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#:	70	Program Year:	2020-2021
Civic Objective:	Demonstrate the language and literacy skills necessary to effectively participate in workforce training in early childhood education.
TOPSpro Form #:	703C	AAP #:	70.3
Assessment Type:	Oral, 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.
7	Identify and/or describe health and safety measures that can prevent children from having illnesses, accidents and/or injuries.
8	Describe a child’s development and/or behavior such as abilities, interests, routines, needs, socialization skills and/or progress.
9	Identify and/or describe safe or unsafe childcare environments.
11	Research, identify, and/or discuss the differences between high-quality and poor-quality childcare programs.

Additional Assessment Plan Tasks

Task: 1

Description:	Describe Unsafe Childcare Situations Content: Given a level-appropriate picture prompt, student (BH-A) will orally or in writing 1. identify up to ten hazards to children (BH=4, IL=5, IH-A=6 and 2. offer a prevention tip for each hazard. Student (IH-A) will also 3. state the negative result that could occur because of the hazard. Sample answers: IL - There is medicine on a low table. Put the pills in a high cabinet. IH- There is prescription medicine on a low table. Put the pills in a high cabinet, or a child might take it and get sick. Optimally, the writing task will be created on a computer and emailed to the assessor.
Points Possible:	18	Level:	Beginning High - Advanced

Scoring Rubric	Points
Content
Response is level-appropriate, clear, complete, and has correct content. It includes all 3 elements. There may be errors, but they do not interfere with meaning.	3
Response is level-appropriate, clear, complete, and has correct content. It includes at least 2 elements. There may be errors, but they do not interfere with meaning.	2
Response is level-appropriate and has correct content. It may be partially complete. There may be errors that interfere with meaning, but the statement can be understood with inference.	1
Response is inappropriate, incomprehensible, or incorrect, or there is no statement.	0

Task: 2

Description:	Write a Daily Report to a Parent Based on a given level-appropriate summary of a child’s day, student, in the role of a childcare provider, will perform a level-appropriate authentic writing task by completing a daily report. Student will use either a standardized form or a form previously created by the class to describe a child’s (1) behavior, (2) needs,(3) interests, and/or (4) give a response to a parent’s note and/or a comment(s) about the child’s day (BH=2, IL=3, IH-A=4). Optimally, the writing task will be created on a computer and emailed or submitted electronically to the assessor.
Points Possible:	18	Level:	Beginning High - Advanced

Scoring Rubric	Points
Content
Addresses 4 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).	12
Addresses at least 3 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).	10
Addresses at least 2 parts of the task adequately. Some ideas may not be well stated. Contains some relevant detail. May require minimal inference. Written in loosely-organized paragraph(s) or sentences.	8
Addresses at least 2 parts of the task in a general way but may have some gaps. Many ideas may not be well stated. May lack appropriate or sufficient detail or clear focus. May require some inference. May not be written in a paragraph.	6
Nothing written or content is incomprehensible or inappropriate.	0
Grammar, Structure and Mechanics
Almost no errors in grammar, structure, capitalization, or punctuation.	4
Some errors in grammar, structure, capitalization, or punctuation that do not distract the reader.	3
Many errors in grammar, structure, 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
Neat and legible, if applicable. 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:	36
Advanced:	30
Intermediate High:	26
Intermediate Low:	20
Beginning High:	16
Beginning Low: