Bay Area PARENT LEADERSHIP ACTION NETWORK
Parents Ready for School focus group report, 2009
Prepared by Quinlan Gaston Huey Associates
June 30, 2009
INTRODUCTION
Parents Ready for School program (PR4S)
Parents Ready for School (PR4S) is a new curriculum launched by Bay Area Parent Leadership
Action Network (PLAN) in April 2008. It is targeted at parents with pre-school age children and
aims to address the limited support for such parents to successfully navigate public school
systems in the transition to kindergarten, and the need for parents to be engaged in their
children’s schools. The need is especially great for low-income and immigrant parents, who may
not have support to participate at school because they are English language learners, are
unfamiliar with expectations of parent involvement in US schools, or feel intimidated or
unwelcome at their children’s schools due to their own experience with the educational system.
The PR4S program is a dynamic, hands-on adult education program delivered in six 2-hour
sessions designed to:
Increase the skills, knowledge and confidence of low-income and immigrant parents of
children 0-5 in Alameda County
Increase parents’ ability to effectively navigate education systems and support their
children during the transition to kindergarten and beyond
Promote parental involvement in underperforming schools by preparing families of
children in early childhood settings to understand their roles and responsibilities as
partners in their children’s education
Equip parents to take advantage of – and create – opportunities for parental engagement
Provide opportunities for parents to share their personal stories and aspirations, learning
expectations, and experiences using what they are learning.
PR4S focus groups
In order to assess the effectiveness of the PR4S training, two focus groups were held in May and
June 2009 to explore how the training had affected parent participants and how they used what they
had learned from the training. Both focus groups were composed of parents who had participated in
the PR4S program during the past year.
On May 19, 2009, nine Spanish-speaking and Chinese-speaking parents participated in a focus
group in Oakland. On June 15, 2009, nine parents Spanish-speaking parents participated in a focus
group in Hayward. In addition to their pre-school children many parents had older children already in
school and could therefore immediately apply the knowledge gained during the PR4S program in
support of both their pre-school and older children. Quinlan Gaston Huey Associates facilitated both
focus groups and simultaneous translation was used in both groups. No PLAN staff was present
during the discussions. All participants were women and all input was held anonymously.
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Overall Themes
Three overall themes emerged from the two focus groups.
New understandings and perspectives
A great deal was learned during the training program, cognitively and experientially. The training
seems to have generated a positive feedback loop: new concepts absorbed and relationships
established during the training resulted in increased knowledge and confidence, which continues to
support new attitudes and behaviors. The positive results of their greater participation within the
school environment has continued to expose parents to new information and stronger relationships.
Greater willingness to engage
The focus group participants clearly understand their choices and the importance of acting in the
interests of their children. Participants have identified new ways to support each other and work
together.
Impact of training lives on in parents’ actions and interactions
During the focus group the participants gave many examples of how the training impacted their
attitudes towards themselves, their children, other parents, teachers and the schools their children
attend or could attend. The participants recognized their ability to ask for and receive the information
they need to support their child’s education and welfare. They are still developing their knowledge,
skills and confidence in relationship with each other, the teachers and the school administration.
Their relationships with their children have grown as a result of the training and their children have
directly benefited from the increased involvement of their parents in the school. The positive feedback
loop created by the training program continues to support their engagement with each other and the
educational system.
New information & relationships New knowledge & confidence
PR4S training creates positive feedback loop
Greater participation & results New attitudes & behaviors
Feedback about the program
The participants experience of the program was very positive and their feedback about program
improvements reflect their continuing desire to participate in further training programs provided by
PLAN and to see other parents and the entire family unit have the opportunity to learn and grow in
this supportive environment.
OAKLAND FOCUS GROUP
How PR4S training affected parents
New understandings and perspectives
All participants spoke about what they had learned from the training and from their participation in the
parent group.
Many participants spoke of what they had learned about their rights and choices as parents.
One participant mentioned she is learning about the education system here and how much this
has helped since the system in her country of origin is very different.
On participant appreciated learning from her peers.
Participant quotes
“They give us a lot of information about our rights and responsibilities as a parent. They give us
this in writing, which is very important. This caught my attention.”
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“I didn’t previously understand that I could apply to schools in any neighborhood and learn about
different schools and request information. Now I know you can find information and statistics
about the schools.”
“I learned how to find safer schools regarding playground safety and teachers and that all schools
need to have a nurse.”
“When we first came we didn’t know about the selection of schools - what the schools were like or
the safety issues and teacher credentials. Now we know how to do it and find this information, we
are 90% there.”
“I am learning about the education system in this country. It has helped me a lot as my country’s
system is very different.”
“Learning from each other is a good experience.”
How parents are using the information they learned during PR4S training
More involved and active
Most participants gave examples of how they were more involved with their child’s education and
development.
Two participants mentioned checking report cards. One spoke of how she follows her child’s
progress by checking teacher credentials and her child’s progress report, asking questions in
school, being more involved in homework and talking with her child.
One participant mentioned her child’s special needs and how the training helped her obtain
speech therapy for him and the difference this has made.
One participant with a pre-school child related how the trainings had helped her understand
and support her child’s development.
One participant said she now uses interpreters provided by the school.
One participant shared her observation that the children are more motivated because of greater
parent involvement. She sees the trainings as helping her provide more support for her child and
spoke of her leadership role as a parent representative.
Participant quotes
“This program has helped me a lot. I have learned how to request information about teachers and
credentials and the right to check the Q folder and find the information about everything to do with
my child in school and what level they are at. I have been coming to the office and asking
questions. I have learned how to check the progress report so I know about the progress of my
children and I know that I can talk to my children about their progress. I am more involved in
homework.”
“I did not know that I could seek help from the school. Now I know I can approach them for
anything. For example, when I looked at the report cards I asked the teacher why it is like this and
I get the answer I needed.”
“When my son was struggling with his speech and I didn’t see an improvement I came to the office
to get information and they helped me get him into a speech program. Now my son is speaking well
because of the help he received from speech therapy. The training helped me do this.”
“My son is now four years old…Thanks to these trainings I have learnt to help my son assimilate
information and take advantage of this period of development. I have helped him to take
advantage of reading and I understand his development as a child.”
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“Since the training when we go to the school and I want to tell the school something they provide
interpreters if we have a language problem.”
“We are more involved and children get excited and motivated when they see parents are
involved….I am the classroom parent representative and I have a special relationship with the
teacher…. the trainings have helped me provide support to my child.
Relationship to other evaluation data
Knowledge of parents’ rights
The highest self-reported increase across the training sessions was in knowledge of parents’ rights.
This is consistent with feedback the focus group, where many examples referred to an increased
knowledge of parents’ rights.
Commitment to take action
After each training session, a half to four-fifths of participants self-reported a significant increased
commitment to take action. This corresponds to feedback from the focus group participants, where
the majority gave examples of how the training had resulted in them being more involved in
supporting their child’s education and development.
Using what was learned during the program
Nearly all participants in the training sessions self-reported they had been able to use what they had
learned from the program – either a lot (42%) or some (56%). This echoes focus group feedback on
how the training has helped participants ask for and use information, develop as a parent and build
relationships key to supporting their child’s education.
Confidence as a leader
After each training session a half to three-quarters of participants self-reported a lot of increased
confidence as a leader. Focus group participants did not self-identify as leaders although their
attitudes and actions could be viewed as evincing leadership.
Feedback on how the program might be improved
Involve fathers
Two participants suggested involving fathers in the training.
Participants quotes
“Fathers should be here too for the training, it shouldn’t all fall on the shoulders of the mother.”
“You could provide courses or training for mothers and fathers together - for helping the family
unit to help children to improve. Unfortunately the majority of people in this program are mothers.
Of course fathers have to work and some mothers too but it would be good to have a training
that would include both mother and father.”
Appreciation
Participants’ input demonstrated their appreciation of the program. One participant directly expressed
her appreciation and how she saw the program as comprehensive.
Participant quotes
“It is a really good program. It is very thorough and very complete. If we didn’t get the information
in the moment the school continues to provide information. It is a very complete program.”
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HAYWARD FOCUS GROUP
How PR4S training affected parents
New understandings and perspectives
Two participants spoke of learning about self-esteem and how this made them feel acknowledged
and supported.
One participant mentioned she understands more of the information received from the school.
One participant was surprised to learn some teachers are not credentialed.
Participant quotes
“We had a small course on self-esteem. We were asked to express our feelings in terms of the
weather, such as feeling sunny. I was in a group of people who were feeling discouraged. Being
in this group helped me put my problems in perspective. I felt taken in and supported.”
“The course on self-esteem helped me feel more loved.”
“The training helped us understand certain points in the booklet we received from the school.”
“Before the training as parents we didn’t have information about teachers working without
licenses, learning about this surprised me.”
Peer learning and support
Three participants spoke of how the parents in the training program provide support to each other.
Participant quotes
“We learned that, together, we can make changes.”
“We learned that united we can make decisions. We know more people and we are friends. We
can count on each other for support.”
“I was suffering depression before the training and feeling alone, but now I feel support from other
women.”
Greater confidence
Three participants referred to how their confidence had grown because of the training.
Two referred to an increased confidence in asking questions and speaking in public.
One spoke about feeling more confident about dealing with complex situations, like finding a new
school for her child.
Participant quotes
“When I was younger I couldn’t speak in public, I was very shy. Now, after the training, I am more
confident.”
“I can ask questions more clearly and understand the answers better. I am more confident in
asking questions.”
“I switched my kids to another school even though it is further away. I feel more confident about
dealing with these things.”
How parents are using the information they learned
More able to ask for and use information
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Four participants gave examples of how they are more able to ask for and use information and how
they see information as important to their children’s education and well-being.
One participant mentioned she uses information she previously used to just throw away.
One participant talked about how she asks more questions and is more specific about what she
wants to know.
Participant quotes
“Now I know how to use information that is there for us, like the district bulletin and information
about who has licenses. Before, I used to just throw it out.”
“The training helped me learn how to make questions and to be more specific in my questions. I
have more liberty to ask questions.”
“I learned how to compare our kids’ reading level with reading levels in other schools and how
being able to ask questions also affects the safety of the child in school and in the playground.”
“The issue of being able to choose your child’s school – I learned from the program that we can
go to the principle to talk about the school assignment.”
More involved and active
Many participants spoke about being more actively involved and how this is making a difference in
their child’s education and welfare.
Three participants gave examples of how they look to other parents for support.
One participant asks more questions because of the training and compares this to an earlier
time when she unsuccessfully tried to get more help for her child, whom she believed was
falling behind at school.
One participant is exploring middle school choices. She expressed a continuing interest in
receiving training.
One participant realized that she is more active because of the training, even though she
does not remember information from the training the way the participants do.”
One participant gave an example of how the training had taught her to approach a teacher as
a friend.
Participant quotes
“Before we take kids to school and that’s it – we don’t communicate with other parents. Now I
communicate with other parents, we talk. We can learn from the progress of their children. We
share our experience and can complement each other.”
“I want to form a parents’ committee to help with particular problems.”
“We have an idea that if there is a subgroup with a problem such as a reading problem, we can
ask a student or a parent to help the group.”
“I feel my son is getting different procedures to determine whether he has a different disability or if
he needs a different approach to learning.”
“I learned that my child can go to the school I choose, not just to the one that is assigned. She is
going to middle school in one year and I am investigating which is the right school for her.”
“We had a training on closing day and many of us didn’t go even though we knew we should
have. I want to go next year.”
“When my daughter entered third grade I felt she wasn’t advancing. I talked to her teacher, but
the teacher said everything was fine. I also spoke with the principle but this didn’t help. Going to
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third grade was like not going to school. Then, when my daughter went to fourth grade, her fourth
grade teacher felt her skills weren’t up to level and referred my daughter to a special program.
Since the training I ask more questions.”
“Listening to what everyone is saying here I realize I don’t remember information from the
training. But it did help me become more active.”
“I learned how to talk with the teacher as a friend.”
Parent-child relations
Two participants mentioned how their relationship with their children has improved.
One spoke of learning about activities parents can do with their children at home.
Participant quotes
“I can communicate better with my children. They tell me what has happened at school and we
have become much closer in this way.”
“The teachers tell us how to help at home and about the activities we can do.”
Relationship to other evaluation data
Knowledge of parents’ rights
The highest self-reported increase across the training sessions was in knowledge of parents’ rights.
Feedback from the focus group reflected a strong understanding of parents’ right to ask for and
receive information and to be involved in their child’s education and school.
Commitment to take action
Over three-quarters of participants in training sessions self-reported a significant increased in
commitment to take action after each training session. This corresponds to feedback from the focus
group participants, where the majority gave examples of how they had become more involved in
supporting their child’s education since the training.
Using what was learned during the program
All participants after the training sessions self-reported they had been able to use what they had
learned from the program – with nearly all indicating they had used what they had learned a lot (96%)
The majority of focus group participants gave examples of how the training had helped in various
ways, including continuing to ask questions and use information to find out what they needed to know
to support their child at school.
Confidence as a leader
After each training session over three-quarters of participants self-reported a lot of increased
confidence. While focus group participants did not self-identify as leaders their outlook and behavior
can be understood to demonstrate a growing confidence in their leadership as individuals and as a
group.
Feedback on program strengths
Positive, fun learning experience that brings parents together and impacts lives
All the participants enjoyed the training and spoke enthusiastically about the positive impact it had on
them and their lives. They gave many examples of activities that gave them a lot of information and
helped them learn and participate while having fun together.
Participant quotes
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“The training gave us lots of information.”
“The games helped us review what we had learned.”
“There were games and we got information.”
“We did games to keep the information in our minds. We played and we learned and we got to
know each other. It wasn’t boring. There were a lot of activities that made you want to go.”
“We played like kids and it was a lot of fun. The raffle was fun.”
“During the training we always got together and reviewed what we learned. We also asked
questions and we were encouraged to participate.”
“ We sat around work tables, everyone participated.”
“Everyone was a leader.”
“(The trainer) made us feel good about ourselves; she encouraged us.“
Feedback on how program might be improved
Support for children and parent-child relationship
Three participants were interested in the training providing support for children and the parent-
child relationship.
One participant wanted to know more about how parents can be more involved with their children
outside school.
Participant quotes
“I would like the program to add information for children with low self-esteem.”
“More involvement with children and information for children. My child had a problem with a peer
group – a child told my child that he didn’t want to be friends. I would like my child to know how to
deal with social issues. I would like to see PLAN train parents and also work directly with
children, for example, in conflict resolution and problem-solving training for kids.”
“Add a time to be with children during the training; to help our children to become more supportive
of our participation in the training.”
“We don’t know about activities outside school – it would be helpful to know about this. We want
information about things we can do with our kids.”
More help remembering information
During the focus group most participants mentioned that the training involved a lot of information.
One participant identified a need for more help in remembering the information provided.
One participant indicated she thought she may have forgotten information that could be important
to the evaluation.
Participants quotes
“Remembering the information. There was a lot to remember. More help remembering when to
come, the time of the training.”
“To do evaluations like this closer to the program so we don’t forget.”
PR4S focus group report, 2009.doc, Page 8 of 10
Provide more information and training
Participants appreciated the information provided during the training and wanted to receive more
information and training.
Participant quotes
“Anything related to our child’s education is important to us.”
“If it is good for our kids we want to know. We want our kids to get ahead.”
“To know what other programs PLAN has. I am interested in dealing with stress, self-esteem and
computers.”
Appreciation
Participants’ input demonstrated their appreciation of the program. One participant directly expressed
her appreciation and how she saw the program making a difference in the lives of parents.
Participant quotes
“I want to thank the program. It has helped us with our children. It has motivated us as parents.”
PR4S focus group report, 2009.doc, Page 9 of 10
APPENDIX: FOCUS GROUP QUESTIONS
These questions formed the structure of the group. Additional questions were asked to warm the
group up, to clarify answers, and to elicit fuller responses.
1. If you come from another country, what do schools and teachers expect parents to do in that
country? Are there any differences about what schools expect from parents in the country
you came from and what seems to be expected from parents in this country? Can you tell us
about those differences?
2. What difference did the training make for you? Can you think of something you learned that
has helped you with your child in school? For example, this could be something about your
rights, about how to get information, or how to ask questions.
3. If you already have a child in school, how would you describe your role here as a parent in
the school? What kinds of things do the schools and teachers expect you to do?
4. If you come from another country, did this training help you understand your role as a parent
here? What was something you learned? What was something that surprised you? What
helped you understand your role, what is expected of you as a parent here? Have you done
anything differently because of this training, that you might not have done before? Can you
tell us about that?
5. Have you become involved at your child’s school as a result of this training? What are some
things you’ve done, or questions you asked, or people (parents or teachers) you got to know?
Are there things you feel you can do now, or you’re willing to try now, that you would not have
felt comfortable doing or even known about before? Can you give us some examples? Do
you feel more confident now or about the same as you were before this training? What kinds
of things do you feel more confident about?
6. Now that time has passed since the training, what were some questions you have that didn’t
get answered? What additional kinds of information would have been helpful to you in
supporting your child in school? What would help you feel more prepared?
7. What else would you like the trainers to know about the experience you had in the training
and how it has helped you with your child or children in school?
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