Informational Webinar April 4 2019 Agenda 2 Module

Informational Webinar April 4, 2019

Agenda 2 Module One: The Check & Connect Model Module Two: Understanding the Check & Connect Student Module Three: The Check & Connect Mentor Module Four: Check Module Five: Connect Module Six: Engagement with Families Module Seven: Tools and Strategies Module Eight: Person. Environment Fit Module Nine: Support for Mentors Module Ten: Introducing Check & Connect

Check & Connect Overview • Structured mentoring intervention • Promotes student engagement » At school » With learning • Focus on school completion 3

Check & Connect Core Components Check Connect Family Engagement Mentor Fidelity of Implementation 4

Student Engagement • Defined as: » commitment to and investment in learning » identification and belonging at school • Associated with positive educational outcomes for students 5

Multidimensional Engagement in C&C Observable Engagement 6 Internal Engagement Academic Cognitive Behavioral Affective

Cognitive and Affective Engagement I can I want to I belong 7

Student Engagement Quality of Instruction Successful performance outcomes Participation in school activities 1. Respond to requirements 2. Class-related initiative 3. Extracurricular activities 4. Decision making 8 Abilities Identification with school 1. Belonging 2. Valuing Adapted from Finn’s Participation-Identification Model (Finn, 1989)

Student Engagement Unsuccessful School Outcomes Nonparticipation Physical Withdrawal Nonidentification Emotional Withdrawal Adapted from Finn’s Participation-Identification Model: Withdrawal Cycle (Finn, 1989) 9

Consequences of Dropping Out • High school dropouts are 3 x more likely to be unemployed than college graduates • 67% of inmates in state prisons, 56% of inmates in federal prisons, and 69% of inmates in local jails are high school dropouts • By 2020, 65% of all jobs will require some form of education after high school https: //all 4 ed. org/take-action/action-academy/the-economic-case-forreducing-the-high-school-dropout-rate/ 10

Early Warning Signs • Attendance » Absent 10% or more of school days • Behavior » Locally validated thresholds (e. g. office referrals, in- or out-of-schools suspensions, behavior grades) • Course Performance » An inability to read at grade level by the end of 3 rd grade » A failure in English or math in 6 th-9 th grades » A GPA of less than 2. 0 » Two or more failures in 9 th grade » Failure to earn on-time promotion to 10 th grade (Balfanz, Bridgeland, Bruce, & Fox, 2012; Frazelle & Nagel, 2015) 11

Predictors of Dropout Status Risk Factors » Age » Attendance » Metro status and region » Attitude toward school » Disability » Socioeconomic status » Extracurricular participation » Ethnicity » Behavior » Gender » Homework » Family structure 12 Alterable Risk Factors » Grades, credit accrual

Core Beliefs Time Student Disengagement 13 Mentor Intervenes Student Re-engages

Desirable Mentor Characteristics • A personal belief in the power and value of problem solving with students • A personal belief that all students: » Have abilities, strengths, and can learn » Can progress and change their level of engagement 14

Desirable Mentor Characteristics A willingness to: » Be a mentor » Persist with students » Cooperate and collaborate with staff and families 15

Mentor Practice Profile 16

Persistence Plus Mentors: » are a persistent source of academic motivation » are familiar with the youth and family (continuity) » provide the message that “education is important for your future” (consistency) 17

Long-term Commitment “The first 3 -4 months I was thinking: When are you going to leave? The 5 th & 6 th month I’m thinking: You’re showing pity. You pity me. You don’t care about me. By the 18 th month, I’m like: This person loves me, because I have nothing to offer, and they are showing that they are not trying to use me. So stick in their lives, through thick and thin. ” James Andersen 2014 National Mentoring Summit https: //vimeo. com/102974278 18

Role of the Mentor • Form small groups • Make two columns on chart paper and discuss: » What is the role of the mentor? » What is NOT the role of the mentor? 19

What is “Check”? “Check” = systematically monitoring level of engagement and educational progress » Essential for students at risk of disengagement or dropout » Weekly checks of attendance, behavior, and course performance data 20

“Check” Procedures How is monitoring used? » Review and share “check" data » Inform type and level of intervention » Communicate student progress over time with students, parents, and teachers 21

“Check” Procedures • Determine level of risk » Compare data to criteria for high risk • Level of risk determines level of intervention » Not at high risk = basic intervention » High risk = basic + intensive intervention 22

Importance of the “Check” Component The mentor uses the monitoring to: » Share "check" data with student » Recognize patterns » Celebrate success » Determine level and type of intervention 23

What is “Connect”? • “Connect” = a formal meeting between the mentor and student, where “check” data are used to create personalized interventions 24

Levels of “Connect” Interventions Basic Intervention Weekly for all C&C students Intensive Intervention Supplemental for students showing high risk 25

Basic Intervention Deliberate Conversation • Sharing “check” data • Providing feedback • Discussing school • Facilitating problem solving 26

Intensive Interventions Supplemental for Specific High Risk Areas • Customized, individualized • Person-environment fit • Direct service or referral 27

Documenting “Connect” Data 28

Strategies to Engage with Families 1. Enhancing home-school communication 2. Responding to parents’ questions or concerns 3. Encouraging home support for learning 29

Reflective Listening Reflection of feeling Paraphrase, infer meaning Repeat or rephrase 30

Problem Solving 1. Stop. Think about the problem. 2. What are some choices? 3. Choose one. 4. Do it. 5. How did it work? 31

Capacity Building Ø Teaching expected behavior » “I do. We do. You do. ” Model Ø Goal setting » SMART Goals » My goals for this grading period » Guidelines for goal setting 32

Role of the Coordinator All implementations of Check & Connect should have a designated program leader – someone responsible for maintaining intervention integrity 33

Coordinator Support for Mentors • Problem solve challenges of implementation (e. g. , address person-environment fit) • Serve as liaison to leadership team and T 2 Team • Provide ongoing staff development 34

Introducing C&C to Students • Begin by building rapport • Explain C&C in a positive way » Meet individually each week » Check in on grades, behavior, and attendance » “I want to help you be successful in school!” 35

Introducing C&C to Families • Describe C&C • Explain the role of mentor • Emphasize the value of partnering 36

Resources • Public website checkandconnect. umn. edu • Newsletter sign-up z. umn. edu/Cn. Cresources • Lands’ End C&C branded merchandise z. umn. edu/Cn. Cmerch © 2018 Regents of the University of Minnesota. All rights reserved. The University of Minnesota is an equal opportunity educator and employer. 37