No Gym! No Art! No Music! No Dance!

No Social Studies! No Science!

The Focus on Math and Reading—What’s a kid to do?

A. Winkelsas

Frederick Douglass Academy

Introduction:

We’ve all taken tests. This year, New York State implemented even more testing programs in accordance with the federal No Child Left Behind laws. Seventh graders, rather than taking the city-wide math and reading exams in April, took the new state exams in both subjects over the winter. Because of the emphasis on these new tests, double blocks of reading and math were programmed to students throughout the city. In many schools, students received even more instruction in math and reading. A recent New York Times article by Sam Dillon stated, “Schools from Vermont to California are increasing — in some cases tripling — the class time that low-proficiency students spend on reading and math, mainly because the federal law, signed in 2002, requires annual exams only in those subjects and punishes schools that fall short of rising benchmarks.”

Some people say that success in social studies and science is dependent upon strong skills in reading and math. Others believe that with the increased time spent in these two core subjects, students are losing out on the development of skills in other areas, like art, music, physical education, science, and social studies.

Task:

You have been hired as consultants to Mayor Bloomberg and Chancellor Klein. Your group of four will complete the six steps in the public policy analyst to decide whether increasing the amount of instructional time on math and reading is a problem and will develop a recommendation for a public policy solution that will result in improvement in math and reading without hindering learning opportunities in other subject areas. After completing the six steps in the process, your group will make an oral poster presentation outlining the public policy analysis process you went through for your specific social problem and focusing on the public policy solution you've chosen.

Process:

Over the next several days, your group will be responsible for the following:

1.Taking a learning styles inventory in class to determine how you learn best and which of the multiple intelligences the member of

your group exhibit.

2. Reading the New York Times article on the narrowing of the curriculum.

Each person in the group must write their own short, 2-3 paragraph reflection.

3. Researching the problem of the narrowing of curriculum to emphasize only math and reading. Find relevant information on what schools are doing and how students benefit/suffer.

4. Decide on one specific social problem related to this overarching issue.

5. Roles will be assigned by your teacher. No more than one person can fill each role.

Role#1: Creative Consultant--Illustrates the poster/brochure; makes recommendations about putting together the final project

Role#2: Editor--Edits/revises the text on the policy analysis worksheets/poster/brochure

Role#3: Project Manager/Lead Researcher--Keeps track of the group's daily work and reports to the teacher any problems; this role also involves leading the group’s research and directing the other group members to the websites listed and also any additional sites recommended by the teacher. The Project Manager/Lead Researcher will compile all the research of the group, extracting irrelevant or unnecessary information. He/she may also choose to do additional research on the issue or policy.

Role#4: Presenter--Organizes and makes the final oral presentation of the group's work

6. Together, complete each step of the public policy analyst:

https://www.maxwell.syr.edu/plegal/TIPS/worksheet1.html

https://www.maxwell.syr.edu/plegal/TIPS/worksheet2.html

https://www.maxwell.syr.edu/plegal/TIPS/worksheet3.html

https://www.maxwell.syr.edu/plegal/TIPS/worksheet4.html

https://www.maxwell.syr.edu/plegal/TIPS/worksheet5.html

https://www.maxwell.syr.edu/plegal/TIPS/worksheet6.html

https://www.maxwell.syr.edu/plegal/TIPS/worksheet7.html

7. Create a poster and brochure that details your final proposal and prepare an oral presentation that explains each step of the public policy analysis process.

Create a poster and write a formal letter that details your final proposal and prepare and oral presentation that explains each step of the public policy analysis process.

Make a video that documents your proposal and attempts to persuade others (including the chancellor) to accept the policy proposal.

8.Make the oral presentation.

Resources:

http://www.nytimes.com/2006/03/26/education/26child.html

http://www.bls.gov/k12/

http://www.nclbgrassroots.org/by_issue.php?issue_code=2&issue_text=Narrowing%20of%20Curriculum

http://www.tc.columbia.edu/news/article.htm?id=4657

http://childcare.about.com/od/enrichment/a/artandkids.htm

http://ww3.artsusa.org/information_resources/press/2005/2005_06_13b.asp

http://www.education.umd.edu/literacy/Home/Faculty/book2.htm

http://www.dailyhowler.com/dh032806.html

http://www.santamariasun.com/index.php?p=showarticle&id=881

https://www.maxwell.syr.edu/plegal/tips/curr.html

http://www.thomasarmstrong.com/multiple_intelligences.htm

http://www.menc.org/information/advocate/facts.html

http://www.ed.gov/news/pressreleases/2004/03/03162004a.html

http://www.socialstudies.org/positions/middleschool/

Evaluation:

CATEGORY	4	3	2	1
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.
Quality of Information	Information clearly relates to the main topic. It includes several supporting details and/or examples.	Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples.	Information clearly relates to the main topic. No details and/or examples are given.	Information has little or nothing to do with the main topic.
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.
Mechanics	No grammatical, spelling or punctuation errors.	Almost no grammatical, spelling or punctuation errors	A few grammatical spelling, or punctuation errors.	Many grammatical, spelling, or punctuation errors.
Use of PPA Worksheets	Complete, thoughtful, and through answers to every single question.	Somewhat complete answers to every question.	Incomplete answers to most questions. Not thoughtful or through.	Did not answer every question. Answers were incomplete.
Oral Presentation	Information presented using effective speaking skills and a useful visual /video.	Information presented using some speaking skills and an adequate visual /video.	Information presented in a somewhat disorganized fashion. Visual /video is poor/missing.	Information not presented/presented in a disorganized fashion. Visual /video is poor/missing.

Conclusion:

The research and information you have gathered as part of your social problem policy analysis is incredibly valuable. The recommendations you have proposed are critical in the effort to improve the educational experience of all students!

Standards:

In doing this project students have met the following New York State Learning Standards:

ENGLISH LANGUAGE ARTS STANDARDS

STANDARD 1 - LANGUAGE FOR INFORMATION AND UNDERSTANDING

1. LISTENING AND READING

Listening and reading to acquire information and understanding involves collecting data, facts, and ideas; discovering relationships, concepts, and generalizations; and using knowledge from oral, written and electronic sources.

2. SPEAKING AND WRITING

Speaking and writing to acquire and transmit information requires asking probing and clarifying questions, interpreting information in one’s own words, applying information from one context to another, and presenting the information clearly, concisely, and comprehensibly.

E1 - READING

E1c. - read and comprehend information material.

E2 - WRITING

E2a. - produce a report of information.

E3 - SPEAKING , LISTENING AND VIEWING

E3b. - participate in one to one conferences with a teacher.

E3c. - participate and deliver an individual presentation.

E4 - CONVENTIONS, GRAMMAR, AND USAGE OF THE ENGLISH LANGUAGE

E4a. - independently and habitually demonstrate an understanding of the rules of the English language in written and oral work.

E4b. - analyze and subsequently revise work to improve its clarity and effectiveness.

MATHEMATICS, SCIENCE, AND TECHNOLOGY STANDARDS

Standard 1: Analysis, Inquiry, and Design

Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.

Standard 2: Information Systems

Students will access, generate, process, and transfer information using appropriate technologies.

Standard 7: Interdisciplinary Problem Solving

Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions.

SOCIAL STUDIES STANDARDS

Standard 5: Civics, Citizenship, and Government

Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing… the basic civic values of American constitution, democracy, and the roles, rights, and responsibilities of citizenship, including avenues of participation.