2025 Mississippi Bridge-to-Career Course Standards

Title 7: Education K-12 Part 269: 2025 Mississippi Bridge-to-Career Course Standards 7 Miss Admin Code, Part 269

2025 Mississippi Bridge-to-Career Course Standards

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Table of Contents Introduction

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Unit 1: Career Exploration and Workplace Readiness

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Unit 2: Career Documents and Interview Preparation

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Unit 3: Portfolio Development

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Unit 4: Exhibit Creation and Presentation

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Appendix A: Industry-Recognized Credential Programs

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Appendix B: Rubrics

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Acknowledgements Lance Evans, Ed.D. | State Superintendent of Education Wendy Clemons | Chief Academic Officer

Mississippi State Board of Education Matt Miller | Chair Matt Mayo | Vice-Chair Wendi Barrett Glen V. East Bill Jacobs Ronnie L. McGehee Mike Pruitt Billye Jean Stroud Mary Werner Crosby Parker | Student Representative Michelle Xie | Student Representative

In Collaboration With: Ma’Kesha Adams | Executive Director of Secondary Education, Mississippi Department of Education Theresa Conner | College & Career Readiness Teacher, Rankin County School District Heather Morrison | Director of P20 Partnerships, Office of Academic and Student Affairs, Mississippi Institutions of Higher Learning

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Introduction Mission Statement The Mississippi Department of Education (MDE) is committed to providing all students with equitable access to graduation pathways that support their future goals. The Bridge-to-Career Course was developed to provide eligible second-semester seniors with an alternative means to demonstrate readiness for graduation. Designed to foster real-world skills and promote personal growth, this course supports students in building credentials and experiences that prepare them for success in the workforce, postsecondary education, and life beyond high school. Purpose The Bridge-to-Career Course supports the MDE’s mission of preparing all students for success beyond high school. This course offers an alternative graduation pathway for second-semester seniors who have not passed one or more End-of-Course (EOC) assessments and do not meet the criteria for other options. Through focused career exploration and professional portfolio development, the course equips students with the essential skills, credentials, and experiences needed to transition into postsecondary education, training, or the workforce. Implementation The Bridge-to-Career Course is an option for students graduating during the 2025-2026 school year and beyond.

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Unit 1: Career Exploration and Workplace Readiness Students will conduct structured career exploration that aligns with their aptitudes, interests, and postsecondary goals. They will engage in authentic hands-on career experiences, develop transferable employability skills, and earn at least one industry-recognized certification to demonstrate career readiness. (See Appendix A.) To ensure rigor and authenticity, all career experience placements must be pre-approved by the course instructor. Experiences must not involve family members, the student’s current or previous place of employment, or informal/unrelated work. Experiences must provide meaningful exposure to workplace expectations, tasks, and professional environments in a career field of interest. Acceptable experiences include: • Internships or job shadowing in a local business, organization, or government agency in a field aligned with the student’s career interest (e.g., shadowing a nurse at a local clinic, assisting in an IT department, or working at a construction site under a licensed contractor). • Part-time employment or volunteer roles that involve professional tasks and skill-building (e.g., working as a receptionist in a law office, volunteering with a nonprofit in event planning, or helping in a school technology department). • Participation in workforce training programs, industry mentorships, or apprenticeships with clearly defined roles, expectations, and mentorship (e.g., completing an apprenticeship with a licensed contractor, participating in a local chamber of commerce youth mentorship program, working alongside a graphic designer to assist with real client projects) Unacceptable experiences include: • Working for a family business or being supervised by a family member, regardless of the industry. • Continuing in a role where the student is already employed or has worked previously, even if the work is career-related. • Informal jobs or tasks that do not provide structured, professional experiences (e.g., babysitting, yard work, house clearing, or running errands for neighbors).

Competencies and Suggested Objectives a. Conduct targeted research on career paths aligned with personal aptitudes and interests. (See Appendix B – Rubric 1a) 1. Complete a recognized personal aptitude and interest inventory assessment (e.g., O*NET Interest Profiler, Holland Code, Myers-Briggs Type Indicator, etc.) to identify strengths, interests, and potential career matches. 2. Analyze each of the national career clusters using The National Career Clusters Framework (careertech.org/career-clusters) by summarizing key characteristics, listing two example occupations per cluster, and

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identifying one in-demand job in Mississippi for each using reliable sources such as CareerOneStop or the Mississippi Department of Employment Security. 3. Research and compare at least two distinct career paths using O*NET (onetonline.org) and Bureau of Labor Statistics (bls.gov) data, examining required skills, education and training, typical job duties, average salaries, job outlook, and advancement opportunities. 4. Create a personalized timeline with at least five milestones (e.g., education, certifications, experience) to achieve selected career goals, specifying timelines and resources needed. 5. Prepare a 500–750-word report or a 3–5-minute presentation explaining how each researched career path aligns with personal strengths, interests, and long-term goals.

b. Engage in career and postsecondary exposure activities to support informed decision-making. (See Appendix B – Rubric 1b) 1. Participate in at least one guided postsecondary tour (e.g., community college, university, or technical training center) to explore academic programs, admissions processes, and campus life, documenting observations in a 250-word summary. 2. Attend at least one in-person workplace or job site tour aligned with the chosen career cluster to observe operations, environments, and employer expectations, documenting key takeaways in a 250-word summary. (Virtual or video-based tours should only be used as a last resort when in-person opportunities are not available.) 3. Engage with at least one guest speaker from a relevant career industry, military branch, or postsecondary institution to learn about education, training, job responsibilities, and career paths, summarizing insights in a 250-word reflection. 4. Produce a creative product (e.g., 2–3-minute video blog, digital photo journal with 100-word captions, 3–5-minute podcast, or interactive slideshow) reflecting on each exposure activity, explaining how it shaped or confirmed postsecondary plans, with clear evidence of critical analysis.

c. Explore postsecondary options that align educational pathways with career goals. (See Appendix B – Rubric 1c) 1. Research and compare at least three postsecondary options (e.g., associate degrees, bachelor’s degrees, registered apprenticeships, or industry-recognized credentials) aligned with the chosen career path, using reliable sources such as college websites, to analyze time to completion, total cost, entry requirements, and course requirements for each option.

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2. Create a comparison chart or infographic summarizing the pros, cons, and alignment of each postsecondary option with career goals and personal circumstances (e.g., lifestyle, financial constraints, geographical preferences). 3. Write a 300–500-word reflection or deliver a 2–3-minute oral/multimedia presentation (e.g., video, narrated slideshow) explaining the preferred postsecondary exit option, justifying the choice based on career aspirations, financial considerations, and personal strengths.

d. Develop and demonstrate essential workplace skills and understand employer expectations. (See Appendix B – Rubric 1d) 1. Identify and practice five key employability skills (e.g., communication, teamwork, punctuality, problem-solving, adaptability, professional etiquette) through role-playing, simulations, or real-world scenarios to reinforce skill development. 2. Research and compare industry-specific technical skills and certification requirements for at least two careers of interest. 3. Participate in at least one structured workplace skill-building simulation or workshop to practice key competencies and workplace readiness and reflect on personal strengths and areas for growth. 4. Develop a personal action plan to improve or acquire workplace skills and technical competencies, including measurable goals and a 6–12month timeline.

e. Successfully complete at least one Mississippi Department of Education (MDE)-approved certification or training program aligned with the identified career interests and careers explored within this course. (See Appendix B – Rubric 1e) 1. Research MDE-approved certifications or training programs aligned with the chosen career field. (See Appendix A.) 2. Complete at least one MDE-approved certification or training program that aligns with career goals, demonstrating proficiency through successful completion. 3. Document certification or training completion with a copy of the certificate and a 200-word explanation of its significance to career goals.

f. Engage in authentic hands-on career experiences aligned with explored career fields. (See Appendix B – Rubric 1f) 1. Complete 8-12 hours of pre-approved hands-on career experiences such as job shadowing, internships, workplace tours, or other meaningful activities that offer direct exposure to daily job

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responsibilities. (Experiences must be approved by the course instructor, exclude family members and current/former employers, and be separate from or in addition to the College & Career Readiness Course or Work-Based Learning hours.) 2. Maintain detailed documentation of hands-on career experience(s), including a supervisor-signed log of hours (listing dates, activities, and supervisor contact), photos or videos of active participation, and at least one other professional artifact (e.g., work sample, program agenda). 3. Reflect on the experience in a 500–750-word essay or 3–5-minute oral/audio presentation (e.g., video, narrated slideshow), analyzing how it influenced career interests, skills gained, and relevance to workplace readiness.

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Unit 2: Career Documents and Interview Preparation Students will develop professional documents and skills essential for the job application process. They will create tailored resumés, cover letters, and job applications, and prepare for interviews to present themselves as competitive candidates in their chosen career fields.

Competencies and Suggested Objectives a. Create and refine a professional resumé tailored to targeted career goals. (See Appendix B – Rubric 2a) 1. Analyze three professional resumés across industries to identify effective formatting, action verbs, and quantifiable achievements. 2. Draft a professional resumé with a professional email address (e.g., [email protected]), highlighting relevant skills, education, work or volunteer experiences, and accomplishments tailored to a specific job posting in the chosen career field. 3. Revise the resumé based on course instructor or career counselor/coach feedback to ensure clarity, professionalism, and alignment with industry standards. 4. Produce a final polished resumé, adaptable for multiple career opportunities and meeting professional standards.

b. Write a targeted cover letter that complements the resumé and aligns with the chosen career path. (See Appendix B – Rubric 2b) 1. Analyze three sample cover letters to identify key components, such as structure, tone, and alignment with job requirements. 2. Draft a 250–400-word cover letter connecting qualifications, skills, and experiences to the specific job posting. 3. Revise the cover letter based on course instructor or career counselor/coach feedback to ensure clarity, professionalism, and relevance. 4. Produce a final polished cover letter, meeting professional standards and adaptable for future career opportunities within the chosen career path.

c. Compile a professional references list and obtain one reference letter for job applications. (See Appendix B – Rubric 2c) 1. Identify three credible professional or academic references (e.g., teachers, coaches, employers, volunteer supervisors) who can attest to work ethic, character, and qualifications. 2. Create a professional references list with name, title, organization, phone number, and email for each reference. 3. Request and collect one formal reference letter from a teacher, counselor, employer, or mentor.

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d. Accurately complete job application forms with professionalism and attention to detail. (See Appendix B – Rubric 2d) 1. Practice completing two job application forms (e.g., online, paper, or industry), ensuring all sections are filled out accurately, legibly, and truthfully. 2. Verify consistency of information across applications, resumé, and cover letter to ensure professionalism.

e. Prepare for job interviews. (See Appendix B – Rubric 2e) 1. Prepare three meaningful questions to ask the interviewer based on research on the job or industry. 2. Research industry-specific dress codes and plan professional attire for the interview. 3. Participate in one mock interview (in-person, virtual, or panel) to practice answering common interview questions and demonstrate professional behavior and attire. 4. Reflect on interview performance in a 250–300-word written or 2–3minute oral/video self-assessment, evaluating strengths, areas for improvement, and impact on career goals.

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Unit 3: Portfolio Development Students will create a professional portfolio showcasing career exploration, workplace readiness, and job application materials. Through organized compilation and strategic career planning, the portfolio will demonstrate academic growth, professional skills, and a clear path for postsecondary success, preparing students for the Unit 4 exhibit.

Competencies and Suggested Objectives a. Develop a professional digital or physical portfolio aligned with the chosen career path. (See Appendix B – Rubric 3a) 1. Compile evidence of academic progress, including one project, essay, or assessment from the current or previous school year demonstrating proficiency in each core subject area (English, Math, Science, and Social Studies). 2. Organize portfolio contents to include career interest inventories, research summaries, career plan, resumé, cover letter, sample job application, MDE-approved certification, and career experience documentation (e.g., logs, photos, artifacts), all aligned with the chosen career path. 3. Include extracurricular activities (e.g., clubs, sports, volunteer work) with 150–200-word reflections on transferable skills (e.g., leadership, teamwork, communication, time management) and their relevance to career goals. 4. Refine the portfolio’s organization, professionalism, and visual appeal based on feedback from course instructor or career counselors/coaches.

b. Develop a personalized career plan with clearly defined postsecondary goals and action steps. (See Appendix B – Rubric 3b) 1. Research postsecondary options (e.g., college, vocational training, employment) aligned with the chosen career path using credible resources (e.g., O*NET, CareerOneStop) and guidance from course instructor and career counselors/coaches. 2. Develop a detailed career action plan with three short-term (1-2 years) and three long-term (5-10 years) goals for education, training, employment, and independent living, including specific timelines and tasks (e.g., applying to programs, earning certifications, etc.) 3. Create a 300–500-word or 2–3-minute reflection product (e.g., essay, video, letter to future self) connecting course experiences (e.g., certifications, hands-on career experience) to the career plan and personal growth. 4. Refine the career plan with input from course instructor and/or career counselors/coaches to ensure it is actionable, realistic, and aligned with evolving industry expectations.

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c. Demonstrate career readiness through reflective self-assessment. (See Appendix – Rubric 3c) 1. Compose a 300–500-word or 2–3-minute final reflection (e.g., essay, video) evaluating overall growth and how course experiences contributed to postsecondary readiness. 2. Identify three specific skills (e.g., adaptability, technical proficiency, collaboration) developed through course activities, explaining their relevance to the chosen career path in 200–300-words or 1–2-minute reflections. 3. Organize reflections in the portfolio with clear, professional formatting, aligned with career goals.

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Unit 4: Exhibit Creation and Presentation Students will synthesize learning from Units 1–3 into a professional exhibit and formal presentation, showcasing academic development, career exploration, and postsecondary readiness to a panel of educators, counselors, and/or community stakeholders. The exhibit and presentation will highlight transferable skills, career insights, and a clear vision for future success.

Competencies and Suggested Objectives a. Design and develop a professional exhibit that showcases academic and career readiness. (See Appendix B – Rubric 4a) 1. Select at least five high-quality artifacts demonstrating progress, achievement, and readiness in both academic and career-related areas (e.g., finalized resumé, MDE-approved certification, career research summary, job shadowing log, reference letter, personal essay, career action plan, or reflection product). 2. Choose an exhibit format (e.g., digital portfolio, tri-fold board, slideshow, display table, multimedia presentation) appropriate for the chosen career field and personal presentation strengths. 3. Organize artifacts cohesively with clear labels, 50–100-word captions, and thematic elements reflecting professionalism and career alignment. 4. Incorporate multimedia (e.g., 1–2-minute video clips, photo galleries, audio reflections) to enhance engagement and demonstrate technological proficiency. 5. Test the exhibit’s functionality (e.g., digital links, physical setup) to ensure accessibility during presentation.

b. Deliver an 8–12-minute oral presentation to a panel of educators, counselors, and community stakeholders, summarizing the portfolio and career plan. (See Appendix B – Rubric 4b) 1. Develop a clear and engaging presentation outline introducing career interests, summarizing key artifacts, highlighting hands-on career experiences, and connecting the career plan to postsecondary goals. 2. Incorporate visual aids (e.g., slides, portfolio excerpts, exhibit elements) to reinforce key points. 3. Practice the presentation at least three times, refining delivery based on peer or instructor feedback for clarity, confidence, and time adherence. 4. Demonstrate professional communication skills during the presentation, including eye contact, clear enunciation, professional tone, and enthusiasm for the chosen career path.

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5. Prepare to answer three follow-up questions from the panel about the portfolio, career goals, or experiences, demonstrating critical thinking and self-awareness.

c. Include reflections in the exhibit, explaining artifact significance. (See Appendix B – Rubric 4c) 1. Compose 150–250-word or 1–2-minute reflections for three artifacts, explaining their contribution to academic growth, career exploration, or workplace readiness. 2. Connect each reflection to one specific skill (e.g., communication, problem-solving) and its relevance to the chosen career path or postsecondary goals. 3. Integrate reflections into the exhibit (e.g., captions, a separate reflection section, or oral presentation) in a clear and professional manner.

d. Incorporate evidence of hands-on career experiences. (See Appendix B – Rubric 4d) 1. Include at least two artifacts from hands-on career experiences (e.g., supervisor-signed log, photos, work samples) demonstrating realworld exposure. 2. Provide a 100–150-word or 1-minute explanation of how each experience influenced career interests, affirmed goals, or developed workplace skills. 3. Highlight at least two transferable skills gained and connect them to the career plan or industry expectations.

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Appendix A: Industry-Recognized Credential Programs Instructors should guide students toward earning at least one Mississippi Department of Education (MDE)-approved credential aligned with their career interest. Some credentials, such as CPR (American Heart Association or American Red Cross Certification) and OSHA General Industry (Occupational Safety and Health Administration Certification), are universally applicable and valuable for any job in any field, enhancing employability across diverse career paths. Other credentials are specific to particular industries or roles, allowing students to target certifications that directly support their chosen career goals. Approved credentials include: • Adobe Certification • American Heart Association Certification • American Red Cross Certification • American Welding Society Certification • Autodesk Certification • Automotive Service Excellence Certification • Child Development Associate Certification • Certiport Certification • Cisco Certification • CompTIA Certification • Council for Professional Recognition Certification • Federal Aviation Administration Certification • Google Certification • HubSpot Certification • IC3 Certification • International Society for Technology in Education Certification • Manufacturing Institute Certification • Manufacturing Skill Standards Council Certification • Microsoft Certification • National Association of Home Builders Certification • National Career Readiness Certification (earned through Silver+ on WorkKeys) • National Center for Construction Education and Research Certification • National Healthcareer Association Certification • National Occupational Competency Testing Institute Certification • National Registry of Emergency Medical Technicians Certification • National Restaurant Association Educational Foundation Certification • National Retail Federation Certification • North American Board of Certified Energy Practitioners Certification • Occupational Safety and Health Administration Certification • Precision Exams Certification (YouScience) • QuickBooks Certification • ServSafe Certification • SkillsUSA Certification • SOLIDWORKS Certification • Unity Technologies Certification • U.S. Customs and Border Protection Certification

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Title 7: Education K-12 Part 269: 2025 Mississippi Bridge-to-Career Course Standards

Appendix B: Rubrics Unit 1: Career Exploration and Workplace Readiness 1a – Career Research Report/Presentation Rubric Excellent (4)

Proficient (3)

Developing (2)

Beginning (1)

Alignment to Personal Interests

Clearly connects two career paths to personal aptitudes and interests, supported by specific results from an inventory assessment (e.g., O*NET, MBTI).

Connects career paths to interests with general reference to an assessment, but lacks specificity.

Vaguely connects career paths to interests; assessment reference is unclear or generic.

No clear connection to personal interests or assessment results.

Depth of Career Analysis

Thoroughly analyzes two career paths, covering skills, education, duties, salaries, outlook, and advancement opportunities using data from O*NET and BLS.

Analyzes most required elements for two career paths, with minor omissions or less depth.

Analysis is incomplete, missing key elements or relying on limited data.

Analysis lacks most required elements or is superficial.

Organization and Clarity

Content (500–750 words or 3–5 minutes) is logically organized, flows smoothly, and communicates ideas clearly; timeline is seamlessly integrated into the narrative or presentation.

Content is generally organized and clear; minor lapses in flow or timeline integration do not detract significantly.

Content is somewhat disorganized or unclear; timeline integration is weak, making it harder to follow.

Content is disorganized, confusing, or fails to meet length/time requirements; timeline is poorly integrated or absent.

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Sources Quality and Use

Integrates at least three credible sources (e.g., O*NET, BLS, CareerOneStop) with proper citations and diverse perspectives.

Uses 2-3 credible sources with mostly accurate citations.

Uses 1-2 sources; citations are incomplete or sources lack credibility.

No sources cited or sources are unreliable.

Professionalism

Presentation or report is polished, error-free, and adheres to professional standards (e.g., formatting, tone, delivery).

Presentation or report is mostly polished, with 1-2 minor errors in formatting or delivery.

Presentation or report has noticeable errors that distract from professionalism.

Presentation or report has frequent errors, lacking professional quality.

1b – Career Exposure Activity Reflection Rubric

Insight and Reflection

Excellent (4)

Proficient (3)

Developing (2)

Beginning (1)

Summaries/ reflections (250 words each for tours and guest speaker) provide deep, specific insights into how each activity (postsecondary tour, workplace tour, guest speaker) shaped or confirmed career/ postsecondary goals, supported by detailed examples (e.g., specific program details, workplace observations).

Summaries/ reflections provide clear insights with general examples of how activities influenced goals; minor lack of specificity in some areas.

Summaries/ reflections are superficial, with vague or limited connections to career/postseco ndary goals; examples lack depth.

Summaries/ reflections are missing, generic, or lack any connection to career/postseco ndary goals.

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Creativity and Engagement

Creative product (e.g., video, podcast, slideshow) is highly original, engaging, and effectively communicates insights to the audience.

Creative product shows some originality and engages the audience adequately.

Creative product lacks originality or has limited audience engagement.

Creative product is unclear, unengaging, or poorly executed.

Organization and Clarity

Summaries/ reflections and creative product are wellorganized, polished, and error-free in grammar, spelling, and formatting, meeting length/time requirements.

Summaries/ reflections and creative product are mostly organized and clear, with minor errors in grammar, spelling, or formatting.

Summaries/ reflections and creative product have noticeable errors or disorganization, impacting clarity.

Summaries/refle ctions and creative product are disorganized, error-filled, or fails to meet length/time requirements.

1c – Evaluation of Postsecondary Options Rubric

Research and Analysis Depth

Excellent (4)

Proficient (3)

Developing (2)

Beginning (1)

Research includes 3+ distinct postsecondary options highly relevant to the chosen career path, with comprehensive analysis on time, cost, entry requirements, and course requirements.

Research includes 3 postsecondary options relevant to the career path, with mostly complete analysis on time, cost, entry requirements, and course requirements, minor omissions.

Research includes 2-3 postsecondary options with limited relevance or incomplete analysis on time, cost, entry requirements, or course requirements.

Research includes fewer than 2 postsecondary options or provides minimal, irrelevant, or inaccurate analysis.

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Comparison Chart/ Infographic

Chart/ infographic is visually clear, well-organized, and thoroughly summarizes time, cost, entry requirements, course requirements, pros, cons, and alignment with career goals and personal circumstances.

Chart/ infographic is clear, organized, and summarizes most required elements with minor omissions.

Chart/ infographic is cluttered, missing 1-2 required elements, or lacks clarity in presenting pros, cons, or alignment with career goals.

Chart/ infographic is incomplete, disorganized, or missing multiple required elements.

Reflection and Justification

Reflection (300500 words) or oral/ multimedia presentation (23 minutes) clearly justifies the preferred postsecondary option with strong, specific connections to career aspirations, financial considerations, and personal strengths.

Reflection/ presentation meets length/time requirements, justifies the preferred options with clear connections to career aspirations, financial considerations, and personal strengths, with only minor gaps in analysis.

Reflection/ presentation has weak justification or limited connections to career aspirations, financial considerations, or personal strengths.

Reflection/ presentation significantly lacks justification, or shows minimal analysis of the preferred option.

Professionalism and Clarity

Reflection/ presentation is polished, errorfree, and adheres to professional standards (e.g., formatting, tone, delivery).

Reflection/ presentation is mostly polished, with 1-2 minor errors in formatting, grammar, or delivery.

Reflection/ presentation has noticeable errors or inconsistent clarity, impacting professionalism.

Reflection/ presentation has frequent errors, lacks clarity, or is unprofessional.

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1d – Workplace Skills Action Plan Rubric Excellent (4)

Proficient (3)

Developing (2)

Beginning (1)

Identification of Skills

Identifies 5 relevant employability or technical skills (e.g., communication, problem-solving, industry-specific skills) critical to career goals.

Identifies 4 relevant skills, including at least one technical skill.

Identifies 2-3 skills, with limited relevance or no technical skills.

Identifies fewer than 2 skills or skills are irrelevant.

Plan Specificity and Feasibility

Action plan includes specific, measurable goals and a realistic 6– 12-month timeline, with clear resources and steps.

Plan includes mostly clear goals and timeline, with minor gaps in resources or steps.

Plan has vague goals, unrealistic timelines, or missing resources.

Plan lacks clear goals, timeline, or actionable steps.

Personal Insight

Demonstrates thoughtful understanding of personal strengths and areas for growth, with specific examples from simulations or activities.

Shows general insight into strengths and growth areas, with some examples.

Provides minimal insight, with vague or no examples.

Lacks insight or connection to personal growth.

Excellent (4)

Proficient (3)

Developing (2)

Beginning (1)

Certification is MDE-approved, highly relevant to career goals, and aligns with industry standards.

Certification is MDE-approved and generally relevant to career goals.

Certification has weak or unclear alignment to career goals.

Certification is not MDEapproved or irrelevant.

1e – Certification Completion Rubric

Certification Alignment

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Reflection Quality

Reflection clearly articulates the certification’s value, relevance to career goals, and impact on workplace readiness with specific examples.

Reflection explains general value and relevance, with some examples.

Reflection is vague or lacks specific connection to career goals.

Reflection is missing or does not address value/relevance.

Documentation Completeness

Includes complete documentation (e.g., certificate copy, training details) and a polished 200word reflection.

Documentation is mostly complete, with minor omissions; reflection is adequate.

Documentation is incomplete or unclear; reflection lacks detail.

Documentation or reflection is missing or significantly incomplete.

Evidence of Rigor

Demonstrates completion of a rigorous certification process (e.g., passing a proctored exam, completing extensive training).

Demonstrates completion of a standard certification process with moderate rigor.

Certification process lacks rigor or evidence of completion is unclear.

No evidence of certification completion.

1f – Career Experience Reflection Rubric

Depth of Reflection

Excellent (4)

Proficient (3)

Developing (2)

Beginning (1)

Provides insightful, detailed reflection on how the 8–12hour experience shaped career interests, with specific examples (500-750 words or 3-5 minutes).

Offers clear reflection with general examples of career impact.

Reflection is superficial or lacks specific examples.

Reflection is vague, minimal, or missing.

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Analysis of Skills and Impact

Clearly articulates specific skills gained and their relevance to workplace readiness, supported by examples from the experience.

Describes some relevant skills and their general impact on career goals.

Mentions skills with limited or vague connection to career goals.

No discussion of skills or career impact.

Documentation Quality

Includes complete, professional documentation (e.g., signed log, photos/videos, professional artifact) meeting all requirements.

Documentation is mostly complete, with minor gaps or less professional quality.

Documentation is incomplete or lacks required elements.

Documentation is missing or significantly incomplete.

Presentation and Clarity

Reflection is wellorganized, polished, and error-free, meeting length/time requirements and professional standards.

Reflection is mostly clear and organized, with minor errors or lapses.

Reflection has noticeable errors or disorganization, impacting clarity.

Reflection is disorganized, error-filled, or fails to meet requirements.

Unit 2: Career Documents and Interview Preparation 2a – Resumé Rubric

Formatting and Style

Excellent (4)

Proficient (3)

Developing (2)

Beginning (1)

Consistent, professional format with clear sections, appropriate fonts, balanced whitespace, and alignment with industry standards.

Mostly consistent format with minor deviations (e.g., slight font inconsistencies); professional appearance maintained.

Inconsistent formatting (e.g., uneven spacing, mixed fonts) or unprofessional elements that detract from clarity.

Unprofessional or disorganized format; lacks clear sections or industry alignment.

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Content Relevance

Highly tailored to a specific job posting, emphasizing relevant skills, experiences, and achievements with clear alignment to career goals.

Mostly tailored to the job posting with relevant content, but some details lack specificity.

General content with minimal tailoring to the job posting; lacks focus on career goals.

Content is generic, irrelevant, or misaligned with the job posting or career goals.

Action Verbs

Uses strong, varied action verbs to highlight achievements effectively.

Uses action verbs, but lacks variety or specificity in some areas.

Limited use of action verbs; achievements are vague or not measurable.

Lacks action verbs; descriptions are generic or absent.

Mechanics and Proofreading

Error-free with precise grammar, spelling, and punctuation; polished and professional.

Minor errors (1–2) that do not detract from professionalism.

Several errors (3–5) that distract from clarity or professionalism.

Numerous errors (>5) that significantly undermine readability and professionalism.

Excellent (4)

Proficient (3)

Developing (2)

Beginning (1)

Well-organized with clear introduction, body, and conclusion; maintains a professional, confident, and engaging tone.

Organized with minor structural flaws; tone is mostly professional but may lack engagement.

Disorganized structure or inconsistent tone; lacks clarity or professionalism.

Unstructured or unprofessional tone; lacks coherence or engagement.

Personalization Strong, specific connections between qualifications, experiences, and the job posting; demonstrates research and alignment with employer needs.

Some personalization with connections to the job posting, but lacks depth or specificity in parts.

Minimal customization; vague references to job requirements or employer needs.

Generic content with no tailoring to the job posting or employer.

2b – Cover Letter Rubric

Structure and Tone

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Mechanics and Clarity

Clear, concise, and error-free with polished grammar, spelling, and punctuation.

Clear with minor errors (1–2) that do not detract from readability.

Several errors (3–5) or unclear phrasing that affects readability.

Numerous errors (>5) or unclear writing that undermines professionalism.

Mostly complements resumé; minor inconsistencies or redundant details present.

Weak alignment with resumé; noticeable inconsistencies or irrelevant details.

No alignment with resumé; significant inconsistencies or irrelevant content.

Excellent (4)

Proficient (3)

Developing (2)

Beginning (1)

Accuracy of Contact Information

All reference entries include complete, accurate details (name, title, organization, phone, email) in a professional format.

Most entries are complete and accurate; minor formatting or detail errors.

Some entries incomplete or inaccurate; formatting lacks consistency.

Many entries missing, inaccurate, or unprofessionally formatted.

Appropriateness of References

All references are highly credible (e.g., teachers, employers) and relevant to the career field, with strong ability to attest to qualifications.

Most references are credible and relevant, but one may be less appropriate.

References are questionable or loosely related to the career field.

References are not credible or unrelated to the career field.

Letter Quality

Reference letter is specific, detailed, and tailored, highlighting relevant skills and achievements with a professional tone.

Letter is clear and relevant but lacks some specificity or detail.

Letter is vague, generic, or lacks relevance to the career field.

Letter is poorly written, unprofessional, or missing key details.

Alignment with Seamlessly Resumé complements resumé, reinforcing key qualifications and experiences with no redundancy or inconsistency. 2c – Reference List and Letter Rubric

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2d – Job Application Rubric Excellent (4)

Proficient (3)

Developing (2)

Beginning (1)

Completeness

All sections completed accurately and thoroughly, with consistent information across resumé and cover letter.

Minor omissions or inconsistencies that do not affect professionalism.

Multiple incomplete sections or inconsistencies with other documents.

Most sections incomplete, inaccurate, or inconsistent with other documents.

Clarity and Neatness

Exceptionally clear, legible, and professionally presented; no errors in presentation.

Mostly clear and legible with minor presentation issues.

Somewhat unclear or messy; presentation detracts from professionalism.

Illegible, unclear, or unprofessionally presented.

Accuracy and Truthfulness

All information is accurate, truthful, and verifiable; aligns with professional standards and job requirements.

Minor inaccuracies or omissions that do not misrepresent qualifications or affect professionalism.

Noticeable inaccuracies or omissions that raise concerns about truthfulness or relevance.

Significant inaccuracies or misrepresentations; lacks truthfulness or professionalism.

2e – Interview Reflection Rubric

Reflection Depth

Excellent (4)

Proficient (3)

Developing (2)

Beginning (1)

Insightful, detailed analysis (250–300 words or 2–3 minutes) of interview performance, with specific examples of strengths, weaknesses, and impact on career goals.

Clear reflection with some specific examples of performance; lacks depth or detail in parts.

Vague reflection with minimal examples; limited insight into performance or career goals.

Minimal, unclear, or missing reflection; no connection to performance or career goals.

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SelfAwareness

Clearly identifies specific strengths (e.g., confident delivery) and actionable areas for improvement (e.g., better eye contact), supported by concrete examples.

Identifies general strengths and areas for improvement; examples lack specificity or detail.

Limited identification of strengths or weaknesses; examples are vague or unsupported.

No clear assessment of strengths or weaknesses; examples are absent.

Mechanic Well-organized, and polished, and errorOrganization free; formatting enhances readability and professionalism.

Organized with minor errors (1–2) that do not detract from clarity or professionalism.

Organizational issues or errors (3–5) that affect clarity or professionalism.

Disorganized or numerous errors (>5) that undermine readability or professionalism.

Connection to Career Goals

Shows some alignment with career goals; examples lack specificity or depth in parts.

Weak or vague alignment with career goals; examples are minimal or generic.

No alignment with career goals; examples are absent or irrelevant.

Excellent (4)

Proficient (3)

Developing (2)

Beginning (1)

Portfolio is logically organized, with a clear table of contents, intuitive navigation, and consistent formatting across all sections.

Portfolio is mostly organized with a table of contents; minor navigation or formatting issues do not detract from usability.

Portfolio has noticeable organizational flaws (e.g., missing table of contents, inconsistent formatting) that hinder navigation.

Portfolio is disorganized, lacks a table of contents, or has significant formatting issues, making it difficult to navigate.

Professionalism Polished, visually appealing, and professional presentation; uses

Mostly professional with minor visual or formatting

Presentation has unprofessional elements that

Unprofessional appearance with significant formatting

Clearly articulates how interview performance and feedback align with career goals, supported by specific, relevant examples.

Unit 3: Portfolio Development 3a – Portfolio Rubric

Organization

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consistent fonts, colors, and layouts aligned with industry standards.

inconsistencies; presentation is clear but less polished.

detract from quality.

errors or lack of visual coherence.

Inclusion of Required Elements

Includes all required elements (academic evidence, career inventories, resumé, cover letter, job application, certification, career experience, reflections) fully completed and aligned with career path.

Includes most required elements; minor omissions or incomplete sections do not significantly impact quality.

Missing several required elements or includes incomplete sections that affect alignment with career path.

Missing many required elements or includes highly incomplete sections; lacks alignment with career path.

Reflection Quality

Reflections (extracurricular and skill-based) are insightful, specific, and clearly connect transferable skills to career goals with concrete examples.

Reflections are clear with some specific connections to career goals, but lack depth or examples in parts.

Reflections are vague, lack specific examples, or have weak connections to career goals.

Reflections are minimal, generic, or missing; no clear connection to career goals.

3b – Career Plan Rubric

Goal Specificity

Excellent (4)

Proficient (3)

Developing (2)

Includes three short-term and three long-term goals that are specific, measurable, achievable, relevant, and timebound (SMART), with clear timelines and actionable tasks.

Goals are mostly SMART with minor vagueness in timelines or tasks; still actionable and relevant.

Goals are vague, lack measurability, or have unrealistic timelines/tasks; limited actionability.

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Beginning (1) Goals are unclear, nonspecific, or missing; no actionable timelines or tasks.

Connection to Course

Strong, specific connections between course experiences (e.g., certifications, career activities) and career plan, supported by detailed examples.

Clear connections to course experiences, but some examples lack specificity or depth.

Weak or unclear connections to course experiences; examples are vague or minimal.

No clear connection to course experiences; examples are absent or irrelevant.

Reflection Depth

Reflection (300– 500 words or 2–3 minutes) is insightful, articulates personal growth, and clearly links course experiences to postsecondary goals with specific examples.

Reflection is clear with some insight into growth and course connections, but lacks depth or specificity in parts.

Reflection is surface-level, with minimal insight or vague connections to course experiences or goals.

Reflection is minimal, unclear, or missing; lacks connection to growth or goals.

Research and Alignment

Demonstrates thorough research of postsecondary options (e.g., college, training, employment) using credible sources, with clear alignment to career path and industry expectations.

Shows adequate research with mostly relevant postsecondary options; minor misalignment with career path.

Limited research; postsecondary options are vague or loosely aligned with career path.

Minimal or no research; options are misaligned or unrelated to career path.

Excellent (4)

Proficient (3)

Developing (2)

Beginning (1)

Final reflection (300–500 words or 2–3 minutes) provides a thorough,

Reflection is clear with some examples of growth and course

Reflection is vague or lacks specific examples; limited insight

Reflection is minimal, unclear, or missing; no insight into

3c – Career Readiness Reflection Rubric

Reflection Depth

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insightful contributions, evaluation of but lacks depth growth, with in parts. specific examples of how course experiences enhance postsecondary readiness.

into growth or readiness.

growth or readiness.

Skill Identification

Identifies three specific skills (e.g., adaptability, collaboration) with 200–300word or 1–2minute reflections that clearly connect skills to career path using detailed examples.

Identifies three skills with clear reflections, but connections to career path lack depth or specificity in parts.

Identifies skills with vague or minimal reflections; connections to career path are weak.

Skills are not clearly identified; reflections are generic, minimal, or missing.

Mechanics and Organization

Reflections are well-organized, polished, and error-free; formatting is professional and enhances readability.

Reflections are organized with minor errors (1– 2) that do not detract from professionalism.

Reflections have organizational issues or errors (3–5) that affect clarity or professionalism.

Reflections are disorganized or have numerous errors (>5) that undermine readability.

Alignment with Career Goals

Reflections clearly articulate how skills and course experiences align with specific career goals, supported by relevant, industry-specific examples.

Reflections show some alignment with career goals, but examples lack specificity or industry relevance.

Reflections have weak or vague alignment with career goals; examples are minimal or generic.

Reflections lack alignment with career goals; no relevant examples provided.

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Unit 4: Exhibit Creation and Presentation 4a – Exhibit Rubric Excellent (4)

Proficient (3)

Developing (2)

Beginning (1)

Artifact Selection

Includes five or more high-quality artifacts (e.g., resumé, certification, career plan) that strongly demonstrate academic and career readiness, with clear alignment to the career path.

Includes at least five relevant artifacts; minor gaps in quality or alignment with career path.

Includes fewer than five artifacts or artifacts with limited relevance to academic/career readiness.

Artifacts are missing, lowquality, or unrelated to academic/career readiness.

Visual Design

Cohesive, visually appealing, and professional design; uses consistent fonts, colors, and layouts aligned with industry standards; clear labels and 50–100word captions enhance clarity.

Mostly cohesive and professional design; minor inconsistencies in fonts, colors, or captions do not detract from clarity.

Noticeable design flaws (e.g., cluttered layout, inconsistent formatting); captions are vague or incomplete.

Disorganized, unprofessional, or visually unappealing; captions are missing or unclear.

Multimedia Use Multimedia (e.g., 1–2-minute video, photo gallery) is seamlessly integrated, enhances engagement, and demonstrates technological proficiency relevant to the career field.

Multimedia is adequately integrated and supports engagement; minor technical or relevance issues.

Minimal or ineffective multimedia use; lacks engagement or relevance to career field.

No multimedia or poorly executed (e.g., broken links, low-quality visuals).

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Functionality

Exhibit is fully functional (e.g., all digital links work, physical setup is sturdy), ensuring seamless presentation to the panel.

Exhibit is mostly functional; minor issues (e.g., one broken link) do not significantly disrupt presentation.

Noticeable functionality issues (e.g., multiple broken links, unstable setup) hinder accessibility.

Significant functionality issues (e.g., inaccessible digital content, unusable setup) prevent effective presentation.

4b – Presentation Rubric Excellent (4)

Proficient (3)

Developing (2)

Beginning (1)

Clarity and Organization

Presentation (8–12 minutes) is clear, logically organized, and engaging; outline effectively introduces career interests, artifacts, experiences, and postsecondary goals.

Presentation is mostly clear and organized; minor deviations from outline or time limit (e.g., slightly under/over time).

Presentation is somewhat unclear or disorganized; deviates significantly from outline or time limit.

Presentation is disorganized, unclear, or significantly off time; lacks coherent structure.

Professional Delivery

Confident, enthusiastic delivery with strong eye contact, clear enunciation, and professional tone; engages panel effectively throughout.

Mostly confident delivery with clear enunciation and professional tone; minor lapses in eye contact or enthusiasm.

Nervous or inconsistent delivery; limited eye contact, unclear enunciation, or unprofessional tone.

Unprofessional, inaudible, or disengaged delivery; lacks eye contact or enthusiasm.

Visual Aids

Visual aids (e.g., slides, exhibit excerpts) are polished, relevant, and enhance key points without overwhelming the presentation.

Visual aids are clear and relevant; minor issues (e.g., cluttered slides) do not detract significantly.

Visual aids are poorly designed, irrelevant, or distract from the presentation.

Visual aids are missing, unprofessional, or ineffective.

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Response to Questions

Answers three panel questions with thoughtful, complete, and relevant responses; demonstrates critical thinking and selfawareness.

Answers questions adequately; responses are relevant but lack depth or clarity in parts.

Answers are vague, incomplete, or partially relevant; limited critical thinking or selfawareness.

Unable to answer questions appropriately; responses are irrelevant or absent.

Excellent

Proficient

Developing

Beginning

Reflections (150–250 words or 1–2 minutes each) are insightful, specific, and clearly explain artifacts’ contributions to academic growth, career exploration, or workplace readiness.

Reflections are clear with some specific insights; minor gaps in depth or relevance to artifacts.

Reflections are vague or lack specific insights; limited relevance to artifacts or goals.

Reflections are minimal, unclear, or missing; no relevance to artifacts or goals.

Skill Connection Each reflection clearly connects one specific skill (e.g., communication, problem-solving) to the career path or postsecondary goals with concrete, relevant examples.

Reflections connect skills to career path/goals; examples lack specificity or depth in parts.

Reflections have vague or weak skill connections; examples are minimal or unclear.

No clear skill connections; examples are absent or irrelevant.

4c – Reflection Integration Rubric

Insight and Relevance

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Integration Method

Reflections are seamlessly integrated into the exhibit (e.g., captions, separate section) with professional formatting.

Reflections are clearly integrated; minor formatting issues do not detract significantly.

Reflections are poorly integrated (e.g., unclear placement, inconsistent formatting)

Reflections are disconnected, missing, or unprofessionally integrated

Mechanics and Organization

Reflections are polished, errorfree, and wellorganized; formatting enhances readability

Reflections are organized with minor errors (1– 2) that do not detract from professionalism.

Reflections have organizational issues or errors (3–5) that affect clarity or professionalism.

Reflections are disorganized or have numerous errors (>5) that undermine readability.

4d – Career Experience Evidence Rubric Excellent (4)

Proficient (3)

Developing (2)

Beginning (1)

Artifact Quality

Includes two or more high-quality artifacts (e.g., supervisor-signed log, photos, work samples) clearly demonstrating real-world career exposure and alignment with career path.

Includes two relevant artifacts; minor gaps in quality or alignment with career path.

Includes fewer than two artifacts or artifacts with limited relevance to career exposure.

Artifacts are missing, lowquality, or unrelated to career exposure.

Explanation Clarity

Explanations (100– 150 words or 1 minute each) are clear, specific, and articulate how experiences influenced career interests, affirmed goals, or developed skills.

Explanations are clear with some specificity; minor gaps in connecting experiences to career goals or skills.

Explanations are vague or lack specific connections to career goals or skill development.

Explanations are minimal, unclear, or missing; no connection to career goals or skills.

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Skill Connection

Clearly highlights two or more transferable skills (e.g., teamwork, time management) with specific, relevant examples tied to career plan or industry expectations.

Highlights two transferable skills with examples; connections to career plan/industry are less specific in parts.

Highlights fewer than two skills or provides vague connections; examples lack relevance.

No skills highlighted or connections are absent; examples are irrelevant or missing.

Professional Presentation

Artifacts and explanations are professionally presented, with clear formatting and error-free content that enhances exhibit coherence.

Artifacts and explanations are mostly professional; minor formatting or errors (1–2) do not detract significantly.

Artifacts or explanations have formatting issues or errors (3–5) that affect professionalism.

Artifacts or explanations are unprofessional, disorganized, or have numerous errors (>5).

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