student engagement amy reschly, ph.d. & james appleton, ph.d

Student Engagement

Amy Reschly, Ph.D. & James Appleton, Ph.D.

A ‘meta-construct’ Brings together many separate lines of

research (e.g., belonging, behavioral participation, motivation)

Fredericks, Blumenfeld & Paris, 2004

Antidote to conditions noted by many educators… Students are characterized as bored,

unmotivated, and uninvolved

Christenson et al., 2008 3

Student Engagement

Engagement is the primary theoretical model for understanding dropout and is, quite frankly, the bottom line in interventions to promote school completion.

Student engagement has emerged as the cornerstone of high school reform initiatives.

Both academic and social aspects of school life are integral for student success; engagement at school and with learning are essential intervention considerations.


Finn (1989) Participation-Identification Model

Indicators of withdrawal and engagement over several years

Belonging, Identification, Relationships

Finn’s Participation Identification Model

Participation in Successful Identification

School Activities Performance with school


Finn (1989) Participation-Identification Model

Indicators of withdrawal and engagement over several years

Belonging, Identification, Relationships

Dynarski & Gleason (2002) Provided extra personal support for students Created smaller and more personal settings

McPartland (1994) Provide opportunities for success in

schoolwork Communicate the relevance of education to

future endeavors Create a caring and supportive environment Help students with personal problems

Baumeister & Leary, 1995; Connell & Wellborn, 1990; NRC, 2004; Ryan & Deci, 2000

National Research Council publication, “Engaging schools: Fostering high school students’ motivation to learn” I can, I want to, I belong Competence, Autonomy, Belonging

The other “ABCs”

URL: http://www.nap.edu/catalog/10421.html

Student engagement has emerged as the

cornerstone of high school reform initiatives.

A common theme among effective practices is that they have a positive effect on the motivation of individual students because they address underlying psychological variables such as competence, control, beliefs about the value of education, and a sense of belonging. In brief, effective schools and teachers promote students’ understanding of what it takes to learn and confidence in their capacity to succeed in school by providing challenging instruction and support for meeting high standards, and by conveying high expectations for their students’ success. They provide choices and they make the curriculum and instruction relevant to adolescents’ experiences, cultures, and long-term goals, so that students see some value in what they are doing in school. Finally, they promote a sense of belonging by personalizing instruction, showing an interest in students’ lives, and creating a supportive, caring social context.

National Research Council, 2004, p. 212

Both academic and social aspects of school life are integral for student success; engagement at school and

with learning are essential intervention considerations.

McPartland (1994); Dynarski & Gleason (2002)

More than…. Academic performance, behavior

Christenson & Anderson, 2002; Newmann, 1992; Russell et al., 2005

Engagement Theory 4 subtypes

Academic

Behavioral

Cognitive

Affective

Antidote to: students Antidote to: students characterized as characterized as bored, bored, unmotivated, and unmotivated, and uninvolveduninvolved

““the student’s the student’s psychological investment psychological investment in and effort directed in and effort directed toward learning, toward learning, understanding, or understanding, or mastering the mastering the knowledge, skills, or knowledge, skills, or crafts that academic crafts that academic work is intended to work is intended to promote”promote”

““Energy in action, the Energy in action, the connection between connection between person and activity”person and activity”

Dropping out is the most extreme form of disengagement

Student Engagement Model

Context Student Engagement

Student Outcomes

CCOONNTTEEXXTT SSTTUUDDEENNTT EENNGGAAGGEEMMEENNTT OOUUTTCCOOMMEESS Family Academic Academic Behavioral Peers Social

Cognitive

School Emotional

Affective

Academic and motivational support for learning

Goals and expectations Monitoring/supervision Learning resources in the

home

Educational expectations Shared common school values Attendance Academic beliefs and efforts Peers’ aspiration for learning

School climate Instructional programming and

learning activities Mental health support Clear and appropriate teacher

expectations Goal structure (task vs ability) Teacher-student relationships

Time on task Credit hours toward graduation Homework completion

Attendance Classroom participation

(voluntary) Extracurricular participation Extra credit options

Self-regulation Relevance of school to future

aspirations Value of learning (goal setting) Strategizing

Identification with school Sense of belonging School membership

Grades Performance on

standardized tests Passing Basic Skills

Tests Graduation

Social awareness Relationship Skills

with peers and adults

Self-awareness of feelings

Emotion regulation Conflict resolution

skills

Intensive

Targeted

Universal

Uni

vers

al S

trat

egie

s

Individualized Strategies

Christenson, Reschly, Appleton, Berman, Spanjers, & Varro, 2008

Academic EngagementUniversal Strategies Ensure the instructional match is appropriate for the

students and clear directions of what is expected are provided

Use mastery learning principles to guide instructional planning and delivery

Use principles of effective instruction (e.g., direct instruction, scaffolding, guided practice; informed feedback; pacing of lessons)

Ensure that there is both academic press (high expectations, well structures learning environment) and support for learning (caring environment)

Christenson et al., 2008

Academic EngagementUniversal Strategies Maximize instructional relevance (e.g., clearly

stated purpose, graph progress toward goals)

Attend to the effect of the organization/structure of the school on learning (e.g., smaller learning communities, Academies)

Allow students to have choices within course selection and assignments (Skinner et al., 2005).


Academic EngagementUniversal Strategies Increase time on task and substantive interaction

through cooperative learning, whole class or group instruction (Greenwood et al., 2002) and peer assisted learning strategies (Boudah, Schumacher, & Deshler, 1997; Lee & Smith, 1993)

Provide home support for learning strategies to fit content area

Enhance critical thinking through project work and ungraded writing assignments


Academic EngagementUniversal Strategies Use supplemental program within school, i.e.,

Academic Coaching Team (Hansen, Cumming, & Christenson, 2006)

Increase opportunities for success in schoolwork

Encourage parents to volunteer in the classroom (Lee & Smith, 1993)

Enhance teacher-student relationships and/or teacher-student support (Hughes & Kwok, 2006)


Academic EngagementUniversal Strategies Reinforce students frequently and base it on

the amount of work completed (Skinner et al., 2005).

Utilize a variety of interesting texts and resources (Asselin, 2004; Guthrie & Wigfield, 2000)

Incorporate projects that take place in the community (Lewis, 2004)


Academic Engagement:Individualized Strategies

Utilize after school programs (tutoring, homework help)

Increase home support for learning – such as home-school notes, assignment notebooks, and academic enrichment activities

Implement self-monitoring interventions

Ensure adequacy of educational resources in the home

Help parents to understand and set expectations (Klem & Connell, 2004)

Christenson et al., in press

Academic Engagement:Individualized Strategies

Help parents to understand and set expectations (Klem & Connell, 2004)

Foster positive teacher-student relationship for marginalized students

Utilize Behavior Education Programs: Have students check in with the teacher each hour to ensure they have pens, notebooks, etc. Check in with teacher each hour, check-out at the end of the school day (Hawken & Horner, 2003).

Seek out and utilize college outreach programs and tutors for students (Rodriquez et al., 2004)

Christenson et al., in press

Behavioral Engagement: Universal

Examine suspension policies; strive to eliminate out-of-school suspension

Examine discipline policies; ensure they are considered fair, nonpunitive and understood by students. End reliance on negative consequences as a means of managing student behavior.

Encourage social interactions and planning for the future though smaller learning communities that target vocational interests (e.g., Academies)



Offer developmentally appropriate social skills training to all students as part of the curriculum

Implement school-wide positive behavioral support systems that include positive reinforcement and group contingencies

Use coordinated, collaborative home-school interventions to address attendance

Involve students in hands-on-learning that is directly related to future career paths or interests



Create an orderly routine environment that promotes consistency

Offer professional development on classroom management strategies

Gather student input about classroom rules, school climate and evaluation of coursework/assignments; use feedback to make appropriate changes

Encourage participation in and provide extracurricular activities; actively seek to involve uninvolved students



Consider ways of having multi-level sports teams

Ensure that the school climate, school culture is respectful to all students

Systematically monitor student population on key variables (attendance, academics, behavior) for signs of disengagement from school and follow up with students showing signs of withdrawal.


Behavioral Engagement: Individualized

Provide additional, supplemental supports for students not responding to positive behavioral support systems implemented school-wide

Devise an individualized approach to addressing attendance or participation issues at school; strive to understand student perspective and unique family circumstances

Implement programs that work to build specific skills such as problem solving, anger management or interpersonal communication



Provide an adult mentor who works with students and families on a long term basis to foster engagement in school and deliver the message that school is important (i.e., Check & Connect)

Develop specific behavior plans or contracts to address individual needs

Provide intensive wrap-around services

Provide alternative programs for students who have not completed school



Encourage parents to monitor and supervise student behavior

Implement student advisory programs that monitor academic and social development of secondary students (middle or high)

Implement school-to-work programs that foster success in school and relevant educational opportunities


Cognitive Engagement: Universal

Guide students in setting personal goals in courses and monitoring their progress

Provide student with choices when completing assignments

Enhance or explicitly identify relevance of schoolwork to future goals (see six year plan for St. Paul Public schools ninth graders at http://studentresources.spps.org.)

Focus on necessary steps to reach/pursue personal goals and career aspirations



Set learning/mastery goals over performance goals – ensure mastery goals permeate the philosophy of the classroom/school culture

Provide students with challenging and motivating assignments that relate to life outside of school

Model learning strategies when teaching specific concepts

Provide feedback that emphasizes self control and the link between effort/practice and improvement



Provide professional development training to teachers (e.g., goal setting and self-regulation combined with informed feedback that focuses on improvement and enhancing intrinsic motivation)

Encourage students who are “on the cusp” to put forth effort to earn credits by calculating a graduation achievement rate (e.g., number of credits earned divided by number of credits possible, compared with % needed to graduate) (Hansen et al., 2006)

Encourage parents to deliver messages related to motivational support for learning (high expectations, talk to students about school and schoolwork)


Cognitive Engagement: Individualized Enhance student’s personal belief in self through repeated contacts, goal

setting, problem solving and relationship (e.g., Check & Connect)

Implement self monitoring interventions (e.g., graph progress toward goals)

Explicitly teach cognitive and metacognitive strategies (e.g., mnemonic strategies) and teach effective note-taking and study skills

Discuss the link between student’s effort and the outcome/behavior/success achieved to increase the student’s perceived self control, self-efficacy, and self-determination

Design tasks that have the characteristics of open tasks (e.g., student interests, autonomy, collaboration with peers) (Turner, 1995).


Affective Engagement: Universal

Systematically build relationships/connections for all students - Educators identify students who may not have a connection with a staff member (i.e., list all students names at grade levels and determine who knows the student) and match staff members and alienated students for future regular “mentor like” contact

Address size through implementation of smaller learning communities

Enhance peer connections through peer assisted learning strategies

Implement a mentoring program (use of college age students)



Increase participation in extracurricular activities

Combine social support for students (from teachers, peers, parents, and community) with high levels of academic press (i.e., teacher belief that they are challenging students and student perception that they are being challenged (Lee & Smith, 1999).

Create a caring and supportive environment (ethos) (Baker, 2001)



Intervene early, persistently, and across the contexts of school peers, school adults, and the home and community to change student developmental trajectories.

When evaluating results, be sure to check for delayed outcomes associated with early interventions


Affective Engagement: Individualized

Build personal relationship with marginalized students – enhance relationship with one caring adult

Personalize education (e.g., alter assignments to match personal interests and goals)

Assist students with personal problems

Provide extra support for students in a timely fashion

To improve generalizabilty, intervene across peer, family, and community contexts when possible

Intensive Intervention Example:Check & Connect A model designed to promote student engagement at

school and with learning

Approach is based on enhancing strengths and connections between home, school, and community through relationship building, problem solving, and persistence

Drawn from the literature on resiliency, cognitive-behavioral interventions, systems theory to address complex social problem, person-environment fit, motivation

The “Why” of Check & Connect

Drawn from the literature on resiliency, cognitive-behavioral interventions, systems theory to address complex social problem, person-environment fit, motivation

Dropout literature: Status vs. alterable variables Early signs of withdrawal & engagement

A model designed to promote student engagement at school and with learning

Approach is based on enhancing strengths and connections between home, school, and community through relationship building, problem solving, and persistence

Check & Connect Components

Check….continuous assessment of student levels of engagement Monitored on a daily-to-weekly basis Alterable risk factors: Attendance, Behavior,

Academics Connect….basic and intensive levels

Basic: feedback, discussion, problem solving Intensive: problem solving, academic support,

community service/recreation

Role of the Mentor/Monitor

Person responsible for helping a student stay connected to school. Described as a mentor, case manager, advocate

Relationship is built over time, based on trust and familiarity: ongoing efforts (e.g., checking grades and attendance) informal connections (e.g., checking in with the student)

Social Capital

Develop individualized intervention strategies.

Promote access to services for students/families.

Assist students and families in navigating secondary school system.

Monitoring is essential for students at-risk of dropping out for two reasons . . .

Provides a systematic and efficient way to connect students with immediate interventions

Provides an essential link to students’ educational performance

Check….. Student Levels of Engagement

Risk factors monitored regularly

Increased risk leads to interventions to reconnect.

Connect… Basic and Intensive Interventions

General information about monitoring system. Monthly problem solving around different topics

related to the importance of staying in school (e.g., economics of staying in school, how to ask for help).

Regular feedback. Problem solving around risk factors.

We have hypothesized that:

The unique feature of the Check & Connect procedure is not the specific interventions per se, but the fact that interventions are facilitated by a person, the mentor, who is trusted and known by the student and who has demonstrated his or her concern for the school performance of the youth persistently and consistently over time.

Check & Connect – Secondary Level

Pilot Study: Quasi-experimental design, students with Emotional or Behavior Disorders.

C&C students were significantly more likely to.. be currently enrolled in school Never have dropped out Be on track to graduate

Sinclair, Christenson, Evelo, & Hurley, 1998

Quasi-experimental study – High school students with EBD were significantly less likely to dropout, more likely to persist in school, and more likely to access educational services (alternative

programs, transition planning). They were more likely to be on track to complete school in

four years; and more likely to have completed school at the end of five years.

Sinclair et al., 2005

Chronically truant students in grades 6-12 with and without disabilities in suburban schools on the School Success truancy prevention initiative (N=363) have shown improvement in attendance, skipped classes, out-of-school suspensions, and academic performance. About 65% of Check & Connect students (N=91) are

successfully engaged (equivalent of 0-1 day absent per month), with no incidences of class failures.

More effective if students are referred before absences exceed 25% of the school year.

Check & Connect – Elementary Level

Pre-post intervention results for elementary students with and without disabilities (N= 147 with 2 years of intervention) in suburban settings reveals that tardies to and absences from school have declined, and overall attendance has improved. 86% of students who received intervention for at least two years (N =

147) showed increased levels of student engagement as evidenced by significant increases in the percentage of students who were absent or tardy less than 5% of the time, an improvement of 104% over baseline behavior.

Also, over 90% of the school staff (N = 123) perceived students were showing improvement in homework completion, attendance, and interest in school.

87% of school staff reported parents were more supportive of their child’s education

(Lehr, Sinclair, & Christenson, 2002).

Other Applications

Early Risers I: Implemented with students in Kdg and 1st grade who were highly aggressive. Students in C&C displayed significantly fewer problem behaviors during the 2-years of intervention

Early Risers II: 1st and 2nd graders who were highly aggressive and poor readers living in poverty Combined with Reading Interventions. Significant

differences in phonological awareness; no differences in ratings of aggressive behavior

Project ELSE (Early-Literacy School Engagement Project) 2000-2004

Implemented Check & Connect with Kindergarteners at-risk for learning to read. 6 Schools randomly assigned to treatment and control Statistically significant differences in early literacy skills

and engagement (attendance and tardies) for students in C&C with EL as compared to control

Positive changes in teachers’ perceptions of children’s behavior and academic competence

O’Shaughnessy, Draper, Christenson, Militch, Waldbart, & Gabriel (2004)

www.ici.umn.edu/checkandconnect/

whatworks.ed.gov/PDF/Intervention/techappendix06_312.html

STUDENT ENGAGEMENT INSTRUMENT (SEI)

Instrument Blueprint

Urban Midwest Instrument Validation Study

8th graders (Think Aloud) 2,577 of 3,104 diverse, urban 9th graders 1,931 (~75%) in analyses 51% female, 40% Afr Amer, 35% White, 11%

Asian, 10% Hispanic, 4% Amer Ind 61% FRL; 8% Sped Services

Conclusions

Based on actual student responses, the six survey Themes and the overall instrument were valid and reliable.

When checked against student’s academic and behavioral records, the SEI themes aligned as expected.

Replication Studies

Urban Midwest, Rural South Carolina, and Rural Midwest studies

Instrument measurement characteristics were supported

Construct (Theme) validity evidence is strong

GCPS Data and Reports (For Advisors and Schools)

Advisor Report—Side 1

Student Names

Subscale

(Theme) Average

s

Theme Key

Class Average

s

3333

School Teacher

Advisor ReportAdvisor Report——Side 1Side 1

Student Names

Subscale(Theme) Averages

Theme Key

Class Averages

Advisor Report Sample—Side 2

Interpretive Guide: Reminders about how to read and use the report

SEI Themes and Item Text

Dynamic Data Views – “Who”Student Trend Last (Date) Last School Year Last Semester This Semester Prior 5 days Recent 5 days

Name 1 Low RiskName 2 Moderate RiskName 3 High RiskName 4

Name 5

Name 6

Name 7

Name 8

Name 9

Name 10

Name 11

Name 12

Name 13

Name 14

Name 15

Example Student

Name 17

Name 18

Name 19

Name 20

Name 21

Name 22

Name 23

Name 24

Name 25

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

!

Dynamic Data Views – “What, When, Where”

Student Engagement IndicatorAcademic Last School Year Last Semester This Semester Prior 5 Days Recent 5 Days

Assignment Completion RateAssignment Success RateClass Grades (Count)GPAClass Completing Rate

Graduation Achievement Rate (GAR)1

AKS Benchmark AssessmentsGOM Benchmark Assessments (e.g., GCPS CBM, DIBELS Benchmarks)

Behavioral Last School Year Last Semester This Semester Prior 5 Days Recent 5 DaysClass Attendance (Skips)School Punctuality (Tardies)School Attendance (Absences)Extracurricular Activity ParticipationNumber of Disciplinary IncidentsIn-School-Suspension DaysOut-of-School-Suspension DaysPanel Assignment

Cognitive Trend Last (Date)Control and Relevance of School WorkFuture Aspirations and GoalsIntrinsic Motivation

Affective Trend Last (Date)Family Support for Learning Peer Support for LearningTeacher Student RelationshipsTOTAL: Student Cognitive & Affective Engagement

!

!

!

! !

! ! !

!

References & Resources Anderson, A. R., Christenson, S. L., & Lehr, C. A. (2004). School completion and

student engagement: Information and strategies for educators. In A. S. Canter, L. Z. Paige, M. D. Roth, I. Romero, & S. A. Carroll (Eds.), Helping children at home and at school II: Handouts for families and educators (pp. S2-65–S2-68). Bethesda, MD: National Association of School Psychologists. Retrieved October 25, 2006 from http://www.naspcenter.org/principals/nasp_compleducators.pdf

Appleton, J., Christenson, S.L., Kim, D., & Reschly, A. (2006). Measuring cognitive and psychological engagement: Validation of the Student Engagement Instrument. Journal of School Psychology, 44, 427-445.

Christenson, S.L., & Anderson, A. R. (2002). Commentary: The centrality of the learning context for students’ academic enabler skills. School Psychology Review,31(3), 378-393

Christenson & Thurlow (2004). School dropouts: Prevention, considerations, interventions, and challenges. Current Directions in Psychological Science, 13(1), 36-39.

Christenson, S.L., Reschly, A.L., Appleton, J.J., Berman, S., Spanjers, D., & Varro, P. (2008). Best practices in fostering student engagement. In A. Thomas & J. Grimes (Eds). Best Practices in School Psychology (5th Ed). National Association of School Psychologists.

References & Resources Finn, J.D. (1989). Withdrawing from school. Review of Educational Research, 59,

117-142. Fredericks, J.A., Blumenfeld, P.C., & Paris, A.H. (2004). School engagement:

Potential of the concept, state of the evidence. Review of Educational Research, 74, 59-109.

Lehr, Sinclair, & Christenson (2004). Addressing student engagement and truancy prevention during the elementary school years: A replication study of the Check & Connect model. Journal of Education for Students Placed at Risk, 9(3),279-301.

National Research Council and the Institute of Medicine (2004). Engaging schools: Fostering high school students’ motivation to learn. Washington, DC: The National Academies Press

Reschly, A. & Christenson, S.L. (2007). Reading and School Completion: Critical Linkages Among Reading Performance, Grade Retention, Special Education Placements and High School Dropout. Manuscript under review.

Sinclair, Christenson, Evelo, & Hurley. (1998). Dropout prevention for high risk youth with disabilities: Efficacy of a sustained school engagement procedure. Exceptional Children, 65(1), 7-21.

Sinclair, Christenson, & Thurlow (2005). Promoting School completion of urban secondary youth with emotional or behavioral disabilities. Exceptional Children, 71, 465-482.

Contact Information

James Appleton, PhDDepartment of Research & EvaluationGwinnett County Public Schools437 Old Peachtree Road NWSuite 2.240Suwanee, GA [email protected]

Amy L. Reschly, PhDDepartment of Educational Psychology & Instructional Technology325N Aderhold HallUniversity of GeorgiaAthens, GA 30602

[email protected]

student engagement amy reschly, ph.d. & james appleton, ph.d

Documents

school slide

student engagement engagement

school completion

student success engagement

students success

educators students

uninvolved slide

student engagement amy