1. Team Workshop for Tier 2 Phase SW-PBS Teams: Chapter 7 – Using the Check & Connect Student engagement Model as a Tier 2 Intervention Center for SW-PBS College of Education University of Missouri

2. Working Agreements Be Respectful Be an active listener—open to new ideas Use notes for side bar conversations Be Responsible Be on time for sessions Silence cell phones—reply appropriately Be a Problem Solver Follow the decision making process Work toward consensus and support decisions of the group MO SW-PBS

3. Intro Activity Discuss with a shoulder partner any goals you have for the new year. Then discuss: 1.Why is setting goals important? 2.What factors influence attainment of goals? 3.How is setting goals relevant to Mentoring?

4. Risk & Protective Factors Risk factors are characteristics of school, community, and family environments, as well as characteristics of individuals and their peer groups that are known to predict increased likelihood of negative outcomes. Protective factors exert a positive influence or buffer against the negative influences of risk, thus reducing the likelihood that individuals will engage in problem behaviors.

5. Risk & Protective Factors Operate at multiple levels & across multiple domains – individual, family, peer – home, school, neighborhood, community Are correlated & cumulative Have effects on specific problems and on multiple problems (general vs. specific effects) Influence each other over time MO SW-PBS

6. Risk Factors that are Common Across Many Disorders Negative life events at family, school, peer and/or community level Poverty Family dysfunction and disruption Child maltreatment Community factors School factors MO SW-PBS

7. Risk Factors – New Study Twelve-year-olds who changed schools three or more times during their childhood were 60% more likely to have at least one psychotic symptom than those who did not switch schools. – http://www2.warwick.ac.uk/newsandevents/pressreleases/frequent _school_moves/ http://www2.warwick.ac.uk/newsandevents/pressreleases/frequent _school_moves/ – American Academy of Child and Adolescent Psychiatry MO SW-PBS

8. Risk & Protective Factors “In school students’ relationships with their peers and teachers and the social climate in the classroom have a powerful effect on their development of mental, emotional, and behavioral problems as well as their development of age appropriate competencies” (NRC & IOM, 2009, p.108) MO SW-PBS

9. School-wide PBS (SWPBS) Education Revolution at Somersworth HS – http://www.whocaresaboutkelsey.com/about/the-mini-films http://www.whocaresaboutkelsey.com/about/the-mini-films OSEP Technical Assistance Center on Positive Behavioral Interventions & Supports – http://www.pbis.org/ http://www.pbis.org/

10. Outcomes from Last Session By the end of this session participants will be able to … – Provide a brief description of the Check & Connect intervention – Explain the role of the mentor – Distinguish between preparation and implementation activities – Begin development of a Check & Connect program MO SW-PBS

11. What is Check & Connect? Definition: – A comprehensive, sustained intervention used to enhance student engagement at school and with learning for marginalized students in grades K-12. – Incorporates … 4 components 3 core elements MO SW-PBS

12. What is Check & Connect? Four components = 1.A _____who works with students and families for a minimum of 2 years, 2.Regular ______using school data 3.Timely and individualized intervention - ______ 4.Engagement with______ MO SW-PBS

13. What is Check & Connect? Three Core Elements – turn to a shoulder partner and discuss what you remember about: – Relationships Focus on alterable variables Personalized, data-based intervention Long-term commitment Participation in and affiliation with school – Problem solving & capacity building – Persistence-Plus MO SW-PBS

14. What Resources Are Needed? CoordinatorMentor 1Student AStudent BMentor 2Student CStudent DMentor 3Student EStudent F MO SW-PBS

15. What Resources Are Needed? Have you identified a coordinator? Have you identified mentors? Did you survey staff for support?

16. Outcomes Today By the end of this session participants will be able to … – Design a Check & Connect program that is contextually relevant for your students and school, but adheres to implementation of critical features. MO SW-PBS

17. Preparation & Implementation Determine indicators of student disengagement Identify students at risk of disengagement or dropout Select or hire mentors Organize existing resources for intervention 5. Get to know students, teachers, and parents 6. Use “check” procedures and the monitoring form 7. Implement “connect” interventions 8. Strengthen the family-school relationship 9. Monitor the person-environment fit 10. Provide mentor support and supervision 11. Evaluate program implementation MO SW-PBS

18. 5. Getting to Know Participants Review the following resources Flash-drive/C & C workbook resources C & C website: www.checkandconnect.orgwww.checkandconnect.org – Make a list of materials you find that mentors or coordinators might use for getting to know students, teachers and/or parents. MO SW-PBS

19. Getting to Know Participants Student: – Will you use an official intake form for mentors to keep student information? See page 95 in manual – What resources will you provide the mentor: To help build relationships? To be aware of community/school resources? Problem solving model MO SW-PBS

20. Getting to Know Participants Parent – What form will you use to inform parents of their child’s participation? – Will you provide a log for mentors to keep track of parent contacts? – Will you use a form for regular communication?

21. Getting to Know Participants Teachers – How will a teacher be notified their student is participating? – How will regular communication be established concerning attendance, grades, work completion, or other relevant information?

22. Get to Know Students, Teachers & Parents Use “Check” Procedures and the Monitoring Form Implement “Connect” Interventions Strengthen Family-School Relationship Monitor the Person- Environment Fit Provide Mentor Support & Supervision Evaluate Program Implementation Implementation Phase MO SW-PBS Page 262 of Workbook

23. Preparation & Implementation 1.Determine indicators of student disengagement 2.Identify students at risk of disengagement or dropout 3.Select or hire mentors 4.Organize existing resources for intervention 5.Get to know students, teachers, and parents 6.Use “check” procedures and the monitoring form 7.Implement “connect” interventions 8.Strengthen the family-school relationship 9.Monitor the person-environment fit 10.Provide mentor support and supervision 11.Evaluate program implementation MO SW-PBS

24. All Students Get “Check” Systematic Data Collection & Recording All Students Get “Connect” Basic Share “check” data Provide feedback Discuss Importance of school Teach Problem solving Intensive Basic + Individualized, additional supports determined by need. MO SW-PBS

25. 6. Using “Check” Procedures & the Monitoring Form Pages 266 in your workbook and also on your USB is an example monitoring form – Adjust the “Check” indicators to match items which you want regularly checked by the mentors How will mentors get each piece of data in the “check” area? Remember, this is data which will be reviewed with the student each time they meet with their mentor ESSENTIAL!!! MO SW-PBS

26. 6. Using “Check” Procedures & the Monitoring Form The “Risk Indicator” on the far right of the form is used to decide when the mentor may need to move from basic connection to intensive strategies. Adjust the “Risk Indicator” to reflect your building’s view of risk for each MO SW-PBS

27. 7. Using “Connect” Procedures & the Monitoring Form The “Connect – basic” area of the monitoring form lists the tasks each mentor should perform each time they meet with their student Discuss what might be done during each task. Make adjustments to fit your school MO SW-PBS

28. “Connect” Intervention Procedures “Problem solving and goal setting are two essential intervention strategies for mentors to learn well and strive to perfect…both strategies are used persistently - over and over and over” – At the intensive level problem solving is more frequent, on- going, and may involve other stakeholders (e.g., families, teachers, community agencies, physicians) MO SW-PBS

29. “Connect” Intervention Procedures Problem Solving – Teaching students productive coping skills. Seeking social support Working hard Learning to belong and participate Handling frustration – Help students integrate thoughts, feelings, and behaviors to meet the demands of school. Do you have a problem solving model you wish all mentors to use? MO SW-PBS

30. “Connect” Intervention Procedures Goals allow a student to see current reality compared with where they want to be Types of goal setting: Around immediate problem situations Long term/future Goals should be written down and may be in “contract” form MO SW-PBS

31. Individual Student Contracts Should include: – Who; Student name and any others involved. – What; Specific behavior expectations written in observable and measureable language – How; Progress will be monitored (tool) – When; Dates when progress will be checked – Where; Locations contract applies – Why; Purpose/Goal and any rewards associated with attainment

32. “Connect” Intervention Procedures Example Select and read one of the example scripts provided. Record what you notice about the conversation. – Secondary Student (pp. 56-57) – Elementary Level Student (pp. 58-60) MO SW-PBS

33. Using “Connect” Procedures & the Monitoring Form The “Connect – Intensive” area of the monitoring form lists suggested activities when students have met the “risk indicator”. These typically include: Academic/behavioral supports available in your school Homework support Tutoring Academic/behavior contracts Problem solving strategies around identified indicator Use developed problem solving strategy model MO SW-PBS

34. Using “Connect” Procedures & the Monitoring Form Adjust the “Intensive” area of the monitoring form to reflect strategies or resources available in your school. How will the mentor and student access each of these? MO SW-PBS

35. Using “Check and Connect” Procedures & the Monitoring Form Practice Examine the example monitoring form on pp. 275-277 of the workbook and respond to the following items: – How many weeks of data were collected on this form? – List one example of academic data and one example of behavioral data that was checked/collected. – With whom did mentors regularly communicate and how often did communication occur? – Note ways in which this example form differs from the original. – Find and list one intensive intervention that was provided. MO SW-PBS

36. “Connect” Intervention Procedures Finalize decisions about the level of risk for mentors to implement “intense” strategies Where will mentors find the suggestions for how to intensify the intervention when a student reaches the identified level? Do you need to provide more details concerning any of the “intense” strategies (description, how to access, etc)

37. Practice Opportunity Video shows an example of the “connect” meeting. As you watch write down each component that occurs during the conversation with the student. 1.Share “check” data 2.Provide feedback on data 3.Discuss importance of school 4.Problem solve around indicators of risk 5.Check progress of other plans

38. Preparation & Implementation 1.Determine indicators of student disengagement 2.Identify students at risk of disengagement or dropout 3.Select or hire mentors 4.Organize existing resources for intervention 5.Get to know students, teachers, and parents 6.Use “check” procedures and the monitoring form 7.Implement “connect” interventions 8.Strengthen the family-school relationship 9.Monitor the person-environment fit 10.Provide mentor support and supervision 11.Evaluate program implementation MO SW-PBS

39. 8. Strengthen Relationship The mentor serves as a liaison between home and school to build constructive relationships for students in the C & C program. – Keep families informed – Establish most effective method for 2-way communication – Focus is always on school engagement and success – Acts as ‘go-between’ school and home to answer questions, explain policies, seek available resources – Suggestions for how families may support student – Builds trust by being respectful, consistent, and following through on tasks MO SW-PBS

40. 8. Strengthen Relationship Tips for interacting with families: – Consider how interventions will affect the rest of the family – Approach includes ‘thinking the best’ – Sensitive to parent perspective – Responsive to parent concerns – Treat parents as equal – Be a resource

41. Using “Connect” Procedures & the Monitoring Form Connect procedures include developing a relationship with families. Discuss ways in which to: Build positive relationships with families- does anything need to be added to the training of mentors? Home – school communication Will you have a standard form for mentors to track communication or will it be included on the student monitoring form? MO SW-PBS

42. 9. Monitor Person-Environment Fit Person-Environment Fit Simultaneously support students to change their behavior while also encouraging the environment to change policies or practices to enhance student engagement with school and learning. The teacher opens the door, but the student must enter – Chinese Proverb MO SW-PBS

43. Monitor Person-Environment Fit Read pages 120-126 from the intervention manual (handout) for suggested ways teachers might adjust environment to fit student need. – Highlight any which are new but could be applied to your school MO SW-PBS

44. Preparation & Implementation 1.Determine indicators of student disengagement 2.Identify students at risk of disengagement or dropout 3.Select or hire mentors 4.Organize existing resources for intervention 5.Get to know students, teachers, and parents 6.Use “check” procedures and the monitoring form 7.Implement “connect” interventions 8.Strengthen the family-school relationship 9.Monitor the person-environment fit 10.Provide mentor support and supervision 11.Evaluate program implementation MO SW-PBS

45. 10. Mentor Support & Supervision “All implementations of Check & Connect should have a designated program leader – someone responsible for maintaining intervention integrity (p. 78)” Reflect back on the duties listed for the Check & Connect Coordinator – Do additional duties need to be listed? – Is there time set aside for mentors to collaborate? – Have you developed a C&C manual for mentors with all needed forms, instructions, and strategies? MO SW-PBS

46. 11. Evaluate Program Implementation Determining the merit or worth of a program Annual evaluation is used to inform future delivery of the program. – How many students participated in the intervention? – How many of those students had positive results? MO SW-PBS

47. Evaluating Intervention Outcomes Read pages 288-292 in your Tier 2 Workbook Discuss which indicators you will use to determine overall program effectiveness – What data will you use to determine effects? – Who will collect this data? – Who will view the data? (The chart on page 291 is required for recognition)

48. 11. Evaluate Program Implementation Fidelity of Implementation – Was the intervention implemented as designed? – Permanent product review – Review monitoring forms – Checklists Social Validity- Is the intervention accepted and valued by participants; parents, teachers, students – Rating forms – Interviews MO SW-PBS

49. Evaluate Program Implementation Fidelity of Implementation: Review pages 272-279 in your Tier 2 Workbook Discuss: – How will you evaluate fidelity of implementation? – When will you evaluate? MO SW-PBS

50. Evaluate Program Implementation Social Validity Review pages 280-287 in your Tier 2 Workbook Discuss: – How will you evaluate social validity? – When will you evaluate? MO SW-PBS

51. Preparation & Implementation 1.Determine indicators of student disengagement 2.Identify students at risk of disengagement or dropout 3.Select or hire mentors 4.Organize existing resources for intervention 5.Get to know students, teachers, and parents 6.Use “check” procedures and the monitoring form 7.Implement “connect” interventions 8.Strengthen the family-school relationship 9.Monitor the person-environment fit 10.Provide mentor support and supervision 11.Evaluate program implementation MO SW-PBS

52. Apply What You’ve Learned! Your school has one envelope that contains approximately 20 cards. – Each card represents one activity associated with preparation or implementation steps of the Check & Connect intervention program. – Sort your cards in an order you believe makes sense for your school. – Some cards may be omitted. – If you are in a planning stage consider adding names to the cards to represent individuals who may complete the activity. MO SW-PBS

53. Action Planning Use the Intervention Development Checklist (p.268-270) to help determine implementation steps. Use a blank Action Plan found in Chapter 10 of your workbook to keep track of items still needing completed.

54. Next Session: [Name of Session] [Date, Location] Things to Bring: Laptop or iPad; Tier 2 Workbook; Team Flashdrive Tasks to Complete:

55. Closing Announcements

56. Contact Information

57. References August, G. J., Anderson, D., & Bloomquist, M. L. (1992). Competence enhancement training for children: An integrated child, parent, and school approach. In S. L. Christenson & J. C. Conoley (Eds.), Home-school collaboration: Enhancing children’s academic and social competence (pp. 175-192). Silver Spring, MD: National Association of School Psychologists. Christenson, S. L., Stout, K., & Pohl, A. (2012). Check & Connect: A comprehensive student engagement intervention: Implementing with fidelity. Minneapolis, MN: University of Minnesota, Institute on Community Integration.