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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
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