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#:	35	Program Year:	2025-2026
Civic Objective:	Identify procedures for protecting employment rights and access resources that support and assist the worker.
TOPSpro Form #:	354C	AAP #:	35.4
Assessment Type:	Written, Role Play
Level Range
From:	Beginning High	To:	Advanced

Language and Literacy Objectives

Language and literacy objectives with an asterisk (*) are suitable for beginning low level students.
1	Collect and read information about workers’ rights from organizations (e.g. OSHA/EOC, unions, etc.).
2	Identify agencies that protect the rights of workers.
3	Identify, discuss and write about workers’ rights and possible violations of workers’ rights.
5	Recognize the rights that all workers are entitled to (e.g. pay for overtime, breaks during the work shift, etc.).
7	Describe the process for filing a grievance protesting the violation of a basic right.
8	Write questions to ask a prospective employer or a labor union representative.

Additional Assessment Plan Tasks

Task: 1

Description:	Inquire About Workers' Rights Content A (8 items, 16 points possible) Given a level-appropriate scenario describing a work situation in which workers' rights are being violated, student will participate in a role-play in which student, in the role of a worker, asks assessor, in the role of a union official, a representative of a workers’ rights advocacy group or other appropriate person about the rights that student thinks are being ignored at student’s place of work. Student will have up to 8 interactions with assessor such as: (1) greet and introduce self; (2) state the reason for the meeting; (3) state name of workplace; (4) state/ask up to 4 pieces of information (BH=2, IL=3, IH-A=4) including stating the problem, stating which right may be in violation, suggesting or asking for possible actions or solutions, and asking for help; and (5) close the conversation. Possible workers’ rights violations include: • Safe working environment (safety issues, harassment issues) • Overtime laws • Working hours • Shift changes • Grievance rights 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 (BH) may circle the answers in an assessor-prepared checklist or take notes, if necessary. After the simulation the assessor will check the student’s comprehension of the information acquired. This can be in done in a variety of ways such as: by asking 3 comprehension questions (BH=1, IL=2, IH-A=3) which student will answer orally or in writing.
Points Possible:	22	Level:	Beginning High - 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 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: 2

Description:	Complete a Complaint Form Student (IL-A) will fill out an authentic complaint form reporting the abuse of a worker's right from the role-play in Task 1. Student (BH) will fill out an authentic complaint form with a reduced number of sections that student needs to complete. This can be accomplished in a variety of ways such as: (1) giving BH the complete form given to IL-A students and highlighting the sections BH students need to fill out (2) giving BH a reduced form which includes only those sections of the authentic form (given to IL-A students) that are assigned to BH students. Optimally, the form will be completed on a computer and sent to the assessor electronically.
Points Possible:	16	Level:	Beginning High - Advanced

Scoring Rubric	Points
Content
90% of the items assigned to the Intermediate Low-Advanced level students are correct.	14
80% of the items assigned to the Intermediate Low-Advanced level students are correct.	12
70% of the items assigned to the Intermediate Low-Advanced level students are correct.	10
80% of the items assigned to the Beginning High level students are correct.	8
70% of the items assigned to the Beginning High level students are correct.	6
Less than 70% of the items assigned to the Beginning High-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

Rating Scale/Passing Scores

Total Points Possible:	38
Advanced:	34
Intermediate High:	30
Intermediate Low:	23
Beginning High:	16
Beginning Low: