RENEW Implementing Tertiary Supports

in Schools with PBIS

Rachel Saladis

Wisconsin PBIS Network/Wisconsin RtI Center

Ami Flammini

Illinois PBIS Network

Agenda

• 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

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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 post-school (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)

RENEW Conceptual Framework

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Education

Disability

Children’s Mental Health

Youth, Family, RENEW

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

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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Self-determination skills:• positive choice-making, decision-making, problem-

solving, self-management, self-awareness, and self-advocacy (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.

What is being taught/learned through the RENEW process….

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

Tier 1/UniversalSchool-Wide Assessment

School-Wide Prevention Systems

Tier 3/Tertiary

Tier 2/Secondary

Student Progress Tracker; SIMEO Tools: HSC-T,

SD-T, EI-TSmall Group Interventions(CICO, Social and Academic support groups, etc)

Group Interventions withIndividualized Focus(CnC, etc)

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

RENEWWraparound

ODRs, Attendance, Tardies, Grades,

Credits, Progress Reports, etc.

Weekly Progress Report (Behavior and Academic Goals)

Competing Behavior Pathway, Functional Assessment Interview,

Scatter Plots, etc.

Assessment Intervention

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 non-responders

– 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; work-based 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 VoicesYoung people share how RENEW

worked for them

• http://iod.unh.edu/Projects/renew/renew_main.aspx/

Questions and Comments