NH: RENEW: An Interconnected
Systems Framework Pilot In
New Hampshire
Kathryn Francoeur, University of New
Hampshire
Nicole Quinn, Seacoast Mental Health
Center
Grace Laliberte & Carol Mastacouris ,
Exeter High School
Carol James, Exeter Alternative School
Justin Tilbe, RENEW Youth Mentor
5/30/2014
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Learning Objectives
• Overview of the RENEW model as a tertiary
support
• Case Example:
– Using the RENEW model to blend the partnerships
between schools and mental school agencies
• Lessons Learned, Future Direction
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Why We Need MH Partnerships
• One in 5 youth have a MH “condition”
• About 70% of those get no treatment
• School is “defacto” MH provider
• JJ system is next level of system default
• 1-2% identified by schools as EBD
• Those identified have poor outcomes
• Suicide is 4th leading cause of death
among young adults
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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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RENEW History,
Goals, & Principles
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Rehabilitation,
Empowerment, Natural
Supports, Education and
Work {RENEW }
• Developed in 1996: 3-year RSA-funded
employment model demonstration
project for youth with “SED
• 1998-2007:Developed a non-profit
community based agency
• Provided high schools RENEW as the
tertiary level intervention in a 3-tiered
PBIS model (2002- present) : NH,
Illinois, PA, WI, MA, MD
• Provided to youth as part of SOC
projects in North Carolina
• Provided by community mental health
providers in New Hampshire (2008present)
• Focus is on community-based, selfdetermined services and supports
RENEW Facilitator's Training Fall 2013, Copyright Institute on Disability, University of New Hampshire
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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
Student Progress Tracker;
Individual Futures Plan
Competing Behavior Pathway,
Functional Assessment Interview,
Tier
3/Tertiary
RENEW and
Wraparound
Simple Individual
Interventions
(Brief FBA/BIP, Schedule/
Curriculum Changes, etc)
Progress Monitoring
(Behavior and Academic Goals)
ODRs, Attendance,
Tardies, Grades,
Credits, Progress
Reports, etc.
Tier 2
Small Group
Interventions
(CICO, Social and
Academic support
groups, etc)
Universal:
School-Wide Assessment
School-Wide Prevention Systems
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RENEW Theory of Change
Context:
Youth with
SMHC who:
•Are
disengaged in
home, school
community
•Youth who
are involved
in jj system
•Youth who
are falling
behind in
school
Facilitators
Provide:
1. Personal futures
planning
2. Individualized team
development and
facilitation
3. Facilitation of
futures plan supports
-Education support
-Employment
Support
-Mentoring
-Braided resource
development
2 Shorter-Term
Improvements In:
Self-Determination
Capacity & Opportunity
Student Engagement
Behavioral,
Cognitive, & Affective
Social Support
Source & Type
Longer-Term
Outcomes
• Improved
emotional &
behavioral
functioning
• Improved
engagement in
home, school,
community
activities
• Improved and
increased social
supports (social
capital)
-Community
connections
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RENEW Conceptual Framework
Education
School-to-Career
Transition
Children’s Mental
Health
Youth, Family,
RENEW
Interagency
Collaboration
& Wraparound
Self
Determination
Disability
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RENEW Goals & Principles
RENEW Goals
• High School Completion
• Employment
• Post-secondary Education
• Community Inclusion
RENEW Principles
• Self-Determination
• Unconditional Care
• Strengths-Based Supports
• Flexible Resources
• Natural Supports
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RENEW Model
Elements
4-Phase Process
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RENEW 4-Phase Process
Phase 1:
Engagement and
futures planning
Phase 2:Team
DevelopmentInitial Planning
Phase 3:
Implementation
and Monitoring
RENEW Facilitator's Training © Institute on Disability,
University of New Hampshire
Phase 4:
Transition to
Less Intensive
Supports
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RENEW Strategies
1. Personal Futures Planning
2. Individualized Team Development & Facilitation
3. Implementation and monitoring of
individualized school and vocational supports
–
–
–
–
–
–
Braided (individualized) Resource Development
Flexible, or Alternative Education Programming
Individualized School-to-Career Planning
Naturally Supported Employment
Mentoring
Sustainable Community Connections
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Phase 1: Example of Youth’s Future
Planning
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Collaboration and
Insights from Exeter
School District
Grace Laliberte
Carol Mastacouris
Exeter High School
Carol James, Exeter Alternative
School
5/30/2014
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Exeter High School and the RtI model
• 2012-2013: A district-wide RtI committee was formed.
• 2013-2014: A planning/preparatory phase with
expected roll out of RtI in the district in Fall 2014.
• Area of focus to date: English/Language Arts
– Scores on statewide assessments have proven that the
work we are doing is making a difference for our students.
• Math Interventions have been added this year.
• Interventions for students with behavioral / emotional
difficulties were not existent, until implementation of
RENEW.
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Seven Goals of RENEWed Opportunities in the
Seacoast
1.
2.
3.
4.
5.
6.
7.
Deliver intensive RENEW services to 32 youth with EBD, and/or
youth at risk of dropping out to re-engage them with their schools
and develop plans for graduation and beyond.
To build capacity to recover students who have dropped out and
retain high risk students.
Provide TA to schools to ensure effective delivery of services and
project’s goals are met.
Offer FREE professional development opportunities to RENEW
trainees.
Train youth graduates to be RENEW mentors.
Analyze outcomes and disseminate results.
Enhance the collaborative working relationship between the
school and the community mental health center.
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Funding Stream
•
•
•
•
Fuller Foundation
New Hampshire Charitable Foundation
People’s United Community Foundation
The Cogswell Benevolent Trust
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The School Perspective
• To build more responsive and effective systems to connect mental
health and schools.
• Both systems had previous training in RENEW. This project reflects a
“shared agenda” with purposeful collaboration to serve youth and
families.
• Emphasis on data-based decision making and on implementation of
an evidence –informed intervention.
• Strong training, coaching and implementation support.
• Represents system structures to provide interventions and progress
monitoring features.
• Community partners helped reinforced to staff that disengagement
was not just about lack of interest, motivation, family issues that
there was something.
• Better able to support students and youth back in the community.
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Interconnected Systems Framework for Schools & School Mental
Health
Tier 3: Intensive Interventions for Few
Individual Student and Family Supports
 Systems Planning team coordinates decision
rules/referrals for this level of service and
progress monitors
 Individual team developed to support each
student
 Individual plans may have array of
interventions/services
 Plans can range from one to multiple life
domains
 System in place for each team to monitor
student progress
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RENEW & Exeter
Alternative School
Meeting Needs Across
the Continuum
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The Need…
● Students who attend the Alternative
Education Program typically lack the skills to
effectively plan for their future.
● Students sometimes feel alone and are
confused about who can support them with
their decisions.
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Why RENEW?
● RENEW offers a way for the student to look at
their world and begin to organize a future.
● RENEW provides one on one support with a
mentor who assists the student in developing
short term and long term goals.
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Future Directions…
● RENEW needs to be part of the curriculum so
that every student in Alternative Education
can benefit from the support and
organization that the students receive.
● A RENEW participant, says,
“It’s helped me get through a lot of different
obstacles in my life.”
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Collaboration and
Insights from Seacoast
Mental Health
Nicole Quinn, BA
CAFS Outreach Specialist
Seacoast Mental Health
Center
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The Role of Mental Health on Teams
• More efficient access to needed information.
• Earlier access to the RENEW intervention.
• Effective cross-team structure promotes better
communication & coordination of services.
• Able to stream line the process.
• Cross-team leadership promotes common language &
approach to address needs of the school & community.
• Greater ability to focus on the organizational structures
of both systems .
• Able to provide school staff with insight into beneficial
RENEW practices and helpful tools.
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Old Approach vs. New Approach
Past …
•
“Working in a vacuum”
• Difficulty accessing school
information
• Schools lacked knowledgeable of
agency’s practices and
expectations
• Agency not knowledgeable about
school practices and expectations
• Everyone was disconnected and
working towards different goals
• Everyone utilizing different
practices or interventions
• Unable to access client during
school hours
Current…
•
•
•
•
•
•
•
•
•
More cohesive partnership
Greater awareness e of each others
practices and system
Working towards the same goals &
utilizing the same practices to
achieve the goals
Client can see that everyone is on the
same page and working for their
benefit
Readily access school information
Provide school with relevant client
information
Provide “bigger picture” of who client
is both in and out of school
Provide an opportunity to access
RENEW through the school for
clients who do not qualify for SMHC
Increased client engagement renew.unh.edu
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Case Example
A Blended Approach
5/30/2014
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Case Example
• Student involved in RENEW for 1 year
• RENEW Facilitator: Mental Health Outreach
Specialist
• Completed all MAPS
• Began initiating small goals
• Ongoing family involvement
After purposeful collaboration…
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Schools & Mental Health Working
Together
Collaborative meeting scheduled to support
youth’s goals and next steps:
• Mental Health Agency and family present to
give unique perspective of the youth
• Key stakeholders from the school needed to
support youth’s goals and next steps
• Critical school data needed to make decisions:
Credits, Transcript, Behavioral Incidents, Attendance
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Student Focused Planning
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Sharing a Unique Perspective
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Collaborating Around Youth’s Goals
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RENEW Youth Mentor
Role
Justin Tilbe
IOD
University of New
Hampshire
RENEW Graduate
5/30/2014
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Youth Mentor’s Role
• To give a perspective to youth and facilitators
on the RENEW process
• To check with youth to see if the needs are
being met
• Provide feedback to the youth from own
personal experience
• Talk with youth on how they feel about their
facilitator & the process
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Why is this Important?
• Help youth speak freely to the youth
mentor
• Not a significant age difference
• Providing opportunities to relate based
on shared experiences.
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Moving Forward…
• Time set to meet one on one with youth and
youth mentor.
• To start from the very beginning when RENEW
is first talked about with youth
• Being part of Implementation Team to help
structure the process
• Establish lunch meetings with students
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Looking Ahead
5/30/2014
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Next Steps to Consider in Moving towards a
more Blended System
• Streamlined referral process
• Increased collaboration
• Increased ability to identify students that may or may not
be on each other’s radar
• Continue to collaborate in a cohesive and honest manner
• Cross system problem-solving & leadership on all 3 tiers
• Continued coaching, training & implementation support
• Continued emphasis on data-based decision making
• Dedicated funding support
• Team develops clear role & functions for all
• Plan for sustainability
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Thank you!
For more information contact:
Kathy Francoeur, Research Associate
10 West Edge Dr.
Durham, NH 03824
(603)862-0318
Kathyrn.francoeur@unh.edu
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