BY

LUZ CEBALLOS

luzdorysvc@hotmail.com

BREAD & ROSES HIGH SCHOOL

INTRODUCTION:

You are a reporter investigating the issue of poor attendance at Bread & Roses High School.

In this web quest, you will have the opportunity to become a Public Policy Analyst. You will be responsible for implementing changes that will increase student attendance. Your findings will be presented to the staff of Bread & Roses in order to discuss suggestions. You want to create an academic environment that fosters a love for learning that could be applied to everyday situations. You have a chance to create change in this web quest. Good luck and enjoy the opportunity!

TASK:

You have been asked by your Media teacher to research the problem of poor attendance as a school-wide issue that concerns students across all grade levels at Bread & Roses High School. You need to produce a short documentary, which explores the repercussions of such problem on graduation rates. You will ask your teacher to invite the Principal and some staff members to a presentation of the finished documentary. After the presentation you can discuss your findings and make suggestions.

PROCESS:

Your teacher will assemble crews of four students (Director, Reporter, Camera Person, and Production Assistant). First, you need to develop a plan for the production of the documentary. Discuss locations for the videotaping, narration, sound track and other images (video or stills) you would like to use to enhance the meaning of your project. Decide who is going to be interviewed (make sure you include poor attendance students as well as those with a good attendance record, parents, teachers and community members) and have a list of interesting questions you will ask the interviewees. When you finish videotaping everything you want for the project, your teacher will assist you with the editing process.

You will use The PPA (The Public Policy Analyst) to:

1-Define and describe the problem http://www.maxwell.syr.edu/plegal/TIPS/worksheet1.doc

2-Gather the evidence http://www.maxwell.syr.edu/plegal/TIPS/worksheet2.doc

3-Identify the causes of the problem http://www.maxwell.syr.edu/plegal/TIPS/worksheet3.doc

4-Describe and evaluate existing policies http://www.maxwell.syr.edu/plegal/TIPS/worksheet4.doc

5-Develop several policy solutions http://www.maxwell.syr.edu/plegal/TIPS/solutionsex.html

6-Select the best policy http://www.maxwell.syr.edu/plegal/TIPS/worksheet6.doc

RESOURCES:

WWW.GOOGLE.COM

WWW.YAHOO.COM

WWW.ASK.COM

WWW.ASKJEEVES.COM

EVALUATION (Rubric):

CATEGORY	4	3	2	1	Score
Concept	Team has a clear picture of what they are trying to achieve. Each member can describe what they are trying to do and generally how his/her work will contribute to the final product.	Team has a fairly clear picture of what they are trying to achieve. Each member can describe what they are trying to do overall but has trouble describing how his/her work will contribute to the final product.	Team has brainstormed their concept, but no clear focus has emerged for the team. Team members may describe the goals/final product differently.	Team has spent little effort on brainstorming and refining a concept. Team members are unclear on the goals and how their contributions will help them reach the goal.
Research	Note cards indicate that group members developed questions about the assigned topic, consulted at least 3 reference sources, developed a position based on their sources, and cited them.	Note cards indicate that the group members consulted at least 3 reference sources, developed a position based on their sources, and cited them.	Note cards indicate that the group members consulted at least 2 reference sources, developed a position based on their sources, and cited them.	There are fewer than two note cards or sources are incorrectly cited.
Teamwork	Students meet and discuss regularly. They all contribute to the discussion and all are listened to respectfully. All team members contribute a fair share of the work.	Students meet and discuss regularly. Most students contribute to the discussion and are listened to respectfully. All contribute a fair share of the work.	A couple of team meetings are held. Most students contribute to the discussion and are listened to respectfully. All team members contribute a fair share of the work.	Meetings are not held AND/OR some team members do not contribute a fair share of the work.
Sound Setup	Microphones are positioned optimally to ensure that important sounds and dialogue are captured. The team has made every attempt to anticipate and filter out unwanted ambient noise in the recording.	Microphones are positioned optimally to ensure that important sounds and dialogue are captured.	At least one microphone (in addition to that on the camera) is used to ensure that dialogue is captured.	Little attention was paid to ensuring quality sound during the shoot.

CONCLUSION:

The research and information you have gathered as part of your social problem policy analysis is very valuable. The recommendations you have proposed are critical in the effort to improve student attendance. This could play a big role on graduation rates as well as an improvement in college attendance by minority students.

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:   Language for Social Interaction

SCDOS (Career Development and Occupational Studies)

Standard 1 - Career Development

Students will be knowledgeable about the world of work, explore career options, and relate personal skills, aptitudes, and abilities to future career decisions.

Standard 2 - Integrated Learning

Students will demonstrate how academic knowledge and skills are applied in the workplace and other settings.

Standard 3a - Universal Foundation Skills

Students will demonstrate mastery of the foundation skills and competencies essential for success in the workplace.

Standard 3b - Career Majors

Students who choose a career major will acquire the career-specific technical knowledge/skills necessary to progress toward gainful employment, career advancement, and success in postsecondary programs.