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1) Category:
Specific program
3) Objectives:
To resolve the problem of students dropping out of school through collaboration between home, school, community and youths To equip students with the skills necessary to take control of their own behavior To support schools so that they can create partnerships with families and the community
4) Environment:
Primary and secondary schools Families
5) Target Group:
Students from 6 to 16 years old who are at risk of failing school Parents
6) Key Words:
Check and Connect, coeuraction, school-family-community partnership, specific program, educational success, school dropout, student engagement, intervention, mentor, learning support, preventive measures
7) Program Description:
CC is a comprehensive intervention program that aims specifically to increase youth involvement and engagement with school and learning. A major part of this approach is its focus on promoting positive results (student competence, educational success, graduating) rather than preventing negative results (e.g. dropout prevention).
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CC functions via four components: o o o o a mentor who makes sure that education remains meaningful to the student; "check" component: systematic data recording (absences, lateness, failed courses, etc.); "connect" component: individualized and timely extracurricular activities, help with homework); intervention (mentoring,
increased school and home communication component in order to support school interventions. Relationship Building: Mutual trust and open communication, nurtured through a long-term commitment focused on students' educational success Problem-Solving: Designed to promote the acquisition of skills for resolving conflicts constructively and looking for solutions rather than a source of blame Individualized and Timely Intervention: Support tailored to individual student needs that enhances the influence of school, family and community resources on the students level of engagement with school Affiliation with School and Learning: Facilitating students' access to and active participation in school-related activities and events Persistence Plus: An ongoing source of academic motivation and an ongoing relationship with students and their family mean that the message that "education is important for their future" is consistent and reinforced Routine Monitoring of Alterable Indicators: Systemically checking for warning signs of withdrawal (attendance, academic performance, behavior) that can be easily quantified and altered through intervention Long-Term Commitment: Committing to students and families for at least two years, including the ability to follow highly mobile youth from school to school and program to program
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8) Steps:
The steps are fully described and explained in the manual: Check and Connect: A Comprehensive Student Engagement Intervention Manual, by S. L. Christenson, M. L. Thurlow, M. F. Sinclair, C. A. Lehr, C. M. Kaibel, A. L. Reschly, A. Mavis, and A. Pohl. (The manual can be ordered at: Publications Office, Institute on Community Integration, University of Minnesota, 150 Pillsbury Dr SE, Room 109, Minneapolis, MN 55455, at 1612-624-4512, or at icipub@umn.edu).
9) Activities/Actions:
Students are referred to the program if they show signs of chronic problems with showing up to class (absences, lateness) or if there is a recognized risk factor for absenteeism and dropping out. Check component (routine monitoring of alterable indicators): o o Monthly student follow-up with the help of a worksheet Indicators: number of absences, lates, suspensions or expulsions, number of times a behavior has needed to be cited, number of classes failed, total credits
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Connect component (two types of individualized interventions): o o Basic interventions: Preventive measures to ensure a supportive school environment Increased frequency and individualized interventions (e.g. house calls to ensure that the student comes to school, homework assistance for students and parents) To resolve problems, mentors employ a five-step cognitive behavioral method (1- Stop and think about the problem. 2- What are the options? 3- Select one. 4Do it. 5- Did the solution work?). Examples of intensive primary interventions: home visits to ensure that the student attends school; regularly helping the student to apply organizational skills; working with the parents and the student to develop homework strategies Intensive interventions for students at high risk for dropping out:
Increased school and home communication component: o o o This component is an integral part of this approach. Several strategies are employed in order to achieve a goal, including frequent house calls, and meetings in a neutral environment or at the school. Efforts are made to bring parents and school closer together (especially at the primary school level) and to work with parents as partners in order to increase the involvement of parents in their childrens education.
Financial resources: Ideally (recommended but not required), two days of training (in Minnesota) to learn how to apply the approach
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CC has met the evidence standards of the What Works Clearinghouse for Staying and Progressing in School, a central and trusted source of scientific evidence for what works in education: http://ies.ed.gov/ncee/wwc/. CC was developed using a U.S. Department of Education grant.
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15) Contacts:
Ann Mavis Institute of Community Integration University of Minnesota 150 Pillsbury Drive SE, 6 Pattee Hall Minneapolis MN 55455 Tel.: (612) 624-1489 or 1-866-434-0010 Email: checkandconnect@umn.edu Sandra L. Christenson (Professor of Educational Leadership) Department of Educational Psychology University of Minnesota 75 East River Road, 350 Elliott Hall Minneapolis, MN 55455 Tel.: (612) 624-0037 Email: chris002@umn.edu
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