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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#: 51 Program Year: 2025-2026
Civic Objective: Research, identify and utilize resources and services necessary to transition to and succeed in post-secondary education, training and career.
TOPSpro Form #: 512C AAP #: 51.2
Assessment Type: Portfolio

Level Range
From: Intermediate Low To: Advanced

Language and Literacy Objectives

Language and literacy objectives with an asterisk (*) are suitable for beginning low level students.
1 *Read authentic educational, training or career-related website information.
2 *Identify services that address barriers to successful completion of higher education/training or job attainment.
3 Compare advantages and disadvantages of information found on educational, training or career-related websites.
5 Take notes on the resource or service information researched or received.
6 Identify personal interests, aptitudes, goals, personality types, skills and values as related to work.

Additional Assessment Plan Tasks

Task: 1

Description: Reflect on Personal Interests and Skills
After completing industry-recognized assessments for work values, personality types or career interests, student will write a paragraph(s) (IL=1, IH=2-3, A=3-5) on student’s findings. The paragraph will be based on the answers of up to 6 questions (IL=4, IH=5, A=6) which relate to the self development assessments such as:
1. What is student’s dream job?
2. What are student’s strongest skills?
3. What career cluster did student identify as the best match?
4. What type(s) of personality does student have?
5. Are the assessment results surprising?
6. How do these assessments inform student’s career outlook?
Optimally, this task will be composed or copied to a computer and sent electronically to the assessor or kept in an electronic folder/portfolio.

Points Possible:24Level:Intermediate Low - Advanced
Scoring Rubric Points
Content
(Adv)Addresses all 6 questions effectively. Ideas are well stated, clearly expressed and supported with concrete, relevant detail. No inference is required. Written in at least 3 well-organized paragraphs. 16
(Adv)Addresses at least 5 questions adequately. Some ideas may not be well stated. Contains some relevant detail. May require minimal inference. Written in at least 2 adequately-organized paragraphs. OR (Int High) Addresses all 5 questions effectively. Ideas are well stated, clearly expressed and supported with concrete, relevant detail. No inference is required. Written in at least 2 well-organized paragraphs. 14
(Adv-Int Low)Addresses at least 4 questions adequately. Some ideas may not be well stated. Contains some relevant detail. May require minimal inference. Written in at least 1 adequately-organized paragraph. 12
(Int High-Int Low)Addresses at least 4 questions but may have gaps. Many ideas may not be well stated. May lack appropriate or sufficient detail or clear focus. May require some inference. Written in at least 1 loosely-organized paragraph. 10
(Int Low)Addresses the task minimally but relation to the task is evident. Addresses at least 3 questions. May be unfocused or unclear. Little or no supporting detail. May require a substantial degree of inference. May not be written in a paragraph(s). 8
(All Levels) Answers fewer than 3 questions or nothing written or content is incomprehensible or inappropriate. 0
Grammar, Structure and Mechanics
Almost no errors in grammar, structure, spelling capitalization or punctuation. 6
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
Format, Neatness and Legibility
Paragraph(s) form (i.e. title, indentation, margins) is correct; Item is type written or Writing is neat and legible. 2
Paragraph(s) form (i.e. title, indentation, margins) is partially correct; Item is type written or writing may be legible but is not neat. 1
Paragraph does not have title and does not use appropriate indentation or margins and/or writing is neither legible nor neat. 0

Task: 2

Description: Research Jobs
Given resources such as links to appropriate internet sites such as O*Net OnLine or My Skills My Future, student will research a job of his/her choice or one assigned by the assessor and use the information gained by the research to complete a chart with up to 7 items (IL=5, IH=6, A=7) decided upon by the class or the assessor. Chart will include elements such as:

1. Name of job
2. Job Description
3. Hourly Wage/Yearly Salary/Pay range
4. Education, Training or Certificates Required
5. Experience required
6. Working Conditions
7. Local jobs
8. 5 reasons you want this job

Student (IL-A) will attach to the chart the resources used to obtain the information (e.g., Internet page researched).
Optimally chart is created or completed on a computer and sent electronically to the assessor or kept in an electronic folder or portfolio.

Points Possible:14Level:Intermediate Low - Advanced
Scoring Rubric Points
Content
90% of the items assigned to the Advanced level students are correct. 12
80% of the items assigned to the Intermediate High-Advanced level students are correct. 10
70% of the items assigned to the Intermediate Low-Advanced level students are correct. 8
60% of the items assigned to the Intermediate Low level students are correct. 6
Less than 70% of the items assigned to the Intermediate High-Advanced level students are correct. Or Less than 60% of the items assigned to the Intermediate Low students are correct. 0
Legibility, Neatness, and Spelling
Neat and legible, if applicable. Spelling errors do not interfere with meaning. 2
Not neat or legible, if applicable, or spelling errors interfere with meaning. 0

Task: 3

Description: Compare Barriers to Instruction
Content A (12 items, 12 points possible)
For the job researched in Task 2, student will identify types of schools that offer post-secondary education (community colleges, 4 year colleges/universities, proprietary schools) or vocational training, and select two schools. Student will create a chart and list the offerings of each school comparing up to 6 barriers to instruction which are most important to the student needs (IL=4, IH=5, A=6), optimally using a computer program (e.g. Microsoft Office).
Example barriers to instruction:
• Availability of degree programs applicable to student
• Amount of tuition
• English language assistance (tutoring)
• Location (near residence)
• Availability of public transportation
• Availability/proximity of childcare
• Financial aid availability
• Accredited/still in operation/complaints against

Content B (2 items, 2 points possible)
Student will:
1. Evaluate barriers to student and identify the school that best meets student’s needs.
2. On the chart, student will list at least 2 urls (or the equivalent) from which the information was gleaned.

Points Possible:14Level:Intermediate Low - Advanced
Scoring Rubric Points
Content A
Item is correct and comprehensible. 1
Item is incorrect or incomprehensible or there is no response. 0
Content B
Item is correct and comprehensible. 1
Item is incorrect or incomprehensible or there is no response. 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 written explanation giving the reason for choosing this sample.

Points Possible:2Level:Intermediate Low - Advanced
Scoring Rubric Points
Content
Classroom work included and explained. 2
Classroom work not included and/or not explained. 0

Task: 5

Description: Reflect on Learning
Student will answer 3 questions (or complete a checklist or questionnaire) reflecting on student's experience.

Points Possible:2Level:Intermediate 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: 56
Advanced: 48
Intermediate High: 40
Intermediate Low: 31
Beginning High:
Beginning Low:
View Civic Obj & AAP List