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Violence Prevention
South Philadelphia
Super
Pooper Scooper Project
Sharswood
Researching Abandoned
Cars
Philadelphia
Transition to Middle
School
Philadelphia
School Issues
Perry County
Community
Improvement
Cumberland County
School Violence
Bala Cynwyd
Historical Markers,
Gladwyne
Safety Problem,
Pittsburgh
Community Literacy,
Sharon City
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Transition
from Elementary to Middle School
Submitted by Nancy Tasch, Penn Treaty Middle School,
Philadelphia, PA
Select a Local Public Policy Issue:
Due to Penn Treaty's diverse student population and differing neighborhoods,
students chose an issue relevant to their school community. Students
brainstormed for an issue, and felt strongly that transition from
elementary to middle school was an important issue for all students.
Research:
The class came up with numerous research questions, including:
- What are the biggest problems new students face?
- What are the problems teachers view as most important for students
entering middle school?
- How can we show the most positive image of a Philadelphia middle
school, especially Penn Treaty?
Students decided the best way to gain the information was through
interviews with fifth and sixth graders, as well as teachers.
Analysis:
After obtaining the information, the students shared their independent
findings with the class, tabulated answers and created graphic representations.
Devise a Solution or Response to the Issue:
The class decided the way to aid the transition and to promote a positive
image of Penn Treaty was through a video showing the school, students,
teachers, administrators and activities. They also felt that a pamphlet,
which addressed the most pertinent student concerns and questions,
written by students in a language fellow students could relate to,
and with a touch of humor, would greatly benefit incoming students.
Take Civic Action:
The class decided on a lighthearted approach to both the video and
the pamphlet, in order to put the new students at ease. They wrote,
produced and acted in every aspect of their creations. They worked
in small groups of 4-5 to create story segments and developing the
questions for teachers and administrators. Mapping, scheduling, obtaining
permission and photo releases, technology, script-writing, editing,
printing and graphics were among the activities in which students
engaged. The video and pamphlets were distributed to feeder schools,
community neighbors and incoming students.
Reflection and Assessment:
I am still being surprised daily by what the students have learned,
and by the creativity, teamwork, critical thinking skills and problem
solving every student employed throughout this project . . . My class
now understands the way a school functions and its ties to the community.
Section 821 certainly benefited from KAT and became better citizens
of Penn Treaty, their community, and Philadelphia in the learning
process.
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