Presentation Title

Using Check & Connect to increase student attendance and academic performance

Brief Biography

Jason Cavin is a licensed professional counselor and board certified behavior analyst who currently serves as the Director of Behavior Support and Consultation for the Center for Leadership in Disability at Georgia State University.

Jolie Daigle is an associate professor in the department of counseling and human development services at The University of Georgia.

Highest Degree of Presenter(s)

MS, MA, LPC, BCBA

PhD, LPC

Presentation Abstract

Check & Connect is a comprehensive intervention that emphasizes relationship building, problem solving, skill building, and capacity building (Christensen, Stout, & Pohl, 2012). Check & Connect has strong supporting research as a dropout prevention program and utilizes data to track implementation effectiveness.

The graduation rate of students with disabilities is substantially less than students without disabilities (Blackorby & Wagner, 1996). Students identified with emotional or behavioral disorders (EBD) have some of the worst expectancies with regard to graduation (Blackorby & Wagner, 1996). In the state of Georgia, students with EBD comprise 6.83% of all students receiving special education related services.

This presentation will cover the steps necessary to implement Check & Connect as a tiered intervention within a high school setting. To better frame the presentation and Check and Connect's applicability to a diverse audience, the presenters will focus on the yearlong implementation of Check & Connect with a group of high school students participating in an alternative education placement for student with EBD.

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Using Check & Connect to increase student attendance and academic performance

Check & Connect is a comprehensive intervention that emphasizes relationship building, problem solving, skill building, and capacity building (Christensen, Stout, & Pohl, 2012). Check & Connect has strong supporting research as a dropout prevention program and utilizes data to track implementation effectiveness.

The graduation rate of students with disabilities is substantially less than students without disabilities (Blackorby & Wagner, 1996). Students identified with emotional or behavioral disorders (EBD) have some of the worst expectancies with regard to graduation (Blackorby & Wagner, 1996). In the state of Georgia, students with EBD comprise 6.83% of all students receiving special education related services.

This presentation will cover the steps necessary to implement Check & Connect as a tiered intervention within a high school setting. To better frame the presentation and Check and Connect's applicability to a diverse audience, the presenters will focus on the yearlong implementation of Check & Connect with a group of high school students participating in an alternative education placement for student with EBD.