Check and Connect
Check and Connect
Embedded Files
Using Check & Connect...
Provides check ins
Creates trusting relationships
Holds accountibility and ownership for the student
Implementation
Implementation
Overview
Check & Connect is introduced to teachers and students as a long term commitment.
A trusted adult is selected for a student. The trusting adult must have an established positive relationship with the student.
A teacher will check in similar to a check in/check out process with the student acting as a mentor.
The adult must also actively monitor student performance such as absences, tardies, behavioral referrals, grades).
The adult connects with the student on their performance and provides personalized mentorship.
The mentorship consists of advice, feedback, and strategies to support the student's needs.
"Intervention used with students who show warning signs of disengagement with school and who are at risk of dropping out."
At the core of Check & Connect is a trusting relationship between the student and a caring, trained mentor who both advocates for and challenges the student to keep education salient.
Students are referred to Check & Connect when they show warning signs of disengaging from school, such as poor attendance, behavioral issues, and/or low grades.
Core Components
Program followed with integrity
Data is collected
Conversation about progress on goals & connection questions.
Proactive Implementation
Using data to determine need for Check & Connect is a proactive approach to start a year or semester. Students may be selected based on anecdotal notes, surveys, grade reports, referrals, attendance, and other data sources.
Responsive Implementation
Responsively implementing Check & Connect may stem from observing a pattern amongst the student body where there is a lack of connection to the school community. A pocket of students may be introduced to the program.
Bucket fits
Bucket fits
Connection
If the need is connection then a mentor selected by the student may be determined.
Skills Training
If the need is skill building then during the conferencing a specific skill may be discussed.
Awareness
If the need is awareness then physically seeing the report and discussing the information is critical.
Emotional Regulation
If the need is regulation then the student may complete or trial a coping strategy during the process either at the start or to end the session.
Consider Factors Prior to Start
Student factors-
Gender, race, function, topography, family dynamics, interpersonal relationships
Contextual factors -
Resource availability, classroom instruction, physical space, time, technology
Intensifying or Fading During
Duration
Frequency
Feedback
Reinforcement
Goals
REMINDER
Make a note to document when you're starting this intervention.
After 10 consecutive school days of implementation, use collected data to determine the intervention's effectiveness.
ResourceS
ResourceS
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