Absenteeism During Remote Learning John Finley Campus School

Absenteeism During Remote Learning John Finley Campus School Sahar Shabazz John H. Finley P. S. 129 M Fall 2020

Students are frequently late or absent to remote instruction Introduction: Since COVID 19 the students attendance rate decreased and the students at John H. Finley, P. S. 129, have not been regularly attending class or arriving on time. The teachers now need your help to identify and solve the problem. So you will investigate the causes and identify possible solutions that can encourage students to come to school online every day and on time. In a group of 2 -3 you will help determine possible solutions for the students of P. S. 129 to increase attendance during remote learning and decrease absenteeism and or tardiness.

TASK • You have been tasked with creating an attendance policy for the John H. Finley Campus school that will aid students in coming to school remotely everyday and on time. Your assignment involves the following tasks below: • 1. Complete a (PPA) Public Policy Analysis • 2. A written report of 2 -4 pages including all aspects of your research and your findings, as well as a provide an idea for a new attendance policy. (Use the rubric provided to complete each task, slide 11 -12. ) • 3. A three to five minute presentation on the topic using either a Power. Point or another approved presentation form.

Steps Of Public Policy Analysis (PPA) ******Make sure that you have completed all required in each step as specified on the Process Page (slide 4) 1. 2. 3. 4. 5. 6. Define the Problem Gather Evidence Identify the Causes Evaluate an Existing Policy Develop Solutions Select the Best Solutions

The Process • • 1. ) Students will be placed into small groups of 2 -3. • • • 5. ) STEP 3 -Identify the causes of the problem. (from research and use the graphic organizer to collect your responses. (Slide 16 ) 2. ) STEP 1 Identify the problem. (Students at P. S. 129 M are chronically absent and late to online school. ) Problem sheet (slide 14). 3. ) Identify three adverse effects of this problem. (See Resources section for articles and use them) 4. ) STEP 2 of PPA: Gather evidence of the problem using a the graphic organizer sheet. (Conduct a Survey of the students to find the connection between absenteeism/tardiness and student achievement. ) (Slide 15). 6. ) STEP 4 -Evaluate existing public policy. (NYCDOE absence policy, PS 129 absence policy. (Slide 17 -18 -a-d) a. State one of the major existing policies that attempt to deal with the problem. b. Advantages of this policy? c. Disadvantages of policy? d. Should policy be removed, improved and supported? What advantages, if any, from the present policy be kept? What disadvantages should be removed? ( Use sheet found on slide to answer the questions in number 6). • 7. ) Suggest at least three new/original public policy alternatives. (Use sheet provided: (Slide 19) • 8. ) Write a defense for the best public policy solution. (Feasibility Matrix) (Slides 20 -22) ******Make sure that you have completed all required in each step using the graphic organizers provided on (Slides 14 22)as specified here.

Conclusion In this unit we learned more about Public Policy Analysis (PPA), through analyzing social problems. The purpose is to recognize and identify social problems and develop feasible solutions through the 6 steps of the PPA. Through the presentation on “Absenteeism During Remote Learning”, you should now understand that your attendance is important whether you are in the school building or not. You should also understand that it can have a great impact on your achievement, academic success, and your success in the future. This Web Quest allows you are take social issues such as attendance and create a policy that can motivate other students to come to school on time everyday. Through developing your own public policy you also become a voice of change. The experience you obtain through analyzing social issues through the 6 steps of the PPA can induce future change in society and maybe even the world.

Next Generation English Language Arts (ELA) Standards: Grade 4 • Key Ideas and Details • 4 R 1: Locate and refer to relevant details and evidence when explaining what a text says explicitly/implicitly and make logical inferences. (RI&RL) • 4 R 3: In informational texts, explain events, procedures, ideas, or concepts, including what happened and why, based on specific evidence from the text. (RI) • • Integration of Knowledge and Ideas • 4 R 7: Identify information presented visually, or quantitatively (e. g. , in charts, graphs, diagrams, time lines, animations, illustrations), and explain how the information contributes to an understanding of the text. (RI&RL) • Text Types & Purpose • 4 W 1: Write an argument to support claim(s), using clear reasons and relevant evidence • 4 W 1 a: Introduce a precise claim, supported by well-organized facts and details, and organize the reasons and evidence logically. • 4 W 1 b: Use precise language and content-specific vocabulary • 4 W 1 d: Provide a concluding statement or section related to the argument presented.

Next Generation English Language Arts (ELA) Standards: Grade 4 4 W 2: Write informative/explanatory texts to explore a topic and convey ideas and information relevant to the subject. 4 W 2 a: Introduce a topic clearly and organize related information in paragraphs and sections. 4 W 2 b: Develop ideas on a topic with facts, definitions, concrete details, or other relevant information; include text features when useful for aiding comprehension. 4 W 2 c: Use precise language and content-specific vocabulary ***Research to Build and Present Knowledge 4 W 6: Conduct research to answer questions, including self-generated questions, and to build knowledge through investigating multiple aspects of a topic. 4 W 7: Recall relevant information from experiences or gather relevant information from multiple sources; take notes and categorize information, and provide a list of sources.

Next Generation English Language Arts (ELA) Standards: Grade 4 • Comprehension and Collaboration • 4 SL 1: Engage effectively in a range of collaborative discussions with diverse partners, expressing ideas clearly, and building on those of others. • 4 SL 1 a: Come to discussions prepared, having read or studied required material; draw on that preparation and other information known about the topic to explore ideas under discussion. 4 SL 1 b: Follow agreed-upon norms for discussions and carry out assigned roles. 4 SL 2: Paraphrase portions of information presented in diverse formats (e. g. , including visual, quantitative, and oral). 4 SL 3: Identify and evaluate the reasons and evidence a speaker provides to support particular points.

Next Generation English Language Arts (ELA) Standards: Grade 4 • Presentation of Knowledge and Ideas • 4 SL 4: Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace and volume appropriate for audience. • 4 SL 5: Include digital media and/or visual displays in presentations to emphasize central ideas or themes. • 4 SL 6: Distinguish between contexts that call formal English versus/or informal discourse; use formal English when appropriate to task and situation. • Knowledge of Language • 4 L 3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Resources • New York City Attendance Plan/Policy During Remote Learning: https: //www. schools. nyc. gov/school-year-20 -21/district-schoolreopening-plan-submission-to-nysed/attendance-plan • Attendance NYCDOE: https: //www. schools. nyc. gov/school-life/school-environment/attendance • Strategies to Improve Student Attendance (PBIS): https: //www. pbisrewards. com/blog/using-pbis-improve-attendance/ • Increasing Students Attendance: https: //educationnorthwest. org/sites/default/files/increasing-student-attendance. pdf • Leading to Change/Increasing Student Attendance: http: //www. ascd. org/publications/educationalleadership/may 08/vol 65/num 08/Improving-Student-Attendance. aspx • Ways to increase Attendance (according to NYS Do. E): http: //www. everystudentpresent. org/ • Key Findings of Elementary school Attendance: https: //www. attendanceworks. org/research/elementary-school/ • Childtrends. org: Indicators of student absenteeism: http: //www. childtrends. org/? indicators=student-absenteeism • Conducting Surveys: http: //www. brighthubeducation. com/help-with-writing/83557 -tips-on-how-to-put-together-surveys-forschool-projects/ • New York City Department of Education Attendance Policy: http: //schools. nyc. gov/Student. Support/Student. Attendance/default. htm • Effects of absenteeism: http: //www. attendanceworks. org/wp-content/uploads/2017/05/Absenses-Add-Up_September-3 rd 2014. pdf • Conducting Surveys: http: //www. brighthubeducation. com/help-with-writing/83557 -tips-on-how-to-put-together-surveys-forschool-projects/

Evaluation: Research Rubric ******Make sure that you have completed all required in each step as specified on the Process Page (slide 4) Research Report Rubric Element 4 The introduction clearly and identifies social problem, previews the structure of the paper and includes effects of social problem. Introduction /4 3 The introduction identifies the social problem but may not preview the set- up of the paper or the social effects of the problem. Gathering Evidence Students discuss process of how they obtained information about PS 129 School students absentee and tardiness habits and findings obtained from surveys. /2 Students include a master copy of the survey questions distributed to obtain results. Survey /2 Evaluation of existing policy /4 Solution Proposal Students utilize the Feasibility Matrix for three proposed solutions; identify the most feasible attendance policy PS 129 with a rationale for this choice. Students utilize the Feasibility Matrix for less than three proposed solutions; identify a new attendance policy for PS 129 with a rationale for this choice. /4 Total: /16 2 The introduction is missing both the preview of the paper and the effects of the social problem. = __ % 1 Introduction is missing Students discuss survey itself but not what the results show. Students do not include a template copy of the survey questions asked. Students include a master copy of the survey questions distributed to obtain results. Students do not identify or discuss the current policy regarding attendance at PS 129. Students identify the new policy they would like to see put in place at PS 129 but skip the Feasibility Matrix process. Students do not propose a solution to combat Chronic Absenteeism and Tardiness.

Evaluation: Power Point Rubric ******Make sure that you have completed all required in each step as specified on the Process Page (slide 4) Power. Point/Presentation Rubric Element 4 Presentation tells the audience what the social issue is and why it matters. The presentation invites the audience to reflect on the condition by asking interesting questions and stating the goal. Introduction 3 Presentation tells the audience what the social issue is and why it matters, yet does not invite reflection and audience participation. 2 Presentation tells the audience what the social issue is. 1 No introduction of Power. Point. Presentation is missing only 1 or 2 of the required content sections from the Public Policy Analysis. Presentation contains 1 -2 of the required content sections from the Public Policy Analysis. Presentation contains none of the required content from the Public Policy Analysis. The Presentation is visually appealing and helps the audience’s understanding of the material. The Presentation is visually appealing but contains no visual graphics, or aids. The Presentation has a template or color scheme that is visually unappealing (color scheme makes it hard to read, small fonts, extra-large fonts), and no images. Presentation includes all resources students used. Presentation does not contain a slide listing resources students used. Presentation contains between 4 and 5 grammatical or spelling errors. Presentation contains many grammatical and spelling errors that hinder comprehension. /4 Presentation contains all content of Public Policy Analysis (including: Gathering Evidence; Survey; Evaluation of Current Policy; 3 Possible Solutions; Identify Best Solution; Defend Best Solution) Content /4 Layout /3 Resources /2 Writing Conventions Presentation contains no more than 1 grammatical or spelling error. Presentation contains between 2 and 3 grammatical or spelling errors. /4 Total: /15 = __ %

Step 1 -Problem Sheet- Defining the Social Problem Team member names: ___________________________________________ Date: _____________ In one or more sentences describe the social problem that your group will investigate: Give the location where the social problem exist. (For example, the problem absenteeism is located in New York, at P. S. 129) Give 3 or more unwanted social conditions that are a direct result of the problem you selected. (For example, with absenteeism: 1. students don’t know how to do their work. 2. Students fall behind at school. 3. Students aren’t learning). Write a concluding statement to summarize the social problem and the location of the problem. ( For example, Absenteeism at a NYC public school, P. S. 129).

Step 2 -Evidence Sheet: Gather Evidence of the Problem Team member names: ___________________________________________ Date: _____________ What is your problem? (write phrase to describe problem) Provide evidence that the problem exist. (Cite one or more sources below)

Step 3 -Causes Sheet: Identify Causes of the Problem Team member names: _______________________________________ Date: __________________ Write your problem phrase below: List 4 or more factors that have contributed to the problem that you have identified. (Cite evidence of those factors).

Step 4 -Evaluation Sheet: Evaluate Existing Public Policy Team Member Names: _________________________________________ Date: ______________ Write your problem phrase below: What is one major existing public policy that attempts to deal with the problem you identified. What are the advantages of the policy? (For example, has the policy been successful, is it inexpensive, is the policy enforced, do the people/public buy into the policy)

Step 4 -Evaluation Sheet: Evaluate Existing Public Policy Continued… Team Member Names: _________________________________________ Date: ______________ What are the disadvantages of the policy? (For example, is it unsuccessful, is it costly, is it optional or not enforced, does the public by into the policy) Now that you evaluated the policy and it’s advantages and disadvantages, should this existing policy be completely changed, or just improved and supported? What advantages, if any from the policy, should be kept? What disadvantages, if any from the policy, should be removed? (

Step 5 -Solutions Sheet: Develop Public Policy Solutions Team members: ____________________________________________ Date: ______________ Write your problem below: Suggest at least three new public policy alternatives. Your public policy alternatives should use the same/similar location, population, and political level as the social problem that you identified. You must provide the real government or government agency that will carry out the recommended action. Below write the proposal (public policy alternatives) that all of your group members feel is best first and then next best and so on. 1. 2. 3. 4.

Step 6 -Best Solution Sheet: Select the best public policy solution Team members: _____________________________________________ Date: __________________ Write your social problem below: List the three public policy alternatives that you selected in Step 5 (solutions sheet). Create a short word or abbreviation to summarize each policy and write it at the end of each policy (see example). 1. 2. 3.

Step 6 -Best Solution Sheet: Select the best public policy solution-continued Use the format in the example to complete the matrix below: FEASIBILITY HIGH EFFECTIVENESS MEDIUM LOW

Step 6 -Best Solution Sheet: Select the best public policy solutioncontinued Discuss the reasons for your decisions in the matrix. Discuss why your group prefers one alternative over the other two alternatives.