The purpose of this study was to investigate the convergent and discriminant validity of the Student School Engagement Measure (SSEM) with 3 other measures of student well-being: (a) the School Engagement Scale, (b) the Student Engagement Instrument, and (c) the Student Life Satisfaction Survey. The data were analyzed from 370 8th-grade students from 3 middle schools in an urban school district. As hypothesized, strong and significant positive correlations (.80) were found between the SSEM and the 2 measures of engagement (the School Engagement Measure and the Student Engagement Instrument). Also as hypothesized, a weak but significant positive correlation (.35) was found between the SSEM and a measure of life satisfaction (the Student Life Satisfaction Survey). These findings provide additional support for using the SSEM as a valid measure of adolescents' engagement with school.

This case study documents a multi‐level consultation regarding a district‐led initiative, designed to increase the number of students starting 10th grade on track for on‐time high school graduation. The case study focuses on one neighborhood high school (9th grade student N = 440) in an urban district in the Intermountain West. Consultation occurred with teachers, teaching teams, support staff, school administrators, and district personnel. Data sources included consultation notes, observations, surveys, interviews, and district records. The findings included that students enter with various risk profiles that require immediate differentiation of supports, students’ entering risk profiles were not fully predictive of where they would be by the end of 9th grade, the consultation with teaching teams and teachers increased their ability to support student needs, and the systems‐level consultation led to significant building and district changes. Suggestions for the practice of school psychology and future research are given.