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Assignment 4

By Courtney L. Teague EDD 8006 System Analysis and Design

Nova Southeastern University October 21, 2012

2 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

3 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

4 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

5 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

6 tasks, the student will have complete the follow up survey prior to returning to school. Researchers will review data for trends.

7 References 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 Anastos, E. (2003). Providing quality instruction in alternative settings. Leadership, 33(2), 35-38. Retrieved from countid=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 countid=6579 Ed Gov (n.d.) Civil Rights Data Collection. Retrieved from bSearchDistrict=cobb%20county&btnSearchParams=Search&cblYears_3=1

Jonsson, P (2012) Lewin, Losen D.J. & Skiba, R.J. (2010). Suspended Education urban middle schools in crisis Retrieved from

Skiba, R & Ritter, S. (2011). Race is not neutral: understanding addressing disproportionality in school discipline. Retrieved from 0Academy%20HO.pdf

Appendix Survey 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 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 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

Question 1 : Rate your level of satisfaction with the traditional school system Circle (only one) Level of Satisfaction 5 point 1 Not at all satisfied 2 slightly satisfied 3 moderately satisfied 4 Very satisfied 5 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 Veryknowledgeable (5) Very knowledgeable (4) (3) (2) (1) Unknowledgeable

Question 6: Which computer operating system is available in your home? Circle option a. Mac b. PC c. Both Question 7: What is your childs racial background? Circle option a. African American (Black)

11 b. Hispanic c. Latino d. 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 Veryknowledgeable

(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)

12 (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