1. Check & Connect Research and Practice Highlights
David R. Johnson, Ph.D. Jean K. Echternacht, Ed.D Institute on Community Integration, University of Minnesota Wellington, New Zealand August 12, 2016

2. Do you know these students?

3. The development of
Check & Connect was unique.
We began right.

4. Lesson Learned
The powerful effect of both researcher and practitioner input in the planning and design of Check & Connect cannot be ignored.
Comprised of 4 components – checking, connecting, mentor (also referred to as a monitor, advocate, coach), and parent engagement

5. The impact of Check & Connect was established in studies that stressed fidelity of implementation and used random assignment.

6. Lesson Learned
Research design led to significant interest in use of Check & Connect both by other researchers and practitioners.
Effectiveness research where the intervention was adapted to specific school based contexts occurred.
Converging evidence – keeping students in schools.

7. The clearly delineated components and elements of Check & Connect paved the way for our describing it as a model to engage students.

8. Lesson Learned
Impact on different referral concerns and could be adapted to a specific school context
We began to think of Check & Connect as a service delivery mechanism or model rather than a program
Essential elements explained why and how to engage students

9. Student engagement is a multidimensional construct
Student engagement is a multidimensional construct. We want students to be engaged academically, behaviorally, cognitively, and affectively.

10. Subtypes of Engagement
Subtype Observable indicators Academic Time on task, academic engaged time, accrual of credits Behavioral Attendance, fewer suspensions, classroom participation Subtype Internal indicators Cognitive Perceived relevance of schoolwork, self- regulation toward goals, personal expectations for success Affective Identification with school, belonging, perceived connection at school with teachers and peers

11. Engagement is Influenced by Three Contextual Factors
School (e.g., school climate, quality of teacher-student relationship, effective instruction in academic, social, and emotional learning areas)
Family (e.g., academic and motivational support for learning)
Peers (e.g., expectations to graduate among peers, social networks)

12. A Resiliency and Mentoring Approach
Need to build on protective factors by promoting resiliency through mentoring-type approach (Masten)
Students’ engagement with school is a process (Finn)

13. Resiliency and Mentoring Approach
Resiliency protective factors – presence of an adult in the child’s life to fuel motivation and foster development of the skills needed to overcome obstacles (Masten & Coatsworth, 1998)
Important outcomes of mentoring (Schargel, 2003)
Make youth feel good about themselves
Mentors model positive attitude behaviors
Help youth discover solutions to their problems; promote self-reliance
Help youth look beyond today

14. Protective and Risk Factors: Students
Complete homework
Arrive to class prepared
High locus of control
Good self-concept
Expectations for school completion
Risk
Poor attendance
Behavior problems
Poor academic performance
Grade retention
Work ability

15. Protective and Risk Factors: Families
Academic support
Motivational support
Parental involvement
Risk
Low educational expectations
Mobility (frequent transfers)
Permissive parenting styles

16. Protective and Risk Factors: Schools
Committed, caring staff
Orderly school environment
Fair discipline policies
Risk
Weak adult authority
Lost in large environment
Low expectations
High truancy
Few caring relationships

17. Check & Connect Two types of predictors/variables of dropout risk:
Status and Alterable
Focused on factors that educators, students, parents, and communities can change and influence:
Student levels of engagement with school
School practices and policies on attendance, discipline, and parent outreach
Family support for learning
Access to and responsiveness of community resources

18. Status vs. Alterable Predictors
Dropping out is the culmination of a long process of disengagement and alienation—not an instantaneous student decision
Alterable predictors useful for identifying, guiding the intervention, evaluating impact
Status indicators useful for evaluating gap in outcomes among high-risk populations

19. Predictors/Variables
Status
Alterable
Socioeconomic status
Ethnicity
Urban, rural, suburban
Gender
Family structure
Disability IQ
Attendance, suspensions
Extracurricular participation
Grades, accrual of credits
Age-to-grade level (retained)
Parental support for learning
School outreach

20. Seven Elements of Check & Connect
Relationships: Mutual trust and open communication, nurtured through a long-term commitment that is focused on student’s educational success.
Problem solving: Cognitive-behavioral approach to promote the acquisition of skills to resolve conflict constructively, encourage the search for solutions rather than a source of blame, and foster productive coping skills
Individualized, data-based intervention: Support that is tailored to individual students needs, based on level of engagement with school, associated influences of home and school, and the leveraging of local resources.

21. Seven Elements of Check & Connect
Affiliation with school and learning: Student access to and active participation in school-related activities and event.
Persistence-Plus: A persistent source of academic motivation, a continuity of familiarity with the youth and family, and a consistency in the message that “education is important for your future”.
A focus on alterable indicators of disengagement: Systematic check of warning signs of withdrawal (attendance, academic performance, behavior) that are readily available to school personnel and that can be altered through intervention.
Following students and families: Following highly mobile youth and families from school to school and program to program.

22. Recent longitudinal studies have helped us to understand for whom and under what conditions Check & Connect is most effective.

23. Lesson Learned Our results consistently are converging.
Evidence that Check & Connect improves school attendance and retention rates
Relationships, problem solving, and persistent support keep disengaged learners in school

24. There are many exciting examples of sustainability of Check & Connect locally, nationally, and internationally.

25. Lesson Learned
Check & Connect is a targeted intervention designed to be used with effective universal practices. We now have several examples and research data to conclude that this statement is well supported.
School districts and researchers are using our theory of student engagement as well as implementing the Check & Connect student engagement model-both are signs of sustainability.

26. Final Thoughts
We cannot have the same impact for disengaged, marginalized students without universal and supplemental support interventions.
This is not a situation of either/or, but both/and.

27. Engaging the disengaged

28. Thank you for your efforts.
David’s
Jean’s