Excessive Absences for Students in Transitional
Housing
WebQuest for Middle School Students
Created by: Allary Montague
Contact: Amontague2@schools.nyc.gov
PROBLEM:
Students in Transitional Housing have difficulties maintaining
consistent classroom attendance
1) Introduction
Students living in transitional housing
face many difficult problems and hardships. The trauma these students face
includes, but is not limited to emotional, mental, physical, and sexual. While
there are specific organizations to address these issues, there is an absence
of organizations to adress the issue of attendance within these communities.
2) Task
Congratulations! You have been identified
as a leader within your school community. You are tasked with forming a team of
peers to formally analyze and research this problem along with devising a
solution or system of solutions to immediately and adequately address this
specific problem. Your team will be tasked with researching the most effective
manner to inform your school community of this problem and all possible
solutions. Your teacher will
assign individuals specific tasks within each group
Vital Information
-
Define
transitional housing and the possible steps which may lead a child to live in
this type of setting.
-
Examine
the public opinion of people who live in transitional housing (shelters)
-
Analyze
whether the legal definitions of homelessness have caused a negative stigma to
be associated with people living in transitional housing and possible
actionable steps to alter this perception
-
Within
your group, research the daily life of a student who either has or currently is
living in transitional housing. Ensure your interview focuses on their attendance
or lack of and whether or not this affects their academic life in a negative
way.
-
Once
your interview is completed, your group should interview a teacher whose class
is comprised of a population that is equal parts (or relatively equal)
traditional housing and transitional housing. Your questions should be focused
on the quality of work received from both student populations.
-
Once
both interviews are completed, your group is tasked with creating a pamphlet
identifying the disadvantages students in transitional housing face due to attendance
issues. Additionally, your group’s pamphlet should include possible solutions
or a solution set in which this social issue may be addressed.
-
Finally,
your group should create an instructional video (with PowerPoint, brochure, or
other presentation form accompaniment) informing the principal and other
community leaders of the problem as well as your solutions. Be sure your
solutions are clear, concise and feasible.
3) Process
Your
group will now be utilizing the Public Policy Analyst (PPA) tool to further
guide your research.
PPA Steps
1. Define the Problem Worksheet#1
2. Gather the Evidence Worksheet #2
3. Identify the Causes Worksheet #3
4. Evaluate an Existing Policy Worksheet #4
5. Develop Solutions Worksheet #5
6. Select the Best Solution Worksheet#6
Your
research should include information, including, but in no way limited to:
Definition
of transitional housing
Racial
and economic groups with higher amounts of students in transitional housing
Attendance
rates of students in transitional housing for the last five years
Resources
a)
Keeping
Track Online – The Status of New York City Children https://data.cccnewyork.org/data/bar/1282/students-living-in-temporary-housing#1282/a/1/1488/99
b) NYC is home to
more than 111,000 homeless students, new data shows https://brooklyneagle.com/articles/2020/12/04/nyc-is-home-to-more-than-111000-homeless-students-new-data-shows/
d)
THE MCKINNEY-VENTO ACT: EDUCATION OF CHILDREN AND
YOUTH EXPERIENCING HOMELESSNESS
www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&ved=2ahUKEwj05-_-k4HwAhUNd98KHa1JB70QFjAFegQIDRAD&url=http%3A%2F%2Fwww.nysed.gov%2Fcommon%2Fnysed%2Ffiles%2Fnysed-guidance-education-for-homeless-children-and-youths-program-final.pdf&usg=AOvVaw1ik_0p
Research Google
Slides Rubric |
Student: |
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Project: |
Date: |
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4 |
3 |
2 |
1 |
Points Earned |
Points Possible |
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Content |
Google Slides
provides an especially clear presentation of the topic. Each slide has
several images, reasons, details, and/or facts from several resources. |
Google Slides
provides a clear presentation of the topic. Each slide has several images,
reasons, details, and/or facts from the number of sources required. |
Google Slides
provides information about the topic. Some images, reasons, details, and/or
facts may be missing. |
Google Slides is
missing a lot of the required information |
4 |
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Organization |
The information on
the slides is well organized and under the correct heading. |
The information is
organized but the slides may be missing headings or information. |
Some of the
information is in the wrong spot, causing confusion. |
The organization of
Google Slides is missing. |
4 |
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Design |
Each slide is
beautifully designed with a variety of fonts and images. The images used add
to the information given. |
The slides include
a variety of fonts and images. |
The slides use a
variety of images but some of the images may not go along with the information.
|
The Google Slides
did not contain images to go along with the content. |
4 |
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Mechanics |
Punctuation and
grammar are correct. The spelling is correct. |
The Google Slides
has a few minor errors in punctuation, spelling, or grammar. |
Google Slides has
several errors in punctuation, spelling, or grammar causing confusion. |
Many errors made
Google Slides confusing and hard to read. Help is needed to make corrections.
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4 |
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Sources |
Used three or more
sources. |
Used two sources. |
Used one source. |
No sources used. |
4 |
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Presentation |
You did not read
off of the slides and made eye contact with the audience. The information
verbally provided enhanced the information on the slides. |
You did not read
off of the slides but may not have engaged the audience. The verbal
information added to the presentation. |
You mostly read off
of the slides. There was minimal additional information and may not have
engaged the audience. |
You only read from
the slides. You did not seem familiar with the topic. |
4 |
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Comments: |
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CATEGORY |
4 |
3 |
2 |
1 |
Background |
Background does not
detract from text or other graphics. Choice of background is appropriate for
this project. |
Background does not
detract from text or other graphics. Choice of background could have been
better suited for the project. |
Background does not
detract from text or other graphics. Choice of background foes not fit
project. |
Background makes it
difficult to see text or competes with other graphics on the page. |
Text - Font Choice
& Formatting |
Font formats (e.g.,
color, bold, italic) have been carefully planned to enhance readability and
content. |
Font formats have
been carefully planned to enhance readability. |
Font formatting has
been carefully planned to complement the content. It may be a little hard to
read. |
Font formatting
makes it very difficult to read the material. |
Content - Accuracy |
All content
throughout the presentation is accurate. There are no factual errors. |
Most of the content
is accurate but there is one piece of information that might be inaccurate. |
The content is
generally accurate, but one piece of information is clearly flawed or
inaccurate. |
Content is
typically confusing or contains more than one factual error. It is difficult
to understand the time period that was chosen. |
Spelling and
Grammar |
Presentation has no
misspellings or grammatical errors. |
Presentation has
1-2 misspellings, but no grammatical errors. |
Presentation has
1-2 grammatical errors but no misspellings. |
Presentation has
more than 2 grammatical and/or spelling errors. |
Use of Graphics |
All graphics are
attractive (size and colors) and support the theme/content of the
presentation. |
A few graphics are
not attractive but all support the theme/content of the presentation. |
All graphics are
attractive but a few do not seem to support the theme/content of the
presentation. |
Several graphics
are unattractive AND detract from the content of the presentation. |
Effectiveness |
Project includes
all material needed to gain a comfortable understanding of the time period
chosen. |
Project includes
most material needed to gain a comfortable understanding of the time period
chosen. |
Project is missing
more than two key elements. |
Project is lacking
several key elements and has inaccuracies |
Presentation |
Student presented
the material with confidence. |
Student presented
material but could have been more confident. |
Student had many
difficulties presenting materials. |
Student was unable
to complete presentation before the class. |
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.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.SL.8.5
Integrate multimedia and visual displays into presentations to clarify
information, strengthen claims and evidence, and add interest.
CCSS.ELA-Literacy.SL.8.6
Adapt speech to a variety of contexts and tasks, demonstrating command of formal
English when indicated or appropriate. (See grade 8 Language standards 1 and 3 here for specific expectations.)