Connect Laurieann Thorpe Check amp Connect trainer 801 5387506 laurieannthorpeschoolsutahgov The Check amp Connect Model Check amp Connect Intervention Model Check amp Connect is a structured mentoring intervention to promote student success and engagement at school and with lea ID: 525385
Download Presentation The PPT/PDF document "Check &" is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
Slide1
Check &
ConnectSlide2
Laurieann Thorpe
Check & Connect trainer
801 538-7506
laurieann.thorpe@schools.utah.govSlide3
The Check & Connect ModelSlide4
Check & Connect Intervention Model
Check & Connect is a structured mentoring intervention to promote student success and engagement at school and with learning through relationship building and systematic use of data.
This photograph and the remaining stock photos were used with
permission from Microsoft.Slide5
Focus on School Completion
Check &
Connect emphasizes school completion rather than dropout preventionSchool completion = high school graduation with academic and social competence Merely keeping students in school until graduation is not sufficientSlide6
Initial Development
1990: Awarded five-year development grant from the Office of Special Education Programs, U.S. Department of Education
Collaborative effort between researchers at the University of Minnesota’s Institute on Community Integration (ICI) and professionals in Minneapolis Public SchoolsSlide7
Research
C&C has been implemented with K-12 students with and without disabilities in the U.S. and abroad, addressing:
Attendance/truancyBehaviorLiteracyStudent engagementTwo randomized control trials, four replications
Current: Four efficacy trials of C&C underway, all in large urban
schools in the U.S. and CanadaSlide8
Findings
Reduced absences
Reduced tardiness to school/classDecreased dropout ratesReduced behavior referrals
Increased credit accrual
Increased persistence rates
Increased graduation rates
Perceived increase in parent participation
(Sinclair et al., 1998; 2005)Slide9
Recognition
Check & Connect has met the evidence standards of the What Works Clearinghouse (2006):
http://ies.ed.gov/ncee/wwc/ The only dropout prevention intervention to show positive effects for staying in schoolSlide10
Fit With Existing Initiatives
Universal
80%
Targeted
15%
Intensive
5%Slide11
The Check & Connect Team ModelSlide12
Four Core Components and Essential ElementsSlide13
Foundational TheoriesSlide14
Check & Connect implementation in UtahSlide15
Understanding Check & Connect StudentsSlide16
Disengaged Students
Check & Connect targets marginalized, disengaged students in grades K-12Slide17
Early Warning Signs
Attendance
Absent 10% or more of school days Behavior
Two or more mild or more serious behavior infractions
Course performance
An inability to read at grade level by the end of 3rd grade;
A failure in English or math in 6th through 9th grades;
A GPA of less than 2.0; Two or more failures in 9th grade; and
F
ailure to earn on-time promotion to 10th grade.
(
Balfanz
,
Bridgeland
, Bruce, Fox, 2012)
More information about EWS:
http://www.betterhighschools.org/ews.aspSlide18
Focus on Alterable Variables
Alterable variables:
indicators of disengagement that are readily available to school personnel and can be altered through intervention
.
Alterable
Attendance
Attitude toward school
Extracurricular participation
Behavior
Homework
Grades, credit accrual
Status
Age
Metro status and region
Disability
Socioeconomic status
Ethnicity
Gender
Family structureSlide19
The Check & Connect MentorSlide20
Check & Connect Mentor
“The single most important thing that children need to grow into healthy adults is the presence of one person who is irrationally attached to them.”
(Darling, 2005, p. 185)
The Check & Connect mentor can be that caring adult!Slide21
Desirable Mentor Characteristics
A personal belief:
That all students have abilities, strengths, can learn, can make progress, and can change their level of engagement at school and with learningIn the power and value of problem solving with students to develop personal competenciesSlide22
Desirable Mentor Characteristics
(cont.)A willingness to:
Be a mentor (i.e., “wanting to rather than being obligated to”)Persist with students despite their behavior and decision makingC
ooperate and collaborate with families and school staffSlide23
Long-Term Relationship Building
James Andersen,
2014 National Mentoring Summit
The first
three to four months
, I was thinking, “When are you going to leave?” The
fifth and sixth months
I’m thinking, “You’re showing pity, you pity me, you don’t care about me.” By the
eighteenth
month I’m like, “This person loves me, because I have nothing to offer and they are showing they are not trying to use me.
” So stick in their lives through thick and thin.Slide24
A Day in the Life of a Mentor
Supplemental materials:
A Day in the Life of an Elementary School Mentor
A Day in the Life of a High School MentorSlide25
Check & Connect Resources
Website and
blog checkandconnect.umn.eduhs.utah.gov/educationschools.utah.gov/yic
/
Join
the C&C community!
Sign up to join the Discussion list
Follow our blog & social media: Blog | Facebook
|
Twitter
Coordinators
-- join
the
Coordinators’
Community of Practice
Contact us:
checkandconnect@umn.edu
| 866-434-0010Slide26
Laurieann Thorpe
Check & Connect trainer
801 538-7506
l
aurieann.Thorpe@schools.utah.gov