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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 #: 199C AAP #: 19.9
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.
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.
8 Describe the rights and responsibilities of citizens and/or immigrants and how they relate to one’s own life.
9 Describe some violations of immigrant rights. Discuss options for dealing with the violations.

Additional Assessment Plan Tasks

Task: 1

Description: Role Play an Immigration or Police Stop
Given a situation in which student is stopped by Police/ICE or other authority figure in their car, home or place of work, etc., student will participate in a role play with an assessor in the role of an officer or authority figure, etc.

Content A (8 items,16 points possible)
Student will respond appropriately to up to 8 items, officer's greeting, up to 6 questions or statements (BL=3, BH=4, IL=5, IH-A=6 with increasing difficulty for IL-A) from officer and closing the conversation appropriately. Student will demonstrate appropriate behavior, if applicable (i.e., show red card or other appropriate documents).

Sample Questions/Interactions:
-Where were you born?
-Are you a U.S. citizen?
-We need to ask you some questions.
-Just sign this paper.

Content B (2 items, 2 points possible)
Student will demonstrate 2 appropriate behaviors based on guidelines taught on how to act when stopped by an officer or authority figure, such as:
1. Use a red card appropriately.
2. Stay calm and respond appropriately.
3. Follow instructions of officer when appropriate.
4. Use polite tone at all times.

Content C (2 points possible IH-Adv)
Following the role-play, student responds to one level-appropriate comprehension question about information provided by officer during role play such as:
1. What did you ask the ICE/police officers to make sure they are real officers?
2. What documents did you provide to ICE/police?
3. How do you know if the search or arrest warrant is valid or not?

Points Possible:20Level:Beginning Low - Advanced
Scoring Rubric Points
Content A
Utterance and/or behavior is appropriate, clear, complete and has correct content. There may be errors but they do not interfere with meaning. 2
Utterance and/or behavior 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 and/or behavior is inappropriate, incomprehensible or incorrect or there is no response. 0
Content B
Each appropriate action or behavior throughout interaction with officer. 1
Each inappropriate action or behavior throughout interaction with officer. 0
Content C
Response to comprehension question is correct and clearly stated. Minor errors in grammar or pronunciation do not interfere with meaning. 2
Response is partially correct and/ or has errors in grammar and/or pronunciation that require inference to understand. 1
Response is not correct and/or incomprehensible. 0

Task: 2

Description: Complete an Emergency Family Plan or Other Form Important for Immigrants
Given an agency-created family history profile, student (IL) will complete an authentic form such as for an emergency family plan, etc.

Given an agency-created family history profile, student (BL-BH) will complete an authentic form such as an emergency family plan, etc. 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 same test given to IL students and highlighting the sections BL-BH students need to fill out, or (2) giving BL-BH a reduced form which includes only those sections of the authentic application that are assigned to BL-BH students.

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

Points Possible:16Level:Beginning Low - Intermediate Low
Scoring Rubric Points
Content
90% of the items assigned to the Intermediate Low level students are correct. 14
80% of the items assigned to the Intermediate Low level students are correct. 12
80% of the items assigned to the Beginning Low - Beginning High level students are correct. 10
70% of the items assigned to the Beginning Low - Beginning High level students are correct. 8
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: 3

Description: Write a Persuasive Letter about Immigrants’ Rights
After researching immigrants’ rights (optimally on the internet) such as the 4th and 5th amendments to the Constitution, etc., student (IH-A) will write an article, email, or letter in which student tries to convince a friend (or family member) on the importance of knowing one’s rights, etc. Student uses persuasive language and cites up to 3 reasons and/or amendments (IH=2, A=3) on why it is important for every person, regardless of immigration status, to know the protections offered by the 4th and 5th amendments when interacting with Immigration or police officers or other authorities, etc.

Instructions to students could include the following:
- Explain what the 4th Amendment (protection against unreasonable searches and seizures) and the 5th Amendment (protection against self-incrimination and guarantee of due process) mean.
- Describe how these rights can protect individuals during encounters with law enforcement or immigration officials.
- Persuade your reader why learning about the Constitution is essential for protecting personal freedom and safety.
- Use clear examples, facts, or hypothetical situations to support your arguments.

Points Possible:20Level:Intermediate High - Advanced
Scoring Rubric Points
Content
Argument is appropriate, clear, persuasive and has correct content. Three (3) reasons and/or amendments are cited. Ideas are well stated, clearly expressed, and supported with concrete, relevant detail. No inference is required. Written in well-organized paragraph(s). 14
Argument is appropriate, clear, persuasive and has correct content. At least 2 reasons and/or amendments are cited. Ideas are well stated, clearly expressed, and supported with concrete, relevant detail. May require minimal inference. Written in well-organized paragraph(s). 12
Argument is appropriate, clear, persuasive and has correct content. At least 2 reasons and/or amendments are cited. Some ideas may not be well stated. Contains some relevant detail. May require some inference. Written in adequately-organized paragraph(s). 10
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 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, writer's contact information such as name, address, email address and phone number. —OR— Article: Has a title, and uses appropriate indentations etc. Writing is neat and legible. 2
Letter: Uses letter format including 3 items such as 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. —OR— Article: Uses appropriate indentations. May be legible but not neat. 1
Letter: Not in letter format, or writing is neither legible nor neat. —OR— Email: Not in standard email format. —OR— Article: Does not have a title, does not use appropriate indentations, etc., and/or writing is neither legible nor neat. 0

Rating Scale/Passing Scores

Total Points Possible: 40
Advanced: 36
Intermediate High: 30
Intermediate Low: 26
Beginning High: 20
Beginning Low: 16
View Civic Obj & AAP List