Transcript Implementing Tier 3 Tertiary Services and Supports in High Schools: The RENEW Model Presentation for the 2011 National PBIS Leadership Forum October 28, 2011 JoAnne M.

Implementing Tier 3 Tertiary Services
and Supports in High Schools:
The RENEW Model
Presentation for the 2011 National
PBIS Leadership Forum
October 28, 2011
JoAnne M. Malloy, Ph.D.
Jonathon Drake, MSW
Illinois Exemplar High School
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OBJECTIVES
• Describe the features of the RENEW
Model
• Describe how the RENEW model fits
into a 3-tiered PBIS framework
• Case Examples of implementation in
Illinois high
• Discussion
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Transition Outcomes: Youth with
Emotional and Behavioral Disabilities:
• 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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Youth with Emotional and Behavioral
Disorders….
• Disengaged from school/family/community
• Most likely disability group to be in a
segregated academic setting
• Highest rates of disciplinary infractions
• Perceived by teachers as having significantly
lower levels of social competence and school
adjustment
(Lane, Carter, Pierson, & Glaeser, 2006)
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What is needed..
Wagner & Davis (2006) recommend that
programs for youth with EBD emphasize:
• Relationships
• Rigor
• Relevance
• Address the needs of the whole child
• Involve students and families in transition
planning
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Rehabilitation, Empowerment, Natural
supports, Education and Work {RENEW}
• Developed in 1996 as the model for a 3-year
employment model demonstration project for youth
with “SED” (funded by the Rehabilitation Services
Administration of the US DOE)
• Focused on community-based, self-determined
services and supports
• Delivered by a community-based organization,
schools staff, grant-funded projects, community
mental health center staff, is now part of a 3-tiered
school model
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RENEW: Conceptual Framework
Children’s Mental Health
Education
SYSTEMS OF CARE
SCHOOL-TO
and
CAREER
WRAPAROUND YOUTH, FAMILY,
RENEW
SELF-DETERMINATION
Disability
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RENEW IS….
• A flexible, person-centered planning and support
service
• Driven by the student’s expressed needs, interests,
and goals
• Designed to foster competence by creating supported
educational and career-related experiences in which
the youth can be successful
• Designed to be flexible and individualized
• Designed to build social resources for the youth
RENEW IS NOT….
• A program
• A course, a classroom, or a school
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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,
Community
Connections
RENEW PRINCIPLESConsistent with Systems of Care
•
•
•
•
•
Self-Determination
Unconditional Care
Strengths-Based Supports
Flexible Resources
Natural Supports
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RENEW Goals
•
•
•
•
•
High School Completion
Employment
Post-secondary Education
Community Inclusion
Career Development
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RENEW Strategies
• Personal Futures Planning
• Individualized Team Development and
Wraparound
• Braided (individualized) Resource
Development
• Flexible, or Alternative education Programming
• Individualized School-to-Career Planning
• Naturally supported employment
• Mentoring
• Sustainable Community Connections
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RENEW Studies
• Initial promising results (Bullis & Cheney; Eber,
Nelson & Miles, 1997; Cheney, Malloy & Hagner,
1998)
• Subsequent studies:
– Malloy, Cheney, Cormier, 1998
– Youth Re-entry Project: Hagner, Malloy, Mazzone, &
Cormier, 2008.
– Malloy, Sundar, Hagner, Pierias, & Viet, 2010
– Book Chapter: Malloy, Drake, Abate, & Cormier, 2010.
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RENEW Applications
• As part of a stand-alone grant funded service
(provided by university staff)
• As a service of a community-based agency
(fee-for-service, VR, school-funded)
• As part of a 3-tiered PBIS model in high
schools (“APEX” model)
• As a service provided by community mental
health centers in NH (“RENEW Capacity
building projects”
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APEX PBIS High School Projects in NH
• First APEX Project funded by US DOE as a Dropout
Prevention project using PBIS and RENEW – 2 high
schools- 2002-2006
• APEX II funded by US DOE as a Dropout Prevention
project- using PBIS and RENEW 10 high schools2006-2009
• APEX III funded by NH DOE, Bureau of Special
Education Services- 6 high school demonstration
sites to build a problem-solving capacity at Tiers 2
and 3.
• NH RESPONDS- funded by the Office of Special
education Services at the UD DOE to implement RtI2 high schools
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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
Simple Individual
Interventions
(Brief FBA/BIP, Schedule/
Curriculum Changes, etc)
Group Interventions with
Individualized Focus
Weekly Progress Report
(Behavior and Academic Goals)
(CnC, etc)
ODRs, Attendance,
Tardies, Grades,
Credits, Progress
Reports, etc.
Tier 2/Secondary
Small Group
Interventions
(CICO, Social and Academic
support groups, etc)
Tier 1/Universal
School-Wide Assessment
School-Wide Prevention Systems
RENEW Systems Features for
School Implementation
• Readiness: Is the school supportive of
providing evidence-based transition
practices for all youth?
• The school will develop a tertiary level
planning team to ID and screen
students and monitor tertiary level
implementation
• The school has a system for providing
positive behavior support to students
Readiness (cont.)
• The school embraces a commitment to provide
and respond to student-led plans, including
student-led IEPS
• The school is committed to supporting staff to
be trained in and provide RENEW services.
• The school has strong collaborative
relationships with families and local agencies.
• The school is committed to providing work and
career-based learning options for all students,
including the students at highest risk.
Using Implementation
Research*
• Carefully select the school for implementation and staff
to be trained
• Carefully craft the training
• Adequate resources for coaching
• Strong system to evaluate staff implementation
• Strong data system for decision support (are the right
youth getting the right services at the right time?)
• Administrative support
• Systems support (community involvement)
*(Fixsen & Blasé, 2009)
Personal Futures Planning
• 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
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The RENEW Process…..
Youth learn how to construct a positive vision,
self-efficacy, self-view through:
• Person-centered planning driven by the
youth’s narrative
• Developing reciprocal relationships with a
team of people who help the youth
• Modeling and in-context with problem-solving
and building positive experiences
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Implementation In Illinois
• University of New Hampshire, Institute on Disability
staff invited to train high schools in Illinois to provide
RENEW as a tertiary level intervention in a 3-tiered
PBIS framework
• 2-day training 60 school teachers, administrators,
specialists, social workers in April 2011
• By September 2011, 18 MAPS and plans had been
completed
• Second 1-day training in September 2011
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Initial Implementation of
RENEW in Illinois:
High School Exemplar
RENEW Outcomes: First PBIS Schoolbased Project (APEX)
ACADEMIC SUCCESS OF RENEW
PARTICIPANTS IN APEX (April 2003-July 2005)
N=45
16%
High School
Diploma/GED
24%
Independent Studies
9%
Grade Advancement
7%
13%
Reengaged in School
Program
No Change
Moved
31%
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CAFAS Data APEX (n=20)
Average CAFAS Scores
100
80
60
40
20
0
Enrollment
6 Months
1 Year
Time in RENEW
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CAFAS Data: APEX by Sub-scale
CHANGES IN THE AVERAGE CAFAS SCORE OF SPECIFIC
DOMAINS FOR RENEW PARTICIPANTS
6 Months Later (N=31)
12 Months Later (N=14)
lc
oh
ol
D
ru
gs
/A
H
ar
m
el
f-
M
S
oo
ds
/E
m
ot
io
ns
H
om
e
ch
oo
l
30
25
20
15
10
5
0
S
Average CAFAS Score
Enrollment (N=31)
Domain
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APEX II Project School: Credits Earned
(n=12)
4.5
Average Credits Earned
4.25
4
3.5
3.39
3
2.92
2.71
2.5
2.08
2
1.92
1.5
1
0.5
0
1
2
3
4
Semesters in RENEW
5
6
APEX II Project School: Discipline Referrals (n=12)
12
Average Number of ODR’s
10.08
10
8
6.77
6
5.23
4
2.85
2
0.67
0
1
2
3
Semesters in RENEW
4
5
Implementation
• There is now a RENEW manual that includes
concepts, data collection instruments, and enabling
tools
• We have a formalized set of training modules and
coaching structures.
– www.iod.unh.edu “RENEW” project page
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Maximizing Your Session
Participation
Work with your team
Consider 4 questions:
- What Implementation Phase?
- What do I hope to learn?
- What did I learn?
- What will I do with what I learned?
Where are you in
implementation process?
Adapted from Fixsen & Blase, 2005
Exploration & Adoption
• We think we know what we need so we are planning to move forward
(evidence-based)
Installation
• Let’s make sure we’re ready to implement (capacity infrastructure)
Initial Implementation
• Let’s give it a try & evaluate (demonstration)
Full Implementation
• That worked, let’s do it for real (investment)
Sustainability & Continuous
Regeneration
• Let’s make it our way of doing business (institutionalized use)
Leadership Team Action Planning
Worksheets: Steps
Self-Assessment: Accomplishments & Priorities
Leadership Team Action Planning
Worksheet
Session Assignments & Notes: High Priorities
Team Member Note-Taking
Worksheet
Action Planning: Enhancements & Improvements
Leadership Team Action Planning
Worksheet
Contact Information
JoAnne M. Malloy, Ph.D.
Project Director
Institute on Disability,
56 Old Suncook Rd.
Concord, NH 03301
(603) 228-2084 x 27
[email protected]
Jonathon Drake, MSW
Master Trainer
Institute on Disability,
56 Old Suncook Rd.
Concord, NH 03301
(603) 228-2084
[email protected]
UNH Institute on Disability
http://iod.unh.edu
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