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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#: 14 Program Year: 2025-2026
Civic Objective: Identify educational opportunities and research education/training required to achieve a career or personal goal.
TOPSpro Form #: 145C AAP #: 14.5
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.
2 Research educational opportunities and resources using the internet or other resources (e.g. careeronestop.org, etc.).
3 *Identify jobs or personal goals of interest and the education/training required.
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
6 *Identify a career/personal goal and determine educational/training/professional steps and resources to achieve it.

Additional Assessment Plan Tasks

Task: 1

Description: Present an Oral Report About a Chosen Job or Personal Goal

Beginning High-Advanced - After doing level-appropriate research on a job/retraining/career of interest or personal goal using resources such as the internet or a career center, student will give an oral report to the class about student's chosen job/career or personal goal.

Content A (BH-A, 25 points possible)
The report will include up to 5 pieces of information (BH=3, IL=4, IH-A=5) such as the following:
1. State reasons (appropriate for the level) why student is interested in the job/retraining/career or personal goal.
2. State the education/training required for the job/career or personal goal and where it can be received.
3. State the potential earnings for the given job/career.
4. State the advantages and disadvantages of this job/career or personal goal.
5. State whether or not this job/career or personal goal is available in student's local community and if not, where it is available.

Presentation (BH-A, 5 points possible)
Student will make a relevant visual aid to support the report. Student uses effective speech and body language and refers to the visual aid during the oral report.

Optimally, the relevant visual aid will be created electronically and submitted electronically to the assessor.

Beginning Low – Given level-appropriate materials (e.g. brochures, internet print outs, etc.) on a job/retraining/career of interest or personal goal, student will give an oral report to the class about student's chosen job/career or personal goal.

Content B ( BL, 12 points possible)
The report will include the answers to 3 questions such as:
1. What is your job title/personal goal?
2. Why is it important to you?
3. Where can you get more information about it?

Points Possible:30Level:Beginning Low - Advanced
Scoring Rubric Points
Content A
Report is appropriate, clear and has correct content. All five pieces of information are included. There may be errors, but they do not interfere with meaning. 25
Report is appropriate, clear and has correct content. Four pieces of information are included. There may be errors, but they do not interfere with meaning. 22
Report is appropriate and has correct content but may lack clarity and may require some inference. At least three pieces of information are included. There may be errors, but they do not interfere with meaning. 19
Report is appropriate and has correct content but may lack clarity and may require some inference. At least two pieces of information about the job/career or personal goal are included. There may be errors, but they do not interfere with meaning. 16
Report is inappropriate, unclear, incorrect, no relevant information is presented or there is no report. 0
Presentation
Student uses effective speech and body language through most of the presentation and refers to a relevant visual aid. 5
Student uses adequate speech and body language through most of the presentation. May not refer to a relevant visual aid. 3
Learner reads the entire report or speaks too softly to be heard and/or does not refer to or have a visual aid. Body language detracts from the report. 0
Content B
Answer is in appropriate, clear and complete sentences and has correct content. There may be errors but they do not interfere with meaning. 4
Answer is in appropriate sentences and has correct content. It may be partially complete. There may be errors which interfere with meaning but the description can be understood with inference. 2
Answer is in appropriate words and phrases and has correct content. It may be partially complete. There may be errors which interfere with meaning but the description can be understood with inference. 1
Answer is inappropriate, incomprehensible or incorrect or there is no description. 0

Task: 2

Description: Develop a Path to a Career or Personal Goal
Given informational resources (e.g., internet webpage, pamphlet, or brochure with courses and training opportunities, etc.) student will list a career/retraining or personal goal and create a ladder that describes up to 5 steps (BL-BH=3, IL=4, IH-A=5) to reach that goal. Ladder could include classes or training to be taken; work experience; necessary steps to gain employment; and where and when student plans to take classes or training, get work experience, or take necessary steps to gain employment. BL will respond in words or phrases, BH-A in complete sentences. (Example of steps for BH: Take workplace ESL class at the adult school next term, apply to community college by Sept 1, enroll in Personal Care Assistant class at local community college etc.)

Optimally, the task will be created on a computer and sent to the assessor electronically.

Points Possible:20Level:Beginning Low - Advanced
Scoring Rubric Points
Content
Description is in appropriate, clear and complete sentences and has correct content. There may be errors but they do not interfere with meaning. 4
Description is in appropriate sentences and has correct content. It may be partially complete. There may be errors which interfere with meaning but the description can be understood with inference. 2
Description is in appropriate words and phrases and has correct content. It may be partially complete. There may be errors which interfere with meaning but the description can be understood with inference. 1
Description is inappropriate, incomprehensible or incorrect or there is no description. 0

Rating Scale/Passing Scores

Total Points Possible: 50
Advanced: 45
Intermediate High: 40
Intermediate Low: 34
Beginning High: 25
Beginning Low: 16
View Civic Obj & AAP List