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 #:	465C	AAP #:	46.5
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.
1	*Identify a healthy diet as recommended by USDA (e.g. myplate.gov).
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.).
12	Write a persuasive letter or article or give an oral report that discusses the pros and/or cons of a nutrition related issue.

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:	6	Level:	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:	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: 3

Description:	Analyze Eating Habits Given the USDA 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 (BL=3, BH=4, IL=5, IH-A=6) of the family in the case study and state recommendations for changes the family can make. ( BL may label the pictures with appropriate vocabulary words, BH may use phrases.) 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. Example (BL) : Don’t eat cookies. Eat fruit.
Points Possible:	12	Level:	Beginning Low - 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: 4

Description:	Give an Oral Report on Nutrition After level-appropriate reading and research on a nutrition topic such as obesity in America, health organizations, practices that can help people change eating habits, the organic foods trend, healthy eating habits, etc., student will give an oral report that answers 3 questions and concludes with a persuasive statement. Sample questions: 1. What is the issue/problem/service? 2. What are 3 aspects of the issues/problem/service? 3. How can the issue/problem be resolved or organization or service utilized? Visual Aid (4 points possible) In class, student will make a relevant, appropriate, legible and neat visual aid to support the oral report such as a slide presentation, poster, overhead transparency, 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 will refer to a visual(s). A rating sheet with rubric will be included in the student’s portfolio.
Points Possible:	20	Level:	Intermediate Low - Advanced

Scoring Rubric	Points
Content
Report is appropriate, clear and has correct content. All three questions are answered. 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.	14
Report is appropriate, clear and has correct content. At least two questions are answered. 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.	12
Report is appropriate and has correct content but may lack clarity. At least two questions are answered. 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.	10
Report has correct content but lacks clarity. At least one question is answered. 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.	8
Report is inappropriate, unclear, incorrect, no questions are answered, or there is no report.	0
Visual Aid
Visual aid(s) is relevant and appropriate and delineates the main points of the oral report. Visual aid is legible and neat.	4
Visual aid(s) is relevant and appropriate and but may not completely delineate the main points of the oral report. Visual aid is legible but may not be neat.	2
Visual aid(s) is not relevant, not appropriate, does not delineate any of the main points of the report, is not legible or neat, or there is no visual aid(s).	0
Presentation
Student uses effective speech and body language through most of the presentation and refers to a relevant visual aid.	2
Student reads the entire report or speaks too softly to be heard and/or does not refer to or have a visual aid. Body language distracts from the report.	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 and use information related to the purchase and preparation of healthy foods based on what student has learned (3 simple questions requiring 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:	50
Advanced:	45
Intermediate High:	40
Intermediate Low:	30
Beginning High:	15
Beginning Low:	11