Transcript Slide 1

RENEW
Implementing Tertiary Supports
in Schools with PBIS
Rachel Saladis
Wisconsin PBIS Network/Wisconsin RtI Center
Ami Flammini
Illinois PBIS Network
Agenda
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The RENEW model
Commitments for Implementation
Outcomes/Case Examples
Training Sequence
Discussion/Questions
Working at the High School Level….
“Resiliency does not come from some rare or
special qualities, but from everyday magic of
ordinary … human resources in … children, in
their families and relationships, and in their
communities.”
(Masten, 2001, p. 235)
Thanks to Our Mentors and Collaborators
• Lucille Eber, Ed.D., State Director, Illinois Positive
Behavior Interventions & Supports Network
• Doug Cheney, Ph.D., Professor, Special Education,
College of Education, University of Washington
• McKenzie Harrington, Educational Consultant, NH
Department of Education
• The NH Bureau of Special Education
• Howard Muscott, Ed.D., Director, NH Center for
Effective Behavioral Interventions and Supports
• Hank Bohanon, Ph.D. Assistant Professor of
Education, Loyola University of Chicago
Educational Outcomes for Youth with
Emotional and Behavioral Disorders:
• 40%-60% dropout of high school (Wagner, 1991; Wehman,
1996; Wagner, Kutash, Duchnowski, & Epstein, 2005)
• Experience poorer academic performance than students
with LD (Lane, Carter, Pierson & Glaeser, 2006)
• 10%-25% enroll in post-secondary education (compared
to 53% of typical population) (Bullis & Cheney, 1999)
• High rates of unemployment/underemployment postschool (Bullis& Cheney, 1999; Kortering, Hess & Braziel, 1996; Wagner,
1991; Wehman, 1996)
• High rates of MH utilization, poverty, incarceration
(Alexander, et al., 1997; Kortering, et. al., 1998; Lee and Burkham, 1992;
Wagner, 1992)
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Rehabilitation, Empowerment, Natural
supports, Education and Work {RENEW}
• Developed in 1996 as the model for a RSA-funded
employment project for youth with “SED”
• Focus is on transition, community-based services
and supports
• Promising results for youth who typically have very
poor post-school outcomes (Eber, Nelson & Miles, 1997;
Cheney, Malloy & Hagner, 1998)
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RENEW Conceptual Framework
Education
School-to-Career
Transition
Children’s Mental
Health
Youth, Family,
RENEW
Interagency
Collaboration
&
Wraparound
Self
Determination
Disability
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RENEW Goals
• High School Completion
• Employment in Typical Jobs for
Competitive Wages
• Postsecondary Education
• Sustainable Community Inclusion
– Data is collected around each of these
outcomes
RENEW PRINCIPLES
• Self-Determination
• Teach skills that build independence around living,
employment, education, and positive relationships
• Community Inclusion
• the locus of services is the community, including coordination
of multiple systems and agencies (mental health center,
school, etc.)
• Unconditional Care
• Services are given without regard to behavior, participation,
culture, or any other criteria -services are sensitive to the
person’s needs.
• Strengths-Based Supports
• focus on strengths of the individual’s and family’s values and
beliefs
• Flexible Resources
• Dollars and other resources are matched to need
• Natural Supports
RENEW Strategies
• Personal Futures Planning
• Individualized Team Development and
Wraparound Services
• Braided (Individualized) Resource Development
• Flexible or Alternative Education Programming
• Individualized School-to-Career Transition
Planning and Services
• Naturally Supported Employment
• Mentoring
• Sustainable Community Connections
Wraparound/RENEW Phases
Youth identifiedemotional and
behavioral
support needs
Phase 1:
Engagement
and futures
planning
Phase 2:Team
DevelopmentInitial Planning
Phase 3:
Implementation
and Monitoring
Phase 4:
Transition
Adult Life
Activities,
Connections
Personal Futures Planning – the
“MAPS”
• History-Where I have
been.
• Who I am now.
Strengths,
weaknesses.
• The people in my life.
• 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.
Common Elements
• Graphic facilitation (remove the “bias” of
language)
• Individual’s point of view, goals and
purposes, {“driven” by the youth}
• Geared to needs {and needs are not
programs or services}
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What is being taught/learned through
the RENEW process….
Self-determination skills:
• positive choice-making, decision-making, problemsolving, self-management, self-awareness, and selfadvocacy (Carter, Lane, Pierson, & Glaeser, 2006;
Wehmeyer, 1996)
Protective Factors (pro-social skills: (substance-abuse
treatment framework):
• Self-awareness, empathy, communication, interpersonal
relations, decision-making, problem-solving, creative and
critical thinking, and coping with emotions and stress.
The APEX II High School Model: Positive Behavior
Interventions & Supports & RENEW
Malloy, Agorastou & Drake, 2009 Adapted from Illinois PBIS Network, Revised Sept., 2008 & T.
Scott, 2004
Assessment
Intervention
Student Progress Tracker;
SIMEO Tools: HSC-T,
SD-T, EI-T
Competing Behavior Pathway,
Functional Assessment Interview,
Scatter Plots, etc.
Tier 3/
Tertiary
RENEW
Wraparound
Small Group
Interventions
(CICO, Social and Academic
support groups, etc)
Weekly Progress Report
Group Interventions with
Individualized Focus
(Behavior and Academic Goals)
(CnC, etc)
ODRs, Attendance,
Tardies, Grades,
Credits, Progress
Reports, etc.
Tier 2/Secondary
Simple Individual
Interventions
(Brief FBA/BIP, Schedule/
Curriculum Changes, etc)
Tier 1/Universal
School-Wide Assessment
School-Wide Prevention Systems
RENEW as an Intensive Intervention in
PBIS
• Leveraging In-school Needs and Resources:
– Special Educators MUST provide secondary
transition planning and supports for all students with
IEPs who are 16 years or older
– Schools MUST provide personalized learning and
mentoring if they are to graduate 100% of their
students (dropout rate)
– Students with significant support needs MUST have
transition planning and supports if they are to
succeed as adults
Necessary Commitments to Build RENEW in a PBIS School
District Readiness
• 3-5 year action plan based on
Implementation Blueprint
• On-going district leadership meetings
• Facilitator/coaching allocation
• Commitment to data system – student
outcome, integrity, network reporting
• Release time for training/T.A.
• Priority given to school based meetings
• Commitment to alternative credit options
School
Commitments/Readiness
• Commitment to monthly systems team meetings
and ongoing student team meetings – meetings
take priority
• Minimum of 2 facilitators identified/ 2 students per
facilitator
• 2 tier two interventions and brief FBA/BIP –
systems, data and practice
– Elem = CICO and one additional tier 2 intervention +
Brief FBA/BIP
– HS = Two Tier 2 interventions+ Brief FBA/BIP
• Use of BAT/MATT for action planning
• 2 years of sustained fidelity on BoQ
RENEW in the High School
• ROLES:
– Tier 2 team, administrators, school
counselors, identify students who are nonresponders
– RENEW Systems Team (Administrator, Pupil
Service Rep., Guidance Counselor, Special
Ed. Rep, Facilitator Rep.); develop data rules
around target population, assess ongoing
integrity of intervention, expand capacity
– Facilitators - work with individual student/team
Roles (cont.)
• Facilitator initiates meetings with student
and complete the MAPS• Facilitator forms individual team, is
responsible for communication and
coordination
• Counselor or special education case
manager is responsible for data
Roles (cont.)
• Facilitator, counselor, or special education
case manager communicates and invites
family members
• Facilitator works with team to bring
resources to the table (for alternative
education, jobs, internships, etc.)
Leadership Support
• Assist with resources (release time, training
supports)
• Empower staff to try new things
• Schedule and supported staff with training time
• Invest in problem-solving with individual student
teams
• Participate in individual student meetings,
personal commitment and modeling
• Make RENEW a priority as part of the PBIS
framework and system
Outcomes
• IL case example/s
RENEW Training for Facilitators
and Systems Team
• RENEW is now a manualized practice
with:
– Tools
– Training and coaching modules
– Data collection tools
– Fidelity of Implementation Process
– Coaching/modeling are the keys to building
fluency
RENEW: Required Training
Elements
• Conceptual Framework and research
• Personal Futures Planning using graphic facilitation
(Cotton, 2003)
• Building resources around each youth based upon the
youth’s stated goals and needs.
• Team building and facilitation
• School-to-career planning; Special Education Secondary
Transition Planning (“Indicator 13”); employment; workbased learning opportunities
• Post-secondary education and service linkages;
community participation
Tier 3 PBIS- RENEW
– District level administrators – 1online
overview
• Readiness checklist –school and district
– Training - 4 days, plus ongoing
technical assistance
• Systems team – 1 day + quarterly
online technical assistance
• Facilitators – 3 days + monthly
online facilitator technical assistance
Our Voices
Young people share how RENEW
worked for them
• http://iod.unh.edu/Projects/renew/renew_
main.aspx/
Questions and Comments