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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

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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

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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)

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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)

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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

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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

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RENEW: Conceptual Framework

SYSTEMS OF CARE and

WRAPAROUND

SCHOOL-TOCAREER

SELF-DETERMINATION

YOUTH, FAMILY, RENEW

Education

Disability

Children’s Mental Health

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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

RENEW Phases

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RENEW PRINCIPLES- Consistent with Systems of Care

• Self-Determination

• Unconditional Care

• Strengths-Based Supports

• Flexible Resources

• Natural Supports

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RENEW Goals

• High School Completion

• Employment

• Post-secondary Education

• Community Inclusion

• Career Development

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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

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.

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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”

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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

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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-T

Small 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)

RENEW /Wraparound

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 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

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.

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)

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

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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

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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

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Initial Implementation of RENEW in Illinois:

High School Exemplar

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ACADEMIC SUCCESS OF RENEW PARTICIPANTS IN APEX (April 2003-July 2005)

N=45

24%

7%

31%

13%

9%

16% High SchoolDiploma/GED

Independent Studies

Grade Advancement

Reengaged in SchoolProgram

No Change

Moved

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

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CAFAS Data APEX (n=20)

0

20

40

60

80

100

Enrollment 6 Months 1 Year

Time in RENEW

Avera

ge C

AF

AS

Sco

res

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CAFAS Data: APEX by Sub-scale

CHANGES IN THE AVERAGE CAFAS SCORE OF SPECIFIC DOMAINS FOR RENEW PARTICIPANTS

05

1015202530

Domain

Avera

ge C

AF

AS

Sco

re Enrollment (N=31) 6 Months Later (N=31) 12 Months Later (N=14)

Average C

redits Earned

Semesters in RENEW

APEX II Project School: Credits Earned (n=12)

Semesters in RENEW

Average N

umber of O

DR

’s

APEX II Project School: Discipline Referrals (n=12)

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

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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?

Where are you in implementation process?

Adapted from Fixsen & Blase, 2005

Leadership Team Action Planning Worksheets:

StepsSelf-Assessment: Accomplishments & Priorities

Leadership Team Action Planning Worksheet

Session Assignments & Notes: High PrioritiesTeam Member Note-Taking Worksheet

Action Planning: Enhancements & Improvements

Leadership Team Action Planning Worksheet

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Contact InformationJoAnne M. Malloy, Ph.D.Project DirectorInstitute on Disability,56 Old Suncook Rd.Concord, NH 03301(603) 228-2084 x 27JoAnne.Malloy@unh.edu

Jonathon Drake, MSWMaster TrainerInstitute on Disability,56 Old Suncook Rd.Concord, NH 03301(603) 228-2084 drake.j.d@gmail.com

UNH Institute on Disabilityhttp://iod.unh.edu