling and capitalization that may require the reader to infer meaning.	3
Errors make the writing difficult to understand even with inference.	0
Format, Neatness and Legibility
Pictures are labeled or captioned and writing uses appropriate paragraph indentations etc. Writing is neat and legible.	4
Pictures are labeled or captioned and writing is legible but may not be neat.	2
Pictures are not labeled nor captioned, or writing does not use appropriate indentations, etc. or writing is neither legible nor neat.	0

Task: 4

Description:	Select Work Sample Student will choose a sample of student's classroom work to include in the portfolio and provide a brief oral or written explanation giving the reason for choosing this sample. If the explanation is given orally, assessor will provide a summary or a checklist for inclusion in the portfolio.
Points Possible:	2	Level:	Beginning Low - Advanced

Scoring Rubric	Points
Content
Classroom work sample included and explained.	2
Classroom work sample not included and/or not explained.	0

Task: 5

Description:	Reflect on Learning Student will answer 3 questions (or complete a checklist, survey or questionnaire) reflecting on student's increased ability to access leisure-time, cultural, and/or recreational resources based on what student has learned (3 simple questions requiring short oral or written answers for BL-BH and more complex questions requiring longer oral or written responses for IL-A).
Points Possible:	2	Level:	Beginning Low - Advanced

Scoring Rubric	Points
Content
Responses are appropriate, clear, and complete. There may be errors, but they do not interfere with meaning.	2
Responses are appropriate. They may lack clarity or may be partially complete. There may be errors that interfere with meaning, but the responses can be understood with inference.	1
Responses are inappropriate, incomprehensible or there are no responses.	0

Rating Scale/Passing Scores

Total Points Possible:	72
Advanced:	64
Intermediate High:	57
Intermediate Low:	48
Beginning High:	32
Beginning Low:	25