renew implementing tertiary supports in schools with pbis rachel saladis wisconsin pbis...
TRANSCRIPT
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RENEW Implementing Tertiary Supports
in Schools with PBIS
Rachel Saladis
Wisconsin PBIS Network/Wisconsin RtI Center
Ami Flammini
Illinois PBIS Network
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Agenda
• The RENEW model
• Commitments for Implementation
• Outcomes/Case Examples
• Training Sequence
• Discussion/Questions
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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)
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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)
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RENEW Conceptual Framework
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Education
Disability
Children’s Mental Health
Youth, Family, RENEW
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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
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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
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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
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Wraparound/RENEW Phases
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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.
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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….
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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
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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
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Necessary Commitments to Build RENEW in a PBIS School
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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
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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
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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
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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
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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.)
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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
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Outcomes
• IL case example/s
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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
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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
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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
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Our VoicesYoung people share how RENEW
worked for them
• http://iod.unh.edu/Projects/renew/renew_main.aspx/
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Questions and Comments