DHS

OST 21st Century Skills Rubric

Project Information

Complete this page only once per project. Complete one copy of the attached rubric for
each youth who participated in the project.

Agency: PPSID:

Site: Model:

Project Name:

Project Start Date: Project End Date:

Project Hours Completed per Week: hours

Project Methodology  Project Based Learning  Service Learning
(check all that apply):  Experiential Learning

Primary Content Area (check one):

 Science (Environmental Studies, Biology, Physics)  Math (Budgeting, Statistics)
 Social Studies (History, Geography, Law, Government, Cultural Studies)  Literacy (Reading, Writing)
 Technology (Digital Media, Graphic Design, Video Production)  Engineering
 Healthy Living (Nutrition, Fitness)  College Preparation
 Arts (Fine Art, Music, Dance, Drama)  Other: ___________________________
 Career Exploration/Entrepreneurship
 Relationship/Life Skills (Leadership, Independent Living)
 Civic Engagement/Community Service

Secondary Content Area (check all that apply):

 Science (Environmental Studies, Biology, Physics)  Math (Budgeting, Statistics)
 Social Studies (History, Geography, Law, Government, Cultural Studies)  Literacy (Reading, Writing)
 Technology (Digital Media, Graphic Design, Video Production)  Engineering
 Healthy Living (Nutrition, Fitness)  College Preparation
 Arts (Fine Art, Music, Dance, Drama)  Other: ___________________________
 Career Exploration/Entrepreneurship  Not applicable
 Relationship/Life Skills (Leadership, Independent Living)
 Civic Engagement/Community Service

Brief Description of the Project:

1
 Project Name: PPSID:

Youth Name: Youth D.O.B.: PCAPS Client ID #:___ __ ______

Rubric Instructions: Complete a rubric for each youth who participated in the project. Use your observations throughout the project to evaluate the
youth’s competency level in each area by the end of the project. Circle the appropriate box that describes the youth’s competency level.

DHS OST 21st Century Skills Rubric
Optional Comments/
Competency Emerging Proficient Mastery Breakthrough
Observations
Goal Setting: Youth can identify Youth can identify Youth can identify group Youth can identify group
one goal related to one or more goal(s) and personal goals related and personal goals related
Did the youth set and meet the project and related to the project to the project and met at to the project and met
the project goals? worked to meet the and has met at least least one goal. Throughout most/all project goals.
goal. one goal related to the project, youth worked to Throughout the project,
the project. meet goals and youth worked to meet goals
demonstrated an and assisted others to meet
understanding of the steps group goals.
needed to meet the goals.
Collaboration: Youth did not Youth worked Youth worked cooperatively Youth worked cooperatively
consistently cooperatively with with peers and adults to with peers and adults to
How was the youth’s contribute to group peers and adults to complete project tasks. complete project tasks.
teamwork and interaction tasks related to the complete project Additionally, youth Additionally, youth
with peers and/or adults? project. Youth had tasks. demonstrated leadership demonstrated flexibility
trouble working skills within the group. when working within a team.
cooperatively with For example, leading on some
peers and/or adults. activities and taking direction
well on other activities.
Youth encouraged positive
collaboration among other
group members.
Critical Thinking Youth did not Youth demonstrated Youth demonstrated strong Youth consistently
demonstrate critical thinking or critical thinking and demonstrated excellent
And Problem critical thinking or problem solving problem solving skills. problem solving and
Solving: problem solving skills on some Youth developed strong critical thinking skills.
skills. occasions, but did not habits of mind such as the Youth has exceptional
Did the youth demonstrate demonstrate both ability to use data to make habits of mind and
the ability to solve problems consistently. decisions, ask thoughtful additional characteristics
or think deeply about the questions, strive for accuracy, which demonstrate that
project topic? apply previous knowledge, problem solving and critical
etc. thinking skills can be
applied to multiple
contexts.

2
 Project Name: PPSID:

Youth Name: Youth D.O.B.: PCAPS Client ID #:___ __ ______

Optional Comments/
Competency Emerging Proficient Mastery Breakthrough Observations
Communication: Youth oral and Youth needs some Youth mastered grade level In addition to meeting grade
written improvement in standards for both oral and level standards, youth’s
Did the youth present communication either written or written communication. presentation was polished
his/her work and skills need oral communication During oral presentation, and professional. Youth’s
communicate his/her significant to meet grade level student used high‐level written communication was
thoughts well? improvement to standards. vocabulary, and changed the advanced for his/her grade
meet grade level volume and tone to make the level.
Examples of clear communication standards. presentation interesting.
might include: appropriate use of Youth’s written
formal language vs. slang, correct
communication was clear and
pronunciation, correct spelling,
flows smoothly, with high‐
clarity in thought, ability to project
and enunciate during public level vocabulary and no
speaking, and following grammar spelling or grammatical
rules. errors.
Active Learning Youth was Youth engaged in Youth was actively engaged Youth was actively engaged
minimally engaged most project in all project activities and and involved in the
and Engagement: in the project activities. Youth demonstrated strong inquiry facilitation of project
activities. The demonstrated some skills. Youth understood the activities. Youth developed
Did the youth actively youth did not ability to use inquiry project/learning process strong inquiry skills and
engage in the project and demonstrate the to learn about the and demonstrated was able to understand and
take ownership of his/her ability to use project topic (ex. responsibility for his/her communicate the
learning? inquiry to explore asked some questions learning. Youth did all the learning/project process to
the project topics. or explored driving cognitive work, with only others. Youth took
The youth did not question). Youth process‐related support from responsibility for his/her
demonstrate an acted as passive the facilitator. learning and supported
understanding of observer at some others in that process as
the process of points in the well.
developing the project/learning
project. process.