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Assignment 2System Design
ByCourtney L. Teague
EDD 8006System Analysis and Design
Nova Southeastern University
September 30, 2012
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Statement of Needs
African American students face harsher discipline in public schools than other
students (Lewin, 2012). A study revealed that of the schools sampled, African America
students made up only 18 percent of students enrolled and accounted for 35 percent of the
students suspended once, 46 percent of the students suspended more than once and 39
percent of all expulsions. In other districts, Hispanics and African Americans represent
45 percent of the student body but 56 percent of those expelled under zero tolerance
policies (Lewin, 2012). FMS’ suspension rate is comparati ve to the study. Of 255
Hispanic students enrolled 15 students received only one out of school suspension and 10students received more than one out – of- school suspension; 70 students received one or
more suspensions; 0 students received expulsions with educational services. Of 395
African American students enrolled 30 students received only one out of school
suspension, 35 students received one or more out of school suspension; 5 students
received expulsions with educational services. In comparison to their 145 White enrolled
counterparts, 10 students received only one out of school suspension and 5 students
received more than one out – of- school suspension; 35 students received one or more in
school suspensions; 0 students received expulsions with educational services .of (Ed
Gov, n.d.). FMS students who fail to participate in the traditional learning environment
due to out of school suspension and/or expulsion need a distance learning system to
substitute learning while away from the school .
Needs Assessment
The current out of school suspension system (OSS) makes it easy for the students
to fail academic courses. Suspended students receive zero credit for missed work during
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the time missed. Suspension and expulsion are correlated to an increased school dropout
rate and students who end up in prison (Nichcy,2011; Losen & Skiba, 2010; Skibe &
Ritter, 2011).
At FMS Hispanic and African American students are suspended at a high rate
than their white counterparts and are potential candidates for drop out. African American
students are impacted by the widening use of subjective suspension for routine or minute
infractions such as dress code violation, profanity. In comparison, their White
counterparts are often suspended for objective behavior for smoking in the restroom
(Jonsson, 2012). Suspension unravels student achievement and impacts societal costs.System Design
Passport to Right Way (P.T.R.W.) model is designed to allow students who are
placed in out of school suspension the opportunity to complete his/her work through
distance learning. The key players that will be involved are the students, parents,
teachers, librarians, technology support specialists, and administrators. The
responsibilities of the technology support specialists and teachers are to design Common
Core Standards alignment and behavior modules. The administration will review and
evaluate standard based material. Although student will experience distance learning,
they must review materials and complete the materials before assignment due dates and
before returning to school. Students must participate in modules with time equivalent to
traditional classroom time. Students who are placed in OSS will be able to remain on task
with information.
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References
Ed Gov (n.d.) Civil Rights Data Collection. Retrieved fromhttp://ocrdata.ed.gov/flex/Reports.aspx?type=school#/action=addSearchParams&tbSearchDistrict=cobb%20county&btnSearchParams=Search&cblYears_3=1
Jonsson, P (2012)http://www.csmonitor.com/USA/Education/2012/0306/Minority-students- are-punished-more-than-whites-US-reports.-Is-it-racism
Lewin, http://www.nytimes.com/2012/03/06/education/black-students-face-more-harsh-discipline-data-shows.html?_r=0
Losen D.J. & Skiba, R.J. (2010). Suspended Education urban middle schools in crisisRetrieved from http://civilrightsproject.ucla.edu/research/k-12-education/school-discipline/suspended-education-urban-middle-schools-in-crisis/Suspended-Education_FINAL-2.pdf
Skiba, R & Ritter, S. (2011). Race is not neutral: understanding addressingdisproportionality in school discipline. Retrieved from
https://www.cehd.umn.edu/PPG/Partnerships/ULAfiles/Urban%20Leadership%20Academy%20HO.pdf