JoAnne Malloy University of New Hampshire Institute on Disability Briana Weiner

1. Building High School Capacity for Tier 3: RENEWPresentation for the 2013 Illinois PBIS ForumOctober 29, 2014 JoAnne Malloy University of New Hampshire Institute on Disability Briana Weiner Illinois State technical Assistance Collaborative

2. Agenda • RENEW: Practice & Implementation Features • RENEW as the tertiary practice in PBIS in high schools (New Hampshire and other states) • Illinois • Outcomes • Discussion

3. 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

4. What makes high schools and adolescents with tertiary needs unique?

5. 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)

6. 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)

7. The APEX High School Model: Positive Behavior Interventions & Supports & RENEWMalloy, Agorastou & Drake, 2009 Adapted from Illinois PBIS Network, Revised Sept., 2008 & T. Scott, 2004 RENEW and Wraparound Student Progress Tracker; Individual Futures Plan Tier 3 Simple Individual Interventions (Brief FBA/BIP, Schedule/ Curriculum Changes, etc) Competing Behavior Pathway, Functional Assessment Interview, Tier 2 Weekly Progress Report (Behavior and Academic Goals) Small Group Interventions(CICO, Social and Academic support groups, etc) ODRs, Attendance, Tardies, Grades, Credits, Progress Reports, etc. Universal School-Wide Assessment School-Wide Prevention Systems

8. 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

9. 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

11. RENEW Theory of Change (i.e., why are we doing this?) 2. Shorter-Term Improvements In: • 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 • Facilitators Provide: • Personal futures transition planning • Individualized team development and facilitation • Facilitation for career development and vocational supports Self-Determination Capacity & Opportunity Student Engagement Behavioral, Cognitive, & Affective Social Support Source & Type

12. Education RENEW: Conceptual Framework Youth, Family, RENEW Children’s Mental Health Disability

13. RENEW PRINCIPLES • Self-Determination • Unconditional Care • Strengths-Based Supports • Flexible Resources • Natural Supports

14. RENEW Strategies • Personal Futures Planning • Individualized Team Development & Facilitation • Braided (individualized) Resource Development • Flexible, or Alternative Education Programming • Individualized School-to-Career Planning • Naturally Supported Employment • Mentoring • Sustainable Community Connections

15. RENEW 4-Phase Process

16. 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

17. 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)]

18. 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”

19. 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

20. Student/Team Decision Planning Process Phase 3: Implementation and Monitoring Placement into alternative classes Classes chosen with behavior supports in place Phase 2: TEAM Convenes and Initial Plan is developed: Decisions about program made Other Options/ Supports Phase 1: Engage-mentand Futures Planning Youth identified- emotional and behavioral support needs Phase 4: Transition Collaboration with outside agencies- mental health vocational rehabilitation Extended Learning Opportunities Work-based Learning, Employment

21. 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

22. 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

23. Stages of ImplementationMoving Science to ServiceFixsen & Blasé, 2005

24. Institute on Disability:RENEW Implementation Model Installation Exploration & Adoption Implementation

25. 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

26. Students in RENEW: Outcome Data (n=25)

27. Students in RENEW: Annual Grade Point Average Significant change in GPA *p< .05

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

29. RENEW IMPLEMENTATION

30. RESEARCH

31. Youth Reflections on RENEW

33. 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

34. The 2013-14 Training Plan 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

35. RENEW Task List

36. RENEW Task List

37. Now that we know we need it… WHERE DOES RENEW FIT into a multiple tiered system of support?Setting the Context for RENEW Within the PBIS Framework

38. School-Wide Systems for Student Success:A Response to Intervention (RtI) Model Academic Systems Behavioral Systems • 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 • 5-15% Tier 2/Secondary Interventions • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing • Tier 2/Secondary Interventions 5-15% • 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 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

39. 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)

40. 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)

41. 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 strengthsare emphasized in team and plan development. Youth/family access, voice, ownershipare 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.

42. Choosing Team Members: • 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…”)

43. Troubleshooting: 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?

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

45. 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

46. Goals of RENEW High School Completion High School Completion Employment Employment Post-secondary Education Community Inclusion Post-secondary Education Community Inclusion 46

47. Determining the Goals:Action Planning: Needs, Outcomes & Strategies • 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

48. The Role of the Facilitator • Meets with student to introduceRENEW • Uses Data Tools and Person Futures Planning (mapping) to engagestudent • 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)

49. 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

50. Monitoring Plan (Student Outcome Data- Absences)