Building High School Capacity for Tier 3: RENEW Presentation for the 2013 Illinois PBIS Forum October 10, 2013 JoAnne Malloy University of New Hampshire.

Building High School Capacity for Tier 3: RENEW

Presentation for the 2013 Illinois PBIS Forum

October 10, 2013

JoAnne Malloy University of New Hampshire Institute on Disability

Ami Flammini

Illinois PBIS Network

Agenda

• RENEW: Practice & Implementation Features• Implementation in New Hampshire and Illinois• Discussion

Acknowledgements• Lucille Eber. Illinois PBIS network.• George Sugai, Rob Horner: OSEP Technical Assistance

Center on Positive Behavioral Interventions and Supports (www.pbis.org)

• National Implementation Research Network:www.fpg.unc.edu/~nirn/

• Steve Goodman, Michigan Implementation Network: www.min.cenmi.orgMichigan’s Integrated Behavior and Learning Support Initiative (MiBLSi):

Miblsi.cenmi.org

Poor Functioning• High rates of school dropout (with associated low income

and employment) (U.S. Department of Education, 2005; Wagner, 1991; Wehman, 1996; Wagner &

Cameto, 2004; Wagner, Kutash, Duchnowski, & Epstein, 2005)• High rates of anti-social behavior including incarceration,

arrests, behavior problems in school (Chen, C-C., Symons, F. J., & Reynolds, A. J. , 2011;Cullinan & Sabornie, 2004; Nelson,

Benner, Lane, & Smith, 2004; NH, 2008; Sabornie, Cullinan, Osborne, & Brock, 2005).

• High rates of trauma (Kilpatrick, Ruggiero, Acierno, Saunders, Resnick, & Best, 2003; De Bellis, 2005; Zinzow, Ruggiero,

Hanson, Smith, Saunders, & Kilpatrick, 2009)

• Poor access to or utilization of mental health services (Gopalan, et al., 2010; Kataoka, Zhang, & Wells, 2002; McKay, et al., 2005;

Walker & Gowan, 2010)• Lack community and social supports (Cullinan, & Sabornie, 2004; Lane, Carter, Pierson, & Glaeser, 2006)

Disproportionality

• African American students (especially males) are 3.5 times more likely to be suspended or expelled than their white peers

• Students with disabilities are 2X more likely to receive one or more out-of-school suspensions than students without disabilities

• The dropout rate is 50% or more among African Americans, Native Americans, Hispanic youth, and students with emotional handicaps (Krezmien, Leone, & Achilles, 2006; Skiba, Michael, Nardo, & Peterson, 2002; U.S. Department of Education, 2003, 2012)

UniversalSchool-Wide AssessmentSchool-Wide Prevention

Systems

Tier 2

Tier 3 RENEW andWraparound

Simple Individual Interventions(Brief FBA/BIP, Schedule/ Curriculum Changes, etc)

Small Group Interventions (CICO, Social and Academic support groups, etc)

ODRs, Attendance, Tardies, Grades,

Credits, Progress Reports, etc.

Weekly Progress Report (Behavior and Academic Goals)

Competing Behavior Pathway, Functional Assessment Interview,

Student Progress Tracker; Individual Futures Plan

The APEX High School Model: Positive Behavior Interventions & Supports & RENEW

Malloy, Agorastou & Drake, 2009 Adapted from Illinois PBIS Network, Revised Sept., 2008 & T. Scott, 2004

What is needed..

Wagner & Davis (2006) recommend that programs for youth with EBD include:

• Support to complete the schools’academic program• Assistance with high school completion and real world employment• Building self-determination skills • Assistance to build a positive social support network• Assistance to develop a personalized career and post-high school

plan

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Self-determination

• “Theory, research, and practice have suggested that to keep youth in school, educators must encourage students’ perceived competence and self-determination” (Eisenman, 2007, p. 3).”

• Self-determination skills include goal-setting, problem solving, help-seeking.

Rehabilitation, Empowerment, Natural

Supports, Education and Work {RENEW}

• Developed in 1996: 3-year RSA-funded employment model demonstration project for youth with “SED” in Manchester NH– Initial promising results (Bullis & Cheney, 1999; Cheney, Malloy & Hagner, 1998;

Malloy, Cheney, & Cormier, 1998 )• Developed a non-profit community based agency: provided

RENEW to youth in New Hampshire: 1998-2007• Provided to youth in high schools as the tertiary level intervention

in a 3-tiered PBIS model (2002- present) : NH and Illinois• Provided to youth as part of SOC projects in North Carolina• Provided by community mental health providers in New

Hampshire (2008- present)• Focus is on community-based, self-determined services and

supports

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2. Shorter-Term Improvements In:

1. Facilitators Provide:

• Personal futures transition planning

• Individualized team development and facilitation

• Facilitation for career development and vocational supports

Self-DeterminationCapacity & Opportunity

Student EngagementBehavioral, Cognitive, &

Affective

Social SupportSource & Type

3. Longer-Term Outcomes

•Improved emotional & behavioral functioning

•Fewer behavior & discipline problems at school

•Less likely to drop out

•Improved academic performance

•On track to graduate

•Greater participation in extra-curricular and job-related activities

RENEW Theory of Change (i.e., why are we doing this?)

RENEW: Conceptual Framework

Education

Disability

Children’s Mental Health

Youth, Family, RENEW

RENEW PRINCIPLES

• Self-Determination• Unconditional Care• Strengths-Based Supports• Flexible Resources• Natural Supports

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RENEW Strategies

1. Personal Futures Planning2. Individualized Team Development & Facilitation3. Braided (individualized) Resource Development4. Flexible, or Alternative Education Programming5. Individualized School-to-Career Planning6. Naturally Supported Employment7. Mentoring8. Sustainable Community Connections

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RENEW 4-Phase Process

Phase 1: Personal Futures Planning “MAPS”

• History-Where I have been.• Who I am now, strengths,

weaknesses.• The people in my life• What Works/Doesn’t Work• My goals and dreams

• My fears, what could get in my way

• Short-term goals (3-6 months)

• Next Steps: Who does what• Schedule follow up

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Personal Futures Planning Models• Personal Futures Planning (Beth Mount)

• MAPS [McGill Action Planning (Vandercook, York & Forrest)]

• Methods, Models and Tools, (Cotton, 2004)

• Essential Lifestyle Planning (Michael Smull)

• Group Action Planning, known as GAP (Turnbull & Turnbull); and

• PATH [Planning Alternative Tomorrows with Hope (Pearpoint, O'Brien, & Forest)]

Phase 2: Formation of Team• Based upon needs and goals, the youth and facilitator

identify who should be invited to help

• Family members/ primary caregivers are always invited

• Members are asked to be part of the process by the youth or facilitator

• Youth and facilitator develop meeting “groundrules”

• Members are oriented to the process: “Why you are here”

Family Engagement

•Orient Families to RENEW Process

•Highlight roles

•Describe how RENEW supports family

•Youth Present futures plan to family

•Engage their family to be on their team

•Help youth identify potential team members

•Family has a role in the implementation and monitoring of the plan

•Family celebrates successes

•Family takes part in developing the RENEW transition plan

•Has a role in connecting the youth to additional supports & resources as needed

Student/Team Decision Planning Process

Youth identified- emotional

and behavioral

support needs

Phase 1:Engage-

ment and

Futures Planning

Phase 2: TEAM

Convenes and Initial

Plan is developed: Decisions

about program

made

Classes chosen

with behavior supports in place

Collaboration with outside

agencies- mental health

vocational rehabilitation

Extended Learning

Opportunities Work-based

Learning, Employment

Placement into

alternative classes

Other Options/ Supports

Phase 3: Implementation and Monitoring

Phase 4: Transition

Phase 3: Implementation and Check Ins

• Facilitator and youth check ins

• Review team progress towards goals

• Check in on the youth’s action items

• Troubleshoot barriers that arise between meetings

• Plan for future meetings – Agenda, Participants, Resources, Data

RENEW: Scaling Up

• 2005: Developed a Training Manual for RENEW Facilitators

• 2008: Developed and field tested a Fidelity Tool, Data collection tools

• 2011: Developed coaching system and tools• Current: Developing Facilitator

Competencies; Developing Coaches Competencies and Training Modules; Developed Facilitator & Coaches’Cerificaton

Stages of ImplementationMoving Science to Service

Fixsen & Blasé, 2005

Institute on Disability:RENEW Implementation Model

Exploration & Adoption

Installation Implementation

Illinois

Training

Fy 11: 1 two day training

fy 12: 2 three day trainings (January and September)

fy 13: 2 three day trainings (both in January)

Fy13: 2 three day trainings in late fall

Fy14: 3 three day trainings in spring

Date Time Type

10/2/2013 9:00am - 3:00pm On-site 10/3/2013 9:00am - 3:00pm On-site 11/6/2013 8:30am - 10:00am Webinar 12/3/2013 12:30pm - 2:00pm Webinar 1/10/2014 10:00pm - 2:00pm On-site 2/5/2014 8:30am - 10:00am Webinar

The 2013-14 Training Plan

Number of TAD/TAC participants 38

Number of ISTAC partners 10

Total number of participants 331

Number of schools 35

Number of districts 26

Numbers through September 2013

12 districts implemented RENEW during FY13

20 schools RENEW process in place during FY13

46 facilitators/ active data on one or more youth

116 youth/RENEW data in SIMEO

JoAnne & Jonathon, University of NH

Ami

Ali, Diane, Briana, Sheri, Katie and Sarah

Building Sustainable Training & Technical Assistance

National RENEW Community of Practice

Youth Reflections on RENEW

The TEAM

• Met “constantly”• Regular data review• Grade Checks• Wrote out the vision

What she liked…

• Helpful to see where I was every week• Bumps in the road• Hard to make up work when not in class• Help getting work turned in• “I saw a lot of changes in myself”• “they saw something in me I couldn’t”

Contact Information

Institute on Disability, UCEDUniversity of New Hampshire

JoAnne MalloyClinical Assistant ProfessorInstitute on DisabilityUniversity of New [email protected]

http://iod.unh.edu

Ami Flammini, LCSW

Illinois PBIS Network

Technical Assistance Director

217-299-3652

[email protected]