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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#:	35	Program Year:	2025-2026
Civic Objective:	Identify procedures for protecting employment rights and access resources that support and assist the worker.
TOPSpro Form #:	356C	AAP #:	35.6
Assessment Type:	Written
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 such as OSHA/EOC and unions.
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.

Additional Assessment Plan Tasks

Task: 1 Description: Identify Legal and Illegal Work Practices Student will read 6 separate statements and identify the situations as legal or illegal in the workplace. Example: “I won’t hire any women to work in my factory.” Points Possible: 6 Level: Beginning High - 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: Write Steps to Correct a Rights Violation Given up to 2 scenarios (BH=1, IL-A=2) each describing a specific workers' right violation, student will list 5 steps that a worker would follow to correct each violation, for example: 1. Speak to the supervisor 2. Fill out a complaint form 3. Consult with union or other employee association Steps will be in sequence, if appropriate (i.e., one would not start by filing a grievance.) Points Possible: 10 Level: Beginning High - Advanced Scoring Rubric Points Step is correct and comprehensible and in the appropriate sequence if applicable. 1 Step is incorrect or incomprehensible, in an inappropriate sequence, or there is no step. 0

Task: 3 Description: Write a Letter to Document a Rights Violation Student will complete an authentic writing task such as an email or a letter to an appropriate official of a union or an employee association. The student will discuss up to 3 items such as (1) describe the circumstances in which a worker’s rights were violated, (2) tell which rights are involved, and (3) describe how student would like to see the violation resolved. Student will use standard email or letter format. Optimally, the writing task will be created on a computer and sent to the assessor electronically. Points Possible: 20 Level: 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 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 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 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 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. 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. 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:	30
Advanced:	27
Intermediate High:	23
Intermediate Low:	19
Beginning High:	7
Beginning Low:

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