Tools to Support Goals

START Training Curricula

EPLI Trainer Application and Reporting Tools

Goal Requirements: 

• Develop and implement a PD plan in collaboration with START-approved trainers and include coaching follow-up to ensure implementation of training content. This PD plan:
  • May include: 
    • Team(s) attend a START Intensive Training series.
    • RCN Trainers offer an intensive, team-based training series similar to the START Intensive Training (e.g., a “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/CETA-ROR).
    • RCN- or ISD-level training on an evidence-based practice such as differentiating output, behavior support strategies, self-management, or data collection with coaching follow up for implementation fidelity.
    • Targeted trainings at building team meetings, staff meetings, or grade level meetings with coaching follow up for implementation fidelity.
  • And must: 
    • Include at least one RCN-provided stand-alone training per semester using START content delivered by START EPLI trainers, which will be included in the events listing on the START website, and will be open to the RCN and the broader region; and
    • Ensure there is an active trainer for each of the four EPLI modules, and include a plan to recruit and prepare new EPLI trainers if the RCN needs additional trainers.

Specific Reporting Requirements and Forms

• Mid-Year/End of Year Contract Progress Report
• RCN Trainings Report Form (MY/EOY Report Packet)
• RCN EPLI Trainers Report Form (MY/EOY Report Packet)
• EPLI Level 1 Trainer Individual Report
• PD posted on START website
• PD plan for EPLI trainers

Tools to Support Goals

IEP Implementation Coaching Checklist and Process Tools

Coaching Tool Kit

Individual Student Data Collection Forms: Engagement, Independence & Social (required for the K-12 Target Student Data Form)

CETA-R/CETA-ROR

Goal Requirements

• Establish/Sustain a coaching structure at the district and ISD level with coach leaders and building coaches
• Single County RCN (4 data sets)
  • 2 target students using the IEP Implementation Coaching Checklist AND
  • 1-2 additional target students using the IEP Implementation Coaching Checklist OR 1-2 CETA-R/CETA-ROR
• Multi County RCN (2 data sets per ISD)
  • 1 target student using the IEP Implementation Coaching Checklist AND
  • 1 additional target student using the IEP Implementation Coaching Checklist OR 1 CETA-R/CETA-ROR

Specific Reporting Requirements & Forms

• Mid-Year/End of Year Contract Progress Report
• Capacity-Building Tool (submitted with EOY reports)
• K-12 Target Student Reporting Form
  • If your RCN Target Student is the focus student for a START Intensive Training Team, you will enter the Target Student data using the Intensive Training data link (emailed to the team from the START office). Please make a note on the RCN Contract Worksheet that your RCN Target Student is part of a START Intensive Training team. 
• CETA-R/CETA-ROR: Complete by January 1 and set goals; data submitted with EOY report

Tools to Support Goals

V3 Discovery Checklist and Process Tools

Michigan Autism Council Secondary Transition Recommendations Checklist

Goal Requirements

• 2 data sets per RCN
• 1 target transition-age student using V3 Discovery AND 
• 1 additional target student using V3 Discovery OR 1 secondary transition program evaluation using the Michigan Autism Council Transition and Adult Service Committee Recommendations Checklist

Specific Reporting Requirements & Forms

• Mid-Year/End of Year Contract Progress Report
• BYF Target Student Reporting Form
  • If your RCN Target Student is the focus student for a START Intensive Training Team, you will enter the Target Student data using the Intensive Training data link (emailed to the team from the START office). Please make a note on the RCN Contract Worksheet that your RCN Target Student is part of a START Intensive Training team. 
• Secondary Transition Recommendations Checklist (if used to meet contract requirements) (submitted with EOY report)

Goal Requirements

• 3 new or significantly expanded peer to peer support programs
• 5 Peer to Peer Fidelity Checklists
• 1 Peer to Peer Innovation and Impact (PPII) Site
• Completed Peer to Peer Log
• 2 RCN representatives for the Peer to Peer Community of Practice
  • Guidance for Selection of Peer to Peer Community of Practice Members

Specific Reporting Requirements & Forms

• Mid-Year/End of Year Contract Progress Report
• Completed Peer to Peer Fidelity Checklists (submitted with EOY Report)
• Completed PPII site data set (submitted with EOY Report)
• Updated Peer to Peer Support Program Log (submitted with MY Report)

Tools to Support Goals

Passport

START Parent Information

Family and Community Engagement: RCN Guidance Document

Self-Advocacy 

Goal Requirements

• Disseminate the Passport to school staff for use with families
• Use START Engaging Families Guidance, Self-Advocacy resources and START Passport with 3 families/students, with 1 family/student conducting a self-advocacy presentation at an RCN meeting
• Develop a plan to get meaningful input from, and provide information to, parents/families
• Invite and involve MAF at least 1 RCN meeting relevant to families
• Support attendance at the START Conference for at least two parents who are involved with your RCN or ISD

Specific Reporting Requirements & Forms

• Mid-Year/End of Year Contract Progress Report

Tools to Support Goals

Individual Student Data Collection Forms: Engagement, Independence & Social (required for the K-12 Target Student Data Form)

CETA-R/CETA-ROR

V3 Discovery Checklist and Process Tools

Michigan Autism Council Secondary Transition Recommendations Checklist

Peer to Peer Support Resources

Peer to Peer Fidelity Checklist

Community Conversation Resources

Goal Requirements

• Additional Priority 2 Target Students, Classrooms, or Buildings:
  • Additional target student(s) using the IEP Implementation Coaching Checklist
  • Additional CETA-R(s)/CETA-ROR(s)
• Additional Priority 3 Secondary Transition Target Students or Programs:
  • Additional target student(s) using V3 Discovery
  • AND/OR Additional secondary transition program evaluation using the Michigan Autism Council Transition and Adult Service Committee Recommendations Checklist
• Additional Priority 4 Peer to Peer Programs or Fidelity Tool Data:
  • Additional new or significantly expanded peer to peer support program(s)
  • AND/OR Additional Peer to Peer Fidelity Checklist(s)
• Peer to Peer Regional Coach/Coordinator
• Community Conversation
  • Plan and hold a new Community Conversation related to RCN contract priorities (e.g., secondary transition, peer to peer support, collaboration with community providers, or family engagement)
  • AND/OR Substantial follow-up from a prior Community Conversation
• Other approved activities furthering RCN Contract Priorities

Specific Reporting Requirements & Forms

• Mid-Year/End of Year Contract Progress Report
• CETA-R/CETA-ROR
• Secondary Transition Recommendations Checklist (submitted with EOY report)
• Completed Peer to Peer Fidelity Checklists (submitted with EOY Report)
• K-12 and BYF Target Student Data Forms