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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#: 70 Program Year: 2025-2026
Civic Objective: Demonstrate the language and literacy skills necessary to effectively participate in workforce training in early childhood education.
TOPSpro Form #: 701C AAP #: 70.1
Assessment Type: Oral, Written

Level Range
From: Intermediate Low To: Advanced

Language and Literacy Objectives

Language and literacy objectives with an asterisk (*) are suitable for beginning low level students.
1 Identify the periods of child development and/or describe the characteristics of each of the domains(physical, cognitive, psychosocial) related to the periods of development.
2 Identify and/or describe strategies parents and/or early childhood educators can use to address children’s behavior.
4 Identify and/or describe a child’s behavior.
6 Write an email, note or letter to communicate with a child's parent(s) or guardian(s).

Additional Assessment Plan Tasks

Task: 1

Description: Present an Oral Report on the Periods of Child Development
Student will collect a minimum of 5 pictures depicting each period of child development. Student will present an oral report describing each picture detailing the 3 domains of development (Physical, Cognitive, and Psychosocial) for the different periods of development.
Content (30 points possible)
The presentation will include up to 3 descriptors (IL=1, IH=2, A=3) for each domain identifying the crucial changes that occur in each of the following:
1) Prenatal Period
2) Infancy and Toddlerhood
3) Early Childhood
4) Middle Childhood
5) Adolescence

Visual Aid (4 points possible)
Student will create an appropriate, relevant, legible, and neat visual aid to support the oral report such as a slide presentation, poster, booklet, etc. Optimally student will make the slide presentation accessible (508 compliant)

Presentation (2 points possible)
Student will create a relevant visual aid to support the report and will refer to it during the oral report. Student will use effective speech and body language throughout the report.

Points Possible:36Level:Intermediate Low - Advanced
Scoring Rubric Points
Content
Report is appropriate, clear, and has correct content. All 3 descriptors for each domain for each childhood period are presented. 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. 30
Report is appropriate, clear, and has correct content. At least 2 descriptors for each domain for each childhood period are presented. 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. 28
Report is appropriate and has correct content but may lack clarity. At least 1 descriptor for each domain for each childhood period is presented. 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. 26
Report has correct content but lacks clarity. At least 1 descriptor for each domain for each childhood period is presented. 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. 24
Report is inappropriate, unclear, and incorrect. No descriptors are presented, 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, or is not legible nor neat, or 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: 2

Description: Write about a Behavioral Issue
Given a level-appropriate scenario or prompt, student will write an authentic task such as an email, note or letter, to a parent(s) or guardian(s). Student, in the role of a childcare worker, will include three elements in the email, note, or letter such as: 1. description of the incident, 2. identification of the behavioral issue, and 3. explanation of the reinforcement used to correct the behavior.
Optimally, the writing task will be created on a computer and emailed to the assessor.
Points Possible:20Level:Intermediate Low - Advanced
Scoring Rubric Points
Content
Addresses all 3 parts 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). 14
Addresses 3 all parts 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). 12
Addresses at least 2 parts 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). 10
Addresses at least 2 parts 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 not be written in a paragraph(s). 8
Nothing written or content is incomprehensible or inappropriate. 0
Grammar, Structure and Mechanics
Almost no errors in grammar, structure, spelling, capitalization, or punctuation. 4
Some errors in grammar, structure, spelling, capitalization, or punctuation that do not distract the reader. 3
Many errors in grammar, structure, spelling, capitalization, or punctuation that may require the reader to infer meaning. 2
Nothing written or content is incomprehensible or inappropriate. 0
Format, Neatness and Legibility
Note: Includes 2 items: an appropriate date and the writer’s signature. Writing is neat and legible. – OR – Letter: Uses standard letter format including 4 items: an appropriate date, salutation, closing, and the writer’s signature. May also include sender’s and recipient’s addresses. Writing is neat and legible. – OR – Email: Uses standard email format including 4 items: an appropriate subject, salutation, closing, and the writer’s contact information such as name, address, email address and phone number. 2
Note: Includes 1 only item: an appropriate date or signature. Writing is legible but may not be neat. – OR – Letter: Uses letter format including 3 items: a date, salutation, and the writer’s signature. Writing is legible but may not be neat. – OR – Email: Uses standard email format including 3 items: an appropriate subject, salutation, and writer's contact information such as name, address, email address and phone number. 1
Note: Does not include relevant information. Writing is neither legible nor neat. – OR – Letter: Not in letter format or writing is neither legible nor neat. —OR— Email: Not in standard email format. 0

Rating Scale/Passing Scores

Total Points Possible: 56
Advanced: 50
Intermediate High: 45
Intermediate Low: 40
Beginning High:
Beginning Low:
View Civic Obj & AAP List