Program Description

"Resilience, Empowerment, and Natural supports for Education and Work (RENEW) is a structured school-to-career planning and individualized wraparound process for youth who may be experiencing emotional and behavioral challenges, have a limited social support system, and need to figure out where they are headed. A trained RENEW Facilitator meets with the youth to visually map out their strengths, interests, dreams, and people in their life. This information is used to set specific goals, make a plan, and invite supportive people to help them achieve their goals. RENEW has substantially increased the high school completion, employment, and post-secondary education participation rates among youth. Developed in 1996 by staff at the Institute on Disability (IOD), RENEW is provided by schools, community mental health centers, community-based providers, residential treatment facilities, and IOD staff members to youth."

Cost

Must contact publisher for training.

Intended Population

• Intensified intervention

Grade

• High School

Intended Group Size

• Individual

ELL/DLL

• Unspecified

Multisensory Applications

• Unspecified

Delivery Method

• Print-based delivery

Scripted

• Instructor Scripted

Comprehensive or Skill Specific

• Comprehensive

Placement Tests

• No

Accelerated Learning

• No

Assessment to Monitor Skills Mastery

• No

Error Correction Built In

• Unspecified

Fidelity Measures Provided by Publisher

• Unspecified

Research Summary

A review of the literature revealed multiple peer-reviewed studies that highlight the efficacy of RENEW. Results across studies highlight improvement in behavioral functioning (Malloy et al., 2010), increased engagement with education and employment (Cheney et al., 1998; Hagner et al., 2008; Malloy et al., 1998), and an increase in GPA (Malloy et al., 2018). These findings support RENEW as a promising practice. 

Study Citations

Malloy, J. M., Sundar, V., Hagner, D., Pierias, L., & Viet, T. (2010). The Efficacy of the RENEW Model: Individualized School-to-Career Services for Youth At Risk of School Dropout. Journal of At-Risk Issues, 15(2), 19-26.

Cheney, D., Hagner, D., Malloy, J., Cormier, G. M., & Bernstein, S. (1998). Transition services for youth and young adults with emotional disturbance: Description and initial results of project RENEW. Career Development for Exceptional Individuals, 21(1), 17-32.https://journals.sagepub.com/doi/pdf/10.1177/088572889802100103?casa_token=V6SqMiNCC2IAAAAA:jswlx911MTvjWFBTbWyWua5I9_jYZwiyKGySFzkHSp5IDt0yCi72YiszMrz5xjmrO0jlqkCe5vxDTw

Hagner, D., Malloy, J. M., Mazzone, M. W., & Cormier, G. M. (2008). Youth with disabilities in the criminal justice system: Considerations for transition and rehabilitation planning. Journal of Emotional and Behavioral Disorders, 16(4), 240-247.https://journals.sagepub.com/doi/pdf/10.1177/1063426608316019?casa_token=-xBMUt-l4LAAAAAA:W-F7ttpyi793L0Nt-jO-MZLfcUDeEXIsEPPDFkl9R_hMMnO8wWDNa-Kd6DAFbnM0CgGnTj0geOO52g

Malloy, J. M., Cheney, D., & Cormier, G. M. (1998). Interagency Collaboration and the Transition to Adulthood for Students with Emotional or Behavioral Disabilities. Education and Treatment of Children, 21(3), 303–320. http://www.jstor.org/stable/42940509

Malloy, J. M., Bohanon, H., & Francoeur, K. (2018). Positive Behavioral Interventions and Supports in High Schools: A Case Study From New Hampshire. Journal of Educational and Psychological Consultation, 28(2), 219–247. https://doi.org/10.1080/10474412.2017.1385398

Evidence-Based Practice (EBP)

• Promising practice

Additional Reviews

• https://k12engagement.unl.edu/project-renew/