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Future Ready RUBRIC and GUIDANCE for Use
Future Ready RUBRIC and GUIDANCE for Use
The Future Ready (FR) Rubric is a conferencing tool to help the student identify and reflect on the Future Ready skills learned in three areas: effective communication, initiative and self-direction, and productivity and accountability. During any conference, the rubric helps focus the conversation between the teacher and the student on FR skills developed over time. Additionally, this tool helps youth make connections between academic work and future goals. Ultimately, this tool will help youth take ownership of these skills, and to articulate these skills and abilities to other caring adults.
The use of this rubric is strongly encouraged in all program types. In order for the FR Rubric to be most effective as a feedback tool for students it should be:
supported by evidence (e.g., pre, formative, and summative assessment evidence such as written and oral class assignments, projects, project-based learning products, journals, observational data using two column notes or note tracker template, youth reflection activities, EYF presentations, portfolios, other)
used with many different learning activities, to assess and communicate Future Ready knowledge and skills
shared with students at the beginning of an assignment or unit to help them monitor their own progress.
Teachers who would like support implementing the FR Rubric in their classroom may contact their Instructional Coach, Regional Education Coordinator, or Assistant Regional Education Coordinator. General guidance appears below.
Core Content Teachers
Core Content Teachers
ELA, History, Math, Science, EYF
Each teacher is encouraged to implement the Future Ready Rubric in a variety of content areas (Math, ELA, Science, History or EYF) at the conclusion of each unit. As part of the planning process and prior to teaching a unit, the teacher will identify formative and/or summative assessments that support growth in the three Future Ready skills highlighted on the rubric. Any FR Rubrics can be used to support students’ progress discussions in these skill areas at Staffings.
In Treatment programs, teachers will discuss progress evidenced by completed Future Ready Rubrics and a numeric Future Ready Skills grade 1-4 will be recorded on the Academic Growth Report in addition to the academic letter grade.
Art & Health and Wellness Teachers
Art & Health and Wellness Teachers
Each elective teacher may implement the Future Ready Rubric at the conclusion of each unit with their current youth cohort. These completed FR rubrics and be shared by the TC and students at Staffings.
How you might use the FR Rubric
How you might use the FR Rubric
Narrative examples of diverse uses can be found below
With observational evidence
With observational evidence
with documentation of evidence when the teacher observes the youth's skills using a note tracker or two-column note template
Jose already has a high school diploma. While Jose is interested in becoming a professional DJ, he is participating in a Future Ready activity in his program which offers youth varied hands on experiences in the Green House. The teacher observed Jose showing another youth who is new to the program how to place flower pods in a row to prepare them for planning. The teacher hears Jose say to the youth, “It matters if you spread them out. If you put them too close together, they won’t have enough room to grow.” Jose has demonstrated that he listened to the teacher’s instructions earlier in the week and he is sharing his knowledge without being asked with a new student. At the end of the class, Jose picks up the planting tools and brings them to the shed without being asked. Jose can be assessed in three skill areas: effective communication, initiative and self-direction, and productivity and accountability. The teacher can observe these skills, make notes using the two-column note template, complete the rubric using the above examples as evidence and reflect on these skills with Jose in the conferencing conversation. The teacher can point out to Jose that while he is not interested in a career in horticulture, the skills he has evidenced are valued in all work environments. The teacher can ask Jose how he thinks he will use these FR skills as a professional DJ.
At the end of a unit with student work samples
At the end of a unit with student work samples
formative and summative assessments that give evidence of FR skill application
T.J. is reading the novel Of Mice and Men in ELA class. One of the CCSS CCR standards addressed in this unit is: W1. Write arguments to support claims in analysis of substantive topics and texts, use valid reasoning and relevant sufficient evidence.
One formative assessment in the unit asks students to write an analytical paragraph comparing two characters. T.J. submits a paragraph, but the paragraph does not yet include citations of textual evidence to support his analysis. The teacher asks T.J. about these omissions and T.J. replies, “I don’t think I understand what you mean by evidence from the book.” The teacher explains how to look for evidence. The teacher asks T.J. to place the paragraph draft in his student folder.
Over the course of the unit, the teacher provides additional opportunities for students to answer text dependent questions and write analytical paragraphs. T.J. has written three additional paragraphs. The last paragraph he submitted is clearly written and includes two text-based quotes to support his claim about the friendship that existed between two characters in the novel. T.J. has been placing his work in his student work folder without prompts from the teacher. Toward the end of the unit, when students are working on a Museum display, T.J. volunteers to find artwork on the computer that represents some of the struggles migrant workers faced during the Great Depression. He chooses a picture for the “display.” He also puts a picture into his own work folder.
During the student-teacher conference, the teacher asks how T.J. thinks he is doing in ELA class. T.J. says “Ok. I think I’m doing better than I was. That’s what you keep telling me. And I think I have been asking more questions and going back to the book more to show and support my ideas.” The teacher reviews T.J’s first paragraph and compares it to subsequent paragraphs. This helps T.J. reflect on his work.
The teacher fills out the FR Rubric either in advance or with T.J. during the conference. During the conference, the teacher points out that in his first paragraph, T.J. had not yet been able to write clearly and to provide textual evidence, but by asking questions about what he needed to do to improve his writing skills and writing multiple paragraphs, he progressed throughout the unit on writing a clear analytical paragraph that cites evidence from the text. This is an example of learning how to communicate effectively in writing. By asking questions about how he could improve and telling the teaching what he didn’t understand, he was demonstrating effective oral communication skills. By asking if he could find artwork on the computer to support the group Museum project he practiced initiative and self-direction.
By taking responsibility and keeping his work in his folder without being prompted, he is beginning to demonstrate accountability for his own learning.
When conferencing to help prepare a youth to present the EYF Final Product
When conferencing to help prepare a youth to present the EYF Final Product
in accordance with EYF Guidelines
Keisha is in a treatment program and she is preparing for her 30 day staffing. She has been working on her EYF Final Product with her EYF teacher. In her final product, she wants to include evidence of the progress she has made in developing FR skills. She has FR rubrics in her work folder with evidence of this progress. The EYF teacher asks Keisha to choose the rubrics and accompanying work samples she feels best demonstrates her progress.
Keisha is especially pleased with two assignments that evidence her progress. Because of the career research Keisha completed while in treatment, Keisha is now interested in becoming an x-ray technician. She wrote an essay about her hopes of pursuing this career and detailed a plan for how she can accomplish this goal. Keisha’s EYF teacher used this essay to evidence Keisha’s ability to communicate clearly in writing using the future ready rubric.
The second example is an assignment from math class. Of all of her classes, Keisha is challenged by math the most, but she knows she needs Algebra 1 to graduate. She practiced linear equations for what seemed like forever. Finally, on a summative assessment, she got enough of the questions correct that she passed. She is proud of her accomplishment. Her math teacher mentioned to her in her conference that while she still sometimes struggles with Algebra, she is making progress in her understanding of the content but she is also demonstrating initiative and self-direction by sticking with it and showing determination to pass the class. The FR rubric from math class that shows this determination is something Keisha would like to talk about in her presentation. She is also excited to show her evidence – a passing grade on her summative assessment on linear equations!
In a short-term setting as a reflection tool on overall progress
In a short-term setting as a reflection tool on overall progress
Colin is in a detention program. He does not know how long he will be there and is not interested in school. The History teacher shows Colin the FR rubric and tells Colin that at the end of the week, the history teacher will reflect with Colin on how he has done in school, specifically in reference to these three FR skills. Colin puts the rubric in his folder.
The next day, the History teacher begins class by reviewing the rubric. The teacher asks students to look for ways they are demonstrating these three skills throughout the class. The teacher asks students to use a note taker or two-column note template to record their data. At the end of the class, the teacher asks students to write a paragraph or draw a picture that summarizes the KUD’s for the day. As a ticket to leave for the day, the teacher invites students to share their data and discuss when they felt they were practicing effective communication, initiative and self-direction and/or productivity and accountability. Teachers might also revisit this specific reflection during the conference.
With secondary or postsecondary youth who are enrolled in online courses
With secondary or postsecondary youth who are enrolled in online courses
Pedro is enrolled in an online course through Edgenuity. For the past two weeks, he has been trying hard to stay focused and to ask for help when he doesn’t understand what the lesson asks him to do. Monday and Tuesday he put his head down on the desk and refused to do any work. Wednesday he worked for 20 minutes on the course but when he reached a point when he didn’t understand, he logged off. After conferencing with the teacher, Thursday and Friday when he logged in to his class, he raised his hand to ask for help when he had a question or didn’t understand something. The teacher noticed that Pedro was becoming more interested in his course work. The following week, Pedro logged into his course and patiently waited for help if he needed it. On Wednesday, he took his first assessment and received a grade below a 60. The teacher worked with Pedro and encouraged Pedro to continue to work toward mastering the material. He took his second course assessment and he received a C. The teacher can now review the Future Ready Rubric with Pedro and reflect with Pedro on his growth in effective communication, initiative and self-direction, and productivity and accountability and tell Pedro that these are the kinds of skills that employers look for when they hire new employees.
In elective courses as a tool to reinforce Future Ready skill development
In elective courses as a tool to reinforce Future Ready skill development
In art class, students are learning about three-dimensional design. Students have been asked to choose a partner and work in pairs to draw an original 3D art piece. Stephan and Michael are working together and cannot agree on how to begin to draw their art piece in 3D. They discuss their approaches with one another and they decide to start with Stephan’s idea to see if it works. If Stephan’s idea doesn’t work then they will try Michael’s idea. Although the two students disagree, with the teacher’s encouragement, they remain calm and committed to working together. The teacher can help the two students to recognize that they have communicated effectively with one another and identified a plan. The teacher might refer to the rubric and discuss that this is evidence of problem solving by communicating effectively, a skill that is valued in the workplace and in life.
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