Upload
marylou-montgomery
View
216
Download
3
Tags:
Embed Size (px)
Citation preview
Building High School Capacity for Tier 3: RENEW
Presentation for the 2013 Illinois PBIS Forum
October 10, 2013
JoAnne Malloy University of New Hampshire Institute on Disability
Ami Flammini
Illinois PBIS Network
Agenda
• RENEW: Practice & Implementation Features• Implementation in New Hampshire and Illinois• 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.orgMichigan’s Integrated Behavior and Learning Support Initiative (MiBLSi):
Miblsi.cenmi.org
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
7
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.
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
99
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?)
RENEW PRINCIPLES
• Self-Determination• Unconditional Care• Strengths-Based Supports• Flexible Resources• Natural Supports
12
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
13
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
15
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”
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
Institute on Disability:RENEW Implementation Model
Exploration & Adoption
Installation Implementation
Training
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
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
JoAnne & Jonathon, University of NH
Ami
Ali, Diane, Briana, Sheri, Katie and Sarah
Building Sustainable Training & Technical Assistance
What she liked…
• Helpful to see where I was every week• Bumps in the road• Hard to make up work when not in class• Help getting work turned in• “I saw a lot of changes in myself”• “they saw something in me I couldn’t”
Contact Information
Institute on Disability, UCEDUniversity of New Hampshire
JoAnne MalloyClinical Assistant ProfessorInstitute on DisabilityUniversity of New [email protected]
http://iod.unh.edu
Ami Flammini, LCSW
Illinois PBIS Network
Technical Assistance Director
217-299-3652