Transition-age students with disabilities under the jurisdiction of the juvenile justice system face serious transition and rehabilitation challenges as they reenter the community from youth detention. This article presents the initial outcomes of a demonstration project utilizing the Rehabilitation, Empowerment, Natural supports, Education and Work (RENEW) transition model, a service design that has been successful for nonadjudicated youth with emotional disabilities. Of 33 project participants, ages 14 to 17 at project entry, 67.7% successfully reengaged with education or employment following their release from detention. The results of a qualitative investigation are reported based on interviews with key stakeholders about the factors differentiating successful and unsuccessful outcomes. Implications for refinement of the intervention model with this population are discussed.

The quality of a school's social environment is critically related to student outcomes, including academic performance, attendance, student behavior, and high school completion rates. New Hampshire engaged in a dropout prevention initiative between 2006 and 2012 that focused on implementation of the multi-tiered Positive Behavioral Interventions and Supports (PBIS) framework combined with an intensive, student-driven school-to-adult life transition intervention for the highest-need youth. This paper presents a case study of how one high school in the New Hampshire dropout prevention project implemented PBIS at all three tiers of support: schoolwide, targeted, and intensive. The case study includes a description of practices implemented by the school, school and student level outcomes pre-and post-implementation, and successes and challenges experienced by the school staff. The discussion ends with recommendations for practice and research of PBIS implementation in high schools. 2 PBIS IN HIGH SCHOOLS Positive Behavioral Interventions and Supports in High Schools: A Case Study from New Hampshire There is a critical link between social and emotional health and a child's readiness and ability to learn (Zins, Weissberg, Wang, & Walberg, 2004). While school reform has been a national priority for nearly three decades, concerns remain among policy makers and educators that our education system is not adequately meeting the social, emotional, and academic needs of all students (

The transition from school to adulthood poses a major challenge for youth with emotional disturbance. This article reports the initial results of Project RENEW, a three-year demonstration project funded by the Rehabilitation Services Administration, that provides comprehensive coordination of transition services for youth and young adults with emotional disturbance's social/emotional development, community adjustment, education, and employment. The project uses seven major components: (a) personal futures planning, (b) interagency coordination, (c) naturally supported employment, (d) flexible high school programming, (e) social skill building, (f) mentors, and (g) flexible funding to support an individual's successful transition. Results after the first 18 months of RENEW for 16 youth and young adults (ages [16][17][18][19][20][21][22] indicated that 15 were successfully employed, 11 had graduated from high school or its equivalent (adult basic education diploma or GED), 3 were working on their high school diplomas, and most were satisfied with their home, work and school situations.This article describes Project RENEW (Rehabilitation, Empowerment, Natural Supports, Education and Work), a service delivery program in Manchester New Hampshire designed to address the unique needs of at UNIV OF PENNSYLVANIA on April 12, 2015 cde.sagepub.com Downloaded from

No abstract

No abstract