2021-2022 RCN Application and Contract Forms

If you have any questions, or need assistance, please contact your START RCN Representative or Jana Benjamin, (616) 331-6482. Thank you for your leadership and everything you do to improve supports for students with ASD in Michigan.

RCN Updates

RCN Leadership Days

Community of Practice Meeting Dates

Please note: This page will be updated regularly as forms and links become available.


2021-2022 Reports and Applications

Reports 

Forms

Due Date

2021-2022 RCN Application

June 30, 2021

2021-2022 RCN Contract Activities Worksheet

October 29, 2021

Beginning of Year Target Student Reporting Form

December 1, 2021

2021-2022 Mid-Year Progress Report

  • Mid-Year Contract Progress Report - Word Document
  • Mid-Year Contract Progress Report - Google Document
  • Updated RCN Contract Requirements Worksheet
  • Peer to Peer Support Program Log (in your RCN Google folder) 
  • Financial Expenditure Report
  • Mid-year Invoice (if payment is sought)

February 1, 2022

End of Year Target Student Reporting Form

May 27, 2022

2021-2022 End of Year Progress Report

  • End of Year Contract Progress Report - Word Document
  • End of Year Contract Progress Report - Google Document
    • RCN Trainings Report Form
    • RCN EPLI Trainers Report
    • EPLI Level 1 Individual Trainer Reports
    • Progress Summaries
  • Final RCN Contract Requirements Worksheet
  • Financial Expenditure Report
  • Final Invoice

July 15, 2022


Financial Information


PLANNING AND RUNNING EFFECTIVE RCN MEETINGS

  • Use the RCN Pacing Guide as a schedule to help guide you through the RCN Contract year. It includes important activities, data collection, and reporting by month.

Contract Priorities for 2021-2022

Please note: This page is currently being updated.  

View the full 2021-2022 RCN contract priorities here


Priority 1: Professional Development (PD) with Impact

START’s Compelling Why for Professional Development with Impact: All districts need to have access to quality professional development to support students with ASD in the least restrictive environment to the maximum extent possible.

Core RCN Contract Activities to Achieve START’s Compelling Why:

  1. Each RCN creates a plan to participate in and/or deliver PD based on START content, informed by mapping data.
  2. Provide and/or access training based on identified needs in the PD plan. Examples of specific activities are provided below. Select activities that align with the needs of the RCN or ISD:
    • Team(s) attend a START Intensive Training series.
    • RCN EPLI Trainers offer an intensive, team-based training series similar to the START Intensive Training (e.g., mini IT) with a target student focus and/or a focus on the classroom level using the Classroom Environment and Teaching Assessment-Revised (CETA-R).
    • RCN or ISD level training on an evidence-based practice such as differentiating output, behavior support strategies, self-management, visual supports, or data collection with coaching follow up for implementation fidelity.
    • Targeted training at building team meetings, staff meetings, or grade level meetings with coaching follow up for implementation fidelity.
    • Other training activities identified by the RCN
  3. The PD plan includes a plan to recruit and prepare new EPLI trainers if the RCN or an ISD needs additional trainers based on mapping data. 
  4. The PD plan includes at least one RCN-provided stand-alone training per year using START content delivered by START EPLI trainers, which will be included in the events listing on the START website. A fee may be charged to attendees from outside the RCN to cover the costs of materials and food. The RCN may reserve a specified number of registrations for participants within their RCN.

Reporting: 

  • PD plan for RCN
  • RCN Trainings Report form
  • RCN EPLI Trainers Report
  • EPLI Individual Active Trainer Reports

Priority 2: Establishing a Coaching Structure

START’s Compelling Why for Establishing a Coaching Structure: All school teams and staff supporting students with ASD need to have equitable access to and the benefit of high-quality coaching support, regardless of the school, district, or ISD in which they work.

Tools to Support Goals

Coaching Structure Checklist

Core RCN Contract Activities to Achieve START’s Compelling Why:

  1. Each ISD establishes or sustains a coaching structure and plan with coach leaders and building coaches utilizing START Coaching resources. Examples of specific activities are provided below. Select activities that align with the needs of the RCN or ISD:
    • Mapping of coaches across the ISDs and districts
    • Mapping of EBPs
    • Identification of coach leaders at each ISD
    • Identification of district coaches
    • Identification of building coaches
    • Develop roles and responsibilities of coach leaders and building coaches
    • Meet with ISD/district administrators about a coaching structure (e.g. rationale, benefits, framework, selection of coaches)
    • Develop and use coaching effectiveness surveys
  2. The RCN/ISD develops a plan to train and support district and building coaches to use effective coaching practices for implementation of evidence-based practices (EBP), which may include working with building teams to set up an effective meeting system, use of the CETA-R, demonstrating the implementation of EBP with a student, providing direct feedback, monitoring for fidelity, and following up to ensure practices are maintained. Examples of specific activities are provided below. Select activities that align with the needs of the RCN/ISD.
    • Establish regular coach meetings.
    • Offer professional development opportunities for coaches.
    • Provide practice/role-play opportunities for coaching skills such as providing feedback and building fluency on implementation of specific EBPs.
    • Set up opportunities for case study and problem solving meetings.
    • Create a newsletter for coaches.
    • Set up book clubs/study groups for coaches.
    • Provide virtual office hours for coaches.
    • Establish the systematic use of the CETA-R.
    • Practice the use of the Effective Team Process and Meeting Mechanics materials.

Reporting: 

  • Coaching progress summary

Priority 3: Coaching for Implementation of Evidence-Based Practices (EBP)

START’s Compelling Why for Coaching for Implementation of Evidence-Based Practices (EBP): Every school building needs to have staff with the competence and confidence to implement evidence-based practices with fidelity to improve outcomes for students with ASD.

Core RCN Contract Activities to Achieve START’s Compelling Why:

  1. Work with building teams and coaches to utilize the Classroom Environment and Teaching Assessment-Revised (CETA-R) to assess classroom-level practices and develop goals for establishing evidence-based practices at the classroom level and measure progress. Examples of specific activities are provided below. Select activities that align with the needs of the RCN or ISD:
    • Assist classroom teams to complete the CETA-R and identify goals.
    • Use the Effective Team Process and Meeting Mechanics to establish regular meetings, use problem solving to achieve identified goals, and develop action plans.
    • Provide resources to classroom teams to address goal areas.
    • Refer teams to relevant training aligned to goal areas (e.g., PBIS, differentiating output, paraprofessional support).
    • Model data collection and decision making to measure progress and make adjustments (e.g., classroom engagement data).
    • Meet with the team for regular data review.
    • Model giving feedback and receiving feedback as part of coaching for implementation.
    • Use behavioral skills training (BST) to train classroom staff to implement strategies with fluency and fidelity.
  2. Work with classroom teams and coaches to use the START checklist for implementing EBPs with students with ASD to increase implementation of evidence-based practices for effective instruction and behavior support, and capture student data for decision making. Examples of specific activities are provided below. Select activities that align with the needs of the RCN or ISD:
    • Assist classroom teams to match IEP goals with evidence-based practices and procedures.
    • Use the Effective Team Process and Meeting Mechanics to establish regular meetings, use problem solving to address challenges or student needs, and develop action plans.
    • Provide resources to student teams to address goals.
    • Refer teams to relevant training aligned to student needs (e.g., self-management, scripts).
    • Model data collection and decision making to measure progress and make adjustments (e.g., student engagement data, independence data, functional behavioral assessment).
    • Use the discovery process for transition-age students.
    • Meet with the team for regular data review.
    • Model giving feedback and receiving feedback as part of coaching for implementation.
    • Use behavioral skills training (BST) to train classroom staff to implement strategies with fluency and fidelity.

Reporting: 

  • CETA-R Reporting Form
  • Target Student Reporting form

Priority 4: Peer to Peer Support

START’s Compelling Why for Peer to Peer Support: Every school building needs inspiration and resources to develop and implement peer to peer programs so that every student with ASD who needs a peer to peer support program has access to one.

Core RCN Contract Activities to Achieve START’s Compelling Why:

  1. Each RCN gathers information about the peer to peer programs in their districts to complete the Peer to Peer data log. Information from the peer to peer log may be used for decision making about where additional programs need to be developed.
  2. Complete a Peer to Peer fidelity checklist with each Peer to Peer program, especially programs receiving coaching support or RCN contract funding support.
  3. Each RCN devises and implements a plan to expand the number of students accessing peer to peer support.
    • Increase the number of peer to peer programs
    • Increase the number of students with ASD participating in a peer to peer program
    • Increase the number of peers participating in peer to peer programs, including at-risk students, preschool-age children, and alternative education students
    • Increase the number of accredited programs (6-12)
    • Increase the number of formalized, systematic programs at the elementary building level
    • Utilize Empower One, Empower All resources for the development of peer to peer support at the classroom level
    • Conduct more extensive mapping of peer to peer programs for decision making
  4. At least 2 RCN reps to participate in the Peer to Peer Community of Practice (multi-county RCN may have 1 representative per ISD)

Reporting: 

  • Peer to peer log for each ISD (including new column for completion of the fidelity checklist)
  • Peer to Peer progress summary
  • At least two RCN members participate in the Peer to Peer Community of Practice

Priority 5: Family and Community Engagement

START’s Compelling Why for Family and Community Engagement: Students achieve the best outcomes when families and schools collaborate to set high expectations and ensure meaningful, inclusive experiences, charting the course for an independent future.

Core RCN Contract Activities to Achieve START’s Compelling Why:

  1. Using the START Family Engagement Guidance document, each RCN will develop a plan to train on the START Family Engagement Core Values and START family resources (e.g., Passport, Self-Advocacy resources) This plan should include coaching follow-up to ensure fidelity in the use of resources with families.
  2. Each RCN supports at least two parents/family members, who are connected to the RCN, to attend the Annual START Conference.
  3. Each RCN invites and actively involves parent mentors from Michigan Alliance of Families (MAF) to RCN meetings or an RCN START-sponsored event that is relevant to families.
  4. Each RCN identifies at least one representative to participate in the Sexual Health Community of Practice.

Reporting:

  • Family engagement progress summary