by

Jeanette Toomer

11^th Grade English

A. Philip Randolph Campus High School

You are a member of a select group of high school students chosen to create the curricula for an innovative high school that aims to retain and graduate all its students in four years or less. In New York State only 58% of high school students graduate, and in the city the rate is even lower.

In New York City the high school graduation rate is “appallingly low” hovering below 50%. According to the recent report, “New York State’s Dual Crisis: Low Graduation Rates and Rising School Taxes” “more than one-third of high school students today do not graduate in four years.” In other words, our city’s teenagers are dropping out of high school at an alarming rate. Among blacks and Latinos, who comprise the majority of the student population, the numbers are even more discouraging. The current data reveals that “57% of black students, 60% of Hispanic students and an astounding 70% of English language learners do not graduate on time.”

1. Each group will make a Power Point and oral presentation to the class about this problem and the creation of an innovative educational program for a four-year high school. The specific objective is to develop a plan that counters negative factors that lead to high dropout rates and incorporate solutions that improve the high school graduation after four years.

2. When conducting your research be sure to consider the following questions: How would you change the curriculum and keep students motivated to graduate? How would you also meet the students’ educational needs and the state’s educational standards?

3. There will be an Individual Assignment. Each student must design one unit (for one book—6 to 8 weeks of instruction and one assessment tool) for an English 5 class. Choice of books include Ethan Frome, Their Eyes Were Watching God or The Bluest Eye. Or a student can choose to demonstrate how you can incorporate literacy (reading and writing opportunities) into one unit of another subject area. What would you add or subtract to this course? What would make it more interesting to students? Each student must submit a five-page typed paper describing his/her course. Each paper must critically analyze one of these three literary elements (plot, theme or characterization) of the book and include writing objectives as well as one assessment project. All papers must be typed double-spaced with a 12 pt. font. The sixth page is a Works Cited page that includes three sources. Individual papers are due one week after the group’s presentation to the class.

Each group must conduct research by following the six steps of the Public Policy Analyst (PPA) problem-solving model. You will use your research to complete the PPA worksheets for each step on the hyperlink:

1. Define the problem.

2. Gather evidence.

3. Identify causes.

4. Evaluate a policy.

5. Develop public policy alternatives.

6. Determine the best public policy alternative to the problem.

3. Each group’s Power Point presentation has to include 12 to 14 slides of which six (or eight) frames apply the six steps of the public policy model to this social problem. The remaining six slides focus on the educational programming and curricula for your group’s innovative high school designed to improve high school graduation rates

. The Power Point presentation must include at least two slides with two different types of graphs (or tables) to be interpreted for the class during your group’s presentation. Each group must submit hard copies of their Power Point presentation after they present it to the class.

Each student takes on the responsibilities of a specific role while working in your groups as follows:

The Facilitator: Organizes the group and manages their work on the various tasks; brings group together at the end of class session to discuss progress and share information; guides the group to completion of the project.

The Numbers Cruncher: Functions as the researcher in the group who searches hyperlinks for data and charts/graphs that further explains or demonstrates the problem, and current policies that seek to resolve it.

Recorder/Writer: Takes notes and compiles the results of information from other group members to be written on the Power Point presentation. With the input and cooperation of other students in his/her group, this student writes the information and analysis for the Power Point presentation.

Spokesperson: Delivers the bulk of the Power Point oral presentation to the class. Explains the six steps and how it applies to this problem. He shares reporting duties with another student (for example, the Facilitator) for presenting the group’s innovation high school design.

Editor/Proofreader: Makes sure that the paper is well written and that the research is documented, also insures that the presenter is prepared for the final presentation and that the poster is informative

· NY State report on HS graduation

· Testing Our Resolve on why the New York State Regents Examinations do not cause dropouts

· Improving High Schools

· New High School Design—Early College Initiative

· HS Graduation Rates Across U.S.

· How to Design a Curriculum Unit

Low High School Graduation Rates in New York
ID: 168747

Entire project is worth the equivalent of two assessments (or two tests/projects) for the second marking period this fall. Each student receives two grades – one for the group project and another for the individual paper.

Rubric for Power Point and Oral Presentations

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Objectives	Low Performance	Below Average	Average	Above Average	Exemplary Performance	Earned Points
Student group create informative and analytical Power Point presentation that incorporates six steps of PPA problem-solving model.	10 points Too few slides	20 points Minimal	30 points Fair	40 points Good	50 points Excellent graphs; detailed explanations, clearly written and easy to read; covered all six PPA problem-solving steps.
Student group presents oral presentation to class; speaks clearly and audibly; faces the class when s/he speaks; takes questions at end; covers all aspects of assignment; frequently refers to Power Point slides; keeps students focused on presentation; provides full explanations; explains and interprets any charts or graphs; takes and answers questions at end of presentation.	5 points Vague presentation	10 points Minimal	20 points Fair	30 points Good	40 points Excellent
Student groups design innovative educational program and curricula for high school; covers four major curriculum areas--math, English, science and language; plan addresses students' needs and interests; his. plan addresses state educational standards for high school graduation.	5 points Does not cover all areas	10 points Fair	20 points Good	30 points Very Good	40 points Excellent
					Score:

Rubric for Individual Paper (max. 70 pts.)

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Objectives	Low Performance	Average	Exemplary Performance	Earned Points
Designed a curriculum unit on one of the books for the English 5 class. Includes clearly stated objectives and incorporates alternative teaching strategies that engages the students; includes an assessment tool--either a project or test.	10 points	20 points	30 points
Paper is well-organized with a clear thesis statement. Includes reading and writing components of the curriculum. Detailed examination and analysis of one of the literary elements (theme, plot, characterization or setting) of a book, and explains how students will learn about them. Includes reading schedule for book.	10 points	15 points	25 points
Grammar and mechanics.	5 points	10 points	15 points
			Score:

Now you have successfully completed a plan to help students finish high school in four consecutive years! Congratulations!

English Language Arts

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

Social Studies

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.