RENEW in New
Hampshire:
Implementing Tertiary Supports
in Schools with PBIS
JoAnne M. Malloy, MSW, Jonathon Drake, MSW
The Institute on Disability at the University of New
Hampshire
Sharon Lampros, Principal, and
Kathy Francoeur (Former) At-risk Guidance Counselor
Somersworth High School
Agenda
• Introductions
• The RENEW model
• RENEW in PBIS Schools in New
Hampshire
• Case Example- Somersworth High School
• Discussion/Questions
Working at the High School Level….
“Resiliency does not come from some rare or
special qualities, but from everyday magic of
ordinary … human resources in … children, in
their families and relationships, and in their
communities.”
(Masten, 2001, p. 235)
Thanks to Our Mentors and Collaborators
• Lucille Eber, Ed.D., State Director, Illinois Positive
Behavior Interventions & Supports Network
• Doug Cheney, Ph.D., Professor, Special Education,
College of Education, University of Washington
• McKenzie Harrington, Educational Consultant, NH
Department of Education
• The NH Bureau of Special Education
• Howard Muscott, Ed.D., Director, NH Center for
Effective Behavioral Interventions and Supports
• Hank Bohanon, Ph.D. Assistant Professor of
Education, Loyola University of Chicago
Educational Outcomes for Youth with
Emotional and Behavioral Disorders:
• 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 postschool (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)
5
Rehabilitation, Empowerment, Natural
supports, Education and Work {RENEW}
• Developed in 1996 as the model for a RSA-funded
employment project for youth with “SED”
• Focus is on transition, community-based services
and supports
• Promising results for youth who typically have very
poor post-school outcomes (Eber, Nelson & Miles, 1997;
Cheney, Malloy & Hagner, 1998)
• Since 1999, RENEW has been provided by a nonprofit organization, 4 community mental health
centers, as part of 5 grant-funded projects, including
the intensive intervention for PBIS in high schools,
and a juvenile justice youth re-entry project.
6
RENEW: Conceptual Framework
Child Welfare
Education
INTERAGENCY
COLLABORATION
YOUTH, FAMILY,
RENEW
SCHOOL-TO
CAREER
SELF-DETERMINATION
Disability
7
RENEW Goals
• High School Completion
• Employment in Typical Jobs for
Competitive Wages
• Postsecondary Education
• Sustainable Community Inclusion
– Data is collected around each of these
outcomes
RENEW PRINCIPLES
• Self-Determination
• Teach skills that build independence around living,
employment, education, and positive relationships
• Community Inclusion
• the locus of services is the community, including coordination
of multiple systems and agencies (mental health center,
school, etc.)
• Unconditional Care
• Services are given without regard to behavior, participation,
culture, or any other criteria -services are sensitive to the
person’s needs.
• Strengths-Based Supports
• focus on strengths of the individual’s and family’s values and
beliefs
• Flexible Resources
• Dollars and other resources are matched to need
RENEW Features
• Mentoring by a Facilitator
– Services and supports need to be provided with care
coordination and case management to ensure efficiency
and follow through
• Management by Guidance Counselor or Sp.Ed
Case Manager
• Transition Planning
– Transition processes should be smooth and informative
so that the youth is prepared for adulthood
• Student Directed
• Career Focused
RENEW Strategies
• Personal Futures Planning
• Individualized Team Development and
Wraparound Services
• Braided (Individualized) Resource Development
• Flexible or Alternative Education Programming
• Individualized School-to-Career Transition
Planning and Services
• Naturally Supported Employment
• Mentoring
• Sustainable Community Connections
What is the Evidence that RENEW
Works?
• Includes outcome data collected from high school
students in first RENEW project (1996-99), and,
• Outcome data from students in PBIS dropout project
who received individualized RENEW services, and,
• Data collected for a subset (n=20) of PBIS
participants using the Child and Adolescent
Functional Assessment Scale (CAFAS) (Malloy,
Sundar, Hagner, Pierias, & Veit, 2010)
– Significantly improved functioning in several subscales:
• School/work
• Community
• Moods/emotions and
• Total Score
RENEW Process
Assess results,
revisit plan
Engage and
Orient
Build
resources and
take action
Personcentered plan,
specific needs
and next steps
are completed
Personal Futures Planning – the
“MAPS”
• 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.
Common Elements
• Graphic facilitation (remove the “bias” of
language)
• Individual’s point of view, goals and
purposes, {“driven” by individual with the
disability}
• Geared to needs {and needs are not
programs or services}
16
17
18
19
20
21
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
Assessment
Intervention
Student Progress Tracker;
SIMEO Tools: HSC-T,
SD-T, EI-T
Competing Behavior Pathway,
Functional Assessment Interview,
Scatter Plots, etc.
Tier 3/
Tertiary
RENEW
Wraparound
Small Group
Interventions
(CICO, Social and Academic
support groups, etc)
Weekly Progress Report
Group Interventions with
Individualized Focus
(Behavior and Academic Goals)
(CnC, etc)
ODRs, Attendance,
Tardies, Grades,
Credits, Progress
Reports, etc.
Tier 2/Secondary
Simple Individual
Interventions
(Brief FBA/BIP, Schedule/
Curriculum Changes, etc)
Tier 1/Universal
School-Wide Assessment
School-Wide Prevention Systems
RENEW as the Intensive Intervention in
PBIS
• Leveraging In-school Needs and Resources:
– Special Educators MUST provide secondary
transition planning and supports for all students with
IEPs who are 16 years or older
– Schools MUST provide personalized learning and
mentoring if they are to graduate 100% of their
students (dropout rate)
– Students with significant support needs MUST have
transition planning and supports if they are to
succeed as adults
Similarities: Wraparound and RENEW
• Strength-based
• Individual/family in
charge of process
• Team based
• Focus on Natural
Supports
• Persistence
• Similarity in tools
• Focus on Multiple
Domains
•
•
•
•
•
Community Based
Cultural Competence
Outcome Based
Data Driven
Individualized
Supports
• Uses a Trained
Facilitator
Differences
• Wraparound
– Any family or youth needs
– Works with all ages
– Teams can be dynamic,
focusing on specific needs
that the family identifies
– Facilitator can have any
background as long as
trained in Wraparound
process and has
knowledge of community
resources
• RENEW
– Focused on school-to-adult
life transition
– Focused on adolescent(1621 years)
– Teams focused on high
school supports,
employment, socialemotional and transition
needs
– Facilitator must be familiar
with credit completion,
recovery, alternative credit
pathways, special
education and other school
and work-based related
resources.
Leverage points to Build RENEW in
a PBIS school
• Special Education: teachers, paraeducators, the IEP, supports and services
• Guidance: counselors, school-to-career
guidance and services
• Regular education teachers: behavior
support, personalized learning, mentoring
• Universal and Tier 2 behavior supports: to
keep students in school and in class.
RENEW in the High School
• ROLES:
– Tier 2 team, administrators, school
counselors, identify students who are nonresponders
– RENEW Oversight Team (Point person,
Directors of Counseling, Special Education
and Administrator) use At Risk Checklist to ID
students for RENEW
– Point person meets with student- idnetifies inschool facilitator
Roles (cont.)
• Facilitator initiates meetings with student
and complete the MAPS- includes outside
coach (IOD) and student’s counselor or
special education case manager
• Facilitator forms individual team, is
responsible for communication and
coordination
• Counselor or special education case
manager is responsible for data
Roles (cont.)
• Facilitator, counselor, or special education
case manager communicates and invites
family members
• Facilitator works with team to bring
resources to the table (for alternative
education, jobs, internships, etc.)
Implementation Strategy Case Example:
Somersworth High School
• Staff wanted to do something different to
help students, staff were willing to work at
the tertiary level (we were ready)
• The personalization of learning would be
achieved by RENEW
• The number of students was manageable
• We had a group of people who were
willing to do the work
• A caring and passionate staff
Implementation continued
• Capacity to practice in the school by
school personnel
– designated person or group to do
RENEWwho is already doing these type of
services? Reallocating responsibilities.
• Training with ongoing support
• RENEW is a distinct model that helped us
with a group of students for whom nothing
else worked
• RENEW works, it sells itself
Leadership Support
• Assist with resources (release time, training
supports)
• Empower staff to try new things
• Schedule and supported staff with training time
• Invest in problem-solving with individual student
teams
• Participate in individual student meetings,
personal commitment and modeling
• Make RENEW a priority as part of the PBIS
framework and system
RENEW Referral Process
•
•
•
Problem Behavior
Lack of Credits
Failing
Targeted Team:
•Quick FBA
Student Not
Responding to
Universal
Interventions
RENEW Point person matches with
a RENEW Facilitator
Student receives initial Conversation
and begins RENEW
Targeted Team:
Full FBA
Targeted Team:
Student Triaged for
RENEW
Student Referred to RENEW Point
person (Oversight Team)
How we Built RENEW in Somersworth
High School
• 2006
– School voted to become a PBIS school
• Fall, 2006
– Targeted Team identified students at greatest risk
• Spring, 2007
– RENEW trainer began working with at risk students
along with identified school personnel
• Fall, 2007
– Universal Team and Targeted Team decided to
design a RENEW training series for school staff
provided by RENEW trainer
Timeline continued
• Spring/Fall 2008
– Three series of training provided, totaling 8
hours
– Total of 30 school staff trained
– Targeted Team created a referral and
screening process for RENEW students
• Fall, 2008
– RENEW began working the selected students
Timeline continued
• Spring/Fall 2009
– Continue to refer and support students in
RENEW
– Hold monthly facilitators meeting to offer them
ongoing support and skill development
– Began exploring options to earn possible
credit for RENEW
• Spring 2010
– RENEW training series for special education
staff to build process into transitional planning
for special education students
Somersworth High School Annual Dropout
Rates
9
8
7
6
5
4
3
2
1
0
2003-04
2004-05
2005-06
2006-07
2007-08
2008-09
RENEW Training for Facilitators
• RENEW is now a manualized practice
with:
– Tools
– Training and coaching modules
– Data collection tools
– Fidelity of Implementation Process
– Coaching/modeling are the keys to building
fluency
RENEW: Required Training
Elements
• Conceptual Framework and research
• Personal Futures Planning using graphic facilitation
(Cotton, 2003)
• Building resources around each youth based upon the
youth’s stated goals and needs.
• Team building and facilitation
• School-to-career planning; Special Education Secondary
Transition Planning (“Indicator 13”); employment; workbased learning opportunities
• Post-secondary education and service linkages;
community participation
What Made the Trainings a
Success…
Staff
Volunteers
Identified
Key
Personnel
Flexibility
Support and
Commitment
Collaboration
with the
University
Individual Student Teams
• Each student’s guidance counselor or
special education case manager must be
invited as part of the team and be one of
the decision-makers
• Communication is critical- tools (Action
Plan)
• Who’s missing from the table?
• Setting ground rules so the meeting
remains youth-focused….
Communication: Action
Planning Worksheet
ACTION STEPS
PURPOSE or
NEED
To gain credit
towards diploma
PERSON(s)
RESPONSIBLE
Mr. Hilliard, Mrs.
Lampros,
Guidance
counselor
TARGET or
REVIEW DATE
Tuesday,
September 8th
Enroll in an online
course through
VLACS
To obtain required
credit for diploma
Julie and Mom
ASAP
Enroll in a night
course at DALC
To obtain credit for Julie and Mom
diploma
ASAP
Check with
Guidance office to
ensure credit for
DALC courses are
on transcript
To ensure credits
are accepted
Tuesday,
September 8th
Approval of HUB
Parenting
Education course
for credit
Julie and mom
RENEW Case Example: “Kristen”
• Student Situation when Enrolled (2007)
–
–
–
–
–
–
–
–
16 years old
Significant behavior problems (drugs, disrespect)
Referred through Targeted Team
Receiving”504” education services
Mom unemployed and abusing drugs and alcohol
History of abuse and homelessness
Frequently moving between mom and dad’s home
Failing all classes (repeating freshman year)
Kristen’s Team
• Met quarterly to check on plan status
• School RENEW facilitator and external RENEW
consultant handled logistics structure and
student developed the agenda
• Team consisted of Kristen, University RENEW
Facilitator, Principal, Guidance Counselor,
Voc/Tech Counselor, Teachers, School Behavior
Specialist (Targeted Team).
– Why are all these participants important?
Kristen’s Outcomes
• Graduated in June 2010 (26 credits)
• Key member of the cheerleader squad
• Has logged two years of hours as an EMT
trainee, firefighter trainee
• Is looking towards college and
independent living
Updated Maps
•
•
•
•
•
•
•
•
Where I am today
Things I know
My Strengths
My Obstacles
My Fears
My Dreams
People in My Life
My Action Plan: College
What is being taught/learned through
the RENEW process….
Self-determination skills:
• positive choice-making, decision-making, problemsolving, self-management, self-awareness, and selfadvocacy (Carter, Lane, Pierson, & Glaeser, 2006;
Wehmeyer, 1996)
Protective Factors (pro-social skills: (substance-abuse
treatment framework):
• Self-awareness, empathy, communication, interpersonal
relations, decision-making, problem-solving, creative and
critical thinking, and coping with emotions and stress.
PBIS School: RENEW Outcome Data
Credits Earned Cohort 1
Credits Earned Cohort 2
6
6
5
5
4
4
3
3
2
2
1
1
0
1
2
3
4
5
6
7
8
0
1
Semesters
2
3
4
Semesters
5
6
7
Credits Earned 12 Students
4.5
Average Credits Earned
4.25
4
3.5
3.39
3
2.92
2.71
2.5
2.08
2
1.92
1.5
1
0.5
0
1
2
3
4
5
Semesters in RENEW
6
PBIS School RENEW Data
Cohort 1: ODRs
Cohort 2 ODRs
14
40
12
35
10
30
25
8
20
6
15
4
10
2
5
0
0
Year 06 - 07 Year 07 - 08 Year 08 - 09 Year 09-10
Year 07 08
Year 08 09
Year 09 10
Discipline Referrals 12 Students
12
Average Number of ODR’s
10.08
10
8
6.77
6
5.23
4
2.85
2
0.67
0
1
2
3
4
Semesters in RENEW
5
Graduation Rates 14 Students
2, 14%
3, 22%
GED
Moved
Still In
2, 14% School
1, 7%
Dropped
Out
Graduated
6, 43%
RENEW Mentor/Teacher:
“we try to help or assist other people we would
have helped ourselves, so that’s probably one
my biggest things …the growth that I have
achieved …what I could be doing as… a better
teacher”
“…now I realize that even though it’s a reading
lesson …actually (it) would be a brick you add to
this wall or to this building --- that’s a that’s a
very nice feeling you know --- small things- you
know do (make) a big difference”
Issues: Going Forward
• Time: Who has the time to facilitate the
RENEW process? How can it be funded?
• How can we build the RENEW model into
the school’ system of support?
• Is there/can there be a conflict between
self-determination and behavior support?
• How do we tap into a student’s needs for
constructive action?
• Building in Tertiary Level Oversight Teams
Contact Information
JoAnne M. Malloy, MSW
Jonathon Drake, MSW
Kathy Francoeur
Institute on Disability
56 Old Suncook Rd. Suite 2
Concord, NH 03301
JoAnne.Malloy@unh.edu
Jonathon.Drake @unh.edu
Kathy.Francoeur@unh.edu
www.iod.unh.edu
Sharon Lampros, Principal
Somersworth High School
SLampros@sau56.org