WebQuest

Ms. Vespe

I.S. 126 Queens

Student Absenteeism

An Inside Look at a New York City

Wide Problem within I.S. 126

Introduction

Three out of four students who are chronically absent-meaning they missed 38 or more school days-in the sixth grade never graduate from high school. Approximately 80 percent of children in New York City’s juvenile system were classified as chronically absent in the period leading up to their arrest. These two powerful statistics convey the severe implications associated with chronic absenteeism within the New York City Public School System. Unfortunately, these dismal outcomes are the reality for many New York City students. A public policy must be developed, implemented, and monitored as a means to rectify this social problem that is currently pervading the New York City Public School System.

Although this predicament adversely affects the city wide school system, chronic absenteeism directly impacts the students in your local community. Each morning teachers at I.S. 126 mark several students absent on the attendance roster. Many of these students have already been absent for consecutive days. As students at I.S. 126 you must consider both the immediate and long term effects of chronic absenteeism on middle school students. Consider this question: Have you ever read a book and started in the middle? Students who miss numerous days of school never start a book at the beginning. They are constantly trying to catch up.

The New York City Department of Education has selected your class to analyze the problem of chronic absenteeism in your school, I.S. 126. After careful examination of the current conditions in your school, your group must develop a public policy solution in an effort to remediate the problem. The objective of your policy is to decrease the rate of absenteeism and increase daily attendance.

Task

1. Each group will design a poster that depicts your public policy. The objective of the poster is to inform and persuade your peers to engage in the solution to decrease absenteeism at I.S. 126. The poster should contain charts, graphs, pictures, and text that define the social problem, provide statistics and background information about the problem, list short term and long term effects of absenteeism, and offer a feasible solution for the community.

2. Each member of the group will produce a one page corresponding paper. The information included in the paper will be derived from the poster. The paper serves as an explanation of the research findings and feasible solution. The paper will be typed, double spaced, using Microsoft Word. The paper should include a cover with an engaging title and illustration.

3. Your group will give a ten minute oral presentation after the poster and papers have been developed. The objective of the presentation is to share your poster with the School Leadership Team and student government at I.S. 126. Collectively, these two boards are composed of administrators, teachers, parents, and students. The members will vote for approval to implement your solution in the school.

Process

I. Group Member Roles

You will be divided into groups of four. Each group member will have a specific role. Despite different role assignments, ALL group members must work together to conduct the research on the social problem collaboratively.

The group roles will be assigned as following:

Student # 1	Writer/Recorder
Student # 2	Time Keeper
Student # 3	Poster Layout Designer
Student # 4	Presenter

II. Individual Group Member Requirements

*The presenter coordinates the oral report but all members will take part.

*Each member of the group will submit a one page paper summarizing the poster.

You will use the six-step procedure below to guide the research and product process.

Links and Worksheets

1: Define the Social Problem of Chronic Absenteeism.

2: Find Evidence for the Problem that makes chronic absenteeism a social problem.

3: Identify the Causes of the social problem.

4: Examine Public Policies that exist in New York and other areas of the country that try to address chronic absenteeism.

5: Develop Your Own Public Policy Solutions that address chronic absenteeism.

6: Select the Best Public Policy Solution from your group.

In step 4 you will do the following: Research the present policy for chronic absenteeism as it is presented in the IS. 126 guidelines for student conduct. You may interview Principal Angueira or other administrators who are responsible for the implementation of the absenteeism policy. You will evaluate the current I.S. 126 policy as one of the existing public policies you examine.

IV: You will complete all of the worksheets that are found on the links for the PPA. These will be utilized as resource materials for your final product. You will use the internet resources provided below to conduct your research in your group.

Resources

General Search Engines:

· www.google.com

· www.yahoo.com

Absenteeism Websites:

Definition	· http://www.edweek.org/ew/articles/2014/10/08/07chang.h34.html
Causes of Absenteeism	· http://www.nyc.gov/html/truancy/html/about/about.shtml
Effects of Absenteeism	· http://reclaimingfutures.org/chronic-absenteeism
Statistics	· http://schools.nyc.gov/StudentSupport/StudentAttendance/default.htm · http://www.nbcnews.com/id/44704948/ns/us_news-education_nation/t/dont-skip-schools-waking-absenteeism/#.VOTCPObF8uc
School Procedures	· http://new.every1graduates.org/new-york-city-finds-success-in-cutting-chronic-absenteeism-in-school/

Evaluation

Chronic Absenteeism Group Poster Rubric

CATEGORY	4	3	2	1
Required Elements	The poster includes all required elements including: definition of social problem, statistics and background information, effects of absenteeism, feasible solution.	All required elements are included on the poster.	All but 1 of the required elements are included on the poster.	Several required elements were missing.
Content - Accuracy	At least 7 accurate facts are displayed on the poster.	5-6 accurate facts are displayed on the poster.	3-4 accurate facts are displayed on the poster.	Less than 3 accurate facts are displayed on the poster.
Use of Class Time	Used time well during each class period. Focused on getting the project done. Never distracted others.	Used time well during each class period. Usually focused on getting the project done and never distracted others.	Used some of the time well during each class period. There was some focus on getting the project done but occasionally distracted others.	Did not use class time to focus on the project OR often distracted others.
Graphics - Relevance	All graphics are related to the topic and make it easier to understand. All borrowed graphics have a source citation.	All graphics are related to the topic and most make it easier to understand. All borrowed graphics have a source citation.	All graphics relate to the topic. Most borrowed graphics have a source citation.	Graphics do not relate to the topic OR several borrowed graphics do not have a source citation.
Knowledge Gained	All group members write an individual one page paper that explains the poster and describes the PPA process.	Most group members write an individual one page paper that explains the poster and describes the PPA process.	Few group members write an individual one page paper that explains the poster and describes the PPA process.	No group members write an individual one page paper that explains the poster and describes the PPA process.

Chronic Absenteeism Oral Presentation Rubric

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 ( 94-85%) of the time. Mispronounces no more than one word.	Often mumbles or cannot be understood OR mispronounces more than one word.
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.
Posture and Eye Contact	Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation.	Stands up straight and establishes eye contact with everyone in the room during the presentation.	Sometimes stands up straight and establishes eye contact.	Slouches and/or does not look at people during the presentation.
Comprehension	Student is able to accurately answer almost all questions posed by classmates about the social problem.	Student is able to accurately answer most questions posed by classmates about the social problem.	Student is able to accurately answer a few questions posed by classmates about the social problem.	Student is unable to accurately answer questions posed by classmates about the social problem.
Content	Shows a full understanding of the social problem and steps of the PPA.	Shows a good understanding of the social problem and steps of the PPA.	Shows a good understanding of parts of the social problem and steps of the PPA.	Does not seem to understand the social problem and steps of the PPA very well.

Conclusion

You should have acquired knowledge about the chronic absenteeism problem within I.S. 126 in Queens, New York as a result of this webquest. This social problem actually extends beyond your middle school and is currently affecting public schools across New York City. The adverse effects of this problem lead to both immediate and long term consequences that ultimately result in a high dropout rate. In addition, you have learned about the role of the Public Policy Analyst. This individual closely examines social problems. Analysis leads to determination of feasible and effective solutions that aim to improve the lives of community members. It is our hope that your initial investigation made a difference in the process of decreasing chronic absenteeism and improving student attendance.

Common Core State Standards

English Language Arts [Grade 8]

Reading

Writing

Speaking & Listening

Language

CCSS.ELA-LITERACY.RI.8.1
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS.ELA-LITERACY.W.8.1
Write arguments to support claims with clear reasons and relevant evidence

CCSS.ELA-LITERACY.SL.8.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.

CCSS.ELA-LITERACY.L.8.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

CCSS.ELA-LITERACY.RI.8.2
Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

CCSS.ELA-LITERACY.W.8.6
Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

CCSS.ELA-LITERACY.SL.8.4
Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

CCSS.ELA-LITERACY.L.8.6
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

New York Social Studies State Standards

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

English Language Arts Standards » History/Social Studies » Grade 6-8

Key Ideas and Details

Craft and Structure

Integration of Knowledge/Ideas

CCSS.ELA-LITERACY.RH.6-8.1
Cite specific textual evidence to support analysis of primary and secondary sources.

CCSS.ELA-LITERACY.RH.6-8.6
Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

CCSS.ELA-LITERACY.RH.6-8.7
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

Thank you for your participation in this WebQuest!