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The Framework and NGSS identify seven Crosscutting Concepts (CCC's) that promote coherence across K-12 science topics and disciplines. Assessments and rubrics must address the CCC's alongside Disciplinary Core Ideas and Practices. Rubrics that foreground the CCC's can inform efforts to measure student progress across science topics and disciplines. A research question was posed on how scoring rubrics for science performance assessments can incorporate CCC's alongside disciplinary content and science practices. A 3-dimensional rubric development approach was used, which included unpacking the crosscutting concept, developing a construct map, identifying item-specific connections, and generating a 3-dimensional rubric. The approach was applied to two example items: Ice Cube (physical science, developing models) and Hare-Lynx (life science, analyzing data). Student work samples were scored using the developed rubrics, which assessed students' ability to identify and describe patterns in phenomena or data. The rubrics evaluated students' performance across six levels, ranging from "Multiple and complex" to "None".