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 #:	374C	AAP #:	37.4
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 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.
7	*Identify and practice polite workplace communication.
8	*Read and write work-related messages.

Additional Assessment Plan Tasks

Task: 1

Description:	Write a Work Memo or Email Using a prompt (visual for BL-BH, written for IL-A), student (BH-A) will write a memo about a work-related situation using correct memo or email form. Memo should include 5 elements such as: • To • From • Re: (Regarding:) • Date • Message Email Format should include 4 elements such as: • Appropriate subject • Salutation • Closing • Sender's contact information such as name, address, email address and phone number Examples of work-related situations (BH-A): • Work not finished because computers are down • Client telephones with request • Meeting scheduled for 2:00 p.m. is changed to 3:30 p.m. • Project will be delayed Student (BL) will fill in a memo or email template or cloze activity (see formats described above). (Grammar will not be assessed.) Examples of work-related situations (BL): • Call in sick • Machine broken • Need supplies • Daily routine (on break, out to lunch, etc.)
Points Possible:	13	Level:	Beginning Low - Advanced

Scoring Rubric	Points
Content
BH-A Addresses all parts of the task adequately. Some ideas may not be well stated. May require minimal inference.	8
BH-A Addresses the task minimally but relation to the task is evident. May be unfocused or unclear. May require a substantial degree of inference. -OR- Cloze Task (BL): 80% or more of the task is complete and correct.	6
Cloze Task (BL): 60% or more of the task is complete and correct.	4
Nothing written or content is incomprehensible or inappropriate.	0
Grammar, Structure and Mechanics
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
Memo: —Uses standard memo format including 5 items: message, date, from, to, and Re: (regarding). —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
Memo: —Uses standard memo format including 4 items: message, date, from, to, and/or Re: (regarding). —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- Cloze: Activity is neat and legible. Spelling errors do not interfere with meaning.	1
Memo: Not in standard memo format.—OR— Email: Not in standard email format.-OR- Cloze:Errors interfere with meaning.	0

Task: 2

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

Rating Scale/Passing Scores

Total Points Possible:	31
Advanced:	27
Intermediate High:	23
Intermediate Low:	19
Beginning High:	15
Beginning Low:	11