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Assignment

System Design

By

Courtney L. TeagueEDD 8006

System 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 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 outof- 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 outof- 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&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 crisis

Retrieved 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%2

0Academy%20HO.pdf