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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#: 6 Program Year: 2025-2026
Civic Objective: Identify basic housing issues, including home maintenance problems tenant rights and responsibilities. Advocate for solutions. (This objective has only 2 AAPs.)
TOPSpro Form #: 063C AAP #: 6.3
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.
3 *Identify and/or discuss issues students encounter as tenants.
4 Identify, read about, and discuss tenant rights and options for conflict resolution.
5 *Report maitenance problems to landlord.
6 *Identify or name common home maintenance problems.
7 Write an email or letter of complaint to a landlord or housing agency.

Additional Assessment Plan Tasks

Task: 1

Description: List Housing Problems
Given a picture(s) of a furnished house with many items in need of repair, student will write a list of up to 8 problems (BL=6, BH=8) that student sees. Picture(s) will include items such as faulty lamp wiring, leak in the ceiling, crack in a window pane, etc.

Points Possible:8Level:Beginning Low - Beginning High
Scoring Rubric Points
Response is correct and comprehensible. 1
Response is incorrect or incomprehensible or there is no response. 0

Task: 2

Description: Talk to a Landlord About a Problem
Given a level-appropriate prompt such as a picture clearly demonstrating a housing problem or a scenario, student, in the role of a tenant will, in a role-play, try to resolve the housing problem with the assessor.

Content A (8 items, 16 points possible)
Student will state/ask/respond to up to 8 items (BL-BH=7, IL-A-8) such as:
1. Introduce self
2. Give address
3. Name problem
4. Ask for repair
5. Respond to landlord's evasion/Insist upon repair. (IL-A)
6. Ask for a date and time the problem will be fixed.
7. Ask for clarification of date/time.
8. Close the conversation

Content B (2 items, 2 points possible)
Student will write down date and time when problem will be fixed and will show it to the assessor at the end of the role-play.

Points Possible:18Level: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
Correct date and time are written. 2
Correct date or time is written. 1
Incorrect date and time are written or no date and time are written. 0

Task: 3

Description: Letter to Landlord about a Housing Problem
Given a housing scenario, student will write an email or letter to the landlord that explains 4 aspects of a housing maintenance problem, such as:
1. Name the housing problem
2. Note its duration
3. State a tenant right that supports a claim for the repair of the problem
4. Suggest a desired solution.

Optimally, the writing task will be created on a computer and sent to the assessor electronically.

Points Possible:20Level:Intermediate Low - Advanced
Scoring Rubric Points
Content
Addresses all parts of the task effectively. Ideas are well stated, clearly expressed and supported with concrete, relevant detail. No inference is required. Written in a well-organized paragraph(s). 14
Addresses all parts of the task adequately. Some ideas may not be well stated. Contains some relevant detail. May require minimal inference. Written in an adequately-organized paragraph(s). 12
Addresses 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 be written in a loosely-organized paragraph(s). 10
Addresses the task minimally but relation to the task is evident. May be unfocused or unclear. Little or no supporting detail. May require a substantial degree of 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
Errors make the writing difficult to understand even with inference. 0
Format, Neatness and Legibility
Letter: Uses standard letter format including a date, salutation, a 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, writer's contact information such as name, address, email address and phone number. 2
Letter: Uses letter format including 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
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: 38
Advanced: 34
Intermediate High: 30
Intermediate Low: 26
Beginning High: 19
Beginning Low: 15
View Civic Obj & AAP List