LAUSD Linked Learning Pathway Readiness Rubric
Pathway Readiness Criteria
Accomplished
Approaching
Beginning
Purpose for Becoming a Linked
Learning Pathway
The proposed pathway has a clear,
comprehensive and well thought-out
purpose and rationale for adopting
Linked Learning that is centered on
improving outcomes for students.
The proposed pathway has a purpose
and rationale for becoming a Linked
Learning pathway that needs further
clarity and thought.
The proposed pathway has a
preliminary purpose that needs
further development and alignment
with Linked Learning principles.
Mission, Vision, Theme, and
Career Focus
The pathway has a well-developed
mission, vision, theme and career
focus that is clearly aligned to one of
the 15 California career pathways,
demonstrates student, parent and
community interest, provides
opportunities for future employment
and drives all aspects of the school
including culture, curriculum,
instruction and assessments
The proposed pathway has
developed parts of its mission, vision,
theme or career focus but one or
more of these elements are still being
developed. Student, parent and
community input and industry focus
are in the process of being
developed.
The proposed pathway’s mission and
vision are being developed and/or
the theme and career focus are in the
process of being established.
Student, parent and community input
and industry focus are in a planning
stage.
Outcomes and Expected
School-Wide Learning Results
(ESLRs)
The proposed pathway has
developed clear student learning
outcomes that outline the skills,
knowledge and disposition graduates
will demonstrate, an “a-g” and
technical curriculum, projects, workbased learning and support services
that allow students to graduate
prepared for college and career.
The proposed pathway has ESLRs
that connect to student outcomes
but are not yet apparent in the scope
and sequence of student work,
experiences, daily life and culture of
the school that allow for students to
graduate prepared for college and
career.
The proposed pathway may or may
not have stated ESLRs but the ESLRs
are not yet connected to student
learning outcomes and there is little
evidence and data that students have
the opportunity and support services
to graduate prepared for college and
career.
College and Career Preparation
The proposed pathway provides an
“a-g” academic curriculum and
technical program that ensure all
pathway graduates are admissible to
and prepared to succeed in a postsecondary program and have careerready knowledge and skills.
The proposed pathway has some but
not all elements of an “a-g” academic
curriculum and technical program
that ensure all pathway graduates
are admissible to and prepared to
succeed in a post-secondary program
and have career-ready knowledge
and skills.
The proposed pathway is beginning
to develop the components of an “ag” academic curriculum and technical
program that ensure all pathway
graduates are admissible to and
prepared to succeed in a postsecondary program and have careerready knowledge and skills.
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Pathway Readiness Criteria
Accomplished
Approaching
Beginning
Support Services
The proposed pathway has clear
systems in place to identify the needs
of their students. They have
established support services to
provide college access, work-based
learning opportunities, student
personalization, academic assistance,
and socio-emotional support that
includes parents as essential partners
in students’ lives.
The proposed pathway has some
support services in place but many
students still need academic and/or
socio-emotional support. Parents
attend events, but the pathway
needs to find more ways to engage
them as partners in supporting their
child.
The proposed pathway is beginning
to develop systems to identify
students’ needs. Support services
within and outside the pathway need
to be identified and developed. The
pathway needs to identify and
develop opportunities for parents to
be active partners with the pathway.
Community Partners
The proposed pathway has welldeveloped community partnerships
that support and enhance student
services and provide additional
school and programmatic support.
The proposed pathway has some
partnerships that support students.
Additional support services are
needed to assist the pathway in
addressing all students’ needs.
The proposed pathway has a few
partnerships with community
organizations but a stronger and
clearer relationship needs to be
developed.
Industry Partners
The proposed pathway has
developed industry partnerships that
are aligned to its theme and provide
meaningful work-based learning
opportunities for all students.
The proposed pathway has industry
The proposed pathway is in the
partnerships that provide work-based process of developing partnerships
learning opportunities for students.
with industry.
Articulation and Dual
Enrollment Agreements
The proposed pathway program has
active relationships with local twoand four-year colleges that provide
students opportunity for college
credits while in high school.
The proposed pathway has
developed partnerships with colleges
and is in the process of developing
articulation and dual enrollment
agreements.
The proposed pathway is in the
process of identifying possible college
courses to offer their students and is
working to create partnerships with
colleges who will offer these classes.
Industry Certifications
The proposed pathway provides
opportunities for students to earn
industry certifications that are
aligned with its theme.
The proposed pathway has identified
industry certifications they will offer
their students.
The proposed pathway is working to
identify industry certifications they
might offer their students.
Extended Learning Time
Opportunities
The proposed pathway provides
enrichment and remedial
opportunities for student learning
beyond the traditional school day
The proposed pathway has some
enrichment and remedial
opportunities for students to learn
beyond the school day, including
The proposed pathway has yet to
develop enrichment and remedial
opportunities for students beyond
the traditional school day.
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including work-based learning.
some work-based learning.
School Improvement Data
The proposed pathway regularly
practices a Cycle of Improvement by
analyzing multiple sources of data,
and creating, instituting and
evaluating a plan of action to
improve teaching and learning and
increase student results.
The proposed pathway examines
data regularly and creates a plan of
action although the plan may not be
fully actualized.
The proposed pathway examines
data, however, there is not a clear
connection between the evaluation
of the data and the plan of action.
Master Schedule
The proposed pathway has a master
schedule that allows students to
access “a-g” courses and a four-year
sequence of technical courses as
well. There are pure cohorts of
students in the pathway. It provides
time for teachers to develop
integrated pathway coursework,
projects and work-based learning.
The proposed pathway has a master
schedule that allows students to
access “a-g” courses with a clear
three or four- year sequence of
technical courses. The cohorts are
mostly pure and there is some
common planning time for teachers.
The proposed pathway has a master
schedule that allows students to
access “a-g” courses with a clear
three or four- year sequence of
technical courses. The cohorts are
mixed and there is little to no
common planning time for teachers.
Technical Course Sequence
The proposed pathway has an
established four-year sequence of
technical courses aligned to its
industry theme that prepares
students for entry-level employment
upon graduating.
The proposed pathway has an
established three or four-year
sequence of technical courses aligned
to its industry theme.
The proposed pathway has some
technical courses and is working to
align them to the industry theme.
Number and Kinds of CTE/ROP
Teachers
The proposed pathway has
professional faculty credentialed in
the areas that support the technical
program and provide expertise and
leadership for the technical core
program.
The proposed pathway has one or
two faculty members for the
technical program, although they
may not have professional
experience.
The proposed pathway has some
technical courses and is working to
add professionals to teach the
technical courses.
PD Schedule and Focus
The proposed pathway faculty
schedule provides at least six hours
per month for teachers to collaborate
on pathway design, integrated
curriculum, instructional approaches,
and analysis and evaluation of
The proposed pathway has some
professional development time
devoted to Linked Learning and is
working toward devoting six hours
per month to this work.
The proposed pathway is developing
a professional development schedule
that will include time for Linked
Learning.
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student work and data.
Interdisciplinary Curriculum
and Instruction
The proposed pathway connects
subject areas through a rigorous
interdisciplinary curriculum and
projects that allow students multiple
opportunities to demonstrate
graduate outcomes.
The proposed pathway has
interdisciplinary curriculum and
projects. More academic and
technical rigor needs to be infused
into the projects.
The proposed pathway is developing
multidisciplinary curriculum and
projects.
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