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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#: 30 Program Year: 2025-2026
Civic Objective: Demonstrate how to use pharmacies/drug stores and medicines. (This objective has only 2 AAPs)
TOPSpro Form #: 304C AAP #: 30.4
Assessment Type: Written, Role Play

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 *Read and discuss directions on medicine labels.
3 *Identify how to take medications including dosage, frequency, cautions, etc.
7 Discuss possible side effects of common medicines.
9 *Name medications that one takes regularly.
10 Identify the advantages and disadvantages of generic, preferred, non-preferred or specialty brand forms of medicines.

Additional Assessment Plan Tasks

Task: 1

Description: Role Play- Speak to a Pharmacist or Pharmacy Customer
Content A (8 items, 16 points possible)
Given an agency-created scenario which includes appropriate information (e.g., illness, name/type of medication needed), student participates in a role-play with assessor in the role of a pharmacist or pharmacy customer. Student participates in up to 8 interactions (BL=5, BH=6, IL=7, IH-A=8), such as: request or respond to a request that a prescription be filled, ask/respond to up to 6 questions (BL=3, BH=4, IL=5, IH-A=6) about the prescription and close the conversation.
OPTIONAL-Assessor gives student a medicine bottle with label (BL-A) and/or prescription insert or adapted insert (IH–A only) to use as the basis for the questions/responses.

Possible topics for interaction:
  • request for prescription to be filled
  • question about a copay/cost
  • dosage amounts/how long to take the medication
  • side effects listed on medicine label
  • refills
  • generic/preferred brand of medication
  • difference in cost effectiveness of the generic/preferred brand
  • clarification/more information about something on the insert
  • other medications that patient takes
  • any allergies patient may have

    Content B (3 items, 6 points possible)Student uses clarification techniques as needed in order to comprehend assessor's answers/answers. Student (IL-A) takes notes on assessor’s questions/answers, if necessary. Student (BL-BH) may take notes or use an assessor-prepared aid, if necessary. After the role-play, assessor checks student’s comprehension of the information acquired. This can be in done in a variety of ways such as: by asking 3 comprehension questions (BL=1, BH-IL=2, IH-A=3) which student answers orally or in writing.

    • Points Possible:22Level:Beginning Low - Advanced
    Scoring Rubric Points
    Content A
    Utterance is appropriate, clear, complete, and has correct content. There may be errors, but they do not interfere with meaning. 2
    Utterance is appropriate and has correct content. It may be partially complete. There may be errors that interfere with meaning, but the utterance can be understood with inference. 1
    Utterance is inappropriate, incomprehensible, or incorrect, or there is no utterance. 0
    Content B
    Utterance has correct content. 2
    Utterance is incorrect, or there is no answer. 0

    Task: 2

    Description: Read and Chart Medication Information
    Given up to 4 medicine labels ( BL=2, BH=3, IL=4) or prescription inserts or adapted inserts (IH-A=4) for a level-appropriate number of medications, student will complete a chart showing information about each medication when given level-appropriate categories to use.

    Sample Categories for BL-IL:
  • Prescription number
  • Expiration date
  • Doctor's name and/or phone number
  • Dosage amount
  • Number of refills

    Sample Categories for IH-A:
  • Dosage amount
  • Frequency of use (how long to take)
  • Side effects
  • Number of refills
  • Warnings
  • Call doctor if no improvement after specified time. (Note that N/A may be an appropriate entry.)


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

    Points Possible:16Level:Beginning Low - Advanced
    Scoring Rubric Points
    Content
    80% of the items assigned to the Intermediate High-Advanced level students are correct. 14
    70% of the items assigned to the Intermediate High-Advanced level students are correct. 12
    90% of the items assigned to the Beginning Low-Intermediate Low students are correct. 10
    80% of the items assigned to the Beginning Low-Intermediate Low level students are correct. 8
    70% of the items assigned to the Beginning Low-Intermediate Low 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

    Rating Scale/Passing Scores

    Total Points Possible: 38
    Advanced: 34
    Intermediate High: 30
    Intermediate Low: 26
    Beginning High: 16
    Beginning Low: 12
    View Civic Obj & AAP List