Risks: The risks involved in this study are minimal, which means they are equal to the risks you would encounter in everyday life.
Benefits: Participants should not expect to receive a direct benefit from taking part in this study. There are potential societal benefits to participating in this study. Possible benefits to society may include an increased understanding of the Community Eligibility Provision or increased implementation in eligible school divisions.
Compensation: Participants will not be compensated for participating in this study.
Confidentiality: The records of this study will be kept private. In any sort of report I might publish, I will not include any information that will make it possible to identify a subject. Pseudonyms will be used throughout the dissertation in order to ensure privacy and
confidentiality. Research records will be stored securely, and only the researcher will have access to the records. I may share the data I collect from you for use in future research studies or with other researchers; if I share the data that I collect about you, I will remove any information that could identify you, if applicable, before I share the data. The steps that will be taken to protect your privacy and confidentiality include the following:
• Participants will be assigned a pseudonym. I will conduct the interviews in a location where others will not easily overhear the conversation.
• Data will be stored on a password locked computer. After three years, all electronic records will be deleted.
• Interviews will be recorded and transcribed. Recordings will be stored on a password locked computer and on an encrypted flash drive for three years and then erased. Only the researcher will have access to these recordings.
Voluntary Nature of the Study: Participation in this study is voluntary. Your decision whether or not to participate will not affect your current or future relations with Liberty University. If you decide to participate, you are free to not answer any question or withdraw at any time without affecting those relationships.
How to Withdraw from the Study: If you choose to withdraw from the study, please contact the researcher at the email address/phone number included in the next paragraph. Should you choose to withdraw, data collected from youwill be destroyed immediately and will not be included in this study.
Contacts and Questions: The researcher conducting this study is Terene Mullins Stiltner. You may ask any questions you have now. If you have questions later, you are encouraged to
contact her at 276-202-3645 or [email protected]. You may also contact the researcher’s faculty chair, Dr. Chris Taylor, at [email protected].
If you have any questions or concerns regarding this study and would like to talk to someone other than the researcher, you are encouraged to contact the Institutional Review Board, 1971 University Blvd., Green Hall Ste. 1887, Lynchburg, VA 24515 or email at [email protected]. Please notify the researcher if you would like a copy of this information for your records. Statement of Consent: I have read and understood the above information. I have asked questions and have received answers. I consent to participate in the study.
The researcher has my permission to audio-recordme as part of my participation in this study.
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Signature of Participant Date
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Appendix D: Open-Ended Questionnaire
1. Tell me about your position within the school and how long you have served in that role. 2. Describe, in as much detail as possible, what you know about the implementation of
the CEP in your school.
3. Describe any experiences that you have had in relationship to students’ food insecurity. 4. Describe any outcomes you have personally noted in regard to the CEP.
5. Tell me about any feedback, inside or outside of the school, that you have received regarding the implementation of UFM.
Appendix E: Interview Protocol for School Board Members’ / Superintendents’ Interviews 1. What is your role in the school system and how long have you served in this capacity? 2. Tell me about your experience with the Community Eligibility Provision (CEP), or
universal free meals.
a. What are your thoughts on the origin of the CEP?
b. What benefits do you perceive from the CEP implementation? c. What challenges do you perceive from the CEP implementation? d. Why do you believe that the program is, or is not, successful? 3. Explain the process for implementing the CEP in the district.
a. Explain the qualifications for participating in the CEP. b. Please walk me through the implementation timeline.
c. Tell me about the collaborations that you had with others regarding the CEP implementation.
d. How were those collaborations initiated?
e. What significance, if any, do you believe the collaborations had on the implementation of CEP?
4. Describe the influence that the CEP has had on the overall school culture.
a. Describe the influence that the CEP has had on school meal participation. b. Describe the influence that the CEP has had on attendance.
c. Describe the influence that the CEP has had on achievement.
d. Could you give me an example of a student who has benefitted from the CEP implementation? Your response should not reveal any identifying information about the student.
Appendix F: Interview Protocol for Food Service Managers’ / Food Service Workers’ Interviews
1. What is your role in the school system and how long have you served in this capacity? 2. Tell me about your experience with the Community Eligibility Provision (CEP), or
universal free meals?
a. What are your thoughts on the origin of the CEP?
b. What benefits do you perceive from the CEP implementation? c. What challenges do you perceive from the CEP implementation? d. Why do you believe that the program is, or is not, successful? 3. Explain the process for implementing the CEP in your school?
a. Please walk me through the implementation timeline.
b. Tell me about the collaborations that you had with others regarding the CEP implementation.
c. How did the food service routine need to be adjusted to accommodate the implementation of the CEP?
d. How, if at all, has the implementation of the CEP influenced your workload? 4. How do you perceive changes in school culture related to the CEP?
a. Describe the influence that the CEP has had on school meal participation. b. Could you tell me about an instance when you observed the CEP
Appendix G: Interview Protocol for Administrators’ / Teachers’ Interviews 1. What is your role in the school system and how long have you served in this capacity? 2. Tell me about your experience with the Community Eligibility Provision (CEP), or
universal free meals?
a. What are your thoughts on the origin of the CEP?
b. What benefits do you perceive from the CEP implementation? c. What challenges do you perceive from the CEP implementation? d. Why do you believe that the program is, or is not, successful? 3. Explain the process for implementing the CEP in your school?
a. Tell me about the collaborations that you had with others regarding the CEP implementation.
b. How did your classroom routine need to be adjusted to accommodate the implementation of the CEP?
c. How, if at all, has the implementation of the CEP influenced your workload? 4. Describe the influence that the CEP has had on the overall school culture.
a. How do you perceive the influence of the CEP on school meal participation? b. How do you perceive the influence of the CEP on student attendance? c. How do you perceive the influence of the CEP on student tardiness? d. How do you perceive the influence of the CEP on disciplinary referrals? e. How do you perceive the influence of the CEP on student achievement? f. How do you perceive the influence of the CEP on student behavior?
g. How do you perceive the influence of the CEP on the overall school culture? h. Could you tell me about an instance when you observed the CEP
i. Could you give me an example of a student who has benefitted from the CEP implementation? Your response should not reveal any identifying information about the student.
Appendix H: Observation Protocol UFM Observations 1. Avoid interrupting the flow of activity.
2. Document only what is observed and actions that are occurring.
3. Begin each recording with the data, time, and place of the data collection.
4. When taking notes, keep them brief and be sure to indicate the data and time to correlate with recordings.
5. Use pseudonyms for all UFM participants and schools. 6. Stay long enough to observe the event in its entirety.
7. Document conversations, body language, attitudes, etc. (Creswell, 2013; Mack, Woodson, Macqueen, Guest, & Namey, 2006).