What is the practice?
Check and Connect is a dropout prevention and intervention procedure developed to encourage middle school and high school-aged students at risk for dropping out to remain engaged in school and on track to graduate. This practice has three major components, including monitor, check, and connect.
Monitor. The monitor component primary goal is to reduce and prevent absences, suspensions, failing grades, and other warning signs of school withdrawal while keeping the importance of education at the forefront for both the student, their family members, and their teachers.
Check. The Check portion of Check and Connect is a continuous assessment of the student’s engagement. Levels of engagement are measured according to the following indicators of risk: (a) tardiness, (b) skipping class, (c) absenteeism, (d) behavior referrals, (e) detention, (f) in and out of school suspensions, (g) course failures, and (h) the accrual of credits. These risk factors are monitored every day.
Connect. The Connect portion of Check and Connect consists of a basic and intensive level. The basic intervention was used with all students, while the intensive intervention was used only for students who displayed increased risk. The basic interventions were comprised of four strategies:
- (a) sharing general information with the student about the monitoring system,
- (b) providing regular feedback to the student about his/her/their educational progress,
- (c) regularly discussing the important of staying in school, and
- (d) problem-solving with the student regarding risk factors. During the basic intervention, at least once a month, monitors guide students through a 5-step problem solving strategy:
- (1) Stop. Think about the problem,
- (2) What are some choices,
- (3) Choose one,
- (4) Do it,
- (5) How did it work (Braswell and Bloomquist 1991).
Students who displayed increased risk would be part of the intensive intervention that drew upon three broad areas of support in problem-solving, academic support, and recreational and community service exploration.
Where has it been implemented?
- General education classrooms in middle school and high school
Where is the best place to find out how to do this practice?
References used to establish this evidence base:
- Sinclair, M. F., Christenson, S. L., Evelo, D. L., & Hurley, C. M. (1998). Dropout Prevention for Youth with Disabilities: Efficacy of a Sustained School Engagement Procedure. Exceptional Children, 65(1), 7–21. https://doi.org/10.1177/001440299806500101
- Sinclair, M. F., Christenson, S. L., & Thurlow, M. L. (2005). Promoting School Completion of Urban Secondary Youth with Emotional or Behavioral Disabilities. Exceptional Children, 71(4), 465–482. https://doi.org/10.1177/001440290507100405
