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#:	46	Program Year:	2025-2026
Civic Objective:	Access resources for nutrition education and information related to the purchase and preparation of healthy foods.
TOPSpro Form #:	464C	AAP #:	46.4
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.
2	*Identify the relationship between nutrition and good health.
3	*Identify and locate sources of low-cost healthy food in the community such as (e.g. discount markets, local food banks, etc.).
4	*Identify services and procedures for accessing local food-assistance community programs.
6	Identify services and eligibility requirements for government nutrition-assistance programs (e.g. CalFresh/SNAP (food stamps), WIC, senior meals, etc.).
7	Interpret and compare food-packaging labels.

Additional Assessment Plan Tasks

Task: 1

Description:	Identify Healthy Food Resources Given level-appropriate resources such as the internet, a labeled map, etc, student will complete a chart for up to 5 healthy food resources (BL-BH=3, IL-A=5) including low-cost food resources (food bank, farmers’ market, ethnic market, supermarket, community garden) with level-appropriate pieces of information for each resource such as: the name, the location (cross streets), the days/ hours of operation, the name of one healthy food student can buy (must be a different food for each resource), information on whether resource accepts CalFresh/SNAP (food stamps), gives double coupons or honors WIC coupons, etc.
Points Possible:	14	Level:	Beginning Low - Advanced

Scoring Rubric	Points
Content
90% of the items assigned to the Intermediate Low-Advanced level students are correct.	12
80% of the items assigned to the Intermediate Low-Advanced level students are correct.	10
70% of the items assigned to the Intermediate Low-Advanced level students are correct.	8
80% of the items assigned to the Beginning Low- Beginning High level students are correct.	6
70% of the items assigned to the Beginning Low- Beginning High level students are correct.	4
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:	Compare Food Prices Given ads from 3 different healthy food resources (food bank, farmers’ market, ethnic market, supermarket, community garden) student will compare prices for at least 5 different fruits and/or vegetables. Student will: 1. Identify 5 produce items and the store where student can find each produce item for the cheapest price. 2. Identify the 1 store student would shop to find the most economical produce overall.
Points Possible:	6	Level:	Beginning Low - Beginning High

Scoring Rubric	Points
Content
Response is correct and comprehensible.	1
Response is incorrect or incomprehensible or there is no response.	0

Task: 3

Description:	Interpret and Compare Food Labels Given two food nutrition fact labels, student will compare the labels and respond to 3 questions/statements. Examples: Indicate the % of juice in two products. Is drink #2 a healthier choice? Why or why not? Identify any additional sugars in the ingredients.
Points Possible:	6	Level:	Beginning High - Advanced

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

Task: 4

Description:	Identify Food Assistance Programs Given a list of local, emergency, and government food assistance programs such as CalFresh/SNAP (food stamps), WIC, senior meals, etc. that have been studied in class and 2 short, level-appropriate case studies describing needs for food assistance, student will: Content A (2 items, 2 points possible) Identify the appropriate food assistance program(s) for each case. Content B (6 items, 12 points possible) For each case study, describe in writing 3 reasons that the program matches the needs of the person(s) in the case study.
Points Possible:	14	Level:	Intermediate 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
Response is appropriate, clear, complete, and has correct content. There may be errors, but they do not interfere with meaning.	2
Response is appropriate and has correct content. It may be partially complete. There may be errors that interfere with meaning, but the response can be understood with inference.	1
Response is inappropriate, incomprehensible, or incorrect, or there is no response.	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 access healthy food resources in his or her community based on what student has learned (3 simple questions requiring oral or written short 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 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:	38
Advanced:	34
Intermediate High:	30
Intermediate Low:	26
Beginning High:	15
Beginning Low:	10