Kathryn Francoeur, University of New NH: RENEW: An ......•Time set to meet one on one with youth...
Transcript of Kathryn Francoeur, University of New NH: RENEW: An ......•Time set to meet one on one with youth...
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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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• 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 (2008- present)
• Focus is on community-based, self-determined services and supports
Rehabilitation, Empowerment, Natural Supports, Education and Work {RENEW }
RENEW Facilitator's Training Fall 2013, Copyright Institute on Disability, University of New Hampshire
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Universal: School-Wide Assessment
School-Wide Prevention Systems
Tier 2
Tier 3/Tertiary
RENEW and
Wraparound
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.
Progress Monitoring (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
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2 Shorter-Term
Improvements In:
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
-Community
connections
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)
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
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RENEW Conceptual Framework
Education
Disability
Children’s Mental Health
School-to-Career Transition
Self Determination
Interagency Collaboration
& Wraparound
Youth, Family, RENEW
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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 Development- Initial Planning
Phase 3: Implementation and Monitoring
Phase 4:
Transition to Less Intensive
Supports
RENEW Facilitator's Training © Institute on Disability, University of New Hampshire 12
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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
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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. 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.
2. To build capacity to recover students who have dropped out and retain high risk students.
3. Provide TA to schools to ensure effective delivery of services and project’s goals are met.
4. Offer FREE professional development opportunities to RENEW trainees.
5. Train youth graduates to be RENEW mentors. 6. Analyze outcomes and disseminate results. 7. 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
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Case Example A Blended Approach
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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
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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
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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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For more information contact:
Kathy Francoeur, Research Associate
10 West Edge Dr.
Durham, NH 03824
(603)862-0318
Thank you!