University of Minnesota
Check & Connect Student Engagement Intervention | Institute on Community Integration
Institute on Community Integration CEHD

Photo of mentor with student, representing Check & Connect Student Engagement Intervention.

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Day 2 (October 8)
Concurrent Sessions D

Concurrent sessions are divided into four themed tracks: 1) Stories from Current Check & Connect Implementation Sites, 2) Tips for Implementing Check & Connect, 3) Sustaining Check & Connect, and 4) Research.

The Role of Afterschool in Academic Achievement

Track: Stories from Current Check & Connect Implementation Sites

Kimberly Boyd, National Vice President, Educational Foundations & Academic Innovation, Boys & Girls Clubs of America
Daisy Loretta Smith, Ph.D., Director, Education Programs, Boys & Girls Clubs of America

Though schools and families are key to a child’s academic achievement, afterschool providers may be one of the largest untapped resources critical to that success.  Boys & Girls Clubs of America has committed to supporting the academic advancement of its members through a broad range of academic programs, including BE GREAT: Graduate, a comprehensive dropout prevention strategy based on the University of Minnesota’s Check & Connect model. Successes, challenges, and lesson learned will be reviewed.

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Persistence Plus for the Mentor Team: The Role of the Coordinator in Ensuring Fidelity of Implementation

Track: Tips for Implementing Check & Connect

Rebecca Phillpott,, Program Manager, San Diego Unified School District
Brisa Rodriguez, Check & Connect Mentor, San Diego Unified School District

Implementing Check & Connect with fidelity takes a committed mentor team led by an effective coordinator. The relationship of the coordinator to the mentors aligns with that of the mentor-student relationship; the coordinator is a persistent source of team motivation, guidance and monitoring to provide program consistency. Strategies learned in San Diego for program oversight, mentor supervision, caseload assignment, data monitoring, professional development and more will be shared.

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Is Your C&C Program Making a Difference? Theoretical, Contextual, and Practical Considerations for Evaluation

Track: Sustaining Check & Connect

Karen Storm, Ph.D., Research Associate, Center for Early Education and Development, University of Minnesota
Jane Fields, Ph.D., Research Associate, Center for Applied Research and Educational Improvement, University of Minnesota
Melissa Haynes, Ph.D., Coordinator, Minnesota Evaluation Studies Institute

The question of whether Check & Connect is making a difference in a school, district, or state is both an important and complex one. In this panel presentation, three seasoned evaluators will bring different perspectives to bear on how to answer it. Dr. Haynes will contribute the evaluation theorist perspective. Dr. Storm, will discuss contextual issues related to research on Check & Connect, and Dr. Fields, will discuss the inherent complexities of evaluating in the school setting.

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Promoting Cognitive Engagement

Track: Research

Angie Pohl, Ph.D., Assistant Principal, Pillsbury Elementary, Minneapolis Public Schools

Cognitive engagement is a subtype of student engagement that is difficult to observe and often perceived as difficult to target for intervention. Through information sharing and interactive activities, this session seeks to make promoting cognitive engagement easier. The following questions will be addressed in this session: What is cognitive engagement? Why is it important? How is it related to school success? What are some strategies I can use to promote cognitive engagement?

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