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#:	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 #:	198C	AAP #:	19.8
Assessment Type:	Oral, Written
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.
2	*Read and interpret adapted texts of the U.S. Bill of Rights and Amendments.
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.
7	*Identify potential areas of cultural conflict related to immigrants rights and responsibilities (e.g. littering, offering bribes to police, etc.).

Additional Assessment Plan Tasks

Task: 1

Description:	List Rights and Responsibilities Student will list, orally or in writing, up to 5 rights and/or responsibilities (BL=4, BH=5)of citizens and/or immigrants. Student will list specific rights (freedom of religion, freedom of speech, etc.) and responsibilities (responsibility to obey the law, pay taxes, etc.).
Points Possible:	10	Level:	Beginning Low - Beginning High

Scoring Rubric	Points
Content
Utterance is correct and comprehensible.	2
Utterance is incorrect or incomprehensible, or there is no response.	0

Task: 2

Description:	Inquire About Immigrants’ Issues Content A (5 items, 10 points possible) Student will participate in a role-play with a representative of an immigrants’ rights agency (assessor) in which student completes up to 5 interactions, such as: greets and introduces self, states reason for the conversation, asks 2 questions regarding the agency, and closes the conversation. Sample questions: • Do you have (Spanish) translators? • Can you help with my citizenship application? • Do I need an appointment?? Content B (2 items, 4 points possible) Student will use clarification techniques as needed in order to comprehend the assessor's answers and take notes on them. Student 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 accomplished in a variety of ways such as: by asking up to 2 comprehension questions (BL=1, BH =2) that students will answer orally.
Points Possible:	14	Level:	Beginning Low - Beginning High

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 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
Content B
Utterance has correct content.	2
Utterance is incorrect, or there is no answer.	0

Task: 3

Description:	Demonstrate Knowledge about Immigrants' Rights and Responsibilities Content A Answer Questions about Immigrants Rights (4 items for each of 2 scenarios, 16 points possible) The student will be presented with 2 scenarios via pictures depicting immigration-related issues or problems and will respond to 4 questions from the assessor about each scenario. Questions may include: • What is happening in this situation? • What should the person do/say? • Which right or responsibility protects the person in this situation? • Does the person have to ___________ (open the door, answer the question, etc.) • Does the person have the right to______ (lie, remain silent, etc.) Content B Identify Appropriate Immigrants' Services Agencies (2 items for each of 2 scenarios, 8 points possible) The student will be presented with a list of local agencies and services offered related to immigrants’ needs and will respond to 2 questions linking the needs presented in each scenario to agency services. • Which agency can assist the person in this scenario? • Name one service this agency offers that matches the person’s needs.
Points Possible:	24	Level:	Intermediate 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
Content A
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
Content B
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: 4

Description:	List Immigrant Agency Information and Services Student will be presented with 3 scenarios via pictures and/or narrative and will create a chart to match agencies and agency information to the immigration related needs depicted in the scenarios. Student will refer to agency information collected from resources such as class presentations, the Internet, the phone book, agency publications, etc. The chart will include categories such as: 1. Name of agency 2. Services offered 3. Contact information (telephone number, website, person to contact) 4. Procedures to make an appointment Optimally, the chart will be created on a computer and sent to the assessor electronically.
Points Possible:	14	Level:	Intermediate Low - Advanced

Scoring Rubric	Points
Content
90% correct	12
80% correct	10
70% correct	8
60% correct	6
50% correct	4
Less than 50%	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

Rating Scale/Passing Scores

Total Points Possible:	38
Advanced:	33
Intermediate High:	29
Intermediate Low:	25
Beginning High:	19
Beginning Low:	14