renew in new hampshire: implementing tertiary supports in schools with pbis

RENEW in New Hampshire:

Implementing Tertiary Supports in Schools with PBIS

JoAnne M. Malloy, MSW, Jonathon Drake, MSW

The Institute on Disability at the University of New Hampshire

Sharon Lampros, Principal, and

Kathy Francoeur (Former) At-risk Guidance Counselor

Somersworth High School

Agenda

• Introductions

• The RENEW model

• RENEW in PBIS Schools in New Hampshire

• Case Example- Somersworth High School

• 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)

• Since 1999, RENEW has been provided by a non-profit organization, 4 community mental health centers, as part of 5 grant-funded projects, including the intensive intervention for PBIS in high schools, and a juvenile justice youth re-entry project.

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RENEW: Conceptual Framework

INTERAGENCYCOLLABORATION

SCHOOL-TOCAREER

SELF-DETERMINATION

YOUTH, FAMILY, RENEW

Education

Disability

Child Welfare

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

RENEW Features

• Mentoring by a Facilitator– Services and supports need to be provided with care

coordination and case management to ensure efficiency and follow through

• Management by Guidance Counselor or Sp.Ed Case Manager

• Transition Planning– Transition processes should be smooth and informative

so that the youth is prepared for adulthood

• Student Directed• Career Focused

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

What is the Evidence that RENEW Works?

• Includes outcome data collected from high school students in first RENEW project (1996-99), and,

• Outcome data from students in PBIS dropout project who received individualized RENEW services, and,

• Data collected for a subset (n=20) of PBIS participants using the Child and Adolescent Functional Assessment Scale (CAFAS) (Malloy, Sundar, Hagner, Pierias, & Veit, 2010)– Significantly improved functioning in several subscales:

• School/work• Community• Moods/emotions and• Total Score

RENEW Process

Engage and Orient

Build resources and

take action

Assess results, revisit plan

Person-centered plan, specific needs and next steps are completed

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 individual with the disability}

• Geared to needs {and needs are not programs or services}

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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

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 the 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

Similarities: Wraparound and RENEW

• Strength-based• Individual/family in

charge of process• Team based• Focus on Natural

Supports• Persistence• Similarity in tools• Focus on Multiple

Domains

• Community Based• Cultural Competence• Outcome Based• Data Driven• Individualized

Supports• Uses a Trained

Facilitator

Differences

• Wraparound– Any family or youth needs– Works with all ages– Teams can be dynamic,

focusing on specific needs that the family identifies

– Facilitator can have any background as long as trained in Wraparound process and has knowledge of community resources

• RENEW– Focused on school-to-adult

life transition– Focused on adolescent(16-

21 years)– Teams focused on high

school supports, employment, social-emotional and transition needs

– Facilitator must be familiar with credit completion, recovery, alternative credit pathways, special education and other school and work-based related resources.

Leverage points to Build RENEW in a PBIS school

• Special Education: teachers, para-educators, the IEP, supports and services

• Guidance: counselors, school-to-career guidance and services

• Regular education teachers: behavior support, personalized learning, mentoring

• Universal and Tier 2 behavior supports: to keep students in school and in class.

RENEW in the High School

• ROLES:– Tier 2 team, administrators, school

counselors, identify students who are non-responders

– RENEW Oversight Team (Point person, Directors of Counseling, Special Education and Administrator) use At Risk Checklist to ID students for RENEW

– Point person meets with student- idnetifies in-school facilitator

Roles (cont.)

• Facilitator initiates meetings with student and complete the MAPS- includes outside coach (IOD) and student’s counselor or special education case manager

• 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.)

Implementation Strategy Case Example: Somersworth High School

• Staff wanted to do something different to help students, staff were willing to work at the tertiary level (we were ready)

• The personalization of learning would be achieved by RENEW

• The number of students was manageable• We had a group of people who were

willing to do the work• A caring and passionate staff

Implementation continued

• Capacity to practice in the school by school personnel– designated person or group to do

RENEWwho is already doing these type of services? Reallocating responsibilities.

• Training with ongoing support• RENEW is a distinct model that helped us

with a group of students for whom nothing else worked

• RENEW works, it sells itself

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

RENEW Referral Process

• Problem Behavior• Lack of Credits• Failing

Student NotResponding toUniversalInterventions

Targeted Team:•Quick FBA

Targeted Team:Full FBA

Targeted Team:Student Triaged for RENEW

Student Referred to RENEW Point person (Oversight Team)

RENEW Point person matches with a RENEW Facilitator

Student receives initial Conversation and begins RENEW

• 2006– School voted to become a PBIS school

• Fall, 2006– Targeted Team identified students at greatest risk

• Spring, 2007– RENEW trainer began working with at risk students

along with identified school personnel

• Fall, 2007– Universal Team and Targeted Team decided to

design a RENEW training series for school staff provided by RENEW trainer

How we Built RENEW in Somersworth High School

Timeline continued

• Spring/Fall 2008– Three series of training provided, totaling 8

hours– Total of 30 school staff trained– Targeted Team created a referral and

screening process for RENEW students

• Fall, 2008– RENEW began working the selected students

Timeline continued

• Spring/Fall 2009– Continue to refer and support students in

RENEW– Hold monthly facilitators meeting to offer them

ongoing support and skill development– Began exploring options to earn possible credit

for RENEW

• Spring 2010– RENEW training series for special education

staff to build process into transitional planning for special education students

RENEW Training for Facilitators

• 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

What Made the Trainings a Success…

Individual Student Teams

• Each student’s guidance counselor or special education case manager must be invited as part of the team and be one of the decision-makers

• Communication is critical- tools (Action Plan)

• Who’s missing from the table?• Setting ground rules so the meeting remains

youth-focused….

Communication: Action Planning Worksheet

  ACTION STEPS PURPOSE or NEED

PERSON(s)RESPONSIBLE

TARGET or REVIEW DATE

Approval of HUB Parenting Education course for credit 

To gain credit towards diploma

Mr. Hilliard, Mrs. Lampros, Guidance counselor

Tuesday, September 8th

Enroll in an online course through VLACS

To obtain required credit for diploma

Julie and Mom ASAP

Enroll in a night course at DALC

To obtain credit for diploma

Julie and Mom ASAP

Check with Guidance office to ensure credit for DALC courses are on transcript

To ensure credits are accepted

Julie and mom Tuesday, September 8th

RENEW Case Example: “Kristen”

• Student Situation when Enrolled (2007)– 16 years old– Significant behavior problems (drugs, disrespect)– Referred through Targeted Team– Receiving”504” education services– Mom unemployed and abusing drugs and alcohol– History of abuse and homelessness– Frequently moving between mom and dad’s home– Failing all classes (repeating freshman year)

Kristen’s Team

• Met quarterly to check on plan status• School RENEW facilitator and external RENEW

consultant handled logistics structure and student developed the agenda

• Team consisted of Kristen, University RENEW Facilitator, Principal, Guidance Counselor, Voc/Tech Counselor, Teachers, School Behavior Specialist (Targeted Team).– Why are all these participants important?

Kristen’s Outcomes

• Graduated in June 2010 (26 credits)

• Key member of the cheerleader squad

• Has logged two years of hours as an EMT trainee, firefighter trainee

• Is looking towards college and independent living

Updated Maps

• Where I am today

• Things I know

• My Strengths

• My Obstacles

• My Fears

• My Dreams

• People in My Life

• My Action Plan: College

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….

PBIS School: RENEW Outcome Data

Credits Earned Cohort 1 Credits Earned Cohort 2

SemestersSemesters

Average C

redits Earned

Semesters in RENEW

Credits Earned 12 Students

PBIS School RENEW Data

Cohort 1: ODRs Cohort 2 ODRs

Semesters in RENEW

Average N

umber of O

DR

’s

Discipline Referrals 12 Students

Graduated

Moved

Still In School

Graduation Rates 14 Students

RENEW Mentor/Teacher:

“we try to help or assist other people we would have helped ourselves, so that’s probably one my biggest things …the growth that I have achieved …what I could be doing as… a better teacher”

“…now I realize that even though it’s a reading lesson …actually (it) would be a brick you add to this wall or to this building --- that’s a that’s a very nice feeling you know ---  small things- you know do (make) a big difference”

Issues: Going Forward

• Time: Who has the time to facilitate the RENEW process? How can it be funded?

• How can we build the RENEW model into the school’ system of support?

• Is there/can there be a conflict between self-determination and behavior support?

• How do we tap into a student’s needs for constructive action?

• Building in Tertiary Level Oversight Teams

Contact Information

JoAnne M. Malloy, MSW Sharon Lampros, Principal

Jonathon Drake, MSW Somersworth High School

Kathy Francoeur SLampros@sau56.org

Institute on Disability

56 Old Suncook Rd. Suite 2

Concord, NH 03301

JoAnne.Malloy@unh.edu

Jonathon.Drake @unh.edu

Kathy.Francoeur@unh.edu

www.iod.unh.edu