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Deborah Owens Ed.D. Candidate, Peabody College at Vanderbilt University October 2009.

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Presentation on theme: "Deborah Owens Ed.D. Candidate, Peabody College at Vanderbilt University October 2009."— Presentation transcript:

1 Deborah Owens Ed.D. Candidate, Peabody College at Vanderbilt University October 2009

2 Statement of the Problem Historical Background and Key Literature Kentucky Reform, JCPS, and YSC Overview Project Questions and Purpose Project Design and Methodology Case Study Findings Interpretation and Discussion Recommendations Conclusion D. Owens 10/9/20092

3 School-linked Social Services Historical Background Origins in the Ecological Systems Theory (Bronfenbrenner, 1979) Full-Service Community Schools School is the proper setting where health, mental health, and other services are provided (Dryfoos, 1994) Social Capital Norms, the social networks, and the relationships between adults and children that are of value for the childs rearing (Coleman,1966) Social capital is necessary for parents, students and the in- school community to positively and constructively relate to each other (Crowson, 1993) D. Owens 10/9/20093

4 A Nation at Risk (1983) Kentucky Education Reform Act (KERA) of 1990 Family Resource and Youth Services Center (FRYSC) Unique blend of programs(location, resources, and local need and community input) 820 centers serving 1,166 schools Twenty percent free and reduced lunch Components Intervention Goals Improve attendance Decrease behavior/suspension issues Increase academic support Improve physical/mental health Improve parent relations, support and assistance for all children and their families Coordinators D. Owens 10/9/20094

5 Project Questions: What are the JCPS middle school teachers and administrators' perceptions of how the YSC coordinators are implementing their intervention goals? What is the perceived impact of the centers implementation of intervention goals on school community relations and school staff functional relations? Purpose Implications for district policymakers, YSC coordinators, and school leaders D. Owens 10/9/20095

6 Methods IRB Approval Semi-structured Interviews ( ) Open-ended Questions Tape recorded Setting at schools and JCPS FRYSCs Directors Office Questions centered around general knowledge of YSCs, YSCs design and implementation, coordinators role and function, school staff functional relations, and social capital Sample Purposive Sampling Three JCPS Middle Schools School Staff and Demographics Category Number Interviewed Teachers9 YSC coordinators3 School Counselors3 School Principals3 FRYSC Director1 Total19 D. Owens 10/9/20096 GenderRace/ethnicityYears with JCPS 13 Females3 Blacks10 people 3-14 years 6 Males16 Whites9 people 15 + years

7 D. Owens 10/9/20097 The Study Sites (Pseudonyms) Table 1: Study Sites (n = 3) Middle SchoolsNumber of Students Enrolled Free/ Reduced Lunch Rate Type of SchoolGeographic Location Urban % High Poverty Title INorthwest Midpoint % Medium Poverty Title I ( 3 magnet programs) West Heights % Low Poverty Traditional with magnet programs Center west

8 Analysis The interview transcripts were organized using the concept-clustered strategy and analyzed using content analysis Triangulation JCPS Survey Data (2008 – 2009) Referral by Category Report (2008 – 2009) YSCs literature and documents (supplemental materials) D. Owens 10/9/20098

9 What impact has the YSC coordinator's leadership had on this school? The majority of teachers and administrators believe that the YSC has had a positive impact on their schools Coordinator serves on the schools leadership team Teachers serve on YSCs Advisory Board The majority of teachers and administrators believe that the coordinators implementation of intervention goals have a positive effect on school staff functional relations D. Owens 10/9/20099

10 I think shes brought in a lot of after school programs. We hear from her more often. She gets a lot of teacher input; I mean she asks us anytime shes doing anything with attendance buddies or an after school program or referring kids for anything, she asks us, here, you pick it; what do you need from us; what do these kids need? White Female Teacher D. Owens 10/9/ Urban (high ) Midpoint (medium) Heights (low) Black Male Teacher Positive impact serves students White Female Teacher Positive impact – works with teachers White Male Teacher Positive impact works with everyone White Female Administrator Positive impact – works with community and school staff White Male Administrator Positive impact – works with community and school staff White Female Administrator Positive impact – works with community and school staff

11 Urban (high) Midpoint (medium) Heights (low) White Female Teacher Liaison, coordinating, and facilitating White Female Teacher Liaison, coordinating, and facilitating White Male Teacher Liaison, coordinating, and facilitating Black Female Administrator Liaison, coordinating, and facilitating White Female Administrator Liaison, coordinating, and facilitating White Male Administrator Liaison, coordinating and facilitating D. Owens 10/9/ I would say I wear three hats. One is involving mental health counseling one -on -one. I always enjoy working with students just one-on-one, face to face. The second one is administrative paperwork and budgeting, filling out forms and that kind of stuff and reports. Thirdly, setting up programs and starting programs and seeing them through. White Male Administrator (Coordinator)

12 What do you consider the most important prerequisite for obtaining the YSC coordinator position? The majority of the coordinators agreed that YSC coordinators should have a counseling and or social work background There was no consistent pattern across teachers and principals Being someone who understands human behavior is critical – wouldnt say counselor because there are counselors who are good at paperwork but dont understand people. Their people skills and their ability to understand other people and their needs not only the big picture but individually is a critical component – understand human behavior – wouldnt have to have experience in a school – the critical piece is understanding of human behavior and how to meet students needs there needs to be some kind of interview process that would lead you to know if that person is capable of doing this kind of work. White Female Administrator (Principal) D. Owens 10/9/200912

13 Type of SchoolLow PovertyMedium PovertyHigh Poverty GenderMaleFemale Race/ethnicityWhite Black Years of education experience 16 years10.5 years14 years Years as coordinator at present school 12 years3.5 years9 years Years with JCPS16 years3.5 years14 years Highest degree earnedBachelors degree in Counseling and Religious Studies Masters in Social Work and Education specialist degree Bachelors degree in Science Career background/previous positions Ministry backgroundCounselingNon-profit D. Owens 10/9/200913

14 JCPS Survey Data Used as proxy Cross-check confirmed positive school climate JCPS YSC Referral by Category Implementation of services students are receiving Connections to Literature Some ambiguity of roles (other duties as assigned) Turf issues Social Capital was prevalent across all schools Strong social bonds D. Owens 10/9/200914

15 Hiring practices Recruitment and Selection Combination of degree and student-focused personality Professional Development Opportunities Centered around their deficiencies Counseling Effective Communication concerning the work of the center Teachers s, Newsletters, Information Sessions Review intervention goals to ensure efficiency in how resources are used D. Owens 10/9/200915

16 Contribution to Literature Summary of Findings YSC are flourishing Implementation of intervention goals have a positive impact on school staff functional relations Implications Assist practitioners, policymakers, and researchers in obtaining a better understanding of how programs operate and achieve various outcomes Limitations Does not allow for generalizability outside of KY – local context Future Research D. Owens 10/9/200916


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