1. Sustaining RENEW Implementation From Piloting to Sustaining Practices
Sustainability Training Series 2015
Sustaining RENEW Implementation
Oct. 1, 2015
1:00pm - 3:00pm
From Piloting to Sustaining Practices

2. NSNH Essentials
Next Steps NH offers training and coaching on embedding evidence-informed transition practices in schools to increase the graduation rate of students with disabilities and students at-risk of dropping out and prepare them for college, career and adult life.
Training introduces and illustrates the practice.
Coaching supports putting the training to use.
Presenter Notes:
Our use of the terms “training and coaching” in Next Steps comes from a strategy called PALS or Participatory Adult Learning Strategies. PALS provides guidance on how to teach, train and support staff in the use of specific interventions or practices. In our case, this means that Next Steps Cohort Schools are asked to teach and train staff in transition-related interventions or practices via both training and coaching activities, AND think about the supports that need to be put in place for them to practice the intervention. For example, staff trained in RENEW have then been coached on how to put that training into practice. RENEW Implementation Teams have looked at how RENEW will be practiced.
For more about PALS, visit the “About Us” section at

3. NSNH Essentials Transition practices include:
Enhanced transition planning, activities & opportunities, including RENEW
Best practice Extended Learning Opportunities (ELOs)
High level family-school engagement
Evidence shows that embedding new practices requires multi-stage implementation.
Presenter Notes:
Next Steps NH encourages cohort schools to focus their training and coaching efforts on transition practices. New Hampshire is the only state that is focusing it’s 5-year professional development grant on secondary transition topics.
The focus areas are:
-transition planning strategies that relate to Indicator 13 compliance but move beyond it to best practice;
-innovative, New Hampshire-based practices of Extended Learning Opportunities, and for many schools, RENEW, which can be key to high school completion for students struggling with high school completion or standard coursework; and
-high level family-school engagement, which aligns so well with our state culture that values individuality and the uniqueness of each community
Embedding these types of practices does not happen overnight. It requires multiple and ongoing stages of planning. We know this based on the principles of Implementation Science. For more on Implementation Science, visit the “About Us” section on

4. NSNH Essentials When implemented with fidelity these practices
Implementing practices with fidelity is a primary focus. The use of planning tools ensures fidelity.
When implemented with fidelity these practices
will increase the graduation rates of students with
disabilities and students at-risk of dropping out
and prepare them for college, career and adult
life.
Not In Place
Partially In Place
In Place
Critical Component of Practice X
Students-at-risk and students with IEPs participate meaningfully in the development of their post school goals.
Presenter Notes:
Fidelity tools allow teams to engage in fidelity assessment. In other words, these tools help teams figure out if the practice is being put in place as it was designed. Fidelity assessment is the link between implementation supports, consistent delivery of an innovation, and reliable outcomes for students.

5. Interagency Collaboration
Family
Engagement
Two-way communication
Shared decision making
Transition-related training opportunities
Student-Focused
Planning
Student Led IEPs
RENEW
Transition Assessment
Transition- Focused Education Framework
Student Development
Best Practice ELOs
Self-Determination
RENEW
Program Structure
Leadership Teams
Ongoing Strategic Planning
Policy & Procedure
Transition Competencies for Staff
Transition Coordinator
ELO Board
Presenter Notes:
Our overall project fidelity tool is the Framework for Transition-Focused Education.
It is based on:
Paula Kohler’s Taxonomy for Transition Programming
Kohler, P.D. (1996). A taxonomy for transition programming: Linking research and practice.
Champaign: Transition Research Institute, University of Illinois.
NH Transition Community of Practice Template for Secondary Transition
PTA National Standards for Family-School Partnerships
Other References include Team Planning Tool for Transition Education and Services from NSTTAC
Interagency Collaboration
Community Services
Colleges/Universities
ELO Partners
Adapted from Taxonomy for Transition Programming, Kohler, P.D. (1996) &
NH CoP Template for Secondary Transition & NH Standards for Family /School Partnerships

6. Putting the Pieces Together
2. INSTALLATION
Develop action plans
Participate in foundational trainings
RENEW student mapping
Pilot a high quality ELO, EI transition practices
Offer parent education
1. EXPLORATION
Develop & Meet w/ Project Teams
(Leadership – ELO – FEG – RENEW)
Complete Fidelity tools
SUSTAINABILITY
Leadership, ELO, RENEW, Family Engagement Teams
&
Program Structures
4. FULL IMPLEMENTATION
Processes & procedures
in place
System recalibrated to
accommodate & support
new initiatives
3. INITIAL IMPLEMENTATION
Implement action plans
Identify & address
challenges
Scale up ELOs, RENEW &
Transition Practices
Integrate family-school partnership strategies
(Based on Dean Fixen et al & SWIFT)
Presenter Notes:
EI=Evidence Informed
FEG= Family Engagement Group
As was referencde a couple slides back, there are four functional stages of implementation. Each stage of implementation does not cleanly and crisply end as another begins. Often they overlap with activities related to one stage still occurring or reoccurring as activities related to the next stage begin.
Exploration: Discuss how the program meets the needs of your school, gather support
Installation: Once decision is made to move forward preparations for implementation need to be made. Training and coaching begins
Initial Implementation: Implementation begins – implementation team assesses and problem solves, learn from mistakes
Full Implementation: Program is successfully adopted, Innovation, “First do it right, then do it better”
Sustainability is embedded within each of the four stages rather than considered a discrete, final stage.
This slide illustrates how, in Next Steps NH, we have brought together principles of Participatory Adult Learning (PALS) and Implementation Science to explore, install, and initially install transition practices that include RENEW, high-quality ELOs for students at risk and students with disabilities, and high level family/school engagement over two years with our Cohort Schools. Full implementation is a longer-term process.

7. RENEW Implementation & Sustainability
Kathy Francoeur
Institute on Disability
University of New Hampshire

8. Children and Youth with Emotional and Behavioral Disorders
High rates of exposure to trauma and violence
High rates of behavior problems, school discipline
Lack social resources and positive relationships
High dropout rates
High rates of juvenile justice involvement & incarceration
Disengaged from school, support services, and treatment programs
Disproportionate punishment - African American youth, youth with disabilities, Native youth
40%-60% drop out 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 post-school (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)

9. RENEW Theory of Change (i.e., why are we doing this?)
RENEW Facilitators Provide:
Personal futures transition planning
Individualized team development and facilitation
Facilitation for career development and vocational supports
Braided resource development
Flexible education program
Employment and work- based learning
Mentoring
Community connections
Shorter-Term Improvements In:
Longer-Term Outcomes
Improved emotional & behavioral functioning
School graduation
Employment
Community Integration
Post-secondary Education
Self-Determination
Capacity & Opportunity
Student Engagement
Behavioral,
Cognitive, & Affective
Social Support
Source & Type

10. RENEW Phases Youth referred for Tertiary Level Services and Supports
Tertiary Planning Team Screens for Tier 3
Phase 1:
Youth Matched with facilitator
Futures Plan MAPPING Completed
Phase 2:
Team Formed
Plan Developed
Phase 3:
Implementation and Monitoring of Plan
Phase 4:
Transition

11. RENEW Goals & Principles
RENEW Principles
High School Completion
Employment
Post-secondary Education
Community Inclusion
Self-Determination
Unconditional Care
Strengths-Based Supports
Flexible Resources
Natural Supports
2/22/2019

12. Quote by Student…
“RENEW is not a set curriculum you need to learn. You figure out your goals, your figure out what you need to learn in order to pass, you figure out what needs to be done to accomplish your goals. It is not something set up by the teachers. They ask you what you need and we reach out to people to help us accomplish that goal."
Self reflection

13. Personal Futures Planning Models
Personal Futures Planning (Beth Mount)
MAPS [McGill Action Planning (Vandercook, York & Forrest)]
Methods, Models and Tools, (Cotton, 2004)
Essential Lifestyle Planning (Michael Smull)
Group Action Planning, known as GAP (Turnbull & Turnbull); and
PATH [Planning Alternative Tomorrows with Hope (Pearpoint, O'Brien, & Forest)]
Person-Centered Planning is a broad term that describes a concept developed from the work of John O’Brien and Beth Mount from the U.S. and Marsha Forest, Judith Snow and Jack Pearpoint from Toronto, Canada.

14. The NIRN Implementation Research: A Synthesis of the Literature
Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M. & Wallace, F. (2005). Implementation Research: A Synthesis of the Literature. Tampa, FL: University of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network (FMHI Publication #231). 
© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008 14

15. STAGES of IMPLEMENTATION (Fixsen, Blasé, 2005)
Should we do this?
Exploration/
Adoption
Put resources and systems in place
Installation
Initial pilots and assess results
Initial Implementation
The practice was successful, adopt system- wide
Full Implementation
Adopt variations of the practice and assess results
Innovation
Make this the way of doing business
Sustainability

16. Activity: Partner Discussion
Thinking about your RENEW implementation:
Where are you within the stages of implementation?
Where would you like to be?
What do you need to do to move toward the next stage?
Kathy
2/22/2019

17. Two components that when combined, result in successful and sustainable outcomes
Program/Initiative (Innovation)
Set of evidence-based practices
Selected on: Need, Fit, Resource Availability, Evidence, Readiness for Replication, Capacity to Implement
Supporting Infrastructure (Implementation)
Ensuring that the interventions are implemented correctly with the “right people”, at the “right time”, in the “right amounts” (Implementation Fidelity)
…. This infrastructure begins with your team
JD:

18. Managing Complex Change
Vision
Skills
Reflective
Practice
Resources
Action Plan
Incentives
=Change
Skills
Reflective
Practice
Resources
Action Plan
Incentives
=Confusion/
Conflict
Vision
Reflective
Practice
Resources
Action Plan
Incentives
=Poor Quality
Vision
Skills
Resources
Action Plan
Incentives
=Stagnation
Vision
Skills
Reflective
Practice
Action Plan
Incentives
=Frustration
Vision
Skills
Reflective
Practice
Resources
Incentives
=Treadmill
Vision
Skills
Reflective
Practice
Resources
Action Plan
=Resistance JD

19. Model to Support Implementation
Installation
Exploration & Adoption
Implementation
Work with school, agency, state or region to develop a plan
Support Administrative Buy In
1. Exploration by Leadership
2. School/site selection process
3. Data system development
4. Site application & Approval
Select and Train Implementation Team and Facilitators
1. RENEW Implementation Team Development- youth and facilitator selection process
2. RENEW Facilitator Training- 3 days
3. Install data collection systems
Sustain Implementation
1. Develop internal coaches
2. Site systems and procedures established
3. Build collaboration with community resources to meet need
4. Ongoing review of process and outcome data
The IOD system articulates activities, training curricula and data collection geared to help ensure RENEW implementation, with fidelity.

20. RENEW IMPLEMENTATION STRUCTURE
STATE RENEW TA PROVIDER
Community Resources
Feedback Loops
Providing feedback and data on implementation efforts
BUILDING /DISTRICT LEVEL RENEW IMPLEMENTATIONTEAM
District Team
Onsite
RENEW Coaches
Support Loops
Providing supports for effective practices implemented with fidelity
RENEW FACILITATORS & YOUTH

21. RENEW Internal Coach
Assist with resources (release time, training supports)
Empower staff to learn and practice
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

22. RENEW Implementation Team Tasks and Responsibilities
Identify and recruit youth who meet eligibility criteria.
Identify and support school personnel to be RENEW facilitators.
Identify and address systemic barriers to RENEW facilitation and implementation.
Match referred students to RENEW facilitators.
Assist with data identification and facilitate data collection.
Track RENEW implementation with process and outcome data.
Disseminate information and successes to internal and external stakeholders.
Develop interagency collaboration to develop resources from multiple sources to link the youth with post-school supports.
Ensure family involvement in the RENEW process.

23. RENEW System Feature: Administrative Support
Assist with resources (release time, training supports)
Empower staff to learn and practice
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 the system KF

24. RENEW Implementation Feature: Systems Support
Staff training and coaching schedule
System for identifying and enrolling students who need tertiary-level supports (Project checklist based upon risk of dropping out)
Process for matching students with facilitators
Process for developing resources for the students (special education, guidance, family members, teachers on the teams)
Process for keeping people informed and moving along (action planning and monitoring)

25. RENEW Implementation Feature: Coaching and Training Support
Assist with resources (release time, training supports)
Empower staff to learn and practice
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
Sharon

26. Support System to Sustain RENEW: IOD
Use the videos for developing buy in:
On-line boosters and videos
Training Curriculum for Facilitators and Coaches
Recognition for Trained RENEW Facilitators & Coaches
National Coaches Community of Practice
Use resources on the IOD website:
2/22/2019

27. Coaching Purposes: Ensures fidelity Ensures implementation
Develops clinical and practice judgment
Provides feedback to selection and training processes
Grounded in “Best Practices” JD
(c) Dean Fixsen and Karen Blase, 2004

28. Training and Coaching OUTCOMES 10% 5% 0% 30% 20% 60% 95% Knowledge
% of Participants who Demonstrate Knowledge, Demonstrate New Skills in a Training Setting,
and Use new Skills in the Classroom
TRAINING
COMPONENTS
Knowledge
Skill
Demonstration
Use in the
Classroom
Theory and Discussion
10% 5% 0%
..+Demonstration in Training
30%
20%
…+ Practice & Feedback in Training
60%
…+ Coaching in Classroom
95%
JD: This is why when you leave you, you have to practice the model before we return.
Joyce and Showers, 2002
(c) Dean Fixsen and Karen Blase, 2004

29. Activity: RENEW IMPLEMENTATION CHECKLIST (RIC)
This is a 17 item checklist that is completed at least 2 X per year to ensure that your team is installing, monitoring, and supporting implementation of RENEW. It takes about 30 minutes to complete. Critical Component #1: Foundations Critical Component # 2: Training and Technical Assistance Critical Component # 3: Ongoing Progress Monitoring, Support, and Sustainability
2/22/2019

30. RENEW Implementation Scores
Schools
Baseline
Winter 2015
Spring
(April/May2015)
Fall 2015
School 1
68%
82%
School 2
59%
88%
School 3
53%
76%
School 4
50%
(Baseline)