David R Johnson PhD Jean K Echternacht EdD Institute on Community Integration University of Minnesota Wellington New Zealand August 12 2016 Do you know these students The development of ID: 525384
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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, 2016Slide2
Do you know these students?Slide3
The development ofCheck & Connect was unique.We began right.Slide4
Lesson LearnedThe 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 engagementSlide5
The impact of Check & Connect was established in studies that stressed fidelity of implementation and used random assignment.Slide6
Lesson LearnedResearch 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.Slide7
The clearly delineated components and elements of Check & Connect paved the way for our describing it as a model to engage students.Slide8
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 studentsSlide9
Student engagement is a multidimensional construct. We want students to be engaged academically, behaviorally, cognitively, and affectively.Slide10
Subtypes of EngagementSubtype 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
Slide11
Engagement is Influenced by Three Contextual FactorsSchool (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) Slide12
Need to build on protective factors by promoting resiliency through mentoring-type approach (Masten)Students’ engagement with school is a process (Finn)
A
Resiliency
and Mentoring Approach Slide13
Resiliency and Mentoring ApproachResiliency 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 Slide14
Protective and Risk Factors: Students
Protective
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 Slide15
Protective and Risk Factors: Families Protective
Academic support
Motivational support
Parental involvement
Risk
Low educational expectations
Mobility (frequent transfers)
Permissive parenting styles Slide16
Protective and Risk Factors: Schools Protective
Committed, caring staff
Orderly school environment
Fair discipline policies
Risk
Weak adult authority
Lost in large environment
Low expectations
High truancy
Few caring relationships Slide17
Check & ConnectTwo 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 resourcesSlide18
Status vs. Alterable PredictorsDropping 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 populationsSlide19
Predictors/VariablesStatus
Socioeconomic status
Ethnicity
Urban, rural, suburban
Gender
Family structure
Disability
IQ
Alterable
Attendance, suspensions
Extracurricular participation
Grades, accrual of credits
Age-to-grade level (retained)
Parental support for learning
School outreachSlide20
Seven Elements of Check & ConnectRelationships: 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.Slide21
Seven Elements of Check & ConnectAffiliation 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.Slide22
Recent longitudinal studies have helped us to understand for whom and under what conditions Check & Connect is most effective.Slide23
Lesson Learned Our results consistently are converging.Evidence that Check & Connect improves school attendance and retention ratesRelationships, problem solving, and persistent support keep disengaged learners in schoolSlide24
There are many exciting examples of sustainability of Check & Connect locally, nationally, and internationally.Slide25
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.Slide26
Final ThoughtsWe 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.Slide27
Engaging the disengagedSlide28
Thank you for your efforts.David’s email:
johns006@umn.edu
Jean’s email:
nessx008@umn.edu