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#:	37	Program Year:	2025-2026
Civic Objective:	Identify and demonstrate qualities of an effective employee in the American workplace in order to get a job, keep a job or get a better job.
TOPSpro Form #:	373C	AAP #:	37.3
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.
1	*Identify qualities expected of a good employee in students’ countries.
2	*Identify qualities expected of a good employee in the U.S.
3	Identify and/or discuss U.S. workplace communications styles (e.g. employee to employer, employee to customer, employee to employee; white collar versus blue collar, etc.)
4	*Identify and discuss the differences in workplace behavior and communication in students’ countries and the U.S.
5	Demonstrate knowledge of appropriate workplace communication.
8	*Read and write work-related messages.
10	Compare and contrast U.S. workplace cultural expectations with those of other cultures.

Additional Assessment Plan Tasks

Task: 1

Description:	Contact a Work Supervisor (9 items, 18 points possible) Given a level-appropriate scenario or picture prompt (BL-BH only), student, in the role of a worker, will participate in a role play in which student contacts student's place of business to communicate with assessor, in the role of a work supervisor in order to discuss a problem, such as something that will prevent the student from going to work or from being on time. The role-play will include up to 9 interactions (BL=5, BH=6, IL=7, IH-A=9) on the part of the student, such as: • Greet and introduce self (name and position) • Ask for supervisor • Tell expected arrival time at work • Explain the problem and how it will cause student to miss work, be late, etc. • Ask for time off • Discuss a potential solution to the problem or explain how to avoid the problem in the future • State when student will return to work or arrive at work • Request an opportunity to make up the lost time • Close conversation
Points Possible:	18	Level:	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: 2

Description:	Identify and Compare U.S. Work Expectations Content A (10 points possible) Given a level-appropriate situation (e.g. a written scenario, a video or a series of pictures), student will label (BL-BH) or list (IL-A) up to 10 “good employee” behaviors (e.g. BL = 5, BH = 7, IL-A =10) that are (or are not) being demonstrated. Examples of behaviors: • Arriving on time • Working with others • Clarifying understanding • Asking questions about tasks • Following directions • Showing initiative • Meeting goals • Completing work on time • Making suggestions • Volunteering for difficult jobs • Managing time efficiently Content B (4 items, 8 points possible) Student (IL-A) will compare U.S. work expectations to those of another culture by answering 4 questions, such as: 1. What qualities are expected in the U.S. workplace, but not in another culture? 2. What qualities are not expected in the U.S. workplace, but are expected in another culture? 3. What U.S. work expectations are the most difficult for you? Explain. 4. What is one problem that might be caused by an employee not understanding workplace expectations? Give a specific example.
Points Possible:	18	Level:	Beginning Low - Advanced

Scoring Rubric	Points
Content A
Response is correct and comprehensible.	1
Response is incorrect or incomprehensible or there is no response.	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

Rating Scale/Passing Scores

Total Points Possible:	36
Advanced:	32
Intermediate High:	28
Intermediate Low:	24
Beginning High:	12
Beginning Low:	8