Student tardiness to classes in 129 middle school;

what happens during transitions?

Ms. Roman

MS 129

Introduction

The success of a lesson depends more than anything in students showing up on time. Being timely helps the learning experience to run smoothly and everyone gets the information delivered by the teacher at the same time, without interruptions. When a student(s) is(are) late to class unfolds a series of delays in the time allotted for the lesson, taking away learning and working time from the students that made it to class on time.

Task

You will be working in groups as public policy analysts (PPA) to figure out what leads to a student to be late for class. Each group will write a petition letter to the principal stating the problem, its consequences and possible solutions to convince her to implement a policy for tardiness schoolwide. Each group will design a visual campaign advocating for all students to be on time to class.

Process

Each group will need to investigate the problem by creating a student/teacher survey that leads to gather some facts that will be used as evidence that will help your group come up with possible solutions to the problem. Each group will use the PPA steps to determine the information that you will use in your visual campaign (Poster board, brochure, flyer) and the petition letter that you will hand in to our principal.

The 6 Steps of the Public Policy Analyst (PPA)Click on each for a description

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

https://www.teachermagazine.com.au/articles/the-effect-of-student-tardiness-on-learning

https://eduflow.wordpress.com/2013/07/13/tardiness-in-schools/

Evaluation

CRITERIA	EMERGING	PROGRESSING	ACCOMPLISHING	EXCEEDING
	1	2	3	4
CONTENT	The letter does not include	The letter includes a few ideas and	The letter includes a lot of information	The letter includes information
	information or ideas relevant	pieces of information relevant to	and ideas relevant to topics	and ideas relevant to topics
	to topics explored in class.	topics explored in class.	explored in class.	explored in class, and integrates
				outside knowledge.

ORGANIZATION	Writing is disorganized and	Writing is somewhat organized and	Writing is organized and coherent	Writing is organized and
	difficult to understand.	coherent. The letter contains most	The letter contains all of the	coherent and letter contains all
		of the required components (issue	required components (issue clearly	required elements. Ideas flow
		clearly stated, supporting reasons or	stated, supporting reasons or evidence	seamlessly through the use of
		evidence, possible solutions).	(possible solutions).	strong transitions.

APPEARANCE OF YOUR VISUAL CAMPAIGN	The work does not reflect effort or care in presentation.	The work reflects some effort and care in presentation.	The work is visually appealing and reflects effort and care in presentation.	The work is visually appealing and reflects effort, attention, and cre in presentation.
CREATIVITY	The work reflects no original,	The work reflects some original,	Effort was clearly made to include	The work includes an array of
	creative ideas.	creative ideas.	original, creative ideas throughout	original, creative ideas, combining-
			the work.	topics explored in class with
				new ideas in novel ways.

COLLABORATION	Students worked individually.	Students worked together but contributions	Students worked well together and	Students worked very well
COOPERATION		were unbalanced.	contributions were balanced.	together; they compromised and
				built off one another’s ideas.

Conclusion

Thank you for analyzing tardiness and its consequences! Your suggestions for implementing new policies are highly appreciated. Moving forward I hope that you will ALWAYS be part of the solution, not the problem!

Standards

CCSS.ELA-LITERACY.W.6.1.A
Introduce claim(s) and organize the reasons and evidence clearly.

CCSS.ELA-LITERACY.W.6.1.B
Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.

CCSS.ELA-LITERACY.W.6.1.C
Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.

CCSS.ELA-LITERACY.W.6.1.D
Establish and maintain a formal style.

CCSS.ELA-LITERACY.W.6.1.E
Provide a concluding statement or section that follows from the argument presented.