Courtney L. Teague Assignment 6

Pathways To Right Way Proposal

By Courtney L. Teague EDD 8006System Analysis and Design

Nova Southeastern UniversityNovember 18, 2012

November 18, 2012

Dr. Jennifer Maddock U.S. Department of Education400 Maryland Avenue SouthwestWashington, DC 20202

RE: Passport to Right Way (P.T.R.W.)

Dear Dr. Maddock,

Passport to Right Way (P.T.R.W.) is an alternative web based model program designed to allow Floyd Middle School students who are placed in out of school suspension the opportunity to complete his/her work through distance learning. 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 in school peers.

This Request for Proposal (RFP) of $ 143,600.00 will fund staff and equip the P.T.R.W. program. The proposal requests include funding for an instructional designer, a technical writer, 4 member support team, professional development for staff, student training, and the computer hardware, and software.

We greatly appreciate the Department of Education for reviewing the request for proposal and demonstrating an interest in helping our students maintain I will contact you within the next week to answer any questions as well determine whether there is an opportunity of a face-to-face or video-conference to discuss the basis of our proposal. If you have any questions, please feel free to contact me at 678-499-3521 or [email protected]

Sincerely,Courtney L. Teague, MPA, EdS

ENCLOSURESProject Proposal

Abstract

FMS in Mableton, GA is seeking a grant to implement Passport to Right Way (P.T.R.W.) with the mission to helping at-risk students who were assigned out of school suspension due to disciplinary consequences continue their academic learning in a distance learning setting. The students will participate in learning using a Common Core Standard aligned online curriculum. The web-based program will substitute the traditional setting. Students will still be held accountable for completing assignments that are equivalent to peers. A review of research conducted revealed that 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 methods include input from the key stakeholders students, parents, teachers, librarians, technology support specialists and administrators. Funding for $ 143,600.00 will fund staff and equip the P.T.R.W. program (see page 14 for the budget). The proposal requests include funding for an instructional designer, a technical writer, 4 member support team (certified teachers), professional development for staff, student training, and the computer hardware, and software.

IntroductionFMS is a Title I Distinguished School", which received Honorable Mention for High Flying Schools Award. FMS has been awarded continuing accreditation with the Southern Association of Colleges and Schools, Council on Accreditation and School Improvement and is an Advanced Placement Certified School. FMS serves 909 students in middle grades sixth through eighth. Currently 79% of FMS families qualify for free and reduced lunch. Approximately 87% of the students are minorities of that 32% are Hispanic and 50% are female. Students are assessed yearly in reading, language arts, math, science, and social studies to assess their strengths and weaknesses. There are over 69 teachers, 4 administrators, and two counselors at FMS. Class sizes range from 19 -27 multi-ability leveled students. FMS performance has demonstrated gains in math and reading between 2006-2012 based on the Georgia Performance Standards. In 2012, FMS implemented Common Core Performance Standards, a more rigorous curriculum and initiative led by the state of Georgia. Common Core Georgia Performance Standards ensure that Floyds 69 teachers have a universal structure that will help them provide the tools for their students to have the desired knowledge, skills, and abilities to be successful within their public school tenure. As a result, the students will graduate high school with the skills necessary to succeed in an entry-level job, college course, or workforce training programs. In 2011, FMS suspension rate data indicated of 255 Hispanic students enrolled 15 students received only one out of school suspension and 10 students 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 (Ed Gov, n.d.). When students are given out of school suspension they receive a zero for the assignments, tests, projects, and/or quizzes given during their absence.Statement of NeedsAfrican American students face harsher discipline in public schools than other students (Lewin, 2012). A study revealed that of the schools sampled, African American 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 comparative to the study. Of 255 Hispanic students enrolled 15 students received only one out of school suspension and 10 students 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. The out of school suspensions places them at-risk to drop out (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 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.Community Description In order to define, prioritize, and achieve educational results input from a myriad of stakeholders and partners are necessary (Kaufman et al., 2001, p.52). FMS is a middle school in a suburban school district in a Southern U.S. state. The county in which FMS is located is part of a 10-county region with the population of 4,124,300 (About Atlanta, n.d). The suburban city in which FMS is located has a population of 37,115. The estimated media household income in 2009 was $49,426 with an estimated per capita income of $26,352 (Neighborhood Scout, n.d.). A majority of Mableton residents report their race to be White, followed by Black or African-American. Mableton also has a sizeable Hispanic population. Hispanic or Latino people account for 10.00% of the citys residents. Mableton has a mixed workforce and an average of 21.48% have a bachelors degree or advanced degree (Neighborhood Scout, n.d.). There are two elementary schools and one middle school to serve the Mableton community. A majority of employed residents spend more than 30 minutes to commute to their jobs daily which limits their time to participate in school activities. Mableton has one public library. Several businesses are school partners and provide financial resources and volunteer time. Mableton is safer than 18% of the cities in the United States (Neighborhood Scout, n.d.).Educational systemFMS is a Title I middle school and the Title I program provides financial assistance to school districts and states to meet the needs of at-risk students. The goal of Title I is to provide supplemental activities and educational services that support underachieving students in elementary and secondary schools (U.S. Department of Education, 2004). There are 416 female students and 451 male students enrolled in Grades 6-8 at the researchers school (Georgia Department of Education, 2012). Currently 79% of FMS families qualify for free and reduced lunch (Strategic Plan). An estimate of 87% of students are minorities in which 32% are Hispanic and 50% are female (Floyds Strategic Plan, 2012). There are over 69 teachers, 4 administrators, and two counselors at FMS. Class sizes range from 19 -27 multi-ability leveled students. There are no formal technology courses offered to the students. Students must attend traditional courses. Common Core Georgia Performance Standards have raised the increased rigor in reading text complexity. There is a need to prepare students for transition toward more technical literacy across all subjects (math, science, social studies, and language arts). There is need to increase emphasis on literacy skills in all subjects while teaching students to solve problems and think critically (Title I Schoolwide Plan, 2012). Neighboring businesses are an integral part of the FMS learning environment. The businesses make financial contributions, mentor, tutor, serve on school boards, and speak to students in their area of business. In order to define, prioritize, and achieve educational results input from a myriad of stakeholders and partners are necessary (Kaufman et al., 2001, p.52). Learner Analysis Since FMS qualifies as a Title I school, FMS students are from primarily a low socio-economic background. The students are from various cultures and enrolled in various programs. ). Ninety-eight students are enrolled in special education, 48 students are English to Speakers of Other Languages, and 156 students in Remedial Education (Georgia Department of Education, n.d.). An analysis of the 2008-2012- Georgia Criterion Referenced Conference Test confirmed that students in grade levels 6-8 scored considerably below in math and science (Hargrett, 2012)

System DesignPassport 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. 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 a students traditional classroom behavior and online behavior will assist 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. ProceduresAt 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 school hours. After the student completes all tasks, the student will have complete the follow up survey prior to returning to school. Researchers will review data for trends and as an evaluation tool to revise the alternative program.

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Passport to Right Way (PTRW) Gantt Chart

WBSDescriptionMonths JanuaryFebruaryMarchAprilMayJuneJulyAugustSeptemberOctoberNovemberDecemberJanuaryFebruary

1234567891011121314

1System Design

1.1Information flow defined

1.2Hardware needs/requirement defined

1.3Software needs/requirement defined

2Software Purchased

2.1Software and vendor selected and secured

2.2Purchase order processed

2.3Software received

3Hardware purchased

3.1Hardware and vendor selected and secured

3.2Purchase order processed

3.3Hardware received

4Support team personnel identified

4.1Personnel requirements determined

4.2Personnel roles defined

4.2.1In-school people identified

4.2.2In-school people selected

5Training on system

5.1Online trainer manual prepared

5.2Support team training program developed

5.2.2Student training developed

5.3Support teacher training conducted

5.3.3.Student training conducted

6Pilot Test

6.1Pilot evaluation method developed

6.2Pilot test conducted

6.3Pilot evaluated

7PTRW Launch

7.1System design revised

7.2Implementation plan reviewed

7.3Draft PTRW launch

7.4Full PTRW launch

8Project Management and coordination

Support of milestons

Milestones and Deliverables

Purchase orders

Pilot Evaluations

Support team training reports

Student user results

Final Report

Knowledge/SkillsName of PersonFacilitiesEquipmentMaterialsSpecial ResourcesResource Cost totals

Person

Interviewing system analysis2,500.00

System analysis1,000.00


Knowledge of software1,200.00

Knowledge of purchasing1,300.00

Knowledge of purchasing /receipt

Knowledge of hardware1,200.00

Knowledge of purchasing1,300.00

Personnel analysis2,000.00




Technical WriterComputer Hardware2,100.00

Instructional design2,700.00


TeachingComputer labComputerManual, software 2,400.00

TeachingComputer lab ComputerManual, software2,400.00


Teaching30,000.00

Evaluating skills Meeting room21,000.00


System analysis4500

System analysis7000

System analysis23000

total cost143,600.00

Summary

Passport to Right Way (P.T.R.W.) distance learning model allows at-risk students to continue their academic endeavors while serving out of school suspension. This model allows school administration to enforce school policy and consequences for those who exhibit atypical behavior. FMS student demographics is diverse, however there is a disproportionate amount of African American and Hispanic students who receive out of school suspension. 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. Students are still held accountable for their learning outside of the normal school setting. P.T.R.W. offers individualized instruction and educational programming for students with various achievement levels. It is essential to differentiate instruction for each student in the class and the software capabilities helped to provide this customization of curricular offerings (Anastos, 2003, p.38). Current discipline practices in the school setting negatively impact the students who receive out of school suspension. Students who are out of school are unable to access Common Core Georgia Performance Standards aligned tasks and activities. During the students absence they will lack exposure to the required tools that will contribute to a possible deficit of possessing the desired knowledge, skills, and abilities to be successful within their public school tenure. High quality, well-staffed alternative programs, decrease truancy, acts as deterrents, to poor behavior in traditional school environments, minimize suspensions and expulsions, and enhance academic achievement (Ingersoll & Leboeuf, 1997, p.211). FMS is a diverse school with students and staff from various cultures. The administration and staff are committed to serving the community and learning forward. FMS is dedicated to FMS vision: A community of actively engaged lifelong learners who are accountable, productive citizens (Floyd, n.d.). In order to contribute to a community of actively engaged lifelong learners who are accountable, productive citizens, funding is needed for the students who demonstrate atypical behavior and needs an alternative setting as a consequence.

ReferencesAbout Atlanta (n.d.) Retrieved September 15, 2012 from http://www.atlanta.net/visitors/population.html

Aeby, V, Manning, B., Taylor, B, & Carpenter-Abey, T. (1999). Comparing outcomes of an 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 from http://search.proquest.com.ezproxylocal.library.nova.edu/docview/204316321?accountid=6579

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

D'Angelo, F., & Zemanick, R. (2009). The twilight academy: An alternative education program that works. Preventing School Failure, 53(4), 211-218. Retrieved from http://search.proquest.com.ezproxylocal.library.nova.edu/docview/228448601?accountid=6579

Ed Gov (n.d.) Civil Rights Data Collection. Retrieved from http://ocrdata.ed.gov/flex/Reports.aspx?type=school#/action=addSearchParams&tbSearchDistrict=cobb%20county&btnSearchParams=Search&cblYears_3=1

Floyd Middle School (n.d.). Report Card. Retrieved September 15, 2012 from http://www.doe.k12.ga.us/Pages/By-School.aspx

Floyd Middle School (n.d.). Retrieved http://www.cobbk12.org/floyd/)

Hargrett, T. (2012, August). CRCT Analyzed Scores. Floyd Middle School

Ingersoll, S., & LeBoeuf, D. (1997). Reaching out to youth out of the education mainstream. Juvenile Justice Bulletin. Washington, DC: U.S. Department of Justice, Office of Justice Programs, Office of Juvenile Justice and Delinquency Prevention.

Kaufman, R., Watkins, R. and Leigh, D. (2001) Useful Educational Results: Identifying,prioritizing and achieving. Lancaster, PA: Proactive Publishing.

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 crisis Retrieved from http://civilrightsproject.ucla.edu/research/k-12-education/school-discipline/suspended-education-urban-middle-schools-in-crisis/Suspended-Education_FINAL-2.pdfNeighborhood Scout (n.d.). Retrieved from http://www.neighborhoodscout.com/ga/mableton/crime/

Title I Schoolwide Plan (2012). Retrieved from http://www.cobbk12.org/floyd/

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

U.S. Department of Education (n.d.). Title I Improving the academic achievement of the disadvantaged Retrieved from http://www2.ed.gov/policy/elsec/leg/esea02/pg1.html

AppendixSurvey Instruments

Distance Learning at FMS Needs Assessment Questionnaire

Parents thank you for participating in the FMS distance learning needs assessment. This questionnaire 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 be disclosed or sold)

Your Name: _________________________________________________________________Number:_____________________________________________________________________Email:________________________________________________________________________Childs Name:__________________________________________________________Childs Grade:__________________________________________________________Instructions For Completing The QuestionnaireThis 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

Question 1 : Rate your level of satisfaction with the traditional school system Circle (only one) Level of Satisfaction 5 point1 Not at all satisfied2 slightly satisfied3 moderately satisfied4 Very satisfied5 Extremely satisfied

Question 2: Prior to beginning the course, I (and my child) will be able to complete distance learning technology orientation Select 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) no Why?__________________________________________________________________________________________________________________________________________________________________________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 option a. Mac b. PCc. Both

Question 7:What is your childs racial background?Circle option a. African American (Black)b. Hispanicc. Latinod. Caucasian (White)e. multi racial

Question 8: What is your childs gender? Female or male Faculty 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)(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

Courtney L. Teague Assignment 6

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