2017-2018 RCN Priorities


1. Professional Development (PD) with Impact: 

Develop and implement a PD plan in collaboration with START-approved trainers. PD may be delivered in many different ways but should focus on START module content and resources, and include a plan or system for application and implementation.

Key Components and Reporting:

  1. Dissemination of START information and resources through training, which may include:
    1. Intensive, team-based training series similar to START’s Intensive Training (i.e. Mini IT) with a target student focus and/or with a focus on the classroom or building level using the Classroom Environment and Teaching Assessment (CETA) or Universal Supports Assessment and Planning Tool (USAPT). 
    2. Intensive focus on an evidence-based practice such as functional behavioral assessment, self-management, data collection, or education-based evaluation. 
    3. Implementing targeted trainings at building team meetings, staff meetings, or grade level meetings with coaching follow up.
  2. Teams from the RCN participate in START Intensive Training.

Outcomes may include:

  • Improved building team knowledge and implementation of evidence-based practices.
  • Increased involvement of parents in training.
  • Increased number of peer to peer support programs operating in districts.
  • Adoption of meeting mechanics across district buildings.
  • Data demonstrating student improvement on goals related to training.
  • Improvement in USAPT data compared to pre-training assessment.

2. Coaching for Implementation of Evidence-Based Practices:

Coaching is the primary infrastructure for implementation of evidence-based practices that improve students’ educational progress and post-school outcomes. All RCN should evaluate and strengthen their coaching structure with building teams, building coaches, and coach leaders to ensure implementation of evidence-based practices with fidelity for educating all students with ASD.

*For current information about empirically supported treatments, see the new report from the National Professional Development Center (NPDC) and the National Standards Project phase 2 report

Key Components:

  1. Establish/Sustain a coaching structure at the district and ISD level with coach leaders and building coaches utilizing START Coaching resources.
  2. Train and support building coaches and coach leaders to use effective coaching practices for implementation of evidence-based practices (EBP) including working with teams, demonstrating the implementation of EBP with a student, providing direct feedback, monitoring for fidelity, and following up to ensure practices are maintained.
  3. Utilize the Universal Supports Assessment and Planning Tool (USAPT) to assess the use of universal supports and evidence-based practices and develop goals for improvement at a building level.
  4. Utilize the Classroom Environment and Teaching Assessment (CETA) to assess classroom level practices and develop goals for improvement at the classroom level.
  5. Use the START IEP Implementation Coaching Checklist with students with ASD to increase implementation of evidence-based practices and capture student data for decision making and reporting.

Data Reporting: 
For the purposes of reporting for the RCN contract, the RCN will focus coaching efforts on target students, and may elect to focus at a building level, as described below. Each RCN is asked to meet these minimum requirements:

  1. Multi-ISD RCN:
    1. Student level: Use the START IEP Implementation Coaching Checklist with a target student and submit a K-12 Target Student Reporting Form for at least one student per ISD. This data will be submitted through an online survey. The link is available on the RCN Application and Report Forms page of the START website. The deadline for baseline data entry is October 30, 2017. Collect end of the year data after April 1, 2018 and submit data by June 1, 2018.
      AND (choose one)
    2. Submit one additional K-12 Target Student Reporting Form per ISD (per the same process described in “a”),
      OR
    3. Building level: Work with one building per ISD to complete the Universal Supports Assessment and Planning Tool (USAPT) to assess the use of universal supports and EBP and develop goals for improvement at a building level. Resulting data is to be entered into the START online USAPT system.

For a total of two data sets per ISD (one target student and either one additional target student or one building). We encourage you to also report additional target student and USAPT data if it is collected by anyone in your RCN.

  1. Single ISD RCN:
    1. Student level: Use the START IEP Implementation Coaching Checklist with target students and submit a K-12 Target Student Reporting Form for at least two students. This data will be submitted through an online survey. The link is available on the RCN Application and Report Forms page of the START website. The deadline for baseline data entry is October 30, 2017. Collect end of the year data after April 1, 2018 and submit data by June 1, 2018.
      AND A COMBINATION OF
    2. Submit one to two additional K-12 Target Student Reporting Form (per the same process described in “a”),
      OR
    3. Building level: Work with one to two buildings to complete the Universal Supports Assessment and Planning Tool (USAPT) to assess the use of universal supports and EBP and develop goals for improvement at a building level. Resulting data is to be entered into the START online USAPT system.

For a total of four data sets for single-ISD RCN (two target students and some combination of two additional target student(s)/building(s)). We encourage you to also report additional target student and USAPT data if it is collected in your ISD.

Outcomes may include:

  • Coach(es) in each building that has students with ASD serving in different roles such as team support and coaching for implementation of specific EBPs.
  • Regular meetings with building coaches.
  • Completion of the USAPT in buildings, with goal setting and follow up.
  • Use of CETA in classrooms with action plans and follow up on goals.
  • Improved outcomes (e.g. independence) for students as measured through data.
  • Broad implementation of meeting mechanics across districts.
  • Regular data review at building team meetings.
  • Integration of ASD support into building meetings and school improvement plans.
  • Direct coaching at the building, classroom, and student level.
  • Increased implementation of specific EBP (e.g. video modeling).
  • An ISD/district coaching resource website and/or library.

3. START Building Your Future (BYF) – Secondary Transition:

The goal of the START Building Your Future Secondary Transition Project is to establish a process that allows adolescents and young adults with ASD to participate in meaningful work experiences before leaving school with the ultimate goal of paid employment in the community. Professionals in the schools and the adult service systems use a discovery process and natural supports to support integrated employment for all students.

*See the BYF Resources on the START website.

Key Components and Reporting:

  1. Transition Planning
    1. Student-level: Identify at least two transition-age target students for employment or post-secondary education focus. Use the START V3 discovery process checklist. Establish an implementation plan for employment or post-secondary education based on the discovery process. Use the BYF Target Student Reporting Form to collect baseline data and report progress. This data will be submitted through an online survey. The link is available on the RCN Application and Report Forms page of the START website. The deadline for baseline data entry is October 30, 2017. Collect end of the year data after April 1, 2018 and submit data by June 1, 2018.
      AND (choose one)
    2. Submit one additional BYF Target Student Reporting Form (per the same process described in “a”),
      OR
    3. Program-level: Utilize the Michigan Autism Council Transition & Adult Services Committee Recommendations and the Secondary Transition Recommendations Implementation Checklist with one program to set goals for program improvement and report progress.

For a total of three data sets per RCN (two BYF target students and either one additional target student or one transition program).

  1. Community Conversations
    1. Plan and complete two new Community Conversations through your RCN. Use the Community Conversations Resources on the START website.
      OR
    2. Plan and complete one new Community Conversation AND demonstrate substantial follow-up from one or more previous Community Conversations (e.g., online sharing forum such as Google site, Wiki, website) that shows defined goals and includes families.

Outcomes may include:

  • Use of the V3 discovery process for students with ASD starting at age 14.
  • School-based transition staff and community partners are trained in the components of the BYF Project.
  • Youth/young adults with ASD obtain after school and/or summer employment before graduation.
  • Regular meetings are scheduled with MRS and CMH to create a plan to work with students earlier and blend funding and practices.
  • Natural supports strategies are used in work settings for students with ASD.
  • Community Conversations are held with community stakeholders such as families, the Chamber of Commerce, local businesses, or other community groups.
  • Members of the school-based transition team meet with the Office of Disability Services at the local college to coordinate efforts to improve access to and success in college.

*See the Community Conversation Resources on the START website.


4. Peer to Peer Support Programs:

The purpose of peer to peer support programs is to provide increased opportunities for students with ASD to access general education environments and develop social relationships with peers. Peers model typical academic and social behavior in educational environments throughout the school day and provide support for students with ASD to promote independence and socialization.

*See the START website for peer to peer support checklists and resources.

Key Components and Reporting:

  1. Identify and log all peer to peer support programs in RCN using the START log.
  2. Establish a comprehensive peer to peer support program in at least three new buildings in the RCN region.
  3. Use the START Peer to Peer Fidelity tool to strengthen and expand existing peer to peer support programs in at least one building. (This can include implementing peer to peer in additional grade levels, offering peer to peer support to students with other disabilities, or expanding peer to peer to include extracurricular/community activities).
  4. Support teams to attend START Peer to Peer support training, and/or provide training and technical assistance to building and district personnel on peer to peer support as an evidence-based practice.
  5. Support teams to request peer to peer technical assistance from START, as needed through the START Peer to Peer TA form.
  6. Optional: Establish a Regional Peer to Peer Coach position. (Up to $5,000 in START contract resources may be requested to fund the position; RCN seeking to use START contract resources in this way must also complete and submit the Proposal for Regional Peer to Peer Coach Position, found here. Please note: district match is expected.)

Outcomes may include:

  • Increased number of peer support programs established within each RCN.
  • Peer to peer programs established at all levels in a district from elementary through high school.
  • Increased participation of students with ASD in general education through systematic peer support.
  • At risk peers participating in peer support programs demonstrate benefits such as improved attendance and grades and fewer behavior referrals.
  • Current peer to peer support programs are expanded to include extracurricular activities.
  • Parent and community involvement in peer support programs.
  • Use the START peer to peer logo and resources and/or develop your own local peer to peer support “brand” to create a regional and statewide peer support community.
  • Established peer to peer coordinator to provide local support to buildings seeking to set up or expand peer to peer programming.

5. Family and Community Engagement:

The purpose of family and community engagement is to increase partnerships between schools, families, and communities including greater communication and collaboration related to RCN priorities. One of the main goals of this partnership is to raise expectations and opportunities for students at home and in the community and prepare for graduation and employment.

Key Components and Reporting:

  1. Utilize the START Passport and Passport Resources with families and students with ASD. The goal is to implement the Passport across grade levels with as many families and students as possible while maintaining the integrity and fidelity of the Passport process.
  2. Increase parent and family involvement in RCN, particularly family members involved in local autism/disability organizations and community organizations.
  3. Invite and actively involve parent mentors from Michigan Alliance of Families (MAF) in regular RCN meetings and planning for RCN contract.

Outcomes may include:

  • An increased number of families and students using the START Passport and meeting goals.
  • Presentation of the START Passport to families, local autism societies, and PTA/PAC.
  • Parent representative attendance and active participation at RCN meetings.
  • Parent organization/MAF updates as a regular meeting agenda item.

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Page last modified July 10, 2017