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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#: 27 Program Year: 2025-2026
Civic Objective: Demonstrate knowledge of health and safety standards, procedures, and protocols in order to prevent or prepare for health problems or crises.
TOPSpro Form #: 275C AAP #: 27.5
Assessment Type: Oral, Observation Checklist

Level Range
From: Beginning High To: Advanced

Language and Literacy Objectives

Language and literacy objectives with an asterisk (*) are suitable for beginning low level students.
2 *Identify and describe first aid skills.
4 *Identify, describe and/or discuss health and safety measures that can prevent illnesses, accidents and injuries.
5 Follow verbal instructions given in a CPR (Cardiopulmonary Resuscitation)/AED (Automated External Defibrillator) /first aid workshop to demonstrate understanding of information learned.
6 Discuss and describe CPR (Cardiopulmonary Resuscitation)/AED (Automated External Defibrillator) /first aid procedures previously demonstrated by a certified CPR/AED/first aid trainer.

Additional Assessment Plan Tasks

Task: 1

Description: Present an Oral Report to Identify Health and Safety Problems

Content (20 points possible)
After doing level-appropriate research (optimally on the internet) on health and safety problems (IL-A) or identifying problems (BH), student will make a level-appropriate oral presentation to the class about one health and/or safety problem researched or identified. Student will address up to 3 components (BH=2, IL-A=3) such as:

1. Identification of the potential problem
2. Precautions to take to avoid the problem
3. First Aid procedures should the problem cause an injury

Visual Aid (4 points possible)
In class, student will make a relevant, appropriate, legible, and neat (if handwritten) visual aid to support the oral report such as a PowerPoint 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 refer to visual(s).

Points Possible:26Level:Beginning High - Advanced
Scoring Rubric Points
Content
Report is appropriate, clear, and has correct content. All 3 components are included. 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. 20
Report is appropriate, clear, and has correct content. All 3 components are included. 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. 18
Report is appropriate and has correct content but may lack clarity. At least two components are included. 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. 16
Report has correct content but lacks clarity. At least one component is included. May be unfocused with little or no supporting detail. May require a substantial degree of inference. There may be errors that interfere with meaning, but the report can be understood with inference. 14
Report is inappropriate, unclear, incorrect, no questions are answered or there is no report. 0
Visual Aid
Visual aid(s) is/are relevant and appropriate and delineate(s) the main points of the oral report. Visual aid is legible and neat if handwritten. 4
Visual aid(s) is/are relevant and appropriate, 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/are not relevant, not appropriate, does/do not delineate any of the main points of the report, or is/are 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 visual. 2
Student reads the entire report, speaks too softly to be heard, body language distracts from the report, or student does not refer to or have a visual aid. 0

Task: 2

Description: Explain the Elements of and Importance of CPR/AED and/or First Aid

Content A (BH) (9 points possible)
After reading the American Red Cross First Aid and Safety Handbook or other appropriate materials, student (BH) will describe orally or in writing pictures related to how to perform first aid in 3 situations (e.g. cut, sprained ankle, burn, etc.).

Content B (IL-A) (20 points possible)
After reading/researching (in the American Red Cross First Aid and Safety Handbook or other appropriate materials) procedures for CPR (Cardiopulmonary Resuscitation/AED (Automated External Defibrillator) use/first aid and/or participating in a course given by a certified CPR/AED/first aid trainer, student (IL-A) will explain orally or in writing up to 3 elements (IL=1, IH=2, A=3) related to CPR/AED and/or first aid such as:

Sample CPR/AED elements:
- How to recognize when someone needs CPR/AED
- How to perform high-quality CPR for an adult/child/infant
- How to use an AED (Automated External Defibrillator)
- How high-quality CPR improves survival
Points Possible:20Level:Beginning High - Advanced
Scoring Rubric Points
Content A
Description is appropriate, clear, complete and has correct content. Includes procedures/steps in order, if applicable. There may be errors, but they do not interfere with meaning. 3
Description is appropriate and has correct content. It may be partially complete. Includes procedures and/or steps, but they may be slightly out of order (if applicable). There may be errors that interfere with meaning, but the description can be understood with inference. 2
Description is inappropriate, incomprehensible or incorrect, or there is no description. 0
Content B
Addresses 3 elements of the task effectively. Ideas are well stated, clearly expressed, and supported with concrete, relevant detail. No inference is required. Written in well-organized paragraph(s), if applicable. 20
Addresses at least 2 elements of the task adequately. Some ideas may not be well stated. Contains some relevant detail. May require minimal inference. Written in adequately organized paragraph(s), if applicable. 18
Addresses at least 1 element of the task in a general way but may have gaps. Many ideas may not be well stated. May lack appropriate or sufficient detail or clear focus. May require some inference. May be written in loosely-organized paragraph(s), if applicable. 16
Addresses at least 1 element of the task minimally, but relation to the task is evident. May be unfocused or unclear. May have little or no supporting detail. May require a substantial degree of inference. May not be written in a paragraph(s), if applicable. 14
No task or content is incomprehensible, inappropriate, or incorrect. 0

Rating Scale/Passing Scores

Total Points Possible: 46
Advanced: 41
Intermediate High: 35
Intermediate Low: 29
Beginning High: 21
Beginning Low:
View Civic Obj & AAP List