Student Name______________________________________________________________ Advisor__________ Future Me/ Reinvention Project Rubric Content area Mastery demonstrated in Final Product Competency 4 Full Mastery of Competency 3 (Just) Meets Expectations 2 Approaching Expectations 1 Below Expectations Vocabulary Vocabulary: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on context. Student demonstrates multiple pieces of evidence of continuous study of the meaning of unknown and multiple-meaning words and phrases based on context. These words are used accurately and in context in the final product. Student demonstrates evidence of clarifying the meaning of unknown and multiple-meaning words and phrases based on context. These words are used accurately in the final product. Student demonstrates some evidence of recording the meaning of unknown and multiple-meaning words and phrases based on context. These words are used in the final product. Student demonstrates little to no evidence of recording the meaning of unknown and multiple-meaning words and phrases based on context. These words are either not used in the final product, are unrecognizably mispronounced, or used incorrectly. Communications C101 Identify the main idea of an informational text and summarize the text by rephrasing key points in my own words. Student identifies and tracks main idea consistently in an in-depth and concise summary in their own words, clearly informing their final project. Student identifies and tracks main idea in a clear summary in their own words informing their final project. Student identifies main idea in a summary mostly in their own words and there is some evidence that it informs the final product. Student partially identifies main idea and relies on direct quotes in summary. It is unclear if this summary informed the final project. C102 Analyze how an author’s choices support the purpose of a written text. Student demonstrates analysis of an author's choices by describing how their identity affects the meaning of a text and by using specific examples from the text that represent the author’s purpose. This analysis is clear in the final product by the way media is incorporated and portrayed with clear context. Student demonstrates analysis of an author’s choices by identifying how their identity affects the meaning and by using examples from a text that represent the author’s purpose. This analysis is present in the final product with media being portrayed with context and in an accurate way. Student demonstrates some analysis of an author’s choices by stating the author’s identity and by using examples from the text. This analysis has some evidence in the final product as media is included, but not with any context. Student demonstrates limited analysis of an author’s choices when using examples from the text. This analysis has little evidence in the final product as it is unclear how media is being used. C103 Grammar: Understand and apply the conventions of sentence structure and paragraph formation. Student uses grammar conventions intentionally, recognizing how they add meaning to the text. Student uses appropriate punctuation, and writes in complete sentences. Student commits some punctuation errors and does not always use complete sentences, but meaning is Students errors in punctuation and frequent use of incomplete or run on sentences interferes with the Sentences vary in length and multiple forms of punctuation are used. Empirical Reasoning Quantitative Reasoning only minorly impacted. meaning of the text. ER101 Practice the stages of the scientific process and explain their significance. Student designs and documents an experiment with very clear descriptors for each stage of the process and each step’s importance to the overall process. Student designs and documents an experiment with clear descriptors for each stage of the process and each step’s importance to the overall process. Student designs and documents an experiment with somewhat clear descriptors for some stages of the process and some step’s importance to the overall process. Student designs and documents an experiment with unclear descriptors or fails to design, implement, and document a complete experiment. ER102 Develop and research a driving question about an interest-driven issue. Students' questions are open ended, interest driven, and able to be investigated through the scientific method and quantitative data and qualitative data collection. Student questions are open ended, interest driven, and able to be investigated through the scientific method or quantitative and qualitative data collection. Students questions are open ended, interest driven, and able to be investigated but lack connection to scientific topics or cannot be investigated through data collection. Student asks only easily researched and verifiable questions. Student does not attempt to dig deeper and generate open ended questions. QR101 Use operations, different types of numbers, and relationships to solve problems. Student is able to show how At least three linear relationships help to explain their passion . with a visual Student is able to show how at least two linear relationships help explain a passion with visual Student is able to show one linear relationship that explains their with a visual Student is able to show one way a linear function works and has no visuals Student analyzes two types of data that helps quantify decisions related to their passion with a visual Students can analyze one data source that helps to quantify decisions made around a passion Student analyzes three types of data that helps quantify decisions related to their passion. With a visual Student can define describe all the parts of a linear relationship is. y=mx+b (slope, linear equation, y intercept etc. and demonstrate mastery of it live Students can define describe all parts of a linear relationship y=mx+b but can not demonstrate mastery of it live. Student can explain the main parts of a linear relationship y=mx=b and has a grasp on how they are used. Student can analyze one data source and has no visuals Student can not really define what a linear relationship is and how it works QR102 Identify the processes, traits, and behaviors associated with entrepreneurial success. (An entrepreneurial mindset is a set of skills that enable people to identify and make the most of opportunities, overcome and learn from setbacks, and succeed in a variety of settings. and is crucial for creating new businesses.) Can articulate in depth and analyze the 8 parts of the entrepreneur mindset and how it could possibly relate to a passion business Student can articulate all eight parts of entrepreneurial mindset in depth give examples in potential passion business marketing materials/visuals Critical thinking Flexibility adaptability Communication and collaboration Participant can explain and apply entrepreneurial thinking skills for positing an idea and/or approach to satisfy an identified need and/or to solve a problem Student can explain six parts of the entrepreneurial mindset how they relate to Their passion business marketing visuals and materials Participant can explain how entrepreneurial thinking skills could be used for positing an idea and/or approach to satisfy an identified need and/or to solve a problem Participant cannot explain how entrepreneurial thinking skills could be used for positing an idea and/or approach to satisfied an identified need and/or to solve a problem Student can explain four parts of the entrepreneurial mindset how they relate to Their passion business marketing visuals and materials Students cannot explain no more than three parts and have no visuals Comfort with risk Initiative and self reliance Future orientation Opportunity Recognition Creativity and innovation Social Reasoning SR 101 Use informational texts about different cultures and communities to compare and contrast the lived experiences, cultures/customs, governance, and beliefs/values of others. Student uses at least 3 secondary sources to analyze how people from other cultures and communities worked towards the student’s same goal, reflecting on strategies the student could implement Student uses at least 2 secondary sources to analyze how people from other cultures and communities worked towards the student’s same goal Student uses at least 1 secondary source to summarize how people from other cultures and communities worked towards the student’s own goal Student uses at least 1 secondary source to summarize some experience about people from other cultures and communities. This summary is not necessarily connected to the student’s own goal SR102 Explore the local history of an industry related to my field of interest and summarize how the field has evolved over time. Student interviews at least 2 local professionals in their field of interest. Student uses those interviews to explain how the field has evolved and where it is headed in the future using at least 2 examples Student interviews at least 2 local professionals in their field of interest. Student uses those interviews to explain how the field has evolved and where it is headed in the future using at least 1 example Student interviews at least 1 local professional in their field of interest. Student uses the interview to explain how the field has evolved and where it is headed in the future using at least 1 example Student interviews at least 1 local professional in their field of interest. Student uses the interview to explain how the field has evolved SR103 Select and read biographical sketches of influential figures in my interest area, and analyze their personality qualities that helped them achieve success. Student summarizes the experiences of 3 influential figures in the student’s field of interest. Student describes which personality qualities were most influential in helping the figure achieve success Student summarizes the experiences of 2 influential figures in the student’s field of interest. Student describes which personality qualities were influential in helping the figure achieve success Student summarizes the experiences of 1 influential figure in the student’s field of interest. Student describes the personality qualities that helped the figure achieve success Student summarizes the experiences of 1 influential figure in the student’s field of interest
