Building High School Capacity for Tier 3: RENEWPresentation for the 2013 Illinois PBIS Forum

October 29, 2014

JoAnne Malloy University of New Hampshire Institute on Disability

Briana Weiner

Illinois State technical Assistance Collaborative

Agenda

• RENEW: Practice & Implementation Features• RENEW as the tertiary practice in PBIS in high

schools (New Hampshire and other states)• Illinois• Outcomes• Discussion

Acknowledgements

• Lucille Eber. Illinois PBIS network.• George Sugai, Rob Horner: OSEP Technical Assistance Center

on Positive Behavioral Interventions and Supports (www.pbis.org)

• National Implementation Research Network:www.fpg.unc.edu/~nirn/

• Steve Goodman, Michigan Implementation Network: www.min.cenmi.org

Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi):

Miblsi.cenmi.org

What makes high schools and adolescents with tertiary needs unique?

Poor Functioning• High rates of school dropout (with associated low income and

employment) (U.S. Department of Education, 2005; Wagner, 1991; Wehman, 1996; Wagner & Cameto, 2004; Wagner, Kutash, Duchnowski, & Epstein, 2005)

• High rates of anti-social behavior including incarceration, arrests, behavior problems in school

(Chen, C-C., Symons, F. J., & Reynolds, A. J. , 2011;Cullinan & Sabornie, 2004; Nelson, Benner, Lane, & Smith, 2004; NH, 2008; Sabornie, Cullinan, Osborne, & Brock, 2005).

• High rates of trauma (Kilpatrick, Ruggiero, Acierno, Saunders, Resnick, & Best, 2003; De Bellis, 2005; Zinzow, Ruggiero, Hanson, Smith, Saunders, & Kilpatrick, 2009)

• Poor access to or utilization of mental health services (Gopalan, et al., 2010; Kataoka, Zhang, & Wells, 2002; McKay, et al., 2005; Walker & Gowan, 2010)

• Lack community and social supports (Cullinan, & Sabornie, 2004; Lane, Carter, Pierson, & Glaeser, 2006)

Disproportionality

• African American students (especially males) are 3.5 times more likely to be suspended or expelled than their white peers

• Students with disabilities are 2X more likely to receive one or more out-of-school suspensions than students without disabilities

• The dropout rate is 50% or more among African Americans, Native Americans, Hispanic youth, and students with emotional handicaps (Krezmien, Leone, & Achilles, 2006; Skiba, Michael, Nardo, & Peterson, 2002; U.S. Department of Education, 2003, 2012)

UniversalSchool-Wide AssessmentSchool-Wide Prevention

Systems

Tier 2

Tier 3 RENEW andWraparound

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

Small Group Interventions (CICO, Social and Academic support groups, etc)

ODRs, Attendance, Tardies, Grades,

Credits, Progress Reports, etc.

Weekly Progress Report (Behavior and Academic Goals)

Competing Behavior Pathway, Functional Assessment Interview,

Student Progress Tracker; Individual Futures Plan

The APEX High School Model: Positive Behavior Interventions & Supports & RENEW

Malloy, Agorastou & Drake, 2009 Adapted from Illinois PBIS Network, Revised Sept., 2008 & T. Scott, 2004

What is needed..

Wagner & Davis (2006) recommend that programs for youth with EBD include:

• Support to complete the schools’academic program• Assistance with high school completion and real world employment• Building self-determination skills • Assistance to build a positive social support network• Assistance to develop a personalized career and post-high school

plan

8

Self-determination

• “Theory, research, and practice have suggested that to keep youth in school, educators must encourage students’ perceived competence and self-determination” (Eisenman, 2007, p. 3).”

• Self-determination skills include goal-setting, problem solving, help-seeking.

10

Rehabilitation, Empowerment, Natural Supports, Education and Work {RENEW}

• Developed in 1996: 3-year RSA-funded employment model demonstration project for youth with “SED” in Manchester NH– Initial promising results (Bullis & Cheney, 1999; Cheney, Malloy & Hagner, 1998;

Malloy, Cheney, & Cormier, 1998 )

• Developed a non-profit community based agency: provided RENEW to youth in New Hampshire: 1998-2007

• Provided to youth in high schools as the tertiary level intervention in a 3-tiered PBIS model (2002- present) : NH and Illinois

• Provided to youth as part of SOC projects in North Carolina• Provided by community mental health providers in New Hampshire

(2008- present)• Focus is on community-based, self-determined services and supports

10

2. Shorter-Term Improvements In:

1. Facilitators Provide:

• Personal futures transition planning

• Individualized team development and facilitation

• Facilitation for career development and vocational supports

Self-DeterminationCapacity & Opportunity

Student EngagementBehavioral, Cognitive, &

Affective

Social SupportSource & Type

3. Longer-Term Outcomes

• Improved emotional & behavioral functioning

• Fewer behavior & discipline problems at school

• Less likely to drop out

• Improved academic performance

• On track to graduate

• Greater participation in extra-curricular and job-related activities

RENEW Theory of Change (i.e., why are we doing this?)

School-to-Career Transition

Self Determination

Interagency Collaboration &

Wraparound

RENEW: Conceptual Framework

Education

Disability

Children’s Mental Health

Youth, Family, RENEW

RENEW PRINCIPLES

• Self-Determination• Unconditional Care• Strengths-Based Supports• Flexible Resources• Natural Supports

13

RENEW Strategies

1. Personal Futures Planning2. Individualized Team Development & Facilitation3. Braided (individualized) Resource Development4. Flexible, or Alternative Education Programming5. Individualized School-to-Career Planning6. Naturally Supported Employment7. Mentoring8. Sustainable Community Connections

14

RENEW 4-Phase Process

Phase 1:Engagement and futures

planning

Phase 2:Team Development- Initial Planning

Phase 3: Implementatio

n and Monitoring

Phase 4:Transition to

Less Intensive Supports

Phase 1: Personal Futures Planning “MAPS” • History-Where I have been.• Who I am now, strengths,

weaknesses.• The people in my life• What Works/Doesn’t Work• 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

16

Personal Futures Planning Models• Personal Futures Planning (Beth Mount)

• MAPS [McGill Action Planning (Vandercook, York & Forrest)]

• Methods, Models and Tools, (Cotton, 2004)

• Essential Lifestyle Planning (Michael Smull)

• Group Action Planning, known as GAP (Turnbull & Turnbull); and

• PATH [Planning Alternative Tomorrows with Hope (Pearpoint, O'Brien, & Forest)]

Phase 2: Formation of Team• Based upon needs and goals, the youth and facilitator

identify who should be invited to help

• Family members/ primary caregivers are always invited

• Members are asked to be part of the process by the youth or facilitator

• Youth and facilitator develop meeting “groundrules”

• Members are oriented to the process: “Why you are here”

Phase 1:Engagement and futures

planning

Phase 2:Team Development- Initial Planning

Phase 3: Implementatio

n and Monitoring

Phase 4:Transition

Family Engagement

•Orient Families to RENEW Process

•Highlight roles

•Describe how RENEW supports family

•Youth Present futures plan to family

•Engage their family to be on their team

•Help youth identify potential team members

•Family has a role in the implementation and monitoring of the plan

•Family celebrates successes

•Family takes part in developing the RENEW transition plan

•Has a role in connecting the youth to additional supports & resources as needed

Student/Team Decision Planning Process

Youth identified- emotional

and behavioral

support needs

Phase 1:Engage-

ment and

Futures Planning

Phase 2: TEAM

Convenes and Initial

Plan is developed: Decisions

about program

made

Classes chosen

with behavior supports in place

Collaboration with outside

agencies- mental health

vocational rehabilitation

Extended Learning

Opportunities Work-based Learning,

Employment

Placement into

alternative classes

Other Options/ Supports

Phase 3: Implementation and Monitoring

Phase 4: Transition

Phase 3: Implementation and Check Ins

• Facilitator and youth check ins

• Review team progress towards goals

• Check in on the youth’s action items

• Troubleshoot barriers that arise between meetings

• Plan for future meetings – Agenda, Participants, Resources, Data

RENEW: Scaling Up

• 2005: Developed a Training Manual for RENEW Facilitators

• 2008: Developed and field tested a Fidelity Tool, Data collection tools

• 2011: Developed coaching system and tools• Current: Developing Facilitator Competencies;

Developing Coaches Competencies and Training Modules; Developed Facilitator & Coaches’Cerificaton

Stages of ImplementationMoving Science to Service

Fixsen & Blasé, 2005

• Should we do this? Exploration/Adoption

• Put resources and systems in placeInstallation

• Initial pilots and assess resultsInitial Implementation

• The practice was successful, adopt system- wideFull Implementation

• Adopt variations of the practice and assess resultsInnovation

• Make this the way of doing businessSustainability

Institute on Disability:RENEW Implementation Model

Work with state or region to develop a

plan

Create Administrative

Buy In- 1. Leadership

Team2. School/site

selection process

4. Data system development

3. Site application &

Approval

Select and Train Tertiary

Oversight Teams and Facilitators1. Tertiary Team Development-

youth and facilitator selection process

2. RENEW Facilitator

Training- 3 days4. Identify and train state level

coaches5. Install data

collection systems

Sustainability:1. Identify site

coaches2. Train site

coaches- 2 days3. Certify RENEW

Facilitators & Coaches

4. Site systems and procedures

established

Exploration & Adoption

Installation Implementation

RENEW Training & Coaching System

• RENEW Facilitators- 3 days of training, with coaching, Manual & competencies

• RENEW Coaches- 2 days of training, with coaching & competencies

• Tertiary Teams - 1 day of training with coaching, & Manual

• Fidelity and Process data collection- customized by state and agency

Students in RENEW: Outcome Data (n=25)

Baseline Semester 1 Semester 20

5

10

15

20

25

ODRs/SemesterISS/SemesterOSS/SemesterCredits Earned/Se-mesterAll Absences/SemesterUnexcused Absences/Semester

Students in RENEW: Annual Grade Point Average

Significant change in GPA *p< .05

Baseline Year 10

0.2

0.4

0.6

0.8

1

1.2

0.84

1.14Annual GPA

RENEW Student Outcomes: High School Completion (n=25)

4%

68%

16%

8%

4%

Dropped Out

Graduated: Diploma or GED

On Track

Moved

Placed

RENEW IMPLEMENTATION No. of

Schools or Agencies

No Of RENEW Facilitators Trained

No. of Youth Served

No. of Coaches Trained

NH PBIS APEX Projects, 2002-13 15 42 202 8NH Mental Health Center Capacity Building Projects 2008-13

7 48 184 6

PA. PBIS Training 2012-Present

6 14 23 3

Wisconsin PBIS Training2012-Present

46 60 ? 3

North Carolina Behavioral Health Provider: On Ramp

1 6 145 2

Families United:North Carolina

1 6 56 2

Illinois PBIS Network2012-13 School Year

20 46 116 8

TOTALS

96 222 726 32

RESEARCHProject Target Population Main Findings Studies

RENEW Research and Demonstration Project U.S. Department of Education (95-98)

Youth, ages 15-21, with Severe Emotional Disturbance (SED)

High School Completion Employment

Bullis, & Cheney, 1999; Cheney, Malloy, & Hagner, 1998; Cheney et al., 1998; Hagner, Cheney, & Malloy, 1999; Malloy, Cheney, & Cormier, 1998.

Community Youth re-entry ProjectU.S. Department of Education (99-02)

Youth with disabilities, ages 15-21, in juvenile detention or placement facilities

Community re-entry Employment High school completion

Hagner, Malloy, Mazzone, & Cormier, 2008

APEX I PBIS Dropout Prevention Project- U. S. Department of Education (02-06)

2 NH high schools with high dropout rates; students, ages 15-21 at risk of dropout

High school completion Employment Improved behavioral and

community functioning

Malloy, Sundar, Hagner, Pierias, & Viet, 2010; Bohanon, Eber, Flannery, Malloy, & Fenning, 2007; Bohanon, Fenning, Borgmeier, Flannery, & Malloy, 2008

APEX II PBISDropout Prevention Project- U. S. Department of Education (06-09)

10 NH high schools with high dropout rates; students, ages 15-21 at risk of dropout

High school completion Employment Improved behavioral and

community functioning

Malloy, & Hawkins, (Eds.), 2010; Malloy, 2011.

APEX III PBIS Dropout prevention project- NH Department of Education (09-present)

7 NH high schools with high dropout rates among students with disabilities; RENEW to 72 students with disabilities

High school completion Employment Improved behavioral and

community functioning

Manuscript in preparation

RENEW I & II Capacity Building Projects- Foundation funded (09-present)

6 community mental health centers- RENEW to 180 youth with EBD, ages 15-19

Stable housing Academic progress Social supports Employment

Malloy et al., in press

Youth Reflections on RENEW

Training History

Fy 11: 1 two day training

fy 12: 2 three day trainings (January and September)

fy 13: 2 three day trainings (both in January)

Fy13: 2 three day trainings in late fall

Fy14: 3 three day trainings in spring

Date Time Type

10/2/2013 9:00am - 3:00pm On-site 10/3/2013 9:00am - 3:00pm On-site 11/6/2013 8:30am - 10:00am Webinar 12/3/2013 12:30pm - 2:00pm Webinar 1/10/2014 10:00pm - 2:00pm On-site 2/5/2014 8:30am - 10:00am Webinar

The 2013-14 Training Plan

RENEW Task List

STEPS

TaskTarget Date

Who

Supporting Documents/Info

Date Completed

*** Consider a RENEW training/overview with all staff so that they are aware of this Tier 3 intervention

PowerPoints and tools from the IL PBIS Network website

*** Watch Indicator 13 VOP at www.pbisillinois.org

Go to Pbisillinois.org.Click on the “Trainings” tab.Scroll down to “Tier 3 Training Series” and click on “RENEW”. Click to access RENEW materials and links can be found there.

*** Watch SIMEO VOP at www.pbisillinois.org

RENEW Task List 1 Complete the “User Request Tool” to

request a user name and password for SIMEO

10/30/14 Ms. V Form can be found on the IL PBIS Network website under “WRAP”

2 Identify student

Can reference the ”At-Risk Checklist” located on page xxx of the RENEW manual

3 (Facilitator) Invite student to participate in the RENEW process

Can reference the script located on page xxxx of the RENEW manual

4 Involve/engage a parent/guardian/family member

District Policy

5 Go over roles and responsibilities with student

Can reference the “Roles and Responsibilities Agreement” located on page xxxxf the RENEW manual

This is a presentation of the IL PBIS Network. All rights reserved.

WHERE DOES RENEW FIT into

a multiple tiered system of support?

Setting the Context for RENEW

Within the PBIS Framework

Now that we know we need it…

Tier 3/Tertiary Interventions 1-5%•Individual students•Assessment-based•High intensity

1-5% Tier 3/Tertiary Interventions• Individual students• Assessment-based• Intense, durable procedures

Tier 2/Secondary Interventions 5-15%•Some students (at-risk)•High efficiency•Rapid response•Small group interventions• Some individualizing

5-15% Tier 2/Secondary Interventions• Some students (at-risk)• High efficiency• Rapid response• Small group interventions• Some individualizing

Tier 1/Universal Interventions 80-90%•All students•Preventive, proactive

80-90% Tier 1/Universal Interventions• All settings, all students• Preventive, proactive

School-Wide Systems for Student Success:

A Response to Intervention (RtI) ModelAcademic Systems Behavioral Systems

Illinois PBIS Network, Revised Sept., 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/schoolwide.htm

Who is RENEW for?•Youth with multiple needs across home, school, community

•Youth at-risk for change of placement (youth not responding to current systems/practices)

•Youth who are not effectively engaged in school, futures planning, community, etc.

•Youth who have adults in their lives who are not effectively engaged in comprehensive planning(i.e. adults not getting along very well)

Individualized Teams at the Tertiary Level

Are unique to the individual student– Blend the student’s natural supports with the school

representatives who know the student best• Team members will be different for each student• May have “fluid” members in addition to the core team• Consider Special Ed. case managers

Meeting Process (different)– Meet frequently – Regularly develop & review interventions

• Use data to guide the process

Facilitator Role– Role of blending perspectives– Helping give voice to the student/family– Role of bringing team together (helping student to do

so)

Individualized, Comprehensive Teams/Plans

What Do Tertiary Plans include?Supports and interventions across multiple life domains and settings

Use the resources at Tier 1 and Tier 2 (i.e. behavior support plans, academic interventions,

basic living supports, multi-agency strategies, family supports, community supports, etc.)

What’s Different?Natural supports and unique strengths are emphasized in team and plan development. Youth/family access, voice, ownership are critical features. Plans include supports for adults/family, as well as youth. Designed to improve the quality of life as defined by the student/family.

Student Chooses Team Members– Help student to identify natural supports in

his/her life• Use Resource MAP as a guide for this process• Be prepared to offer suggestions to the youth for

potential team members• Strongly encourage the involvement of

parent/family on team• Strongly encourage the involvement of Case

Manager on team of student in Special Education• Be prepared to suggest people that the student may

not be familiar with as potential members (i.e. “I think that the theatre teacher may be able to help in supporting your desire to be an actress, and she’s a wonderful and supportive person…”)

Choosing Team Members:

Student Chooses Team Members– Ideally help the student to identify natural supports

(meaning: people who are not paid to do their job which is now including sitting on the student’s team)

– What if the student chooses someone you think is not the best fit for the team?

• Consider the same approach as when a student might add something to a MAP that you did not necessarily “agree” with

– What if the student can not identify any people for their team?

• Consider suggestions that you may have regarding team members from the school, the home, or the community

– What if student does not want/feel he/she wants/needs/a team or certain people on the team?

Troubleshooting: Choosing Team Members

– Some team members can be “fluid”• They can be brought in to team meetings on an “as

needed” basis• These members would come in around certain specific

goals to offer knowledge, expertise, and possible networking for the youth

– They would not be expected to come to every meeting• These members may come in to meetings when the

topic/goal pertains to them

Example: Student’s goal is to become a chef. Student may invite the school foods teacher to a meeting or two to help develop “next steps” around the goal of becoming a chef. Also might invite the baker from the nearby bakery to talk about an internship opportunity.

Fluid Team Members:Some team members can come and go…

Identifying “fluid” team members

• Create a School Resource Binder– “Hidden talents” in the building– Can invite these team members when needed

• Create a Community Resource Binder– Will help identify resources in the community– Can invite team members from the

community when needed– Knowing available resources can help with

action steps

Goals of RENEW

46

High School Completion

Employment

Post-secondary Education

Community Inclusion

High School Completion

Employment

Post-secondary Education

Community Inclusion

From the MAPs– Identify Needs– Prioritizing Needs– They are the student’s goals- determined by

the student

With the Team, determine:– How to measure outcomes (How will you know

RENEW is working?)

– Which strategies to use (what, by whom, by when)

– Action Steps (detail = results)

– * Common error in wraparound (RENEW based WRAP) is the lack of measureable outcomes- if we cant measure it, we don’t know if we have achieved it . Eric Bruns, Vice-Chairperson of NWI

Determining the Goals:Action Planning: Needs, Outcomes & Strategies

The Role of the Facilitator Meets with student to introduce RENEW

Uses Data Tools and Person Futures Planning (mapping) to engage student

Youth and Facilitator work together to form individual team

Youth and Facilitator communicate and invite team members and identified family members

Facilitates general/overall communication and coordination

Helps identify who is responsible for data (ex. counselor or special education case manager)

The Role of the Facilitator cont.

Helps match student with a mentor who will continue to be a support throughout the RENEW process (may be the facilitator)

Works with team to facilitate bringing resources to the table (for alternative education, jobs, internships, etc.)

Bring team meetings together and supports/facilitates team meetings

Leads youth and team members in progress-monitoring

Documents & distributes team meeting minutes as determined by the youth

Monitoring Plan(Student Outcome Data- Absences)

Unexcused Absences

21.6%

14.6%

10.0%

0%

5%

10%

15%

20%

25%

10-11 3rd Quarter 10-11 4th Quarter 11-12 1st Quarter

Source: SIMEO High School Youth Status Tool / Version 2.0 / (perception data)

Academic Performance

0

1

2

3

4

Student CompletesAssignments On

Time

Student PassesQuizzes And Tests

Completes SubjectsWith Passing

Grades

1=N

ever

4=

Alw

ays

During MAPPING(5.18.11)

After Team Meeting(10.21.11)

Monitoring Plan(Student Outcome Data- SIMEO)

Academic Performance

0.936

2.536

0

1

2

3

4

A B C D F GPA A B C D F GPA

1st Quarter 2010 1st Quarter 2011

# o

f G

rad

es

Monitoring Plan(Student Outcome Data- Academics)

Number of TAD/TAC participants 38

Number of ISTAC partners 10

Total number of participants 331

Number of schools 35

Number of districts 26

Numbers through September 2013

12 districts implemented RENEW during FY13

20 schools RENEW process in place during FY13

46 facilitators/ active data on one or more youth

116 youth/RENEW data in SIMEO

Contact Information

Institute on Disability, UCEDUniversity of New Hampshire

JoAnne MalloyClinical Assistant ProfessorInstitute on DisabilityUniversity of New HampshireJoanne.malloy@unh.edu

RENEW Webpage at:

http://iod.unh.edu

Illinois State Technical Assistance Collaborative (ISTAC)

Briana WeinerTechnical Assistance Specialist briana.weiner@istac.net

Illinois Renew materials at:http://

www.pbisillinois.org/trainings/renew-training-description-and-course-materials