MR. W. PRICE

FREDERICK DOUGLASS ACADEMY

NEW YORK CITY

SCHOOL LATENESSS

A MAJOR PROBLEM IN NEW YORK CITY

PUBLIC SCHOOLS

Lateness has been a major problem at Frederick Douglass Academy for many years. It has also plagued the entire New York City School System. Student lateness leads to academic failure, low achievement levels on standardized examinations and an increase drop out rate. Chronic lateness policies have been instituted in many schools. At Frederick Douglass Academy, lateness is not tolerated. However failure is not an alternative because failure leads to major social problems for young adults. How can standards for promptness be used as a positive reinforcement? How can lateness policies be devised to increase academic performance? These are questions that have stumped even the best principals and educational leaders.

Here is your chance! You have an opportunity, in this web quest, to examine the problem of lateness and devise public policies that will address the problem. You will be assigned the role of adviser to Principal Hodge of Frederick Douglass Academy. With Mr. Price, you will carefully examine the issue and find policies that can be implemented in Frederick Douglass Academy. You will present your findings at a region 10 School Board meeting. Good luck. You can make a difference!

1: You will be divided into groups of FOUR. Each Member of the group will have a specific task as described in the “process” section of the web quest.

2: Each member of the group will produce a FIVE page paper using the Public Policy Analyst as your guideline. However you will coordinate efforts so each member of the group has the same information and resource material

3: The paper will be typed, double spaced, using MS Word. Be sure you make all corrections before handing in your paper. You should add a cover with an eye-catching illustration

4: You will include pictures, illustrations, charts or graphs gotten from Internet research and properly placed into your report. These illustrations should prove you points on public policy and defining the social problem.

5: Your group will then give a 10 MINUTE oral presentation using the PPA model for your outline. This report will be used to give your group oral presentation. The oral presentation should be creative and use illustrations to prove your points. You will be asked to present your findings to the class and, possibly, to the school board itself. Remember, you are representing Principal Hodge, who will also be part of the process. He will hear your report prior to presentation to the school board.

I: The class will be divided into groups of four as follows:

Student # 1: Recorder & Writer

Student # 2: Researcher

Student # 3: Time keeper of organizer

Student # 4: Presenter

The presenter will coordinate the oral report but all members will take part in some form.

ALSO NOTE: Each member of the group will submit a five page paper.

II: Each group member will have to research the social problem of SCHOOL LATENESS. As a group, you will complete the Public Policy Analyst.

III: Remember-THINK LIKE A PUBLIC POLICY ANALYST

You will use the six-step procedure below to structure you products and complete the research

THE SIX STEP PUBLIC POLICY ANALYST

LINKS AND WORKSHEETS

STEPS #

1: Define the Social Problem OF SCHOOL LATENESS

2: Find Evidence for the Problem that makes lateness a social problem

3: Find the Causes for the problem

4: Examine Public Policies that exist in New York and other areas of the country that try to address school lateness

In step 4 you will do the following: Research the present policy for lateness as it is presented in the Frederick Douglass Academy guidelines for student conduct. You may interview principal Hodge, deans or Assistant principals in charge of this area. You will use the Frederick Douglass lateness policy as one of your Public Policies to be evaluated.

5: DEVELOP OWN SOLUTIONS FOR THE

PROBLEM that address school lateness

6: SELECT THE BEST SOLUTION from your group

Step # 5 & #6 will be the policies you present to the school board so pay careful attention to detail

REMEMBER-WORK TOGETHER AND COORDINATE ALL EFFORTS

IV: You will complete ALL the worksheets, on the links

for the PPA, and these will be used as resource

material for your products

V: You will be graded by the Rubrics in the

“Evaluation” section of the web quest

VI: You will use the INTERNET RESOURCES given

Below, along with printed material to complete the

work sheets and products.

SURVEYS: Surveys of students at Frederick Douglass are a good way to find answers to any of the PPA six steps. Survey questions are quite important. Mr. Price will aid you in this process.

GENERAL WEB SITES

WWW.YAHOO.COM

WWW.GOOGLE.COM

SPECIFIC WEB SITES

These resources focus on policies. Use surveys for evidence and causes.

SCHOOL LATENESS POLCIY

http://www.siths.org/school_policies/lateness.jsp

A New York City SCHOOL LATENESS POLICY

http://www.siths.org/school_policies/lateness.jsp

LATENESS PROBLEMS

http://en.wikipedia.org/wiki/Berta_A_Dreyfus_Intermediate_School_49

PROBLEM SOLVER

http://www.educationworld.com/a_curr/shore/shore036.shtml

SCHOOL PORCEDURES

http://www.planning.leon.k12.fl.us/Procedures/D-21a.htm

STUDENT HANDBOOK

http://www.sbschools.org/schools/xrds/school_information/handbook.php

EVIDENCE OF THE PROBLEM

http://www.sbschools.org/schools/xrds/school_information/handbook.php

You should also use text material and SURVEYS, especially for steps # 1 & #2:

Research Report:

SCHOOL LATENESS

RUBRIC

MR. W. PRICE

CATEGORY	4 EXCELLENT	3 SATISFACATORY	2 NEEDS IMPROVEMENT	1 UNSATISFACTORY
Organization	Information is very organized with well-constructed paragraphs and subheadings.	Information is organized with well-constructed paragraphs.	Information is organized, but paragraphs are not well-constructed.	The information appears to be disorganized. 8)
Amount of Information	All topics are addressed and all questions answered with at least 2 sentences about each.	All topics are addressed and most questions answered with at least 2 sentences about each.	All topics are addressed, and most questions answered with 1 sentence about each.	One or more topics were not addressed.
Sources worksheets	All sources (information and graphics) are accurately documented in the desired format. Uses all worksheets	All sources (information and graphics) are accurately documented, but a few are not in the desired format. Uses 5 worksheets	All sources (information and graphics) are accurately documented, but many are not in the desired format. Uses 4 worksheets	Some sources are not accurately documented and worksheets are missing
Paragraph Construction	All paragraphs include introductory sentence, explanations or details, and concluding sentence.	Most paragraphs include introductory sentence, explanations or details, and concluding sentence.	Paragraphs included related information but were typically not constructed well.	Paragraphing structure was not clear and sentences were not typically related within the paragraphs.
Internet Use	Successfully uses suggested internet links to find information and navigates within these sites easily without assistance.	Usually able to use suggested internet links to find information and navigates within these sites easily without assistance.	Occasionally able to use suggested internet links to find information and navigates within these sites easily without assistance.	Needs assistance or supervision to use suggested internet links and/or to navigate within these sites.
Diagrams & Illustrations	Diagrams and illustrations are neat, accurate and add to the reader's understanding of the topic.	Diagrams and illustrations are accurate and add to the reader's understanding of the topic.	Diagrams and illustrations are neat and accurate and sometimes add to the reader's understanding of the topic.	Diagrams and illustrations are not accurate OR do not add to the reader's understanding of the topic.

GRADING: “A” = 21-24 POINTS “B”= 16-20 POINTS “C”= 11-15 POINTS

“F”=BELOW 11 POINTS

Oral Presentation Rubric:

SCHOOL LATENSS

Teacher Name: MR. W. PRICE

CATEGORY	4 EXCELLENT	3 VERY GOOD	2 SATISFACTORY	1 UNSATISFACTORY
Enthusiasm	Facial expressions and body language generate a strong interest and enthusiasm about the topic in others.	Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others.	Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked.	Very little use of facial expressions or body language. Did not generate much interest in topic being presented.
Preparedness	Student is completely prepared and has obviously rehearsed.	Student seems pretty prepared but might have needed a couple more rehearsals.	The student is somewhat prepared, but it is clear that rehearsal was lacking.	Student does not seem at all prepared to present.
Speaks Clearly	Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.	Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word.	Speaks clearly and distinctly most of the time. Mispronounces no more than one word.	Often mumbles or can not be understood OR mispronounces more than one word.
Props	Student uses several props (could include costume) that show considerable work/creativity and which make the presentation better.	Student uses 1 prop that shows considerable work/creativity and which make the presentation better.	Student uses 1 prop which makes the presentation better.	The student uses no props OR the props chosen detract from the presentation.
Stays on Topic	Stays on topic all (100%) of the time.	Stays on topic most (99-90%) of the time.	Stays on topic some (89%-75%) of the time.	It was hard to tell what the topic was.
Content	Shows a full understanding of the topic.	Shows a good understanding of the topic.	Shows a good understanding of parts of the topic.	Does not seem to understand the topic very well.

GRADING: “A” = 21-24 POINTS “B”= 16-20 POINTS “C”= 11-15 POINTS

“F”=BELOW 11 POINTS

You should have learned from this web quest that lateness is a major social problem in New York Schools and schools all over the country. You have seen the gravity of the problem for all concerned. Lateness affects student academic performance as well as student socialization. You also have learned the role of the Public Policy Analyst. This person examines social problems and finds solutions that improve the lives of all in the community. Let’s hope your investigation made a difference.

Thanks for your participation. It is much appreciated!

Standard 5:   Civics, Citizenship, and Government

Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations; the United States Constitution; the basic civic values of American constitutional

Democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.

Standard 4:   Economics

Students will use a variety of intellectual skills to demonstrate their understanding of how communities develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function how an economy solves the social problems.

. Standard 1:   Language for Information and Understanding

Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.

Standard 2:   Language for Literary Response and Expression

Students will read and listen to oral, written, and electronically produced texts and performances from American and world literature; relate texts and performances to their own lives; and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language that follows the accepted conventions of the English language for self-expression and artistic creation.

Standard 3:   Language for Critical Analysis and Evaluation

Students will listen, speak, read, and write for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to present, from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.

Standard 4:   Language for Social Interaction

Students will listen, speak, read, and write for social interaction. Students will use oral and written language that follows the accepted conventions of the English language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views.