Figure 1 Bread and Roses High School

High School Dropout Prevention FULL

Bread and Roses Integrated Arts High School:

The Percy Sutton Educational Campus

Ms. Mikell

Introduction

As Bread and Roses integrated Arts high School students you've faced many challenges with passing some of your classes and regents exams. Some students believe they are incapable of performing well in school and lack a vision for their future attainment of a college degree. As your teacher, I hear your cry and feel your pain. How you are feeling is most likely affecting your lives in the following areas:

· Low self esteem

· lack of self- identity

· poor school grades

· lack of motivation

· gloomy future outlook

· mild form of depression

· anger

As a class we will analyze the causes of poor school performance within our School. We will perform research which will entail linking Low Self Esteem to High School Dropouts. Also, we will begin to brainstorm some possible solutions to improve our self-esteem and become educationally empowered!

Task

You will work in small groups of two in order to gather your information and create a school wide data base of the rate of High School Drops and poor school performance due to student low self esteem in addition to a power point presentation to be share with your class and school administration.

Process/Resources

Your task is to imagine that you are part of a Bread and Roses Youth Task Force established to prevent high school dropout and student failure at Bread and Roses High School. In your groups you will create posters/surveys to be placed in and around the school building. The posters will allow your fellow school mates to respond, comment, and express feeling and issues they are facing in the areas of low school performance and low self-esteem. You must follow the Public Analyst(PPA) steps in order to gather your information. This quest will be used to recruit students into your Bread and Roses High School Youth Task Force committee. Consider yourselves Educational Youth Missionaries! May the Force be with you!

*Please note: You must use the Public Policy Analyst(PPA) guideline

1. Define the Problem

2. Gather the Evidence

3. Identify the Causes

4. Evaluate an Existing Policy

5. Develop Solutions

6. Select the Best Solution (Feasibility vs. Effectiveness)

Resources

· http://www.mayoclinic.com/health/self-esteem/MH00128

· http://www.more-selfesteem.com/low_self_esteem.htm

· http://www.adcouncil.org/default.aspx?id=34

Evaluation

ELEMENT	Exemplary	Proficient	Partially Proficient	Unsatisfactory	POINTS
	3 points	2 points	1 point	0 points
Research and Note taking	Note cards indicate you accurately researched a variety of information sources, recorded and interpreted significant facts, meaningful graphics, accurate sounds and evaluated alternative points of view.	Note cards show you recorded relevant information from multiple sources of information, evaluated and synthesized relevant information.	Note cards show you misinterpreted statements, graphics and questions and failed to identify relevant arguments.	Note cards show you recorded information from four or less resources, did not find graphics or sounds, and ignored alternative points of view.	__/3
Pre Production Planning - Storyboard	The storyboard illustrates the slide presentation structure with thumbnail sketches of each slide including: title of slide, text, background color, placement & size of graphic, fonts - color, size, type for text and headings, hyperlinks (list URLs of any site linked from the slide), narration text, and audio files (if any). All slides are numbered, and there is a logical sequence to the presentation.	The thumbnail sketches on the storyboard include titles and text for each slide and are in sequential order.	The thumbnail sketches on the storyboard are not in a logical sequence and have incomplete information.	There a very few thumbnail sketches on the storyboard and do not provide an overview of the presentation.	__/3
Introduction	The introduction presents the overall topic and draws the audience into the presentation with compelling questions or by relating to the audience's interests or goals.	The introduction is clear and coherent and relates to the topic.	The introduction shows some structure but does not create a strong sense of what is to follow. May be overly detailed or incomplete and is somewhat appealing to the audience.	The introduction does not orient the audience to what will follow.	__/3
Content	The content is written clearly and concisely with a logical progression of ideas and supporting information. The content is vague in conveying a point of view and does not create a strong sense of purpose. The project includes motivating questions and advanced organizers. The project gives the audience a clear sense of the main idea. Includes some persuasive information with few facts.	Information is accurate, current and comes mainly from * primary sources. Some of the information may not seem to fit. The content is written with a logical progression of ideas and supporting	The content lacks a clear point of view and logical sequence of information. Includes little persuasive information and only one or two facts about the topic. The sequencing is unclear and does not appear interesting or relevant to the audience.	Information. Sources used appear unreliable. Information is incomplete, out of date and/or incorrect. Sequencing of ideas is unclear.	__/3
Text	The fonts are easy-to-read and point size varies appropriately for headings and text. Use of italics, bold, and indentations enhances readability. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of text.	Sometimes the fonts are easy-to-read, but in a few places the use of fonts, italics, bold, long paragraphs, color or busy background detracts and does not enhance readability.	Overall readability is difficult with lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold or lack of appropriate indentations of text.	The text is extremely difficult to read with long blocks of text and small point size of fonts, inappropriate contrasting colors, poor use of headings, subheadings, indentations, or bold formatting.	__/3
Layout	The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings and white space.	The layout uses horizontal and vertical white space appropriately.	The layout shows some structure, but appears cluttered and busy or distracting with large gaps of white space or uses a distracting background.	The layout is cluttered, confusing, and does not use spacing, headings and subheadings to enhance the readability.	__/3
Citations	Sources of information are properly cited and the audience can determine the credibility and authority of the information presented. All sources of information are clearly identified and credited using appropriate citation format	Most sources of information use proper citation format, and sources are documented to make it possible to check on the accuracy of information.	Sometimes copyright guidelines are followed and some information, photos and graphics do not include proper citation format.	No way to check validity of information.	__/3
Graphics, Sound and/or Animation	The graphics, sound and/or animation assist in presenting an overall theme and enhance understanding of concept, ideas and relationships. Original images are created using proper size and resolution, and all images enhance the content. There is a consistent visual theme.	The graphics, sound/and or animation visually depict material and assist the audience in understanding the flow of information or content. Original images are used. Images are proper size, resolution.	Some of the graphics, sounds, and/or animations seem unrelated to the topic/theme and do not enhance the overall concepts. Most images are clip art or recycled from the internet. Images are too large/small in size. Images are poorly cropped or the color/resolution is fuzzy.	The graphics, sounds, and/or animations are unrelated to the content. Graphics do not enhance understanding of the content, or are distracting decorations that create a busy feeling and detract from the content.	__/3
Writing Mechanics	The text is written with no errors in grammar, capitalization, punctuation, and spelling.	The text is clearly written with little or no editing required for grammar, punctuation, and spelling.	Spelling, punctuation, and grammar errors distract or impair readability. (3 or more errors)	Errors in spelling, capitalization, punctuation, usage and grammar repeatedly distract the reader and major editing and revision is required. (more than 5 errors)
TOTAL POINTS					____/27

* Primary sources can include original letters and diaries, personal observations, interviews, first-hand accounts, newspaper articles, magazine articles, journal articles, Web pages, audio recordings, video productions and photography.

Conclusion

This task will help you better understand the affects of low-self esteem and how it is a major factor of low-school performance and High School Drop outs. Trough out the process you will become collaborative partners with your teachers, school administrators, and educational policy makers. This is your opportunity to have Real Talk with all the stakeholders of your education.

Standards

Standard 2: Students will read, write, listen, and speak for literary response and expression. Students will read and listen to oral, written, and electronically produced texts and performances, 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 for self-expression and artistic creation