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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#: 19 Program Year: 2025-2026
Civic Objective: Identify the rights of immigrants in the United States, and access local and state agencies that specialize in these rights.
TOPSpro Form #: 191C AAP #: 19.1
Assessment Type: Oral, 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.
1 *Name and distinguish the differences among immigrant status categories.
5 *Identify local agencies that specialize in immigrant services, their addresses, fees, and hours.
6 *Contact local and state agencies that specialize in immigrant services and ask questions about agency services, hours, fees, etc. Report the information.
9 Describe some violations of immigrant rights. Discuss options for dealing with the violations.
12 Identify procedures for obtaining legal help.
13 Analyze and evaluate information found online and/or in other media, (e.g. television, radio, social media, news sources, podcasts, etc.)

Additional Assessment Plan Tasks

Task: 1

Description: Task 1: BL-IL Complete an Immigration Lawyer Intake Form

Given an agency-created immigration history, student (IL) will fill out an authentic legal intake form such as to prepare for a consultation with an immigration lawyer.

Given an agency-created immigration history, student (BL-BH) will fill out an authentic legal intake form with a reduced number of sections that student needs to complete. This can be accomplished in a variety of ways such as: (1) giving BL-BH the complete form given to IL-A students and highlighting the sections BL-BH students need to fill out (2) giving BL-BH a reduced form which includes only those sections of the authentic application (given to IL-A students) that are assigned to BL-BH students.

Optimally, the application will be completed on a computer and sent to the assessor electronically.

Points Possible:18Level:Beginning Low - Intermediate Low
Scoring Rubric Points
Content
80% of the items assigned to the Intermediate Low level students are correct. 16
70% of the items assigned to the Intermediate Low level students are correct. 14
80% of the items assigned to the Beginning Low- Beginning High level students are correct. 12
70% of the items assigned to the Beginning Low- Beginning High level students are correct. 10
Less than 70% of the items assigned to the Beginning Low- Intermediate Low 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: 2

Description: Task 2: Role Play Consultation Meeting with a Lawyer (11 items, 22 points possible.)

BL-Adv

Given a level-appropriate scenario (IL-Adv) or a picture prompt (BL-BH only), student, in the role of a client in the scenario, will participate in a role-play in which student is seeking legal counsel and the assessor, in the role of a immigration lawyer, is asking intake questions during a consultation meeting. The student may refer to the scenario or picture prompt during the interview. The role-play will include a greeting and closing (BL-A=2) and up to 9 interactions (BL=5, BH=6, IL=7, IH-A=9) on the part of the student, such as:


BL-BH Sample questions:

• Where are you from (what is your country of birth)?
• When did you come to the United States?
• Do you have family in the United States?
• Do you have a VISA?
• Do you want to apply for a green card/ citizenship?
• Did the police stop or arrest you?

IL-Adv Sample questions:

• Where are you from (what is your country of birth)?
• When did you come to the United States?
• What date did you enter this country?
• Did you stay in this country too long?
• How did you enter this country? (Explain legal status)
• Do you have family with legal immigration status? Explain.
• Are you a victim of a crime?
• Are you afraid to return to your native country?
• Have you been arrested in the past? Explain.
• Have you ever been convicted of a crime? Explain.

Points Possible:22Level:Beginning Low - Advanced
Scoring Rubric Points
Content
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

Task: 3

Description: Task 3: IH-Adv Analyze and Evaluate Legitimate vs Illegitimate Legal Services

Content A: (12 points possible)

After instruction on analyzing and evaluating illegitimate legal services,*student reads an agency-created scam advertisement and writes an organized paragraph including: an introductory sentence, evidence and supporting details cited from the text and a closing sentence. Student identifies at least 3 red flags and explains why they are red flags and what a legitimate legal service would offer or advertise instead such as:

1. Cost of services (red flags: Is a fee charged for normally free immigration forms?)

2. Services offered and over what time period (red flags: Are there promises of immediate and guaranteed results, or a “10-year green card” -no matter years in USA or legal status?)

3. Intake Procedures (red flags: Are clients signing a blank form, given no written contract, or are original documents taken and not returned?)

*(see instructional materials such as FotoNovelas “How Miriam and Pedro Learned about Notario Scams”, published by the Federal Trade Commission, and “On Solid Ground”, published by We Speak New York)




Content B: (5 items, 10 Points possible)

Given an agency-created scenario and an agency-created list of at least 3 lawyer profiles optimally drawn from actual websites (e.g. ailalawyer.com or State Bar of California), student analyzes and evaluates the information in order to select a lawyer that best fits the scenario. Student gives up to 5 (IH=4, A=5) factors that informed their choice such as:
• specialty/type of practice
• credentials (e.g. bar number)
• status: active/non active, eligible, no disciplinary action;
• years of experience
• location
• language

Points Possible:10Level:Intermediate High - Advanced
Scoring Rubric Points
Content A
Addresses all parts of the task effectively. Ideas are well stated, clearly expressed, and supported with concrete, relevant detail. No inference is required. 10
Addresses all parts of the task adequately. Some ideas may not be well stated. Contains some relevant detail. May require minimal inference. 8
Addresses the task in a general way, but may have gaps. Some ideas may not be well stated. May lack appropriate or sufficient detail or clear focus. May require some inference. 6
Nothing written, or content is incomprehensible or inappropriate. 0
Grammar, Structure and Mechanics
Some errors in grammar, structure, spelling, capitalization, or punctuation that do not 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
Content B
Response is correct and comprehensible. 2
Response is incorrect or incomprehensible or there is no response. 0

Rating Scale/Passing Scores

Total Points Possible: 44
Advanced: 39
Intermediate High: 33
Intermediate Low: 28
Beginning High: 21
Beginning Low: 16
View Civic Obj & AAP List