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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#: 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 #: 468C AAP #: 46.8
Assessment Type: Oral, Written, Observation Checklist

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 *Identify a healthy diet as recommended by USDA (e.g. myplate.gov).
2 *Identify the relationship between nutrition and good health.
7 Interpret and compare food-packaging labels.
11 *Identify and demonstrate safe food handling practices such as (e.g. effective hand washing, sanitizing surfaces, etc.).
12 Write a persuasive letter or article or give an oral report that discusses the pros and/or cons of a nutrition related issue.
13 Identify and describe safe food practices (e.g. preventing cross contamination of foods and food preparation/storage spaces, etc.).

Additional Assessment Plan Tasks

Task: 1

Description: Comparison Shopping Project
Student looks at authentic or simplified ads from 3 different healthy food resources (food bank, farmers’ market, ethnic market, supermarket, community garden) which depict 6-8 produce items each. Student compares prices for at least 5 different fruits and/or vegetables to select the food resource where student can buy the cheapest produce.
Content A (5 items, 5 points possible) Student identifies the 5 items student has selected.
Content B (1 item, 1 point possible) Student tells which store student would shop at to find the most economical produce overall.

Points Possible:6Level:Beginning Low - Beginning High
Scoring Rubric Points
Content A
Correct identification of the most economical food resource for each item. 1
Incorrect identification of the most economical food resource for each item, or no answer. 0
Content B
Correct identification of the food resource that has the most economical produce overall. 1
Incorrect identification of the store that has the most economical produce overall, or no answer. 0

Task: 2

Description: Analyze Eating Habits
Given the USDA (myplate.gov) recommendations for a healthy diet and a short level-appropriate case study or picture prompt, student will list up to 6 unhealthy eating habits/food choices (BH=4, IL=5, IH-A=6). Student will then articulate healthy replacement foods. BH may use phrases in place of sentences.

Example (IH-A): I recommend this family change their eating habits in these ways:
Eat fruit instead of chocolate chip cookies for breakfast.
Example (BH-IL): They eat cookies for breakfast. They should eat fruit.
Points Possible:12Level:Beginning High - Advanced
Scoring Rubric Points
Content
Statement is appropriate, clear, complete, and has correct content. There may be errors, but they do not interfere with meaning. 2
Statement is appropriate and has correct content. It may be partially complete. There may be errors that interfere with meaning, but the statement can be understood with inference. 1
Statement is inappropriate, incomprehensible, or incorrect, or there is no statement. 0

Task: 3

Description: Write an Article about Food Product Choices/Dietary Needs
After studying and comparing food nutrition labels, student will research the healthiest food product choices for people with different dietary needs such as: pregnant or nursing women, people with chronic illness such as diabetes, heart disease or high blood pressure. Student will write an article for a school or community publication explaining why a certain food product is a healthier choice for their target population. The student will communicate 3 pieces of information such as:
1. Identify special population’s dietary needs.
2. Compare two food products as an example of a healthy/unhealthy choice for this population.
3. include a persuasive concluding statement.

Points Possible:12Level:Intermediate Low - Advanced
Scoring Rubric Points
Content
Addresses all parts of the task effectively, with well stated ideas that are clearly expressed and organized. There may be errors but they do not interfere with meaning. 8
Addresses the task adequately. Some ideas may not be well stated. There may be errors that interfere with meaning, but the response can be understood with inference. 6
Addresses the task minimally and may be unfocused or unclear. Little or no supporting details, and organization is not demonstrated. 4
Writing is inappropriate or incomprehensible. 0
Format
Has a title and uses appropriate indentations. If handwritten, it is legible. 1
Does not have a title or does not have appropriate indentations or if handwritten, writing is not legible. 0
Grammar, Structure and Mechanics
Almost no errors in grammar, structure, spelling, capitalization or punctuation. 3
Some errors in grammar, structure, spelling, capitalization that don’t distract the reader. 2
Many errors in grammar, structure, spelling, capitalization, or punctuation that may require the reader to infer meaning. 1
Errors make the writing difficult to understand even with inference. 0

Task: 4

Description: Demonstrate and/or Describe Safe Food-handling Practices

Content A (BL-BH) (5 items, 5 points possible)
Following a set of written or oral instructions, student (BL-BH) will demonstrate five steps in safe food-handling practices (based on ServSafe Food Handler Guide) by physically demonstrating the steps.

Sample handwashing steps:
1. Wet hands and arms.
2. Apply soap.
3. Scrub hands and arms vigorously 10-15 seconds. Clean under fingernails and between fingers.
4. Rinse hands, arms.
5. Dry hands, arms using paper towel or dryer.


Content B (BH only) (5 items, 5 points possible)
Student will verbally identify up to five activities before and/or after which student needs to practice safe food-handling measures such as:
1. After taking out garbage
2. After using the bathroom
3. After handling raw meat
4. After sneezing, coughing or using a tissue
5. After eating or drinking

Points Possible:10Level:Beginning Low - Beginning High
Scoring Rubric Points
Content A
Response is correct. 1
Response is incorrect. 0
Content B
Statement is clear, complete and has correct content. Errors don’t interfere with meaning. 1
Statement is incorrect, incomprehensible or there is no response. 0

Task: 5

Description: Demonstrate and Describe Safe Food-handling Practices and Describe how to Prevent Cross-contamination of Food

Content A (10 items, 10 points possible)
Student will write 5 safe food-handling steps in order, and write 5 activities that require safe food-handling practices either before or after. See lists in Task 4.

Content B (10 items, 10 points possible)
Student will demonstrate knowledge of preventing cross contamination of food by looking at up to 10 pictures (IL=6, IH=8, A=10) and writing what the person is doing incorrectly and what the person should do to prevent cross contamination.

Examples:
Person is using bare hands. Person should use a scoop.
Person is holding utensils by the parts that come in contact with food. Person should hold utensils by the handle.
Person didn’t clean the work surface after using it. Person should clean the work surface after each use.

Points Possible:20Level:Intermediate Low - Advanced
Scoring Rubric Points
Content A
Statement is appropriate, clear, complete, and has correct content. Statement is in appropriate sequence, if applicable. There may be errors, but they do not interfere with meaning. 1
Statement is inappropriate, incomprehensible, incorrect or out of sequence, or there is no statement. 0
Content B
Statement(s) is appropriate, clear, complete, and has correct content. There may be errors, but they do not interfere with meaning. 1
Statement(s) is inappropriate, incomprehensible, or incorrect, or there is no statement. 0

Rating Scale/Passing Scores

Total Points Possible: 44
Advanced: 39
Intermediate High: 33
Intermediate Low: 29
Beginning High: 18
Beginning Low: 7
View Civic Obj & AAP List