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eConnections
eConnections
Upcoming Web Seminar
Tuesday, December 11, 2025
Engaging Students with School: The Essential Dimension of Dropout Prevention Programs
Sandra L. Christenson, Ph.D.
Student engagement with school, a multidimensional construct, is considered the primary theoretical model for understanding dropout and is, quite frankly, the bottom line in interventions to promote school completion. Based on the implementation of Check & Connect, a model to promote students' engagement with school, reduce dropout, and increase school completion, as well as a review of the literature since 1990, four subtypes of engagement have emerged: academic, behavioral, cognitive, and psychological (affective). In this Webseminar, Dr. Christenson will describe universal and individualized interventions for students with and without disabilities. Dr. Christenson will explain the ideal heuristic to achieve an assessment-to-intervention link, as well as data-based interventions that maximize the goodness of the person-environment fit.
Coming Soon
Tuesday, October 16, 2025
The Impact of Policies and Procedures on Dropout and School Completion
Dr. Loujeania Bost , Director, National Dropout Prevention Center for Students with Disabilities
Dr. Matthew Klare, Research Associate, National Dropout Prevention Center for Students with Disabilities
The event took place on October 16th at 12:00 PM Eastern. The teleseminar materials will be coming to the Web site soon. The teleseminar will examine selected policies and proposed remedies implemented by several education agencies. It is designed for state and local education agency personnel, policymakers and others concerned with policies that impact school completion.
Recent Teleseminar
Tuesday, February 13, 2026
The Big Four: A Framework for Improving Instruction That Leads to School Completion
Dr. Jim Knight, Research Associate, University of Kansas, Center for Research on Learning
One way to enable more students to stay in school and be successful is to improve the quality of
instruction they receive. If more students successfully acquire the content, skills, and
strategies they need to succeed, and if more students achieve success, then more students will
graduate. Unfortunately, improving instruction is easier said than done. Many different factors
are involved in the complex practice of teaching, and educators may be unsure about where to begin
improving instruction. This presentation will describe a framework, The Big Four, which professional
developers, coaches, and other educators can use to find a starting point for this challenge.
The Big Four Framework of (a) Classroom Management, (b) Content Knowledge, (c) Direct Instruction,
and (d) Formative Assessment provides a simple, yet sophisticated way of analyzing critical variables
in teaching and identifying next steps in the important process of improving teaching practices.
Individuals and groups looking for a starting point for instructional improvement should find this
presentation extremely useful.
More information and other online events here.
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Updated: January 17, 2026
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(PDF, 101 KB)