System Analysis of FMS

By Courtney L. Teague EDD 8006 System Analysis and Design

Nova Southeastern University August 16, 2012

Purpose of the System Emphasis on means and activities should no longer be the focus but focus on result and value to result in achievement for current and future students (Kaufman, Watkins, & Leight). FMS realizes the need for change and seeks ways to implement change to reach all students. FMS is a public school, which is operated under Cobb County School District (local).

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 system FMS 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 FMS students are from primarily a low socio-economic background. The students are from various cultures and enrolled in various programs. ). 98 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) Summary 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.)

References

About Atlanta (n.d.) Retrieved September 15, 2012 from http://www.atlanta.net/visitors/population.html 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 Kaufman, R., Watkins, R. and Leigh, D. (2001) Useful Educational Results: Identifying, prioritizing and achieving. Lancaster, PA: Proactive Publishing. Neighborhood Scout (n.d.). Retrieved from http://www.neighborhoodscout.com/ga/mableton/crime/
Title I Schoolwide Plan (2012). Retrieved from http://www.cobbk12.org/floyd/

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