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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#: 52 Program Year: 2025-2026
Civic Objective: Research, identify and utilize workplace readiness or soft skills necessary to succeed in post-secondary education, training, career and community.
TOPSpro Form #: 523C AAP #: 52.3
Assessment Type: Oral, Written

Level Range
From: Intermediate High To: Advanced

Language and Literacy Objectives

Language and literacy objectives with an asterisk (*) are suitable for beginning low level students.
1 *Identify and demonstrate personal qualities for success in education and career (e.g. responsibility, self-esteem, sociability, self-management, integrity and honesty, etc.).
2 *Identify customer care skills (e.g., satisfy customers’ expectations, active listening, empathy, problem-solving, etc.).
3 *Identify and demonstrate leadership skills (e.g. communicate ideas to justify position, persuade and convince others, responsibly challenge existing procedures and policies, etc.).
4 *Identify problems, devise solutions and implement a plan of action.
6 Identify and demonstrate effective decision making.
8 *Identify and demonstrate strategies to organize, plan and allocate resources including time, money, materials, facilities and human resources.
9 *Identify and demonstrate strategies to work well with others (e.g. communicate effectively, collaborate, teach others new skills, negotiate, resolve divergent interests, be diplomatic, work well with persons from diverse backgrounds, etc.).
10 *Identify and demonstrate adaptability and flexibility skills.
11 *Identify and demonstrate an effective work ethic.

Additional Assessment Plan Tasks

Task: 1

Description: Identify and Describe Workplace Readiness Skills/ Work/School/Community Soft Skills

Content A
Student will take the eWORKs Soft Skills Assessment during which student will view the 28 eWORKs-generated videos of workplace situations that demonstrate a lack of workplace readiness/soft skills on the part of a worker/learner/community member/parent in the United States and student will select from 4 options the best and worst action to take in each situation.

Skills:
Personal Qualities
Responsibility
Integrity
Self esteem
Self Management
Sociability

Customer Care Skills
Customer Relations
Decision making
Commitment to Quality

Content B (16 points possible- 4 for each situation and skill described)
After taking the eWORKs Soft Skills Assessment and receiving student’s profile from the assessment, student will do the following:
1.Select 4 Personal Quality and/or Customer Care Skills areas from the profile in which they received the lowest ratings.
2.For each of the 4 selected skills above, student will in extended written sentences or extended oral descriptions:
a. describe orally or in writing a situation they remember from the eWorks videos or a personal or fictional situation related to the selected skill that contains a problem issue.
b. describe orally or in writing what they would do to improve this skill in a similar situation.

Points Possible:28Level:Intermediate High - Advanced
Scoring Rubric Points
Content A
Student’s 8 eWORKs soft skills scores as shown in his or her eWORKs profile add up to 40 or more 12
Student’s 8 eWORKs soft skills scores as shown in his or her eWORKs profile add up to 32 -39. 10
Student’s 8 eWORKs soft skills scores as show in his or her eWORKs profile add up to 24-31. 8
Content B
Statement is in sentences and is appropriate, clear, complete, and has correct content. There may be errors but they do not interfere with meaning. 4
Statement is in sentences, phrases or words and 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. 2
Statement is inappropriate, incomprehensible, or incorrect, or there is no statement. 0

Task: 2

Description: Identify Appropriate and Inappropriate Work/School/Community Behavior (IH-A)

After viewing one or more videos and/or reading one or more narratives and possible answers of the 9 of the workplace situations given in the CASAS eWORKs Assessment Guide for COAAP 52.3 Task 2 (available by emailing eworks@casas.org) student will select one of the situations and write a 2 or more paragraph composition with a title, topic sentences and conclusion which includes the following information:
1. Describe the situation and which action would be worst and which would be best in their own country/culture of origin or in another culture the student is familiar with or has researched.
2. Offer the same or another possible response to the situation other than the 4 given as student’s opinion of what could/should be done.
3. Compare and contrast the best and worst actions in the situation and culture described in item 1 above with what the student has learned would be the best and worst actions in the United States.

Points Possible:26Level:Intermediate High - Advanced
Scoring Rubric Points
Content
Addresses all parts of the task effectively. Ideas are well-stated and clearly expressed. The topic sentences, supporting details and conclusion of the composition are easily identified and clearly related to the topic. No inference is required. Written in 2 or more well-organized paragraphs. 18
Addresses the task adequately. Some ideas may not be well stated. The topic sentences, supporting details and conclusion are identifiable and are mostly related to the topic. May require minimal inference. Written in 2 or more adequately-organized paragraphs. 16
Addresses task in a general way. Some ideas may not be well stated. Has an identifiable topic sentence or a conclusion. Contains some relevant detail. May require some inference, and some sentences may not be clearly related to the topic. May be written in less than two paragraphs. 14
Nothing written or content is incomprehensible or completely inappropriate. 0
Grammar, Structure and Mechanics
Writing contains only minor errors in grammar and/or structure that do not interfere with understanding and/or minor errors in spelling, capitalization or punctuation that do not distract the reader. 6
Writing may contain some errors in grammar, structure, spelling, and/or capitalization that may slow comprehension and/or distract the reader but errors do not require inference for understanding. 4
Writing contains grammatical errors that require the reader to infer meaning. There may be spelling, capitalization and/or punctuation errors that slow comprehension. 2
Errors in grammar, structure, spelling, capitalization or punctuation make the writing incomprehensible. 0
Format, Neatness and Legibility
Paragraph(s) form (i.e. title, indentation, margins) is correct. Writing is neat and legible, if applicable. 2
Paragraph(s) form (i.e. title, indentation, margins) mostly correct. Writing is mostly neat and legible, if applicable. 1
Form is not recognizable and/or writing is not legible, if applicable. 0

Rating Scale/Passing Scores

Total Points Possible: 54
Advanced: 48
Intermediate High: 43
Intermediate Low:
Beginning High:
Beginning Low:
View Civic Obj & AAP List