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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#:	10	Program Year:	2025-2026
Civic Objective:	Identify, locate, and map important places in the community, the state, and the country; services available; and/or importance of each location.
TOPSpro Form #:	105C	AAP #:	10.5
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	*Make a map of the local neighborhood or city that includes important places in the community.
3	Research important places in the community, the state, and/or the country in order to report on visitor information (e.g., location, fees, hours, services provided, transportation, etc.) and/or cultural or historical information.
4	Locate maps of the community, the state, and the country on the internet.
5	*Name important places in the community and their locations and the importance of the location or services provided, if applicable.
7	*Identify/name services available at selected community agencies or other important places in the community.
8	*Find important places/community agencies on a map.

Additional Assessment Plan Tasks

Task: 1 Description: Find Information on Important Places in the Community and Community Services Given level-appropriate information on up to 8 different important places or service agencies in the community (optimally from links to the internet), student will complete a chart that includes up to 5 of the important places/agencies (BL-BH=3, IL=4, IH-A=5). Student will include level-appropriate information such as days/hours of operation, phone, fax, address, description/cost of services, transportation/directions, and, if applicable, cultural and historical information, why the place is important, and/or required documentation and/or eligibility requirements. Information given to the student is in the form of brochures, flyers, pages from the telephone directory and/or Internet webpages, etc. and includes information about different types of services (such as abuse prevention, family counseling, drug/alcohol services, disability services, domestic violence services, employment/job training, family planning, immigration, parenting, anti-gang services) and/or different important places in the community (such as the library, college, museum, city hall, etc.) Optimally, the chart will be created on a computer and sent to the assessor electronically. Points Possible: 16 Level: Beginning Low - Advanced Scoring Rubric Points Content A 90% of the items assigned to the Intermediate Low-Advanced level students are correct. 14 80% of the items assigned to the Intermediate Low-Advanced level students are correct. 12 70% of the items assigned to the Intermediate Low-Advanced level students are correct. 10 80% of the items assigned to the Beginning Low- Beginning High level students are correct. 8 70% of the items assigned to the Beginning Low- Beginning High 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

Task: 2 Description: Locate Important Places/Agencies on a Map Using the information from resources such as internet, brochures and/or the chart from Task 1, student labels up to 5 important places or community agencies (BL-BH=3, IL=4, IH-A=5) on a map, or maps (local, state, and/or national). Map(s) is authentic for IL-A but may be simplified, if necessary, for BL-BH. If the places or agencies are in the local community, student uses the map index, street names and block numbers to find the addresses listed in the resources for each place or agency. Optimally, the chart will be created on a computer and sent to the assessor electronically. Points Possible: 5 Level: Beginning Low - Advanced Scoring Rubric Points Each correctly labeled site. 1 Each incorrectly labeled site, or site not labeled. 0

Task: 3 Description: Research an Important Place Using resources such as the internet or brochures, student selects an important place, researches it and writes responses to 5 open-ended questions about it. The questions can serve as a guide for the research. For example, if researching the CA state capitol a sample question might be: Why is this location important? Optimally, the writing task will be created on a computer and sent to the assessor electronically. Points Possible: 24 Level: Intermediate Low - Advanced Scoring Rubric Points Content Addresses all parts of the question adequately. Some ideas may not be well stated. May require minimal inference. 4 Addresses the question minimally but relation to the task is evident. May be unfocused or unclear. May require a substantial degree of inference. 2 Nothing written or content is incomprehensible or inappropriate. 0 Language Some errors in grammar, structure, spelling, capitalization or punctuation that do not distract the reader. 4 Many errors in grammar, structure, spelling, capitalization or punctuation that may require the reader to infer meaning. 2 Errors make the writing difficult to understand even with inference. 0

Task: 4 Description: Report on an Important Place (16 points possible) Student makes an oral report using the information researched in Task 3. Presentation will follow a pre-determined format which mirrors the questions. Assessor will use a checklist to assess and put it in the portfolio. 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. Presentation (2 points possible) Student will use effective speech and body language throughout the report and will refer to a visual(s). Points Possible: 22 Level: Intermediate Low - Advanced Scoring Rubric Points Content Report is appropriate, clear and has correct content. All 5 questions are answered. 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. 16 Report is appropriate, clear and has correct content. At least 4 questions are answered. 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. 14 Report is appropriate and has correct content but may lack clarity. At least 3 questions are answered. 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. 12 Report has correct content but lacks clarity. At least 2 questions are answered. 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 report can be understood with inference. 10 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. 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. 2 Visual aid(s) is not relevant, not appropriate, does not delineate any of the main points of the report or is not legible no neat or no visual aid(s). 0 Presentation Student uses effective speech and body language through most of the presentation and refers to a visual. 2 Student reads the entire report or speaks too softly to be heard or body language distracts from the report or student does not refer to or have a visual aid. 0

Task: 5 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 Classroom work sample included and explained 2 Classroom work sample not included and/or not explained 0

Task: 6 Description: Reflect on Learning Student will answer 3 questions (or complete a checklist, survey or questionnaire) reflecting on student's increased ability to locate, map, and list services of the important places in the community 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 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 which 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:	71
Advanced:	63
Intermediate High:	56
Intermediate Low:	49
Beginning High:	14
Beginning Low:	10

View Civic Obj & AAP List

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