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Description of the program Check & Connect

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Description of the program Check & Connect

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For this program the school counselor will be part of the team who will gather data in order to determine which students would benefit from a mentor and have scheduled check & connect meetings set up as well as how often they should be met with (ASCA Position Statements, n.d.). The counselors will also be utilized as mentors and go through the mentor program who will perform the check & connect meetings with students that have been previously identified.

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Attendance among high school students 9th - 12th grades

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Attendance among high school students 9th - 12th grades

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Research shows that attendance is key to student achievement as well as being linked to dropout rates. Studies show that students who attend school 85-100% of the time are more likely to do well on state math and reading assessments than students who attend less than 85%(School Attendance Problems: Are Current Policies & Practices Going in the Right Direction?, n.d.).
Missing too many days is also the number one reason high school students indicate that they drop out (National Dropout Prevention Center, 2013). It is important to address the issue of attendance with high school students who are experiencing a high number of absences so we can attempt to change behaviors before they get too far behind and feel like their only option is to drop out. Focusing on students who are attending school less than 85% of the first semester will allow us to decrease the number of students who are absent in the second semester.

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Even though school completion rates have continually grown during much of past 100 years, dropping out of school persists as a problem that interferes with educational system efficiency and the most straightforward and satisfying route to individual educational goals for young people. Doll, Eslami, and Walters (2013) present data from seven nationally representative studies (spanning more than 50 years) regarding reasons students drop out of high school. Some excerpts are presented below in tables; however, for a complete discussion, please see the original article: " Understanding Why Students Drop Out of High School, According to Their Own Reports "

The selected tables are presented in opposite order than they appear in the article so as to present the most recent data first. Note also that survey questions varied from study to study (database to database) so caution should be taken in making comparisons across years and studies.

Included in the tables presented is an analysis of whether the reasons presented are considered "push," "pull," or "falling out" factors. The following briefly presents an explanation from Doll et al. (2013).

Jordan et al. (1994) explained pressures on students of push and pull dropout factors. A student is pushed out when adverse situations within the school environment lead to consequences, ultimately resulting in dropout. . . . [S]tudents can be pulled out when factors inside the student divert them from completing school. . . . Watt and Roessingh (1994) added a third factor called falling out of school, which occurs when a student does not show significant academic progress in schoolwork and becomes apathetic or even disillusioned with school completion. It is not necessarily an active decision, but rather a "side-effect of insufficient personal and educational support" (p. 293).

The National Dropout Prevention Center (NDPC) exists to support those who work to improve student success and graduation rates. NDPC offers a wide range of resources and services to schools, districts, regional agencies, and states. Contact NDPC by (email: ndpc@dropoutprevention.org or phone: (864-642-6372.).

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Even though school completion rates have continually grown during much of past 100 years, dropping out of school persists as a problem that interferes with educational system efficiency and the most straightforward and satisfying route to individual educational goals for young people.

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School counselors develop and implement a multitiered system of supports that adheres to professional mindsets and behaviors.

The mindsets and behaviors that can be met with this goal are:

B-PF 5 - Use ASCA Mindsets & Behaviors for Student Success standards to inform the implementation of a comprehensive school counseling program.

B-SS 1a - Use student, school and district data to identify achievement, attendance and discipline issues to be addressed through instruction.

B-PE 2 - Identify gaps in achievement, attendance, discipline, opportunity and resources.

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Check & Connect: A comprehensive student engagement intervention

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Efficacy Research | Check & Connect Student Engagement Intervention Model | Institute on Community Integration | University of Minnesota