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Implementing Tier 3 Tertiary Services and Supports in High Schools: The RENEW Model Presentation for the 2011 National P

Implementing Tier 3 Tertiary Services and Supports in High Schools: The RENEW Model Presentation for the 2011 National PBIS Leadership Forum October 28, 2011 JoAnne M. Malloy, Ph.D. Jonathon Drake, MSW Illinois Exemplar High School. OBJECTIVES. Describe the features of the RENEW Model

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Implementing Tier 3 Tertiary Services and Supports in High Schools: The RENEW Model Presentation for the 2011 National P

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  1. Implementing Tier 3 Tertiary Services and Supports in High Schools: The RENEW Model Presentation for the 2011 National PBIS Leadership Forum October 28, 2011 JoAnne M. Malloy, Ph.D. Jonathon Drake, MSW Illinois Exemplar High School

  2. OBJECTIVES • Describe the features of the RENEW Model • Describe how the RENEW model fits into a 3-tiered PBIS framework • Case Examples of implementation in Illinois high • Discussion

  3. Transition Outcomes: Youth with Emotional and Behavioral Disabilities: • 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)

  4. Youth with Emotional and Behavioral Disorders…. • Disengaged from school/family/community • Most likely disability group to be in a segregated academic setting • Highest rates of disciplinary infractions • Perceived by teachers as having significantly lower levels of social competence and school adjustment (Lane, Carter, Pierson, & Glaeser, 2006)

  5. What is needed.. Wagner & Davis (2006) recommend that programs for youth with EBD emphasize: • Relationships • Rigor • Relevance • Address the needs of the whole child • Involve students and families in transition planning

  6. Rehabilitation, Empowerment, Natural supports, Education and Work {RENEW} • Developed in 1996 as the model for a 3-year employment model demonstration project for youth with “SED” (funded by the Rehabilitation Services Administration of the US DOE) • Focused on community-based, self-determined services and supports • Delivered by a community-based organization, schools staff, grant-funded projects, community mental health center staff, is now part of a 3-tiered school model

  7. RENEW: Conceptual Framework Children’s Mental Health Education SCHOOL-TO CAREER SYSTEMS OF CARE and WRAPAROUND YOUTH, FAMILY, RENEW SELF-DETERMINATION Disability

  8. RENEW IS…. • A flexible, person-centered planning and support service • Driven by the student’s expressed needs, interests, and goals • Designed to foster competence by creating supported educational and career-related experiences in which the youth can be successful • Designed to be flexible and individualized • Designed to build social resources for the youth RENEW IS NOT…. • A program • A course, a classroom, or a school

  9. RENEW Phases

  10. RENEW PRINCIPLES- Consistent with Systems of Care • Self-Determination • Unconditional Care • Strengths-Based Supports • Flexible Resources • Natural Supports

  11. RENEW Goals • High School Completion • Employment • Post-secondary Education • Community Inclusion • Career Development

  12. RENEW Strategies • Personal Futures Planning • Individualized Team Development and Wraparound • Braided (individualized) Resource Development • Flexible, or Alternative education Programming • Individualized School-to-Career Planning • Naturally supported employment • Mentoring • Sustainable Community Connections

  13. RENEW Studies • Initial promising results (Bullis & Cheney; Eber, Nelson & Miles, 1997; Cheney, Malloy & Hagner, 1998) • Subsequent studies: • Malloy, Cheney, Cormier, 1998 • Youth Re-entry Project: Hagner, Malloy, Mazzone, & Cormier, 2008. • Malloy, Sundar, Hagner, Pierias, & Viet, 2010 • Book Chapter: Malloy, Drake, Abate, & Cormier, 2010.

  14. RENEW Applications • As part of a stand-alone grant funded service (provided by university staff) • As a service of a community-based agency (fee-for-service, VR, school-funded) • As part of a 3-tiered PBIS model in high schools (“APEX” model) • As a service provided by community mental health centers in NH (“RENEW Capacity building projects”

  15. APEX PBIS High School Projects in NH • First APEX Project funded by US DOE as a Dropout Prevention project using PBIS and RENEW – 2 high schools- 2002-2006 • APEX II funded by US DOE as a Dropout Prevention project- using PBIS and RENEW 10 high schools- 2006-2009 • APEX III funded by NH DOE, Bureau of Special Education Services- 6 high school demonstration sites to build a problem-solving capacity at Tiers 2 and 3. • NH RESPONDS- funded by the Office of Special education Services at the UD DOE to implement RtI- 2 high schools

  16. RENEW Systems Features for School Implementation • Readiness: Is the school supportive of providing evidence-based transition practices for all youth? • The school will develop a tertiary level planning team to ID and screen students and monitor tertiary level implementation • The school has a system for providing positive behavior support to students

  17. Readiness (cont.) • The school embraces a commitment to provide and respond to student-led plans, including student-led IEPS • The school is committed to supporting staff to be trained in and provide RENEW services. • The school has strong collaborative relationships with families and local agencies. • The school is committed to providing work and career-based learning options for all students, including the students at highest risk.

  18. Using Implementation Research* • Carefully select the school for implementation and staff to be trained • Carefully craft the training • Adequate resources for coaching • Strong system to evaluate staff implementation • Strong data system for decision support (are the right youth getting the right services at the right time?) • Administrative support • Systems support (community involvement) *(Fixsen & Blasé, 2009)

  19. Personal Futures Planning • 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

  20. The RENEW Process….. Youth learn how to construct a positive vision, self-efficacy, self-view through: • Person-centered planning driven by the youth’s narrative • Developing reciprocal relationships with a team of people who help the youth • Modeling and in-context with problem-solving and building positive experiences

  21. Implementation In Illinois • University of New Hampshire, Institute on Disability staff invited to train high schools in Illinois to provide RENEW as a tertiary level intervention in a 3-tiered PBIS framework • 2-day training 60 school teachers, administrators, specialists, social workers in April 2011 • By September 2011, 18 MAPS and plans had been completed • Second 1-day training in September 2011

  22. Initial Implementation of RENEW in Illinois:High School Exemplar

  23. RENEW Outcomes: First PBIS School-based Project (APEX)

  24. CAFAS Data APEX (n=20)

  25. CAFAS Data: APEX by Sub-scale

  26. APEX II Project School: Credits Earned (n=12) Average Credits Earned Semesters in RENEW

  27. APEX II Project School: Discipline Referrals (n=12) Average Number of ODR’s Semesters in RENEW

  28. Implementation • There is now a RENEW manual that includes concepts, data collection instruments, and enabling tools • We have a formalized set of training modules and coaching structures. • www.iod.unh.edu “RENEW” project page

  29. Maximizing Your Session Participation Work with your team Consider 4 questions: - What Implementation Phase? - What do I hope to learn? - What did I learn? - What will I do with what I learned?

  30. Where are you in implementation process?Adapted from Fixsen & Blase, 2005

  31. Leadership Team Action Planning Worksheets: Steps • Self-Assessment: Accomplishments & Priorities Leadership Team Action Planning Worksheet • Session Assignments & Notes: High Priorities Team Member Note-Taking Worksheet • Action Planning: Enhancements & Improvements Leadership Team Action Planning Worksheet

  32. Contact Information

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