RENEW: An approach to Person Centered Planning for high school students

1. RENEW: An approach to Person Centered Planningfor high school students

2. Training Behavioral Expectations

3. Agenda • Tier 3 • Why we need it • What it really means • Where it fits • Tier 3 facilitators • Self Determination • Person Centered Planning • Map • Path • Wrap • Wrap & RENEW similarities • RENEW • How • Facilitator

4. A Big Thank You! • University of New Hampshire Disability Institute JoAnne Malloy and Jonathon Drake • Midwest-IL PBIS Network-Lucille Eber, and Ami Flammini

5. Tier 3 Why Do We Need it? What does it really Mean? Where does it fit? Tier 3 facilitators

6. Why Do We Need it? • What does it really Mean? • Where does it fit • Tier 3 facilitators

7. Least Restrictive Environment Data Trends at the High School Level • Significantly higher incidents ofplacements of students with disabilities in most restrictive settings • Over 20% in some high schools • Drop out rates exacerbate the issue • Students with any behavioral/emotional component to their disability are more likely to be outplaced and/or drop out • Many students have behavioral/emotional disabilities that go unidentified

8. Some “Big Picture”Challenges • We tend to meet high levels of need with low intensity, low fidelity interventions for behavior/emotional needs • Habitual use of restrictive settings (and poor outcomes) for youth with disabilities • High rate of undiagnosed mental health problems (stigma, lack of knowledge, etc) • Changing the routines of ineffective practices (systems) that are “familiar” to systems

9. Why Do We Need it? • What does it really mean to implement Tier 3? • Where does it fit • Tier 3 facilitators

10. 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 • 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)

11. 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.

12. We Know the Practices that Work… • Proactive, strength-based; “set youth up” to experience success • High rates of consistent, supported instruction; teach/practice/reinforce • Predictable and consistent environments • Know unique “why?” (function) for each student’s problem behavior • Contextual fit: Strategic use of natural supports, and settings • Careful monitoring of data over time with ongoing revisions to guide incremental improvements in quality of life

13. We Know the System Features Needed to Support the Effective Practices….. • A Team unique to each individual child & family • Blend the family/natural supports with the school representatives who know the child best • A defined Meeting Process • Meet frequently and use data • Develop, implement, review range of interventions • Facilitator Role • Bringing team together • Blending perspectives; guiding consensus • Systematic use of data (strengths and needs)

14. Why Do We Need it? • What does it really mean to implement Tier 3? • Where does it fit • Tier 3 facilitators

15. Positive Behavior Interventions & Supports:A Multi-Tiered System of Support Model (MTSS) Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems ODRs,Credits, Attendance, Tardies, Grades, DIBELS, etc. Tier 2/Secondary Tier 3/ Tertiary Check-in Check-out (CICO) Intervention Assessment Social/Academic InstructionalGroups (SAIG) Daily Progress Report (DPR)(Behavior and Academic Goals) Group Intervention with Individualized Feature (e.g., CICO with ind. features and Mentoring) Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc. Brief Functional Behavior Assessment/ Behavior Intervention Planning(FBA/BIP) Individual Student Information System (ISIS) Complex or Multiple-domain FBA/BIP Person Centered Planning: Wraparound/RENEW Focus Family SIMEO Tools: HSC-T, SD-T, EI-T Illinois PBIS Network, Revised Aug. 2013 Adapted from T. Scott, 2004

16. 3-Tiered System of Support Necessary Conversations (Teams) UniversalTeam Secondary Systems Team Problem Solving Team Tertiary Systems Team Uses Process data; determines overall intervention effectiveness Uses Process data; determines overall intervention effectiveness Plans SW & Class-wide supports Standing team; uses FBA/BIP process for one youth at a time CICO Universal Support Brief FBA/BIP SAIG Complex FBA/BIP WRAP/RENEW Group w. individual feature Brief FBA/BIP Sept. 1, 2009

17. Why Do We Need it? • What does it really mean to implement Tier 3? • Where does it fit • Tier 3 facilitators

18. Value Base • Build on strengths to meet needs • One family-one plan • Increases parent/youth choice & voice • Increased family independence • Support for youth in context of families • Support for families in context of community • Unconditional: Never give up P.Miles, 2004

19. Develops the understanding of BIG Needs • Focus on the “why” of a need not the “how” • Needs to feel competent with academic tasks rather than he needs to complete his assignments • Use descriptive terms • To learn, To know, To experience, To feel, To see, To have, To be • Deal with the “big” stuff • Families/youth need to know their teams are dealing with their larger challenges • Keep this as a focus in the background all the time! • More than one way to meet it • Unlike a goal (John will come to school every day) • Improves quality of life (as defined by family, youth) • Will student/family want to be on the team if the team is going to focus on _________(stated need). Adapted from P.Miles, 2004

20. To summarize, the facilitator believes…. Acting as the primary causal agent in one’s life and making choices and decisions regarding one’s quality of life free from undue external influence or interference. • Wehmeyer, 1996 This is the definition of Self-determination

21. What is Self-Determination Let’s talk about the definition! How is this connected?

22. Self-determination and independence is not an easy thing!

23. What is Self-Determination? • Knowing & believing in yourself • Knowing what you want your future to be like and how to make plans to achieve this future. • Knowing the supports that you need to take control of your life. More than one skill to teach!

24. Core Components of Self Determination(combination of skills, knowledge & beliefs) • Self-Observation • Self-Evaluation • Self-Reinforcement • Self-Instruction • Self-Advocacy & Leadership • Self-Awareness • Self-Knowledge • Choice-making • Decision-making • Problem-solving • Goal-setting & attainment • Internal locus of control • Positive attributes of efficacy and outcomes expectancy

25. How many youth currently possess characteristics of Self-Determination?

26. “Studies show that when students with disabilities have the opportunities and support to become more “self-determined,” they are far more likely to have better education and secondary transition outcomes and are more likely to continue with their education” (Carter, Lane,Pierson, & Glaeser, 2006; Wehmeyer & Palmer, 2003; Eisenman, 2007).

28. Think of: One youth who has tier 3 needs. How is that youth being directly taught self-determination?

29. Think of: How are we teaching ALL youth self-determination skills?

30. Let’s connect the dots We know why we need Tier 3 We know where Tier 3 interventions/processes fit within a MTSS We know Tier 3 Facilitators need to have a specific value base/self-determination We know we need to teach self determination How are we going to teach self-determination?

31. Self-determination supports positive outcomes for youth.

32. Person Centered Planning

33. What do you Already Know? • What do you already know about Person Centered Planning? • How do you already do some form of person-centered planning?

34. Indicator 13 Making Connections between Person Centered Planning and IEP Transition Goals

35. Person-Centered Planning characteristics

36. Process oriented approach • Puts people in charge of defining the direction for their lives • Discovers and acts on what is important to a person • Involves the development of a "toolbox" of strategies and resources that enable people to choose their own pathways to success

37. Facilitators simply help to figure out where they want to go and how best to get there • A life planning model • Designed to increase personal self-determination and improve independence • Individualized approach to planning for persons/families in need of services and supports • Person-Centered Planning is a broad term that describes a concept developed from those below:

38. What it’s NOT Activity

39. Person-Centered 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) GAP [Group Action Planning](Turnbull & Turnbull) PATH[Planning Alternative Tomorrows with Hope] (Pearpoint, O'Brien, & Forest)

40. Person-Centered Planning Models -continued- Wraparound – focus on student and family needs across multiple life domains RENEW – focus on student completing HS, with support from family and team Family Focus – supports students with Autism spectrum disorders through the use of “frames” and “paths”

41. Person Centered Planning includes Futures Planning TO… Create a meaningful, personalized, individualized plan Identify supports at home, school, and in the community Assist the youth to build self determination skills DO WITH (not do FOR)

42. FUTURES PLANNING IS often times done via graphic facilitation

43. Graphic Facilitation Activity

44. Graphic Facilitation • Graphic facilitation builds on the research around “memory aids” which has simple “image memory hooks for at least 2500 years.” Jack Pierpoint • Allows you “see” that you have been heard • Makes it easier to see patterns, themes and how concepts inter-relate • We process visuals 60,000 times faster than text (3M corporation) • Cognitively • graphics expedite and increase our level of communication • increase comprehension, recollection and retention (Levie and Letz)

45. Graphic Facilitation –CONT- • Emotionally • pictures enhance or affect emotions and attitudes • engage our imagination and heighten creativity (Levie and Lentz) • An estimated 2/3 of all people are visual • Combining images with text increases retention by 40% • Synthesizes main ideas and themes into drawings

46. Video Example Empathy vs Sympathy

47. THE MODELS WE ARE GOING TO DISCUSS: • PATH • MAP • WRAP • RENEW

48. VIDEO Of M Smull

49. Maps and Paths MAP has been developed by Jack PEARPOINT and Marsha FOREST in the mid 1980’s (see O’BRIEN & FOREST 1989). PATH followed slightly later (see PEARPOINT, O’BRIEN & FOREST 2001). Both these methods use a graphic process in a meeting where the main person has invited people that they have chosen. It is important that the person and their support circle are well supported and prepared for the meeting.

50. PATH