Courtney L. Teague Assignment 4

7/27/2019 Courtney L. Teague Assignment 4

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Assignment 4

By

Courtney L. TeagueEDD 8006

System Analysis and Design

Nova Southeastern UniversityOctober 21, 2012


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Overview

The methodologies proposed in this study will be executed in the development of

Passport to Right Way (P.T.R.W.) model (web based program), and instrument . The

programs goal is develop and help students with atypical behavior continue their

academic studies using the same academic materials and standards as their peers who are

learning in the traditional setting. The web based program will substitute the traditional

setting. Students will still be held accountable for completing assignments that equivalent

to peers.

Lewin (2012) conducted 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. FMS suspension rate is correlative to the study. The

expected result of this model is reduction of drop out rate, reduction of failing grades, and

reduction of negative behavior.

The study will be implemented over a one -year period. The period will include

three phases. In the first phase, instructors and parents will complete questionnaires. An

advisory committee will be formed and the committee will be introduced to the structure

of the model. In phase two, an observation of student usage and assignment completion

will be reviewed for time patterns. For example, to see if the student lost focus or became

distracted around the same time the negative behavior occurred at school, which resulted

in out of school suspension. Students who are placed in out of school suspension will


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complete a survey about Passport to Right Way user experience. In the third phases,

researchers will review

Research findings

Traditional schools have policies that require disruptive students to be suspended

and expelled (Anastos, 2003). There are limited studies conducted related to online

programs used for students who serving out of school suspension and/or expulsion. A

study conducted by Aeby, Manning, Thyer, & Aeby (1999), suggested that suspension

and expulsion of students are overburdening juvenile courts. The study also indicated

that school administrators are responsible for providing a safe learning environment and

an educational opportunity for all students. The study included three measures of student

psychosocial functioning. The participants were included into two groups. The control

group included students participating in the standard alternative school program. The

standard school program was an off-campus mandatory program. The experimental group

of students participated in an intensive family involvement. The students were involved

in seven various inventions such as staffing, individual counseling, phone conferencing,

family therapy, family meetings, family teacher conferences, miscellaneous meetings,

transition meeting. The results indicated that overall levels of change within each group

for self-esteem, locus of control, grades, attendance, and depression were low for both

cohorts which were so low that it was difficult to justify the resources. The nonrandom

assignment of participants made the process of making causal inferences problematic.

The number of drops outs reduced among the experimental cohort. Suspended students

receive a failing grade for missed work during the time missed. Suspension and expulsion


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are correlated to an increased school dropout rate and students who end up in prison

(Nichcy,2011; Losen & Skiba, 2010; Skibe & Ritter, 2011).

Twilight Academy is an alternative program for this high school was approved

to accommodate a total of 60 students in Grades 912. Those 60 students were selected

at the recommendation of teachers, guidance counselors, and administrators. The

selected students for the Twilight Academy had issues with truancy, were constantly

suspended, fail grade level multiple times, or were returning from such juvenile detention

or another alternative education placement (DAngelo & Zemanick, 2009). The study

recommendations included a program is needed for students who have not encountered

success in the traditional setting. The needs must be a shared decision by teachers,

administration, students ,stakeholders, and parents.

Methodologies

Researchers seek to describe themes and trends in the data conducted through a

mixed method analysis (Creswell, 2008).

Instruments. The instruments selected for this study includes collecting data

from an advisory committee, observation of individual behavior, semantic differential

scale questionnaire, and organizational documents. An advisory committee will be

selected to identify resources that could assist the students placed in out of school

suspension/expulsion. The benefits of having an advisory committee includes allowing

opinions for decision makers and stakeholders to be heard. However, an advisory

committee can be time consuming and off limited quantifiable data. Another pitfall that

may occur includes committee members influencing co-members decision. The

observation of students traditional classroom behavior and online behavior will assist


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with developing the appropriate setting for the student. Observations are tools to identify

an individuals actual behavior rather than perspective (Creswell, 2008). However,

behavior observation is time consuming and requires a skilled observer. The

questionnaire will include open and closed questions. The parents and students will

complete the questionnaire and provide useful information which includes demographic

data, student performance level, technology needs, and parental involvement training.

Faculty will be required to complete a questionnaire support theories and concepts in

literature (Creswell, 2008). Organizational documents such as disciplinary tracker report,

progress reports, report cards, and test scores can be used to provide quantifiable data.

Procedures

At the beginning of the school year, email will be sent to instructional staff

members in which they must complete the mandatory questionnaire. The email will

explain the purpose of the study. A second email will be sent to the instructional staff

members who respond with an interest. The staff will be directed to complete an online

instructional module, which will explain the requirements and demonstrate how the

student will use the module. If a child is suspended, the administrator will contact the

parent and explain to them that the child will have the option to complete school

assignments while serving out of school suspension. The parent will answer the

questionnaire verbally (then the parent will receive a login username and passcode as

result of completing questionnaire) or complete the online form to receive the username

and passcode. Of the parents who indicated an interest in the program, the students will

have to complete all assignments during the school hours. After the student completes all


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References

Aeby, V, Manning, B., Taylor, B, & Carpenter-Abey, T. (1999). Comparing outcomes ofan alternative school program offered with and without intensive family

involvement Retrieved from

http://www.adi.org/journal/ss99/AebyManningThyerCarpenter-AebySpring1999.pdf

Anastos, E. (2003). Providing quality instruction in alternative settings.Leadership,

33(2), 35-38. Retrieved fromhttp://search.proquest.com.ezproxylocal.library.nova.edu/docview/204316321?ac

countid=6579

Creswell, J. W. (2008). Educational research: Planning, conducting, and evaluatingquantitative and qualitative research. Upper Saddle River, NJ: Pearson.

D'Angelo, F., & Zemanick, R. (2009). The twilight academy: An alternative educationprogram that works.Preventing School Failure, 53(4), 211-218. Retrieved from

http://search.proquest.com.ezproxylocal.library.nova.edu/docview/228448601?ac

countid=6579

Ed Gov (n.d.) Civil Rights Data Collection. Retrieved from

http://ocrdata.ed.gov/flex/Reports.aspx?type=school#/action=addSearchParams&t

bSearchDistrict=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 addressing

disproportionality in school discipline. Retrieved from

https://www.cehd.umn.edu/PPG/Partnerships/ULAfiles/Urban%20Leadership%20Academy%20HO.pdf


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Appendix

Survey Instruments


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Distance Learning at FMS Needs Assessment Questionnaire

Parents thank you for participating in the FMS distance learning needs assessment. Thisquestionnaire is to be completed once you have reviewed the description of the proposed

program. If you have any questions regarding the completion of this questionnaire please

contact, Courtney L. Teague, project lead by email [email protected].

Please submit the completed questionnaire by 10/31/2012

Personal Details (These details are required for communication purposes and will not bedisclosed or sold)

Your Name:_________________________________________________________________

Number:________________________________________________________________

_____

Email:________________________________________________________________________

Childs Name:__________________________________________________________

Childs Grade:__________________________________________________________

Question 1 :

Rate your level of satisfaction with the traditional school systemCircle (only one)

Level of Satisfaction5 point

1Not at all satisfied2slightly satisfied

3moderately satisfied4Very satisfied5Extremely satisfied

Instructions For Completing The Questionnaire

This questionnaire is

Question 1- Circle one level that represents your level of satisfaction

Question 2-Select yes or no

Question 3- Place a check mark in one box

Question 4-Circle option and write short response

Question 5- Select number that describes your belief

Question 6-8: Circle option


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Question 2:

Prior to beginning the course, I (and my child) will be able to complete distance

learning technology orientationSelect yes or no

___Yes _____No

Question 3:

Will student have access to complete assignments?Check one box

______Computer with Internet access is available home

_______I am available to take student to library (or any area with computer and

Internet access)_______I am not able to provide a computer with Internet access

Question 4:Do you think your child will benefit from completing tasks in a different

environment?

(a)yes (b) noWhy?____________________________________________________________

__________________________________________________________________

____________________________________________

Question 5:

How will you rate your knowledge of distance learning?Circle one choice with 1 being unknowledgeable, 2-4 represents in between, 5 Very-

knowledgeable

(5) Very knowledgeable

(4)

(3)(2)

(1) Unknowledgeable

Question 6:

Which computer operating system is available in your home?

Circle optiona. Mac

b. PC

c. Both

Question 7:

What is your childs racial background?

Circle optiona. African American (Black)


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b. Hispanic

c. Latino

d. Caucasian (White)e. multi racial

Question 8: What is your childs gender? Female or maleFaculty Questionnaire

Question 1:

How will you rate your knowledge of distance learning?

Circle one choice with 1 being unknowledgeable, 2-4 represents in between, 5 Very-

knowledgeable

(5) Very knowledgeable

(4)

(3)

(2)

(1) Unknowledgeable

Question 2:

How will you rate your likeliness to place assignments on online model for students

who are serving out of school suspension ?

Circle one choice with 1 being unlikely, 2-4 represents in between, 5 Very-likely

(5) Very likely

(4)


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(3)

(2)

(1) Very unlikely

Student Questionnaire

Question 1:

How will you rate your experience of distance learning?

Circle one choice with 1 being excellent, 2-4 represents in between, 5 not so good

(5) Excellent

(4)

(3)

(2)

(1) Not so good

Question 2:

How will you rate your likeliness to engage in negative behavior resulting in out of

school suspension ?

Circle one choice with 1 being unlikely, 2-4 represents in between, 5 Very-likely

(5) Very likely

(4)

(3)

(2)

(1) Very unlikely


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Courtney L. Teague Assignment 4

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