EXPLORING ORVILLE WRIGHT ELEMENTARY SCHOOL’S
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EXPLORING ORVILLE WRIGHT ELEMENTARY SCHOOL’S FAMILY SUPPORT TEAM MEETINGS A Thesis Presented to the Faculty of California State University, Stanislaus In Partial Fulfillment of the Requirements for the Degree of Master of Social Work By Lilian Carmen Rivera May 2014
Transcript of EXPLORING ORVILLE WRIGHT ELEMENTARY SCHOOL’S
EXPLORING ORVILLE WRIGHT ELEMENTARY SCHOOL’S
FAMILY SUPPORT TEAM MEETINGS
A Thesis Presented to the Faculty
of
California State University, Stanislaus
In Partial Fulfillment
of the Requirements for the Degree
of Master of Social Work
By
Lilian Carmen Rivera
May 2014
CERTIFICATION OF APPROVAL
EXPLORING ORVILLE WRIGHT ELEMENTARY SCHOOL’S
FAMILY SUPPORT TEAM MEETINGS
by
Lilian Carmen Rivera
Signed Certificate of Approval Page is
on file with the University Library
Robin Ringstad, Ph.D.
Associate Professor of Social Work
Andrea Perkins, MSW
Lecturer of Social Work
Date
Date
© 2014
Lilian Carmen Rivera
ALL RIGHTS RESERVED
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DEDICATION
This work is dedicated to my mother, husband, daughter, and step-father.
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ACKNOWLEDGEMENTS
I thank God for giving me the strength to get through graduate school and for
placing wonderful people in my life. I would like to acknowledge my mother, as well
as my husband, for all of the support they gave me during my life as a student. I
absolutely would not have been able to accomplish what I have without them. Many
thanks to my thesis chair, Dr. Ringstad, for guiding me through the thesis process and
working with me throughout and after my pregnancy. Thanks to my cohort who
encouraged me when I was a “soon-to-be mom” and then as a mom with a newborn.
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TABLE OF CONTENTS
PAGE
Dedication ............................................................................................................... iv
Acknowledgements ................................................................................................. v
Abstract ................................................................................................................... viii
CHAPTER
I. Introduction ........................................................................................... 1
Statement of the Problem .......................................................... 1
Statement of Purpose ................................................................ 5
Significance of the Study .......................................................... 5
II. Literature Review.................................................................................. 6
Introduction ............................................................................... 6
Empowerment ........................................................................... 7
Parental Empowerment ............................................................. 9
Parents’ Perceptions of Team Meetings ................................... 9
Conclusion ................................................................................ 11
III. Methodology ......................................................................................... 13
Overview ................................................................................... 13
Research Design........................................................................ 13
Sampling Plan ........................................................................... 14
Instrumentation ......................................................................... 15
Data Collection ......................................................................... 15
Data Analysis ............................................................................ 16
Protection of Human Subjects .................................................. 17
IV. Results ................................................................................................... 18
Overview of Sample ................................................................. 18
Perceptions ................................................................................ 19
Empowerment ........................................................................... 20
Improvements ........................................................................... 21
Summary ................................................................................... 23
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V. Discussion ............................................................................................. 25
Results in the Context of Existing Knowledge ......................... 25
Limitations of the Study............................................................ 28
Implications for Practice ........................................................... 29
Recommendations for Future Research .................................... 30
References ............................................................................................................... 33
Appendices
A. Interview Guide (English Version) ............................................................. 37
B. Interview Guide (Spanish Version) ............................................................ 39
C. Informed Consent (English Version) .......................................................... 41
D. Informed Consent (Spanish Version).......................................................... 44
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ABSTRACT
The purpose of this study is to explore parents’ and guardians’ perceptions of their
experiences with Family Support Team (FST) meetings at Orville Wright Elementary
School. This qualitative study focuses on allowing parents and guardians to provide
input in order to improve the quality of Family Support Team meetings at Orville
Wright Elementary School. A non-probability sampling method is utilized for
identifying potential participants. A total of five interviews are conducted with
parents and guardians who participated in a Family Support Team meeting at Orville
Wright Elementary School. The major results from this study suggest that Family
Support Team meetings are a valuable strategy to incorporate in school services. The
participants of this study indicate that they have had positive experiences with Family
Support Teams meetings at Orville Wright Elementary School. In addition, the
responses of the participants suggest that parents gain a sense of empowerment as a
result of participating in these meetings. According to this study, having a number of
diverse staff members present during Family Support Team meetings is important to
parents. In addition, participants of this study suggested that the way to improve FST
meetings at Orville Wright Elementary School is for all parents to become more
involved in their children’s education.
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CHAPTER I
INTRODUCTION
Statement of the Problem
Research indicates that minors who live in low income neighborhoods are
more likely to experience a higher number of stressors than minors who live in high
income neighborhoods. The more stressful events a child encounters, the greater the
risk for the child to experience school failure and socioeconomic disadvantage.
School failure, joblessness, high rates of crime, teen pregnancy, and welfare
dependence are common in low income areas (Eamon, 2005; Gillock & Reyes, 1999).
Minors who are a part of a racial minority are also likely to report high numbers of
stressors (Gillock & Reyes, 1999). For example, researchers have found that children
of African American race/ethnicity and children of Hispanic or Latino race/ethnicity
have lower academic achievement than children of other races/ethnicities (Lee &
Bowen, 2006; Eamon, 2005). According to Orville Wright Elementary School’s
2011-12 School Accountability Report Card, 98.1% of the student population at
Orville Wright Elementary School is considered socioeconomically disadvantaged
(Modesto City Elementary District, 2012-13). In addition to this, 80.9% of the
students who attend Orville Wright Elementary School are Hispanic or Latino
(Modesto City Elementary District, 2012-13). It is highly likely that the students who
attend Orville Wright Elementary School experience high stress levels, which may
place them at risk for school failure.
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In response to the disadvantages that the children who attend Orville Wright
Elementary School encounter, the school has adopted what it calls Family Support
Teams (FST’s). Family Support Teams are also commonly referred to as Student
Study Teams (SST’s), Student Support Teams (SST’s), and Student Success Teams
(SST’s) (J. Nunez-Pineda, personal communication, May, 2013). These names refer
to the same model (J. Nunez-Pineda, personal communication, May, 2013), and are
used interchangeably. According to Student success teams: Supporting teachers in
general education, a Student Success Team is a tool that can be used to prevent
school failure (Radius & Lesniak 1997). A Student Success Team has the potential to
help students who encounter problems in regards to academics, poor attendance,
conduct, emotional concerns, health problems, retention, social adjustment, and the
need for special education consideration (San Francisco Unified School District
[SFUSD] Student Support Services Division, 2008).
A teacher, parent, counselor, or student can request an SST meeting (Radius
& Lesniak, 1997). At Orville Wright Elementary School, it is very common for
teachers to request Family Support Team meetings. Requests by teachers are turned
in to the FST facilitator at the school. According to the FST facilitator at Orville
Wright Elementary School, meetings are usually requested by teachers because of
concerns they have in regards to a student’s academics, behavior, or both (J. Nunez-
Pineda, personal communication, October 17, 2013). FST meetings are only to be
requested after the teacher has attempted to address the issue and has had very little
progress in doing so (J. Nunez-Pineda, personal communication, October 17, 2013).
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Meetings are held in the order in which requests are received, unless the person
requesting the FST speaks to the FST facilitator or the school principal expressing
extreme urgency to have the meeting sooner. Family Support Team meetings at
Orville Wright Elementary School are held once every month for approximately eight
to ten students. Each meeting lasts about thirty to forty-five minutes. Many FST
meetings result in scheduling follow-up FST meetings.
The goal of the SST meeting is to create an action plan that can be used to
achieve student success (Raduis & Lesniak, 1997). The team is made up of general
education members, parents, and the student (Radius & Lesniak, 1997). More
specifically, those invited to participate in the meeting may include but are not limited
to the following: parent or guardian, school administrator, classroom teacher(s),
resource teacher, counselor, psychologist, nurse, after school program coordinator,
learning support expert, on-campus resource and support staff, parent liaison, and
wellness coordinator (SFUSD School Student Support Services Division, 2008). In an
SST all of the members, including the student and parent, have expertise that can be
used to design a plan that will ultimately empower the student to be successful in
school (Radius & Lesniak, 1997). At Orville Wright Elementary, parents and students
are invited to participate in the meetings; however, it is not mandated. If for some
reason a parent or guardian is unable to attend the meeting, it is the responsibility of
the FST facilitator to make sure that the parent receives a copy of the FST
summary/plan. The summary/plan that is used at Orville Wright Elementary includes
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the following main points: strengths, information/family dynamics, questions and
concerns, actions, responsibilities, and timeframes.
Research shows that families who are supported and are actively involved in
case planning are more inclined to follow through with proposed plans (Missouri
Department of Social Services Children’s Division, 2013). Including parents in their
children’s educational decisions increases children’s school performance, which, in
turn, may contribute to lessening the negative effects of poverty and race/ethnicity
(Lee & Bowen, 2006). Better academic outcomes result from parents being involved
in adolescents’ academic lives (Eamon, 2005). The majority of discussions that occur
in regard to the best educational practices include terms such as, “parent involvement,
family involvement, parent participation, and parents as partners” (Radius & Lesniak,
1997, p. 11). In short, encouraging parental involvement in academics is essential in
seeing positive outcomes in children’s academic performance.
The children who attend Orville Wright Elementary School may be at risk for
school failure. The vast majority of the student population comes from families with
low incomes. More than three-quarters of the student population is part of a minority
race/ethnicity. Family Support Team meetings are an essential part of Orville Wright
Elementary School’s efforts to address student success because these meetings have
the potential to allow parents and guardians to become more involved in their
children’s academic lives which can lower school failure risk. Parents are essential
members of Family Support Teams.
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Statement of Purpose
The purpose of this study was to explore parents’ and guardians’ perceptions
in regard to their personal experiences with Family Support Team (FST) meetings at
Orville Wright Elementary School, which is located in Modesto, California. This
qualitative study was intended to permit parents and guardians to provide input in
order to improve FST’s at Orville Wright Elementary. The following questions
guided this study: What are the perceptions of parents and guardians in regard to
Family Support Team meetings they have experienced? Does being part of a FST
meeting at Orville Wright Elementary School provide a sense of empowerment for
the parents and guardians who participate in Family Support Team meetings? How
can the Orville Wright Elementary School Family Support Team improve its
services?
Significance of the Study
This study was important for multiple reasons. Because Orville Wright
Elementary School is located in an area that faces many disadvantages, the results
from this study could assist other schools that experience similar situations by helping
them better meet the needs of families in their areas. This study provided feedback
from parents and guardians to the other members of the Family Support Team. This
feedback was considered by the school staff FST members for improving how the
meetings are conducted. Lastly, this study encouraged the participation of parents and
guardians in the academic lives of their children.
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CHAPTER II
LITERATURE REVIEW
Introduction
A child’s education is positively affected through parental participation.
Research has suggested that children have increased academic performance, good
regulatory-skills, few discipline issues, good study routines, positive attitudes about
school, and high educational hopes when they have parents who are actively involved
in their education (Semke & Sheridan, 2012). In addition, prior research showed that
there were lower rates of grade retention, dropouts, and years spent in special
education for children who had parents who were actively involved in their education,
even among those who lived in disadvantaged conditions (Semke & Sheridan, 2012).
Family involvement and family-school partnerships are extremely important with
regard to a child’s education. Semke and Sheridan (2012) stated that services that
focus on family involvement place an emphasis on the following: engaging families,
increasing parental action, and involving other family members to participate in
education. Programs and services that promote family-school partnerships
acknowledged the importance of good communication, strong relationships, and
shared power among families and schools (Semke & Sheridan, 2012). These
programs promote collaboration between the home and the school setting (Semke &
Sheridan, 2012).
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Family Support Team meetings are a way of promoting collaboration between
home and school settings. For example, during Family Support Team meetings, both
a student’s school as well as home environment are taken into account by the team in
order to promote a student’s educational success. According to Radius and Lesniak
(1997), the key players on a Family Support Team include the following: the student,
the student’s parent(s), other significant adults in the student’s life, the student’s
classroom teacher, and other school staff. Radius and Lesniak (1997) stated that the
model behind Family Support Teams leads teachers and other school staff to ask
themselves, “Who owns the concerns and who has the power to create change?” (p.
2). They also stated that positive, lasting change could only take place when the team
key players were actively involved (Radius & Lesniak, 1997). Involving all key
players promotes empowerment.
Empowerment
There are numerous definitions of empowerment. Empowerment has been
described as process in which individuals gain a democratic participation in their
community (Perkins & Zimmerman, 1995). Empowerment-oriented interventions
focus on increasing wellness, improving problems, offering opportunities for the
development of knowledge and skills, and viewing professionals as collaborators
instead of experts who are authoritative. McKenna and Millen (2013) stated that some
of the characteristics of individuals who experience empowerment included the
following: actively partaking in decisions, being provided with connections to
resources, playing an active role in changing one’s community or life, having a sense
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of belonging, feeling self-efficacy, having hope, learning how to think critically, and
being respected. Perkins and Zimmerman (1995) stated that empowerment involved
mutual respect, critical reflection, caring, and participation. With this said, one could
see that there was a connection between participation, collaboration and
empowerment.
According to Song (2011), empowerment has been recognized as important in
social work practice since the 1970’s. Empowerment has been identified as an
essential part of social work practice and can be in many different areas of social
work and with a number of different populations. For example, Perkins and
Zimmerman (1995) reported empowerment of employees occurred in organizational
settings with the goal of achieving advances in workplace democracy and legislative
and administrative policies. Hunter, Jason, and Keyes (2013) discussed empowerment
as a part of substance abuse prevention and substance abuse recovery programs. For
example, persons recovering from substance abuse were often placed in recovery
homes that encouraged residents to become active members of their communities
through communal living, freedom from substance abuse, and cessation of crime, thus
creating an empowering environment (Hunter, et al., 2013). In addition,
empowerment has often been applied when working with individuals involved in
domestic violence (Kasturirangan, 2008). Hunter et al. (2013) stated that, “The broad
nature of empowerment lends itself to the assumption that many underserved
populations can benefit from empowerment-based interventions” (p. 92).
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Parental Empowerment
According to Murray, Handyside, Straka, and Arton-Titus (2013), more
research is needed in regards to the impact of parent-professional partnerships on
parent empowerment. McKenna and Millen (2013) stated that there were paradigms
and models that suggested that the role of parents in schools was to support the school
and the teacher, instead of focusing on developing a partnership with the school and
the teacher in order to help children reach their maximum potential. For example,
Seeley (1989) stated that public education became reliant on the “delegation model”.
According to this model, the school was delegated the responsibility of everything
concerning education (Seeley, 1989). Seeley (1989) went on to say that according to
this model, school staff saw parental involvement as interference in the job that was
specifically delegated to staff. In addition, parents did not see the need to be involved
with education because, again, that job was delegated to school staff (Seeley, 1989).
Murray et al. (2013) suggested that partnerships should involve both professionals
(i.e. teachers, school psychologists, therapists, etc.) and parents in educational
decision-making. Once paradigms shift, parents will have the opportunity to
experience empowerment in regards to their children’s education.
Parents’ Perceptions of Team Meetings
One model that promotes shared decision-making is team meetings; however,
there has been limited research concerning parental involvement in school team
meetings (Esquivel, Ryan, & Bonner, 2008). In addition, there was limited research
focusing on parents’ perceptions of school team meetings (Esquivel et al., 2008).
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Esquivel et al. (2008) found research that suggested that parents were, for the most
part, content with their experiences in regards to school-based team meetings.
According to that research, satisfaction was due to a number of different factors.
Specifically, adequate parental participation, suitable meeting times, professional
input, and professionals not blaming parents for their children’s problems all
contributed to greater parental satisfaction with regards to school-based team
meetings (Esquivel et al., 2008). In order to add to the limited, existing research,
Esquivel et al. (2008) conducted a study with the intention of learning about how
parents perceived their experiences with school team meetings.
The parents involved in Esquivel et al’s. (2008) study had participated in a
number of school team meetings. In the study, the parents described both their
positive and their negative experiences. The results of this study identified seventeen
items labeled as experience characteristics which were then separated into five
categories. The five categories were, “meeting context and organization, relationship
factors, communication factors, problem solving factors, and parent emotional
factors” (Esquivel et al., 2008, p. 242).
The results of Esquivel et al’s. (2008) study suggested ways in which school
team meetings could be improved. According to Esquivel et al. (2008), parents
involved in their study made known that they would like to be invited to participate in
organizing and planning school team meetings. For example, parents mentioned
wanting to have a say in agenda preparation. They also mentioned disliking it when
documents were prepared in advance without their input. In addition to wanting to
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participate in meeting preparation, parents voiced their desire for school professionals
to acknowledge the individuality of their children (Esquivel et al., 2008). Specifically,
parents stated that they did not want professionals to label their children as a
diagnosis but instead, to notice their children’s strengths, weaknesses, and interests.
Esquivel el al. (2008) stated that parents also reported a desire for open
communication. This included school staff asking parents for their feedback,
encouragement of parent attendance, participation of all team members, and openly
discussing disagreements among the meeting attendees. Parents also mentioned the
need for creativity in regards to problem solving according to their children’s needs
(Esquivel et al., 2008). Lastly, parents suggested that the professional in the team
meetings should acknowledge parent emotions, whether positive or negative
(Esquivel et al., 2008).
Conclusion
In summary, prior literature has indicated that parental involvement is
extremely important in a child’s education. Because of this it is essential for positive
connections to exist between a child’s parents and school staff. Positive connections
can be achieved through partnership and collaboration. In order for partnership and
collaboration to exist, it is important to consider parents’ perceptions. This will, in
turn, encourage parental empowerment. Esquivel et al’s. (2008) study provided
insight on parents’ perceptions of school-based team meetings and their suggestions
about how such meetings could be improved. The findings of their study are
significant as their research allowed parents’ voices to be heard as in a partnership.
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Esquivel et al’s. (2008) findings are useful to improve Family Support Team
meetings.
The current study also explored parents’ and guardians’ perceptions of their
personal experiences with Family Support Team meetings, and was intended to allow
parents and guardians to provide input in order to improve Family Support Team
meetings at Orville Wright Elementary School. The study explored whether parents’
experienced a sense of empowerment as a result of participating in the meetings.
Given that there is a connection between participation, collaboration, and
empowerment, and given that partnerships between professionals and parents in
educational decision-making provides the opportunity for parental empowerment
(Murray et al., 2013), investigations of whether these results are actually occurring is
important. The current study was a step in this direction.
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CHAPTER III
METHODOLOGY
Overview
The intention of this exploratory, qualitative study was to examine how
Family Support Team meetings could improve at Orville Wright Elementary School.
This study was aimed at exploring parents’ and guardians’ perceptions regarding their
personal experiences with FST (Family Support Team) meetings. The three research
questions that were used for this study included the following: What are the
perceptions of parents and guardians in regards to Family Support Team meetings
they have experienced? Does being part of a FST meeting at Orville Wright
Elementary School provide a sense of empowerment for the parents and guardians
who participate? How can the Orville Wright Elementary School Family Support
Team improve its services?
Research Design
This was a qualitative study in which individual interviews were held with
parents and guardians who had previously been a part of a Family Support Team
meeting(s) at Orville Wright Elementary School. The interviews were conducted in
either English or Spanish as the researcher spoke both languages, and these were the
most commonly spoken languages in the area. Open-ended questions were asked
during the interviews. The questions were geared toward gaining an understanding of
the parents’ and guardians’ perceptions in respect to their personal experiences with
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FST meetings. The questions were also geared towards finding out parents’ and
guardians’ recommendations for improving FST meetings at Orville Wright
Elementary School. Lastly, the questions focused on gaining an understanding of
whether or not parents and guardians felt more empowered after participating in
Family Support Team meetings.
Sampling Plan
The participants of this study must have been a part of a Family Support Team
meeting at Orville Wright Elementary School in order to be interviewed. They were
also required to be the parent(s) or guardian(s) of the child for whom the meeting was
held. The Healthy Start Family Resource Center administrator, whom facilitated the
FST meetings, composed a list of all of the families that had participated in a FST
meeting at the school within one school year. The FST facilitator then used a non-
probability, purposive sampling method by looking over the FST summary notes and
selecting a variety of diverse cases. The facilitator then contacted the potential
participants in order to invite them to be a part of the study. At this time, the
facilitator explained the purpose of the study. She also informed the potential
participants that they would be entered in a drawing to win a $25 gift card to Wal-
Mart if they chose to volunteer for the study. The facilitator provided the potential
participants with the researcher’s contact information so that they could contact the
researcher if they chose to volunteer to participate in the study.
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Instrumentation
The interviews were held in semi-formal fashion. Before commencing the
interviews, the researcher sat with the participants and explained the purpose of the
interview and the study. During the interviews, when the participants needed
clarification on the given questions, the researcher rephrased the questions for
clarification. (See Appendices A and B for the specific questions that were asked
during the interviews.)
Data Collection
The researcher received permission from the Orville Wright Elementary
School principal, the Senior Director of Educational Services, and the Family Support
Team facilitator in order to proceed with the study. Once permission was granted,
arrangements were made so that the researcher could hold the interviews at the
Orville Wright Elementary Healthy Start Family Resource Center in a private office.
Interviews were held on a single day. Each interview took no longer than twenty
minutes. The researcher audio recorded the interviews. After all of the interviews, the
researcher went over the recordings and transcribed the participants’ responses.
There were both strengths and weaknesses to this data collection process. One
example of a weakness was that the FST facilitator may have not explained the
purpose of the study to potential participants exactly as the researcher wanted. One
participant showed up for her scheduled interview; however, the researcher found that
the participant had not participated in a Family Support Team meeting, and therefore
could not be interviewed. One of the strengths of the data collection process was that
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the researcher was bilingual in English and Spanish, which were the most commonly
spoken languages in the area. Therefore, a translator for the interviews was
unnecessary. Three interviews were conducted in Spanish, and two interviews were
conducted in English. Also, the Orville Wright Healthy Start office was like a second
home for the residents of the airport neighborhood (the location of Orville Wright
Elementary School), so it was very likely that the participants felt comfortable there.
Considering that all of the interviews were held on a single day, it was difficult for
the interviewer to remember all of the participants’ responses. Therefore, it was
helpful that the interviews were recorded, as the researcher could listen to the
recordings as many times as needed.
Data Analysis
The researcher based the data analysis on Lawrence Neuman’s five-part
model for qualitative analysis (Neuman, 1997). The first step of the model includes
sorting and classifying the data; therefore, the researcher organized the data based on
the research questions and the interview questions. The next step of the model is to
open code. The researcher categorized the gathered information by identifying themes
and placing labels and codes on them. The third step to Neuman’s (1997) model
involves axial coding. In order to follow the third step of the model, the researcher
went over the data again in order to identify additional themes and codes. Step four of
the model includes selective coding; therefore, the researcher went through the data
once more in order to identify certain cases that exemplified major themes. The last
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step was to interpret the data. The researcher compared and contrasted major findings
to literature.
Protection of Human Subjects
Interviews were held only after the California State University, Stanislaus
Institutional Review Board (IRB) permitted the study. The purpose of the study was
explained to each participant. Their rights were made known to them. The researcher
explained to each participant that the decision to participate in the study was
voluntary and that they had the right to withdraw without being penalized for it at any
time. The participants were also given a written consent form (see Appendices C and
D). The researcher informed the participants that their identities would not be
revealed at any time either by the researcher or by the FST coordinator. Participants
were informed about how the data would be collected, used, and protected.
A copy of the interview questions were given to each participant. The
researcher asked the participants if they agreed to allow the researcher to audio
record. All documentation regarding the interviews was securely put away in a
cabinet, which only the researcher had access to. Lastly, the researcher provided the
participants with the researcher’s contact information for any further questions or
concerns.
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CHAPTER IV
RESULTS
The purpose of the current study was to gain knowledge about parents’ and
guardians’ perceptions concerning their personal experiences with Family Support
Team (FST) meetings at Orville Wright Elementary School. The hope was that this
information could be used for improving Family Support Team meetings that are held
at Orville Wright Elementary School. Specifically, parents were asked open-ended
questions that focused on the following research questions: What are the perceptions
of parents and guardians in regards to Family Support Team meetings they have
experienced? Does being part of a Family Support Team meeting at Orville Wright
Elementary School provide a sense of empowerment for the parents and guardians
who participate? How can the Orville Wright Elementary School Family Support
Team improve its services? Data from interviews with parents and guardians were
analyzed in order to identify themes in an attempt to answer the research questions
posed in this study. The results of this study are presented in narrative form with a
combination of quotes and verbatim examples.
Overview of Sample
The sample consisted of a total of five parents whose children attended
Orville Wright Elementary School. Four of the parents were female and one was
male. Interviews took place during December 2013. Three interviews were conducted
individually while one interview consisted of a married couple. All participants had
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participated in a Family Support Team meeting at Orville Wright Elementary School
within one year of the interview.
Perceptions
The intent of the first research question in this study was to determine parents’
perceptions regarding the Family Support Team meetings they had attended. Parents
were asked to describe what a Family Support Team was to them. A theme emerged
as parents described the Family Support Team. Each participant referred to the team
as a group of individuals who focused on helping. Three participants stated that the
team was a group that helped figure out solutions. One of these three participants also
referred to the team as “a group of people that brainstorm to figure out a game plan.”
Two participants described the role of the Family Support Team as helping with
needs. One individual described the Family Support Team as a group that she went to
when she was “worried about knowing how to help” her children.
All participants referred to their experience(s) with Family Support Team
meetings as being positive. Words such as happy, good, great, gratifying, positive,
supportive, and satisfied emerged when the parents were asked to describe their
experiences with Family Support Team meetings. Most of the participants connected
their satisfaction to some form of action taken by the school staff. For example, one
participant stated that, “they follow through with what they say.” Two participants
said that their experiences were good because the school staff had helped with what
they (the parents) had asked for help with. One individual stated that she received a
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lot of information, was connected to resources, and was given a lot of feedback.
Lastly, one participant referenced the school staff’s effort to help.
When parents were asked what additional information they thought was
important for understanding the perceptions of parents and guardians, three out of the
five participants said that many parents did not have a clear perception of what a
Family Support Team was and what occurred in a Family Support Team meeting. For
example, the participants stated that parents think that the point of having one of these
meetings is for school staff to tell parents what is wrong with their child. They also
stated that many parents do not know about Family Support Team meetings and do
not really understand what an FST is.
Empowerment
The second research question explored whether participation in Family
Support Team meetings empowered parents. All of the participants stated that
participating in a Family Support Team meeting helped them in managing their
child’s educational path. The majority of participants attributed this to something that
was taught to them during the meeting. For example, three parents said that they
learned ways to help their children with homework. One parent specifically
mentioned strategies that she was able to apply when helping her child with
homework. Another parent said she learned “ways of how to work” with her child.
Another parent stated that the meeting helped her “understand and map out processes,
procedures, and standards” with regard to state testing (referring to the educational
tests children were required to take in school).
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All of the five parents interviewed stated that they were able to provide input
during the meeting, which caused positive feelings to emerge within them. All of
them attributed these feelings to having the opportunity to voice their points of view
while school staff listened. One parent stated that she and her husband felt like the
school staff “cared and were supportive” because staff took the parents’ comments
and opinions into consideration. Another parent said, “Them taking into consideration
my wants for my child and my opinion felt good.”
All participants stated that the Family Support Team meeting(s) they
participated in helped them become more involved in their child’s education. The
majority of the parents attributed this to learning ways to assist their child at home in
regards to their educational needs. For example, one parent stated, “I learned how to
use other strategies to help my child learn more.” Two parents stated that after having
the meeting, they felt more motivated about working with their daughter at home.
Improvements
In an effort to explore parents’ recommendations for improving Family
Support Team meetings, parents were asked what they liked and disliked about their
experiences with such meetings. Four out of the five parents interviewed said that
they liked the fact that many school staff members were present. This provided the
opportunity for parents to receive input from many individuals with different points
of view. One parent stated that in addition to having been able to receive input from
everyone present, she liked the fact that having everyone present made the meeting
process faster as solutions were found. In her words, “then and there” solutions were
22
identified. She found it convenient that she did not have to wait on different staff
members to be located in order to find solutions. Another parent stated that he liked
that the school staff members were present and had the opportunity to meet the family
members.
Parents were also asked to discuss what they did not like about their
experiences with Family Support Team meetings. One of the parents mentioned that
she disliked that the principal was not present during the meeting. She said that she
would have liked to have had the opportunity to speak to the principal directly. This
supports the theme previously mentioned concerning parents liking school staff
members being present.
Two parents said that they disliked how the Family Support Team meeting
was scheduled. When one parent was asked what she disliked about her experience,
she said, “That it’s during my workday.” Another parent said, “It takes a long time for
them to give you a certain day or certain date.” This parent also stated, “Sometimes it
takes even months for them to go through the process and see what is going on.” Two
participants reported that they did not dislike anything about their Family Support
Team meeting experience.
In addition to being asked about their likes and dislikes, all parents were asked
what suggestions they had for improving Family Support Team meetings. Two of the
five parents suggested that parents (referring to parents in general) needed to be more
involved. One of the participants stated that parents should “make the first move.”
She said that they need to be “proactive and involved parents.” The other participant
23
stated that parents “need to try.” One participant stated that parents (referring to
parents in general) expected the school to take the responsibility for everything that
has to do with education. She stated that parents believed that their responsibility was
only to send their children to school.
Summary
The findings reported in this chapter include themes according to the research
questions of this study. The research participants in this study identified the Family
Support team as a group of people who were focused on helping. All of the
participants of this study stated that they had pleasant experiences with Family
Support Team meetings. They attributed their satisfaction to the school staff Family
Support Team members taking action in one form or another. When participants were
asked to provide additional information that would provide insight about parents’
perceptions regarding Family Support Team meetings, the majority of the participants
stated that most parents had the wrong idea of what a Family Support Team was and
what the purpose of a Family Support Team meeting was. All of the parents that were
interviewed for this study stated that they received help in managing their child’s
educational path. In addition, they said that they were able to become more involved
in their child’s education. Parents also stated that they were able to provide input
during the Family Support Team meeting they experienced. When asked about what
they liked, parents thought it was important for a number of school staff members to
be present during Family Support Team meetings. When parents discussed their
dislikes, two parents specifically focused on the way Family Support Teams were
24
scheduled. Lastly, when parents were asked for suggestions for improving meetings,
they suggested that parents should become more involved in their children’s
education.
25
CHAPTER V
DISCUSSION
The goal of this study was to gain a better understanding of parents’ and
guardians’ experiences with Family Support Team meetings at Orville Wright
Elementary School. Specifically, this study explored the perceptions of parents’ and
guardians’ about their experiences. In addition, this study explored whether parents or
guardians felt that they gained a sense of empowerment as a result of participating in
a Family Support Team meeting. Lastly, this study gave parents and guardians the
opportunity to make suggestions with the intention of improving Orville Wright
Elementary School’s Family Support Team meetings.
This study utilized qualitative interviews with parents and guardians who had
attended a Family Support Team meeting within a year of the interview. The
interviews were transcribed, and data were examined in order to identify major
themes. This chapter presents commonalities as well as differences between major
findings of past research and findings and themes of the current study. This chapter
also includes strengths and limitations of this study, social work implications, and
recommendations for future study.
Results in the Context of Existing Knowledge
The first research question of this study was aimed at gaining an
understanding of the perceptions of parents and guardians in regards to Family
Support Team meetings they had experienced. Participants of this study were asked to
26
describe their experiences with Family Support Team meetings. In the current study,
all of the participants reported that they had a good, positive experience with Family
Support Team meetings at Orville Wright Elementary School. In the same way,
Esquivel et al. (2008) reported that research indicated that parents were most often
content with their experiences with school-based team meetings.
The second research question of this study focused on whether being part of a
Family Support Team meeting at Orville Wright Elementary School provided a sense
of empowerment for the parents and guardians who participated. Parents were asked
if they had the opportunity to provide input during the Family Support Team they
attended. All participants that were interviewed for the current study reported that
they were able to provide input during the Family Support Team meeting they
attended. The parents stated that they felt good about being able to participate.
Esquivel et al. (2008) stated that providing parents with the opportunity to participate
in meetings contributed to parental satisfaction in regard to school-based team
meetings. This coincides with findings from the current study. The fact that parents
were able to actively participate and provide their input also coincides with research
regarding empowerment. According to McKenna and Millen (2013), one of the
characteristics of individuals who experience empowerment includes actively
partaking in decisions.
In addition to being asked whether they were able to provide input during the
Family Support Team meeting they attended, parents were asked whether the meeting
helped them manage their child’s educational path and if they became more involved
27
in their child’s education as a result of the meeting. In response to these questions,
multiple parents stated that at the Family Support Team meeting they attended, they
learned strategies for helping their children at home with their homework. This was
very helpful to parents as the strategies were geared towards the needs of their
particular children. In addition, when parents were asked to describe what a Family
Support Team was, multiple parents referred to the Family Support Team as a team
that worked to figure out solutions to their child’s needs. Esquivel et al. (2008) found
that parents desired creativity in regards to problem solving according to their
children’s needs.
The third research question of this study concentrated on how the Orville
Wright Elementary School Family Support Team could improve its services. In the
current study, participants were asked to state what they liked about the Family
Support Team. All of the participants stated how significant and important it was for
them to have many school staff members present during the Family Support Team
meeting as this allowed them to receive input from individuals with different points
of view. This is consistent with prior research. For example, Esquivel et al. (2008)
reported that parents having the opportunity to receive input from professionals
contributed to the satisfaction of parents in regards to school-based team meetings. In
their study, Esquivel et al. (2008) found that parents had the desire for all team
members to participate.
According to Seeley (1989), the education system has adopted a “delegation
model” in which schools have been delegated all responsibilities having to do with
28
education. According to the “delegation model,” parents do not see the need to
become involved in their children’s education as that is the duty that has been
delegated to the school system. Contrary to this view, in the current study participants
reported the need for more parents to become involved in their children’s education.
One participant specifically stated that some parents believed that their only
responsibility in regard to their children’s education was to send the child to school,
but this participant did not agree with that view. Overall, parents in the current study
perceived this as inadequate, and consistently called for increased parental
involvement.
Limitations of the Study
One of this study’s limitations was the small sample size. It is impossible to
generalize the findings of this study to all parents who have participated in Family
Support Team meetings at Orville Wright Elementary School as this study only
consisted of five participants. The number of participants was much lower than
originally expected. This was due, in part, to time limitations. It took longer than
expected to receive permission from the Orville Wright Elementary School principal,
the Senior Director of Educational Services, and the Family Support Team facilitator
in order to proceed with the study. In addition, the interviews were held during a
month of many holiday festivities, and the researcher was pregnant and expecting to
give birth the next month. Also, during this time, the person who was contacting
potential participants and setting-up interviews resigned her employment position at
Orville Wright Elementary School.
29
Another limitation of this study had to do with the interview questions. It
appeared that some of the participants did not fully understand the questions as they
asked for clarification from the researcher. For example, one of the participants asked
for clarification when she was asked whether there was anything else she thought the
researcher should know that was important to understanding the perceptions of
parents and guardians in regard to Family Support Team meetings. She made it clear
that she did not understand the question, so it had to be phrased another way. In
addition, two of the interview questions (“Did the FST meeting help you in managing
your child’s educational path? If so, how?” and “Did the meeting help you become
more involved in your child’s education? If so, how?”) were similar, and as a result
participants provided similar answers to the two questions.
Implications for Practice
The findings of this study can be utilized by the Orville Wright Elementary
School’s Family Support Team school staff members as well as by other schools that
utilize Family Support Team meetings. School staff members from Family Support
Teams have the opportunity to take into consideration the comments that the
participants of this study made. The school staff members can make improvements by
making changes based on the comments participants made during the interviews. The
school staff members have now been provided with some insight in regards to what is
working for parents. In addition, school social workers, school social work interns,
school case managers, and school counselors who are a part of the Family Support
30
Teams can advocate for parents’ desires in regard to Family Support Team meetings
now that some of those desires have been exposed.
Importantly, this research suggests that parents experience a sense of
empowerment when they are given the opportunity to actively participate in Family
Support Team meetings. Parents in this study said that they were able to provide their
points of view regarding their children’s education. Parents felt good about doing so.
They felt like the school staff members cared about their opinions and took them into
consideration. Research suggests that the more parents participate in a child’s
education, the better the student success (Eamon, 2005). In addition, it can be said
that parents gained a sense of empowerment by learning ways to address their
children’s educational needs at home, such as learning strategies for assisting children
with homework. One parent stated that he felt more motivated to work with his child
at home after attending a Family Support Team meeting. This parent’s motivation, in
turn, promoted student success. The findings of this study are important information
for school personnel to consider as parents gaining a sense of empowerment has the
potential to promote student success. In addition, this study’s findings are important
for helping professionals to consider, as empowerment is an essential part of helping
professions.
Recommendations for Future Research
Considering this study’s particular limitations, future research is
recommended. Specifically, it is recommended that a similar study be conducted with
a larger sample of parents and guardians who have participated in Family Support
31
Team meetings. In future research, an effort should be made to incorporate a diverse
sample of participants. That did not occur in the current study as there were an
insufficient number of participants to draw any conclusions about differing views
among groups. In addition, it is recommended that different interview questions be
used in the future study in order to avoid the limitation that was faced in the current
study regarding receiving similar responses for two of the interview questions.
In spite of the limitations of this study, these findings do provide evidence that
Family Support Teams serve a positive role in helping parents to become involved in
their children’s education and insuring communication channels between home and
school. Since both of these factors have been found to enhance students’ school
success (Semke & Sheridan, 2012), it appears that Family Support Teams are a
valuable strategy to incorporate in school services. It is recommended that such teams
continue to be used, and that continued attention be given to ways to empower
parents, school staff, and students in enhancing educational success.
REFERENCES
33
REFERENCES
Eamon, M. K. (2005). Social-demographic, school, neighborhood, and parenting
influences on the academic achievement of Latino young adolescents. Journal
of Youth and Adolescence, 34(2), 163-174.
doi:http://dx.doi.org/10.1007/s10964-005-3214-x
Esquivel, S. L., Ryan, C. S., & Bonner, M. (2008). Involved parents' perceptions of
their experiences in school-based team meetings. Journal of Educational and
Psychological Consultation, 18(3), 234-258.
Gillock, K., & Reyes, O. (1999). Stress, supports, and academic performance of
urban, low-income, Mexican-American adolescents. Journal of Youth and
Adolescence, 28(2), 259.
Hunter, B. A., Jason, L. A., & Keys, C. B. (2013). Factors of empowerment for
women in recovery from substance use. American Journal of Community
Psychology, 51(1-2), 91-102. doi:http://dx.doi.org/10.1007/s10464-012-9499-
5
Kasturirangan, A. (2008). Empowerment and programs designed to address domestic
violence. Violence Against Women, 14(12), 1465-1475.
doi:http://dx.doi.org/10.1177/1077801208325188
Lee, J., & Bowen, N. (2006). Parent involvement, cultural capital, and the
achievement gap among elementary school children. American Educational
Research Journal, 43(2), 193-218.
34
McKenna, M. K., & Millen, J. (2013). Look! Listen! Learn! Parent narratives and
grounded theory models of parent voice, presence, and engagement in K-12
education. School Community Journal, 23(1), 9-48.
Missouri Department of Social Services Children’s Division (2013). Child Welfare
Manual (Chapter 7, Section 4). Retrieved from
http://www.dss.mo.gov/cd/info/cwmanual/section4/ch7/sec4ch7sub2.htm
Modesto City Elementary District (2012-13). Orville Wright Elementary 2011-12
School Accountability Report Card. Retrieved from
http://mcs.monet.k12.ca.us/schools/SARC/sarc00030.
Murray, M., Handyside, L. , Straka, L. , & Arton-Titus, T. (2013). Parent
empowerment: Connecting with preservice special education teachers. School
Community Journal, 23(1), 145.
Neuman, W. L. (1997). Social research methods: Qualitative and quantitative
approaches. Boston: Allyn and Bacon.
Perkins, D. D., & Zimmerman, M. A. (1995). Empowerment, theory, and research.
American Journal of Community Psychology, 23(5), 569-579.
Radius, M., & Lesniak, P. (1997). Student success teams: Supporting teachers in
general education. Sacramento, California: California Department of
Education.
San Francisco Unified School District Student Support Services Division (2008).
Student success team (SST) manual. Retrieved from
35
http://www.sfusd.edu/en/assets/sfusd-staff/programs/files/special-
education/SSTManualRev2008.pdf
Seeley, D. (1989). A new paradigm for parent involvement. Educational Leadership,
47(2), 46.
Semke, C. A., & Sheridan, S. M. (2012). Family-school connections in rural
educational settings: A systematic review of the empirical literature. School
Community Journal, 22(1), 21-47.
Song, L. (2011). The extent and correlates of the utilization of empowerment
strategies: A survey of social workers in the field of partner violence. British
Journal of Social Work, 41(6), 1016-1037.
APPENDICES
37
APPENDIX A
INTERVIEW GUIDE (ENGLISH VERSION)
Research Question 1: What are the perceptions of parents and guardians in
regards to Family Support Team meetings they have experienced?
1. Describe what a Family Support Team is to you.
2. Describe what experience you have had with Family Support Teams.
3. Is there anything else you think I should know that is important to
understanding the perceptions of parents and guardians in regards to FST
meetings?
Research Question 2: Does being part of an FST meeting at Orville Wright
Elementary School provide a sense of empowerment for the parents and guardians
who participate?
1. Did the FST meeting help you in managing your child’s educational path? If
so, how?
2. Were you able to provide input during the meeting? If so, how did that make
you feel?
3. Did the meeting help you become more involved in your child’s education? If
so, how?
Research Question 3: How can the Orville Wright Elementary School Family
Support Team improve its services?
38
1. What did you like about the FST meeting?
2. What did you dislike about the FST meeting?
3. Overall what suggestions do you have in regards to improving FST meetings
at Orville Wright Elementary School?
39
APPENDIX B
INTERVIEW GUIDE (SPANISH VERSION)
Pregunta de investigación 1: ¿Cuáles son las percepciones de padres y guardianes en
cuanto a su experiencia personal con reuniones de Equipo de Apoyo de la Familia?
1. Describa lo que un Equipo de Apoyo de la Familia es.
2. Describa la experiencia que ha tenido con los Equipos de Apoyo de la
Familia.
3. ¿Hay algo más que usted piensa que yo debería saber que es importante para
la comprensión de las percepciones de los padres y guardianes en lo que
respecta a las reuniones del Equipo de Apoyo de la Familia?
Pregunta de investigación 2: ¿Ser parte de una reunión de Equipo de Apoyo de la
Familia en la Escuela Primaria Orville Wright proporciona un sentido de
empoderamiento para los padres y guardianes que participan?
1. ¿Le ayudo la reunión de Equipo de Apoyo de la Familia en el manejo del
camino educativo de su hijo(a)? Si es así, ¿cómo?
2. ¿Pudo usted proveer información durante la reunión, y ¿Si es así, cómo se
sentido al ser esto?
3. ¿Le ayudo la reunión a involucrarse más en la educación de su hijo(a)? Si es
así, ¿cómo?
40
Pregunta de investigación 3: ¿Cómo puede el Equipo de Apoyo de la Familia de la
Escuela Primaria Orville Wright mejorar sus servicios?
1. ¿Qué le gustó de la reunión de Equipo de Apoyo de la Familia?
2. ¿Qué no le gustó de la reunión de Equipo de Apoyo de la Familia?
3. En general ¿qué sugerencias tiene usted en lo que respecta a mejorar las
reuniones de Equipo de Apoyo de la Familia en la Escuela Primaria Orville
Wright?
41
APPENDIX C
INFORMED CONSENT (ENGLISH VERSION)
Dear Participant:
You are being asked to participate in a research project that is being done to fulfill
requirements for a Master’s degree in Social Work at California State University,
Stanislaus. The purpose of this study is to examine how Family Support Team
meetings can improve at Orville Wright Elementary School. This study is also
directed at exploring the perceptions of parents and guardians in regards to their
personal experiences with Family Support Team meetings. If you decide to
participate, you be asked to complete an interview that will last approximately one
hour or less.
There are no known risks to you for your participation in this study. As a way to
protect your right to privacy, the only persons who will be aware of your name or any
other identifying information will be the researcher, Lilian Rivera, and the Family
Support Team facilitator, Janet Nunez-Pineda. Your identity will not be revealed by
either of these persons at any time.
It is possible that you will not benefit directly by participating in this study. The
information collected will be protected from all inappropriate disclosure under the
42
law. All data will be kept in a secure location. Only the researcher will have access to
the results of the interview.
There is no cost to you beyond the time and effort required to complete the procedure
described above. Your participation is voluntary. Refusal to participate in this study
will involve no penalty or loss of benefits. You may withdraw at any time without
penalty or loss of benefits. If you decide to complete the interview, please critically
think and respond to the questions of the interview truthfully. Your views and
experience are vital components of this research.
As a participant, you will be entered in a drawing for a $25 gift card to Wal-Mart, if
you complete the interview.
If you have any questions about this research project please contact me, Lilian Rivera,
at (209) 410-1593 or the Family Support Team facilitator, Janet Nunez-Pineda, at
(209) 569-2952. If you have any questions regarding your rights and participation as a
research subject, please contact the UIRB Administrator at (209) 667-3784 or email
[email protected]. I would like to thank you for your participation in my
research study.
Sincerely,
Lilian Rivera
43
I agree to participate in this study under the terms and conditions outlined in the
informed consent.
Sign: _____________________________ Date: ___________________________
44
APPENDIX D
INFORMED CONSENT (SPANISH VERSION)
Querido(a) Participante:
Se le esta pedido su participación en un proyecto de investigación que se está
haciendo para cumplir con los requisitos para una maestría en Trabajo Social en la
Universidad Estatal de California, Stanislaus. El propósito de este estudio es
examinar cómo las reuniones de Equipo de Apoyo de la Familia en la Escuela
Primaria de Orville Wright pueden mejorar. Además, el estudio está dirigido a la
exploración de las percepciones de padres y guardianes en cuanto a su experiencia
personal con reuniones de Equipo de Apoyo de la Familia. Si decide participar, le
pedirán completar una entrevista que durará aproximadamente una hora o menos.
No existen riesgos conocidos por su participación en este estudio. Como una manera
de proteger su derecho a la privacidad, las únicas personas que estarán al tanto de su
nombre o cualquier otra información de identificación será la investigadora, Lilian
Rivera, y la facilitadora del Equipo de Apoyo de la Familia, Janet Núñez-Pineda. Su
identidad no será revelada por ninguna de estas personas en cualquier momento.
Es posible que no se beneficiara directamente por participar en este estudio. La
información recogida será protegida de toda revelación inadecuada por medio de la
45
ley. Todos los datos se guardan en un lugar seguro. Sólo la investigadora tendrá
acceso a los resultados de la entrevista.
No hay ningún costo para usted más allá del tiempo y el esfuerzo necesarios para
completar el procedimiento descrito anteriormente. Su participación es voluntaria. La
negativa a participar en este estudio implicará ninguna sanción o pérdida de
beneficios. Usted puede retirar en cualquier momento sin sanción o pérdida
beneficios. Si usted decide participar en la entrevista, por favor piense críticamente y
responda a las preguntas de la entrevista con la verdad. Sus puntos de vista y su
experiencia son componentes vitales de esta investigación.
Como participante, se le inscribirá en el sorteo de una tarjeta de regalo de $ 25 de la
Wal-Mart, si completa la entrevista.
Si usted tiene alguna pregunta acerca de este proyecto de investigación, por favor de
contactarme a mí, Lilian Rivera, al (209) 410-1593 o a la facilitadora del Equipo de
Apoyo de la Familia, Janet Núñez-Pineda, al (209) 569-2952. Si usted tiene alguna
pregunta acerca de sus derechos y la participación como tema de investigación, por
favor póngase en contacto con el Administrador del UIRB al (209) 667-3784 o mande
un mensaje electrónico a [email protected]. Me gustaría darle las gracias por
su participación en mi estudio de investigación.
46
Sinceramente,
Lilian Rivera
Estoy de acuerdo en participar en este estudio, en los términos y condiciones
señalados en este informe de consentimiento.
Firma: ________________________ Fecha: _________________________
