Future Public School equips engineers with the knowledge, skills, and character to succeed in college and the future world. We expect 100% of engineers to be prepared to have choices about their future (college, trade school, etc.). We partner with families to create a clearly defined plan to make this happen and measure our progress with holistic data (academic, social, emotional, behavioral, etc.).
To achieve this vision we have thoughtfully considered the curriculum we use with our engineers.
Our school’s curriculum is designed with engineers of the future in mind. At Future, instruction incorporates critical academic content through a learner-centered approach that emphasizes problem-solving. While planning learning experiences for engineers we use the Idaho Content Standards for Literacy, Math, Science, and Social Studies to consider the skills and knowledge engineers need to develop. In addition, we use the Teaching Tolerance standards and the CASEL Social Emotional Learning (SEL) competencies to give engineers the tools they need to grow into thoughtful advocates and engineers of change. Engineers also have the opportunity to engage in Computer Science and Movement classes daily.
We believe engineers must not only be equipped with specific skills and knowledge in the content areas, but also have the opportunity to create, design, innovate, and critically question, while learning about themselves, others, and the community.
The backbone of Future is the highly trained team of innovative and caring educators responsible for our engineers’ learning experiences. Our team members use a variety of resources and materials to meet the needs of all engineers. Our school values include: honor, wonder, joy, craftsmanship, and bravery. These values are carefully and thoughtfully woven into our classroom conversations and projects.
What does a day in the life of an engineer look like? Engineers engage in a community circle to start every day where they learn more about themselves and others, learn important SEL competencies, and prepare for the academic content they will engage with during the day. During the literacy and math block, you will find our engineers reflecting about their self-management skills. While studying math in grades 3rd-5th grade, you might see teachers using statistics from STEM fields broken down by gender and race to have engineers consider who is underrepresented in STEM fields and the historical reasons that might be true. The SEL competencies are carefully woven into the work students are doing.
Our engineers also have an opportunity to participate in a time of the day we call Quest. Engineers participate in three, 12-week Quests throughout the school year. During each Quest, engineers study a topic deeply. They have the opportunity to develop rich background knowledge around issues that matter, making connections across a variety of topics. Their questions fuel a desire to research and launch solution-oriented products. Through Quest, our engineers learn to become leaders of change!
During core instruction, we use a mix of rigorous curricular resources and frameworks for thinking about teaching and learning. As a foundation, we use EL Education literacy resources and Eureka Math modules as our primary curricular resources. Teachers have the autonomy and flexibility to make choices about the resources and materials used in their grade levels.
Future Public School is committed to ensuring our students are leaders in creating a more just and equitable future for all members of our community. While we are designing literacy and math units, we consider what voices and perspectives are missing from the curricular resources. We ask questions such as “Whose story is being told? Whose voice or perspective is missing?” For example, while studying about poets in 4th grade, you may find our teachers supplementing the EL curricular resources with contemporary poems based on engineers’ interests and reading poems from a diverse group of authors. Our teachers carefully design instruction to meet the needs of all learners.
The educational team at Future measures student learning through formative and summative assessments and is committed to data-driven instruction. No one data source tells a complete story about our engineers and team members. Every data point is connected to a child’s name, and every name as a story to tell. Our commitments to data, include:
- We are individually, and collectively, accountable to collecting, reflecting, and using data.
- In the value and practice of sharing data with our Engineers and their families.
- Data comes in many forms.
- Data informs our decisions.
- Using holistic data to evaluate what’s best for our Engineers.
- Data is predictive of future opportunities (we are urgent about the reality of data, while also holding hope for what is possible).
The summative assessments we use to measure engineer achievement and growth are NWEA MAP, the Idaho Reading Indicator in grades in Kindergarten-3rd grade, and the SBAC in grades 3-5. We also measure the growth of our engineers’ social emotional learning through SELWeb for grades K-2 and Panorama Ed for grades 3-5.