Abstract
Lessons learned from years of applied research in the area of student engagement, dropout prevention and school completion are offered. This article begins with a summary of theoretical constructs that guided the development of Check & Connect and continues with descriptions of multiple applications of this targeted intervention. The roles of key personnel are identified and seven core elements of the model are highlighted including the importance of “persistence plus,” relationship building and individualized intervention. Considerations for effective implementation, derived from the experiences of longitudinal implementation studies, are discussed. These insights are offered for consideration to those who are in positions to influence the educational trajectory of youth for whom school completion is likely to be difficult.
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The longitudinal studies referred to in this manuscript were funded in part by the Office of Special Education Programs, US Department of Education (H023A40019 and H237H60012) and Dakota County Community Services. Opinions expressed in this paper are not necessarily those of the funding agencies.
The authors want to acknowledge David Evelo, Colleen Kaibel, and Christine Hurley for their significant contributions to the implementation and development of Check & Connect.
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Sinclair, M.F., Christenson, S.L., Lehr, C.A. et al. Facilitating Student Engagement: Lessons Learned from Check & Connect Longitudinal Studies. Contemp School Psychol 8, 29–41 (2003). https://doi.org/10.1007/BF03340894
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DOI: https://doi.org/10.1007/BF03340894