ERIC Number: ED398701
Record Type: RIE
Publication Date: 1996-Mar
Keeping Kids in School: Using Check & Connect for Dropout Prevention.
Evelo, David; And Others
This manual describes "Check and Connect," a procedure to prevent high risk secondary students from dropping out of school. The purpose of the "check" component is to assess the extent to which students are engaged in school and signs of school withdrawal. The purpose of the "connect" component is to respond on a regular basis to students' educational needs. Targeted students receive basic interventions and students exhibiting high-risk behaviors receive additional intensive interventions. The manual provides information on identifying students at risk of dropping out, including a table of risk factors. The role of the monitor, the person responsible for helping a student stay connected to school, is explained. "Check" procedures are reviewed, with definitions given for indicators and criteria for high risk students. Discussion of "connect" procedures focuses on such strategies as giving students regular feedback, discussing the importance of school, providing academic support, and solving problems. Interventions are suggested which are specific to each risk factor. Common implementation barriers are identified with recommended solutions. Strategies for enhancing the procedure and indicators of success are suggested. Appendices include monitoring sheets, an "Economics of Staying in School Fact Sheet," a "Five-Step Plan Worksheet," and a contract form. (Contains 23 endnotes.) (CR)
Descriptors: Dropout Prevention, Educational Strategies, High Risk Students, Intervention, Outreach Programs, Program Development, Program Effectiveness, Pupil Personnel Services, Secondary Education, Special Needs Students, Student School Relationship
University of Minnesota, The Institute on Community Integration (UAP), 150 Pillsbury Drive, S.E., Minneapolis, MN 55455.
Publication Type: Reports - Descriptive; Guides - Classroom - Teacher
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Minnesota Univ., Minneapolis. Inst. on Community Integration.
Grant or Contract Numbers: N/A