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Assignment 2 System Design

By Courtney L. Teague EDD 8006 System Analysis and Design

Nova Southeastern University September 30, 2012

2 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 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 (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 .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

3 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.

4 References 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/Minoritystudentsare-punished-more-than-whites-US-reports.-Is-it-racism Lewin, http://www.nytimes.com/2012/03/06/education/black-students-face-more-harshdiscipline-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/schooldiscipline/suspended-education-urban-middle-schools-in-crisis/SuspendedEducation_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