OneGoal Rubric for Postsecondary Readiness for High Schools

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Seven focus areas graphic: number 1 - shared postsecondary vision, plan & framework, number 2 - postsecondary data systems & structures, number 3 - continuous improvement cycles, number 4 - adult capacity building, number 5 - institutional partnerships, number 6 - student supports and advising programs, number 7 - aligned human and financial capital. Core areas are those practices that must be in place in order to achieve comprehensive improvements in postsecondary outcomes. We encourage districts to focus on improving Core Areas before addressing Secondary Areas in order to ensure a strong foundation for success across all areas.

Navigate to the next page to fill out the rubric for your school.

Scoring Guidelines:

Consider your school's position and efforts with regard to each category.

Select the indicators that most align with your school's current state. Select only one per level per indicator.

For each section, select your school's overall score based on the majority of your responses across the indicators within that focus area. For example, if you selected mostly "practicing" indicators, select "practicing" for that section.

Apollo High School: KDE Improvement Plan (see Goal 1: College and Career Readiness, pg. 7)
Kenwood Academy High School CIWP (see pgs. 8-9 & Strategy 1 pg. 22)
Mount Si School Improvement Plan
Kansas Dept of Education: State Performance Plan, Indicator 13

Beginning	Practicing	Persisting
1) Non-specific and generic postsecondary success goals, plan, and vision 2) Ad-hoc focus of postsecondary improvement priorities 3) Plans & goals do not address equity gaps across student demographics (race, FRL, ELL, diverse learners) 4) Limited resource (financial & staff) alignment to postsecondary goals & strategies	1) Comprehensive definitive & actionable postsecondary improvement plans, including vision, goals, strategies developed and reviewed at leadership level 2) Coherent & narrow focus of postsecondary success improvement priorities; variable alignment of structures & professional learning 3) Most plans & goals address equity gaps across student demographics (at least one-half of equity gaps) 4) Some resource (financial & staff) alignment to postsecondary goals & strategies (e.g. dedicated teacher leadership focused on postsecondary improvement)	1) Comprehensive definitive & actionable postsecondary improvement plans, including vision, goals, strategies documented and communicated through PD sessions2) Coherent & narrow focus of postsecondary success improvement priorities; full alignment of structures & professional learning 3) All plans & goals fully address equity gaps & align solutions & interventions (at least 80% of equity gaps) 4) Resource (financial & staff) alignment to postsecondary goals & strategies

Notes


Improvement Plans & Goals:

Overall Score

Title

The Dual Enrollment Playbook: A Guide to Equitable Acceleration for Students
Leading Through the Master Schedule: Ensuring Equity & Access to College and Career Readiness (see "Intro Session" & "Session 2-4")
Oregon Gear Up Professional Development Discussions & Series

Beginning	Practicing	Persisting
1) Low expectations for students in postsecondary acceleration classes & for postsecondary success as evidence by a lack of rigorous content and/or generic messages around postsecondary enrollment. Less than one-quarter of students in postsecondary acceleration class. 2) Minimal staff members, mostly postsecondary coaches/counselors, are committed to students' postsecondary goals & aspirations. Approximately half of staff can identify postsecondary goals and aspirations of students. 3) Students are placed into classes with limited input; limited access to postsecondary acceleration classes. 4) Minimal staff members engaged in supporting students and families to enroll and access postsecondary pathways.	1) Some students are expected to achieve high academic standards in a postsecondary acceleration classes & expected to achieve postsecondary success. More than one-half of students in at least one postsecondary acceleration class. 2) Some school staff, including postsecondary college counselors and many junior/senior teachers, is collectively committed to students' postsecondary goals & aspirations. Nearly all staff can identify postsecondary goals and aspirations of students. 3) Wider access to postsecondary acceleration courses to more students, limited gaps by student demographics. Students provide input to their course selection process. 4) Most staff are engaged in supporting students & families to enroll and access postsecondary pathways, including CTE programs. Approximately one-half of students have had such interactions.	1) All students, regardless of background, are expected to achieve high academic standards in several postsecondary acceleration classes & expected to achieve postsecondary success. At least eighty percent of students are in at least one postsecondary acceleration class. 2) The school staff is collectively committed to students' postsecondary goals & aspirations; can identify postsecondary goals and aspirations of students. 3) Placement of students in postsecondary acceleration courses is coordinated to increase access & input for all students; staff has identified and addressed needed changes in teaching practices. 4) Staff facilitate postsecondary choice & pathway conversations with almost all students and families. At least ninety percent or more students have had such interactions.

Notes


Access, Rigor, & Expectations:

Overall Score

Beginning	Practicing	Persisting
1) Few (less than ten percent of) teachers incorporate aspects of students’ identities into classroom instruction 2) Limited sense of belonging in classes 3) Few teachers actively listen & attempt to learn more about students’ experiences & background 4) Most (about eighty percent of) instruction is direct & prescriptive 5) Limited involvement of or reference to families and communities in classroom activities 6) Few teachers work in partnership with families to support students’ sense of belonging, identity, and values	1) About half of teachers incorporate aspects of students’ identities into classroom instruction 2) About half teachers create a sense of belonging in classes 3) About half teachers actively listen & attempt to learn more about students’ experiences & background 4) About half of instruction is direct and prescriptive, while other instruction is facilitative and inclusive 5) Some involvement or reference to families and communities in classroom activities 6) Some (less than one-quarter) teachers work in partnership with families to support students’ sense of belonging, identity, and values	1) Most teachers (at least eighty percent) incorporate aspects of students’ identities & goals into classroom instruction 2) Almost all teachers create a sense of belonging in classes 3) Almost all teachers actively listen & attempt to learn more about students’ experiences & background 4) Teachers serve as facilitators of core knowledge 5) Directly involves or references families and communities in classroom activities 6) More than one-half of teachers work in partnership with families to support students’ sense of belonging, identity, and values

Notes


Teacher-Student & Family Relationships:

Overall Score

Network for College Success: Developing Postsecondary Leaders (see "Developing Sustainable Teams: Tool Set C," pg. 111-125)
College Advising Corps: Postsecondary Leadership Team Self-Assessment
Network for College Success Building School Teams

Beginning	Practicing	Persisting
1) No/limited (less than four per school year) post-secondary leadership team meetings 2) No formal structure, direction, or alignment of postsecondary leadership team 3) Minimal or limited relational trust between postsecondary leadership team members 4) Inconsistent continuous improvement cycles focused on postsecondary data; limited collection of key postsecondary data (FAFSA, applications, best fit lists, scholarships, etc.) 5) No formal documented and tracked priorities, initiatives, or action steps related to post-secondary success initiatives sustained over time	1) Monthly postsecondary leadership team meetings with some clarity of roles & ownership. Meetings operate in “update” mode vs. “problem solving” mode 2) Formally documented and shared structure, direction, & alignment of post-secondary leadership team 3) Moderate relational trust between postsecondary leadership team members 4) Consistent continuous improvement cycles & problem solving focused on postsecondary data 5) Some priorities, initiatives, & action steps related to post-secondary success sustained over time	1) Consistent postsecondary leadership team meetings that empower teacher leadership & voice 2) Clear structure, direction, & alignment of postsecondary leadership team 3) Strong relational trust between post-secondary leadership team members 4) Consistent continuous improvement cycles & problem solving focused on postsecondary data that lead to school-wide practice changes for all students 5) Priorities, initiatives, & action steps related to post-secondary success sustained over time

Notes


Continuous Improvement & Teaming Cycles:

Overall Score

Beginning	Practicing	Persisting
1) No curriculum-based attention paid to the non-cognitive skills & needs of students required for postsecondary success. Postsecondary advising is mostly confined to counselors. 2) Most postsecondary advising with students is deficit rather than asset-based 3) No formal class work in academic assessment, career planning, financial literacy, or best-fit list creation. 4) Limited student leadership opportunities and peer networks throughout the school 5) Advising focuses mostly on the exploration of one or two postsecondary pathways for students (eg. only 4 yr college or the workforce)	1) School utilizes a generic curriculum focused on developing students’ noncognitive skills required for postsecondary success; class is offered for a limited time parameter and taught by a limited number of faculty members. 2) About one-half of teachers assigned to teach advising class utilize instructional practices, such as reflection, collaborative structures, student-centered design, and academic risk-taking, that support student postsecondary success. 3) About one-half of students participate in academic assessment, career planning, financial literacy, and best-fit list creation, aligned to their identity, values, & aspirations, within a postsecondary planning class. 4) Faculty supports the development of some student leadership opportunities and peer networks throughout the school. 5) Advising enables some exploration of multiple postsecondary pathways.	1) School consistently incorporates a culturally relevant curriculum focused on developing students’ non-cognitive skills required for postsecondary success. Curriculum serves as a foundation for school’s advising program, spans multiple years, and involves several well-trained faculty. 2) Most staff assigned to teach advising class utilize instructional practices, such as reflection, student-centered design, and academic risk-taking, that support student postsecondary success. 3) At least ninety percent of students participate in academic assessment, career planning, financial literacy, and best-fit list creation, aligned to their identity, values, and aspirations, within a postsecondary planning class. 4) Faculty supports the development of some student leadership opportunities and peer networks throughout the school and aligns them to students’ identities, values, and aspirations5) Advising enables the comprehensive exploration of multiple postsecondary pathways, covering a range of college and career choices

Notes


Advising Program & Instructional Practices:

Overall Score

Beginning	Practicing	Persisting
1) Less than one-quarter of students and families receive individualized support from a counselor or other member of the postsecondary leadership team. Support is ad-hoc 2) No system exists to support student and adult monitoring of postsecondary milestones and enrollment processes 3) Infrequent use of and some incoherence with the utilization of postsecondary milestone data across key school stakeholders. 4) There is no system in place to provide support related to postsecondary opportunities for students at-risk of dropping out	1) About half of students & families receive individualized support from school staff that meet their needs. 2) System exists that support student and adult monitoring of some postsecondary milestones and enrollment processes. 3) Limited alignment of postsecondary milestone and enrollment processes systems across school wide structures.4) Staff have begun to develop a system to provide support related to postsecondary opportunities for some students at-risk of dropping out (based on academic and noncognitive data).	1) At least ninety percent of students & families receive individualized and differentiated support from school staff that meet their needs and complement advising class. 2) Institutionalized student and adult-facing system and tools to track students’ postsecondary milestones and support enrollment processes (best-fit list, FAFSA completion, credit accumulation, etc.). 3) Alignment of postsecondary milestone system across counseling processes, advising class, and postsecondary leadership team. 4) A regularly implemented system exists to provide support related to postsecondary options for all students at risk of dropping out (based on academic and noncognitive data).

Notes


Graduation & Enrollment Systems:

Overall Score

Beginning	Practicing	Persisting
1) Few or no formalized partnerships between district/school & postsecondary partners exist 2) External support is minimal & ad hoc 3) No systemic (only ad hoc) facilitation of postsecondary pathway activities: field trips, info sessions, site visits, etc. 4) N/A 5) N/A	1) District has developed some partnerships for a range of postsecondary pathways for small numbers of students (less than one-quarter of students) 2) Partnerships are formalized with MOUs or similar clarifying documents 3) School facilitates, plans and tracks, regular postsecondary pathway activities: field trips, info sessions, site visits, etc. 4) Informal engagement opportunities exist for alumni to support student postsecondary planning 5) N/A	1) District/school & a range of postsecondary partners, have designed systems & partnerships for supporting student needs identified by the school for most students 2) School/district provides ongoing support to alumni post-graduation 3) All partners have a clear documented & reviewed understanding of their roles & responsibilities in these systems4) School facilitates regular postsecondary pathway activities: field trips, info sessions, site visits, etc. that encompass a range of college & career options 5) School leverages alumni to support student postsecondary planning

Notes


Institutional Partnerships:

Overall Score

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