College and Career Readiness Roadmap Rubric:
System Levers for the Three Domains of CCR Definition
WORKING DRAFT
Stage 1
Stage 2
Key Practice
Stage 3
Stage 4
Minimal or no evidence of the
practice
Early Stage – Pilots and small number of
participants
Structure exists for participation by all
students, many but not all are Involved
All students involved (by grade
or other comprehensive
measure)
All students and their
guardians participate in
the development of
some form of individual
planning process (such
as a College and Career
Plan, or Individual
Learning Plan “ILP”)



Team has implemented a
structure for ILPs that can be
used by all students/families
Plan has been developed for ILPs
for all, and at least one whole
grade is actively involved in the
current school year
Many students have set up
YourPlanForTheFuture accounts

All students and their
guardians are involved in
an age and grade
appropriate level of
participation in the
Team’s ILP process for all
All students have the
opportunity to complete
MassCore to promote
student engagement,
and enhance academic
achievement

Team has created capacity for all
elements of MassCore
Many students are on track to
complete MassCore by end of
their senior year
Parents/guardians are fully
informed of plans for MassCore
District has announced plan to
incorporate Career Development
Education into its recommended
course of study to achieve an
“Expanded” MassCore

Team has developed system for
full launch of all elements of
Mass Model
Students at several grade levels
are participating in curricula
being taught by counseling staff

All seniors will have
satisfied MassCore by end
of year
All students in earlier
grades are on track to
complete MassCore, and
their ILPs indicate what
they will need in future
years to accomplish this
CDE has become part of
the district’s
recommended course of
study, creating an
“Expanded” MassCore
Fully implemented Mass
Model is active at all
grade levels
Students have Guidance
support for all three
domains of CCR:
academic, workplace
readiness and
personal/social
The K-12 district has fully
implemented the
Massachusetts School
Counseling Model (Mass
Model)
No system exists for the
creation of individual
learning plans

Team has begun to develop an ILP
process, and is piloting this in
high school
Middle school component may be
missing




Basic MassCore not
implemented
No plans in place to
expand course offerings
to achieve MassCore
Mass Model not
implemented, guidance
role mainly focuses on
responsive services and
remedial work for
targeted students



Team has begun developing plans
for implementing all of the course
offerings needed so that students
can satisfy MassCore
District has publicized its intent to
fully implement MassCore for all
students over the course of a
stated period of time
Team has begun efforts to launch
the Mass Model, focus is mainly
on either middle or high school
level, may not be in both









1
Massachusetts Department of Elementary and Secondary Education Ver.I, 11-24-13
College and Career Readiness Roadmap Rubric:
System Levers for the Three Domains of CCR Definition
WORKING DRAFT
Stage 1
Stage 2
Key Practice
Stage 3
Stage 4
Minimal or no evidence of the
practice
Early Stage – Pilots and small number of
participants
Structure exists for participation by all
students, many but not all are Involved
All students involved (by grade
or other comprehensive
measure)
There is a tiered system
of support (e.g. MA
Tiered System of
Support “MTSS”) in place
to ensure student
success




District deeply involved in
creating a tiered system of
supports
All three tiers are in place and
students are beginning to receive
services at all three levels

Students at risk of failing
to meet expected
academic targets are
offered additional
supports, as needed,
using EWIS or some
other effective data
system to identify them

District has launched a systematic
approach to the EWIS reports
and data
Staff are trained and familiar with
the EWIS reports
District has developed a system
of interventions tailored for the
needs of students identified as at
risk by EWIS, and is serving some
students identified


No tiered system in place
Individualized
interventions provided
for students at risk (Tier
III), no initiative that
addresses all students, or
groups of students
No systemic, district-level
approach to identifying
students at risk of failing
to meet targets, esp.
graduation from high
school target
No familiarity with EWIS
District has begun to pilot
elements of a tiered system of
supports


District is studying the EWIS
reports and developing pilot
efforts to respond to the needs of
some of the students identified as
at risk by the system





All students participate
in Career Development
Education (CDE)
activities starting at least
by Grade 7 in order to
promote student
engagement, enhance
academic achievement,
and provide workplace
readiness skills


Team has not begun any
career readiness
programs for students in
middle school,
Few or no students in
high school participate in
CDE experiences


Team has some elements of
career development education for
some students, either as electives
or other programs, in middle and
high school
No structure in place for scaling
up CDE for all students




Team has designed a structure
that offers a sequence of CDE for
all students 7-12
It is at an early stage of
implementation, and has not
been rolled out for all students
Middle school CDE has begun
District has announced intent to
include CDE in its recommended
program of study for an
“Expanded” MassCore


Three tiered system is
fully institutionalized; all
students are involved at
Tier I, and appropriate
groups of students are
involved in interventions
at Tiers II and III
District has a welldesigned plan for regular
use of EWIS, with staff
accountability for data
review and appropriate
intervention and referrals
for identified students
Staff resources have been
deployed to meet the
needs of students
identified by EWIS
Community partners are
fully engaged to help
meet student needs
Well-designed structures
are in place from middle
through high school to
offer all students a
progressive and
sequential approach to
Career Development
Education, including
work-based learning for
older students
CDE has been included in
district’s recommended
course of study for
“Expanded” MassCore
2
Massachusetts Department of Elementary and Secondary Education Ver.I, 11-24-13
College and Career Readiness Roadmap Rubric:
System Levers for the Three Domains of CCR Definition
WORKING DRAFT
Stage 1
Stage 2
Key Practice
Stage 3
Stage 4
Minimal or no evidence of the
practice
Early Stage – Pilots and small number of
participants
Structure exists for participation by all
students, many but not all are Involved
All students involved (by grade
or other comprehensive
measure)
The MA Work-Based
Learning Plan is utilized
for all students
participating in
workplace experiences
to set goals and assess
learning

Team is not familiar with
MWBLP and does not use
it
Few or no students
participate in work-based
learning experiences

Team has begun use of MWBLP
for a few students
Work-based learning experiences
only available for an isolated
program rather than designed for
all students

Use of MA WBLP wellestablished, consistently used for
students
Many upper class students have
internships, and receive
academic credit for them

The personal/social
skills of students are
deliberately addressed
through effective
teaching and learning,
including roles for
community partners

Little attention paid to
the personal/social skills
and needs of students,
other than adjustment
counselor support for
students in crises
Work in this realm with
students is deficit rather
than asset-based

Districts/community partners
have developed pilot programs to
address personal/social skills such
as resiliency and perseverance
Some linkages being made
between ILP-related work and
personal/social domain for
students
District is piloting some aspects of
the Mass Model of School
Counseling (see above)

Districts have implemented
curricula and instruction to teach
personal/socials skills and are
using assessments to measure
student personal/social skills
Many students have participated
in lessons and activities designed
to improve personal/social skills
School counselors support
students personal/social domain
Some community partners help
support individual and groups of
students

Team has developed some
partnerships for a range of pilot
programs for community supports
for small numbers of students
Partnerships are formalized with
Memoranda of Understanding or
similar clarifying documents

Team/district and a range of
community partners such as local
YMCA’s, Boys & Girls Clubs,
United Way initiatives, and
employer and workforce
associations, have designed
systems for supporting a range of
student needs identified by the
district
All partners have a clear
understanding of their roles and
responsibilities in these systems

Strong partnerships exist
between employers,
local community
organizations, local
workforce development
agencies, K-12 and
Higher Ed. to support
academic progress,
increase college
enrollment, enhance
career development
education (CDE), and




Few or no formalized
partnerships between
district and community
partners exist at either
middle or high school
External support is
minimal and ad hoc












Career immersion
experiences available for
all students as 11th or 12th
graders, and all workbased learning
experiences are
structured via the MA
WBLP
All students have
opportunities to learn
personal/social skills in a
range of classes and
programs
Students’ personal/social
skills have been
assessed, students
understand areas of
strength and challenge
Appropriate community
partner resources are
fully embedded to
support students’
personal/social
development
System of partnerships is
scaled up so that a rich
and varied menu of
supports for many
students is maintained
and sustained over time,
with well-established
methods for convening
partnerships on a regular
basis, and resources
identified so that
partnerships are not
3
Massachusetts Department of Elementary and Secondary Education Ver.I, 11-24-13
College and Career Readiness Roadmap Rubric:
System Levers for the Three Domains of CCR Definition
WORKING DRAFT
Stage 1
Stage 2
Key Practice
Minimal or no evidence of the
practice
support students’ socioemotional development
There are well-designed
linkages between
secondary and
postsecondary systems
that assist students
transition from one to
the next
Expanded learning time
is available to students
and learning that occurs
outside the classroom
and the regular school
day is incorporated into
a student’s learning plan



Early Stage – Pilots and small number of
participants
Few or no linkages exist
between district(s) and
higher education partners
in the region and state
Modest amount of dual
enrollment takes place,
typically for students with
higher skills looking for
courses not offered in
their high schools

District(s)offer minimal
opportunities for
expanded learning time




Stage 3
Structure exists for participation by all
students, many but not all are Involved
Districts and higher education
partners are working together to
design transition programs for
students moving from secondary
to postsecondary education
Pilot use of articulation
agreements and more systemic
use of Dual Enrollment begun
Pilot use of Career Pathway and
Gateway to College models with
early college design

Districts and partners are piloting
programs for students to
participate in expanded learning
time in non-traditional settings
Small numbers of students are
involved



Stage 4
All students involved (by grade
or other comprehensive
measure)
Stakeholders have designed
multiple pathways to postsecondary education with
numerous “on ramps”
Significant number of students
have incorporated transition
plans for individualized postsecondary education plan into ILP

District has system for supporting
student learning outside the
classroom and offers academic
credit for such learning
Many students involved



dependent upon single
funding streams
District and partnering
college(s) have fully
articulated systems for
secondary-postsecondary
transitions
All students have
postsecondary plans in
ILPs
All students are aware of
opportunities for
expanded learning time
All students participating
in expanded learning
time include it in their
ILPs
4
Massachusetts Department of Elementary and Secondary Education Ver.I, 11-24-13