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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#: 23 Program Year: 2025-2026
Civic Objective: Access and use community service and government agency information.
TOPSpro Form #: 236C AAP #: 23.6
Assessment Type: Oral, Written

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.
3 *Access and use the internet to obtain community service and/or government agency information.
5 *Use library services to obtain community service information.
9 *Identify problems in the local community and/or agencies that might address those problems.

Additional Assessment Plan Tasks

Task: 1

Description: Present an Oral Report on Community Service Agency Information

Content (18 points possible)
Student will select one community service agency from a list of ten (e.g., DMV, public library, etc). Given level-appropriate resources such as the internet, government listings, or library resources, student will research/locate information about the agency and, using the information, will give an oral report that covers up to 6 topics (BL=4, BH=5, IL-A=6), such as:
1. Source(s) of information and website address
2. Directions
3. Location and hours of operation
4. Mailing address and telephone number
5. Cost of services
6. Application form required or not/documents needed
7. Three services provided
8. Eligibility criteria for services

Visual Aid (4 points possible)
In class, student will make a relevant, appropriate, legible and neat visual aid to support the oral report such as a slide presentation (optimal), poster, etc. Optimally student will make the slide presentation accessible (508 compliant)

Presentation (2 points possible)
Student will use effective speech and body language throughout the report and will refer to a visual(s).

Points Possible:24Level:Beginning Low - Advanced
Scoring Rubric Points
Content
Report is appropriate, clear, and has correct content. All 6 topics are covered. Ideas are well stated, clearly expressed, well organized, and supported with concrete, relevant detail. No inference is required. There may be errors but they do not interfere with meaning. 18
Report is appropriate, clear, and has correct content. At least 5 topics are covered. Some ideas may not be well stated. Contains some relevant detail and is adequately organized. May require minimal inference. There may be errors, but they do not interfere with meaning. 16
Report is appropriate and has correct content but may lack clarity. At least 4 topics are covered. Many ideas may not be well stated. May lack appropriate or sufficient detail or clear focus. May require some inference. There may be errors, but they do not interfere with meaning. 14
Report has correct content but lacks clarity. At least 3 topics are covered. May be unfocused with little or no supporting detail. May require a substantial degree of inference. There may be errors which interfere with meaning, but the response can be understood with inference. 12
Report is inappropriate, unclear, incorrect, no questions are answered, or there is no report. 0
Visual Aid
Visual aid(s) is relevant and appropriate and delineates the main points of the oral report. Visual aid is legible and neat if handwritten. 4
Visual aid(s) is relevant and appropriate and but may not completely delineate the main points of the oral report. Visual aid is legible but may not be neat if handwritten. 2
Visual aid(s) is not relevant, not appropriate, does not delineate any of the main points of the report or is not legible or neat if handwritten or no visual aid(s). 0
Presentation
Student uses effective speech and body language through most of the presentation and refers to a relevant visual aid. 2
Student reads the entire report or speaks too softly to be heard and/or does not refer to or have a visual aid. Body language distracts from the report. 0

Task: 2

Description: Match a Problem Situation with a Resource

Content A: (BL-A, 10 items, 10 points possible)
Given descriptions (IL-A) or pictures (BL-BH) of up to 10 problem situations (BL=5, BH=7, IL=8, IH-A=10), student will, using a list of agencies and their services, choose and write the name of 1 agency or service to contact to get help for each situation.
Sample situations:
1. Family crisis: a single mother is concerned that her teen-aged son may be using drugs
2. Local extracurricular activities: an elementary school child wants to participate in the local summer softball or baseball league.

Content B: (IL-A, 6 items, 12 points possible)
Student will select 6 of the items in Content A and write an explanation of how the agency or service will be able to help the people in the situation.

Points Possible:22Level:Beginning Low - Advanced
Scoring Rubric Points
Content A
Response is correct and comprehensible. 1
Response is incorrect or incomprehensible, or there is no response. 0
Content B
Explanation is appropriate, clear, complete, and has correct content. There may be errors but they do not interfere with meaning. 2
Explanation is appropriate and has correct content. It may be partially complete. There may be errors that interfere with meaning, but the explanation can be understood with inference. 1
Explanation is inappropriate, incomprehensible, or incorrect, or there is no explanation. 0

Rating Scale/Passing Scores

Total Points Possible: 46
Advanced: 41
Intermediate High: 36
Intermediate Low: 30
Beginning High: 23
Beginning Low: 17
View Civic Obj & AAP List