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Future Ready Logo

College and Career Readiness

EPP Sample Templates

To:
Districts and Other Interested Individuals
From:
John L.G. Bynoe, III, Associate Commissioner
Date:
April 18, 2008

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These templates are designed to be of assistance as you begin the implementation of the Educational Proficiency Plan (EPP) requirement, which was adopted as regulation by the Massachusetts Board of Education in October 2006. The change to the Competency Determination (CD) standard (603 CMR.31.00) was made to significantly increase the proportion of Massachusetts high school students who attain proficiency or higher on our 10th grade standards in English language arts and mathematics and who graduate from high school college and career ready. In order to support you in the development of Educational Proficiency Plans (EPP) for students who do not score at least 240 on the 10th grade mathematics and English language arts, the Department of Elementary and Secondary Education has provided the following tools:

  • An Educational Proficiency Plan draft sample template
  • Modified Massachusetts Career Plan Model with EPP elements

School district personnel are invited to use or modify these tools. Additionally, you may choose to use locally developed plan templates or software/web developed plans. Please note that the use of these alternative educational/career-planning tools plans must meet the regulatory requirements of the EPP (see below). The Department invites comments and suggestions for improving the EPP sample template and developmental process. Comments and suggestions can be sent to achievement@doe.mas.edu.

Educational Proficiency Plan Requirements

An EPP must be developed for the subject matter area(s) English language arts and/or mathematics in which the student did not meet or exceed a scaled score of 240 on the grade 10 MCAS test for that subject.

At a minimum the EPP must include the following:

  1. a review of the student's strengths and weaknesses, based on MCAS and other assessment results, coursework, grades, and teacher input;
  2. identification of the courses the student will be required to take and successfully complete in grades 11 and 12; and
  3. a description of the assessment(s) the school will administer on at least an annual basis to determine if the student is moving toward proficiency, or has become proficient on the grade 10 standards.


Last Updated: May 2, 2008
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