Print  |  Close

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 #: 196C AAP #: 19.6
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.
1 *Name and distinguish the differences among immigrant status categories.
3 *Read and interpret adapted texts of immigrant and naturalized citizens’ rights and responsibilities.
4 *Identify citizens’ and immigrants’ rights and responsibilities.
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.

Additional Assessment Plan Tasks

Task: 1

Description: Find Information on Agencies that Support Immigrants’ Rights
Content A (14 points possible)
Given level-appropriate resources such as the internet, brochures, etc., student (BL-A) completes a chart with a level-appropriate number of immigrants’ rights agencies (e.g. BL-BH=2, IL=3, IH-A=4). Assessor will assign level-appropriate categories to complete such as days/hours of operation, phone, fax, address, e-mail/Web page address, languages spoken, description/cost of services, transportation/directions, required documentation and/or eligibility requirements. Higher-level students will include more complex information in the chart.

Content B (2 points possible)
Student (IL-A) will select which of the agencies student would probably use and give two reasons for his/her choice.

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 A
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
Content B
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: 2

Description: Obtain Information from a Law Office or Immigrants' Rights Agency
Given a scenario that involves immigrants’ rights, student will participate in a role play of a call or visit to personnel in a lawyer’s office or other immigrants' rights office (assessor) to ask for help, and/or to ask about fees and services.

Content A (9 items, 18 points possible)
Student will ask/state up to 9 level-appropriate questions or pieces of information (BL=5, BH=6, IL=7, IH-A=9) such as:
(1) Greet and identify self
(2) State the reason for the call
(3) Explain the problem student has that requires assistance
(4) State the immigrants’ right involved in this problem
(5) Give some history to the problem (in response to examiner question)
(6) Ask if the agency has helped others with that kind of problem
(7) Ask about fees for services related to the problem
(8) Make an appointment to talk with an appropriate individual in person
(9) Close the conversation

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

Points Possible:24Level: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 which 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

Rating Scale/Passing Scores

Total Points Possible: 40
Advanced: 36
Intermediate High: 31
Intermediate Low: 25
Beginning High: 16
Beginning Low: 10
View Civic Obj & AAP List