Open House Recap Videos – High School Click Here – Middle School Click Here

 SOF Family Handbook:  English Family Handbook  未来学校家庭手册 2022-2023  Manual de la Escuela del Futuro para la Familia 2022-2023     

School of the Future Competency Based Grading Policy 2022-2023  |. Política de calificación basada en competencias de la Escuela del Futuro 2022-2023  |. 年基于能力的评分政策

SOF Mission Statement.  

Admissions

Entering 9th Grade

Interested in Applying to SOF? Check this out!
 
 
2022-23 High School Application Process
 
How to Apply to SOF for 9th Grade
 
The window to submit your application in MySchools is now open.  
 
To apply to SOF for 9th grade:
  • Submit an essay response to the prompt below directly on MySchools 
  • List SOF as one of your 12 choices on your application in MySchools
  • The application is due 12/1/22 and essay must be submitted by 12/9/22
Please note, the essay counts for 100% of the applicant’s score, and students will be ranked solely on the essay they submit through MySchools.  Please do not submit any additional materials as they will not be considered.  We will NOT be interviewing applicants for this school year’s admissions process, and we are only accepting applications for 9th grade seats for Fall 2023.  
Please reach out to your current school for assistance with logging into and creating an account on MySchools.  
 
We look forward to reading your essays!  Thanks for your interest in School of the Future!

Consortium Admissions Prompts & Rubrics

Overview: Students will respond to one of the prompts below and their responses will be scored by evaluators from the consortium using the rubrics that follow. 

Instructions

To apply to any or all of the programs above, answer one of the two prompts below in 500 words or fewer:

  1. How do you think a school with this approach to learning will help you grow academically, personally, and creatively? What do you think you have to offer a school community like this?
  2. We admire students who are flexible in their approach to learning and willing to take intellectual risks that move them out of their comfort zone. Reflect on a time when you were intellectually challenged, inspired, or took an intellectual risk––inside or outside the classroom. How has that experience shaped you?
 
 
RUBRIC #1
1 – (10 points)
2 – (15 points)
3 – (20 points)
4 – (25 points)
 
Response does not demonstrate a clear understanding of the Consortium approach.
Response demonstrates a mostly clear understanding of the Consortium approach.
Response demonstrates a clear understanding of the Consortium approach.
Response demonstrates a clear and detailed understanding of the Consortium approach and the student makes meaningful references to this approach throughout their response. 
 
Response addresses one way in which the Consortium approach would benefit the individual applicant academically, personally or creatively without detail.
Response addresses one or two ways in which the Consortium approach would benefit the individual applicant academically, personally and/or creatively without detail.
Response addresses multiple ways in which the Consortium approach would benefit the individual applicant academically, personally and creatively with detail.
Response addresses multiple ways in thoughtful and personalized detail on how the Consortium approach would benefit the individual applicant academically, personally, and creatively.
 
Response demonstrates little awareness of applicants strengths and support for the Consortium approach.
Response demonstrates some awareness of applicants strengths and support for the Consortium approach.
Response demonstrates a clear awareness of applicants strengths and support for the Consortium approach.
Response demonstrates a deep and thoughtful awareness of what a student has to offer a school community like ours academically, socially and with extracurricular activities (sports, clubs, etc.).
 
Shows little awareness of appropriate use
of language and word choice based
on the task and few ideas flow easily from one to the next.
Shows some awareness of appropriate use
of language and word choice based
on the task and some ideas flow easily from one to the next.
Clear, and appropriate use
of language and word choice based
on the task and most ideas flow easily from one to the next.
Creative, clear, and appropriate use
of language and word choice based
on the task and all ideas flow easily from one to the next.
RUBRIC #2
1 – (10 points
2 – (15 points)
3 – (20 points)
4 – (25 points)
 
Response describes with little detail an intellectual risk taken by the student and does little to explain the impact of that risk.
Response describes with little detail an intellectual risk and attempts to explain the impact of that risk.
Response describes in detail a relevant intellectual risk and explains the impact of that risk.
Response describes in great detail a relevant intellectual risk and insightfully explains the impact of that risk.
 
Student includes a conclusion that
does little to summarize or synthesize their experience.
Student includes a fairly persuasive conclusion that
summarizes their experience.
Student includes a fairly persuasive conclusion that
synthesizes their experience.
Student includes a distinct, compelling, persuasive conclusion that
synthesizes their experience.
 
Not confident writing style with a voice that does not develop the central idea effectively.
Fairly confident writing style with a voice that inconsistently develops the central idea.
Fairly confident writing style with a distinct, individual voice that serves to develop the central idea.
Confident writing style with a distinct, individual voice that serves to develop the central idea throughout.
 
Shows little awareness of appropriate use
of language and word choice based
on the task and few ideas flow easily from one to the next.
Shows some awareness of appropriate use
of language and word choice based
on the task and some ideas flow easily from one to the next.
Clear, and appropriate use
of language and word choice based
on the task and most ideas flow easily from one to the next.
Creative, clear, and appropriate use
of language and word choice based
on the task and all ideas flow easily from one to the next.

There are different procedures for the middle and the high school application. Each process is described separately—middle school (sixth grade) and high school (ninth grade)

Please see high school informational video above.

Students from all New York City school districts are eligible to apply to the SOF high school.

SOF Alumni

“SOF helped me embrace my creative self and develop intellectual curiosity. It taught me to be outspoken. With the help of my teachers and mentors at SOF, I became more confident in my potential and, year by year, was encouraged to evaluate myself as a student and recognize opportunities for academic growth. Such guidance and encouragement allowed me to take on goals that may have seemed too big or unreachable and has also pushed me to step outside of my comfort zone whenever possible.”
– Vilmarys Pichardo, Class of 2006

» Read the Full Interview