2019-2020 RCN Priorities


1. Professional Development (PD) with Impact: 

Develop and implement a PD plan in collaboration with START-approved trainers. RCN may deliver PD in many different ways but for purposes of this contract, it is to focus on START module content, materials, and resources. The PD goal should also include a plan for implementation of training content.

A. Key Components and Reporting:

  1. Dissemination of START information and resources through training, which may include:
    1. Teams from the RCN participate in a START Intensive Training series.
    2. 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).
    3. Intensive focus on an evidence-based practice such as functional behavioral assessment, self-management, data collection, or education-based evaluation.
    4. Targeted trainings at building team meetings, staff meetings, or grade level meetings with coaching follow up.

AND

  1. The PD plan should 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, including families and community partners. A fee may be charged to attendees from outside the RCN to cover the cost of materials and food. The RCN may reserve a specified number of registrations for participants within their RCN.

B. Outcomes may include:

  • Increased training opportunities across the RCN region.
  • Improved building team knowledge and implementation of evidence-based practices.
  • Increased involvement of parents in training.
  • Adoption of the START Team Process and Meeting Mechanics materials across an ISD/district.
  • Data demonstrating student improvement on goals related to training.
  • Improvement in USAPT and CETA 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, classroom, and/or building level support using START tools and materials, as described below. Each RCN is required to meet these minimum requirements. RCN may elect to do more than the minimum requirements, and those RCN doing so will receive a higher level of funding for this additional work.

    Multi-ISD RCN:

  • 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 link. The link is available on the RCN Application and Report Forms page of the START website. The deadline for baseline data entry is November 30, 2019. Collect end of the year data after April 8, 2020 and submit data by June 1, 2020.

AND (choose one)

  • Student-level: Submit a K-12 Target Student Reporting Form for one additional student per ISD (using the same process described in “a”),

OR

  • Classroom-level: Work with one classroom per ISD to complete the CETA to assess the use of classroom supports and EBP, and develop goals for improvement at a classroom level Resulting data is to be entered into the START CETA survey link.

OR

  • Building-level: Work with one building per ISD to complete the 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.

Reporting Summary: A total of TWO data sets per ISD (one target student AND either one additional target student, one classroom, or one building) is required. Additional funding is available for RCN that commit to providing additional target student, CETA, or USAPT data (see “RCN Contract Budget: Optional RCN Activities” below.)

    Single ISD RCN:

  • 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 link. The link is available on the RCN Application and Report Forms page of the START website. The deadline for baseline data entry is November 30, 2019. Collect end of the year data after April 8, 2020 and submit data by June 1, 2020.

AND A COMBINATION OF

  • Student-level: Submit a K-12 Target Student Reporting Form for one or two additional student(s) (using the same process described in “a”),

OR

  • Classroom-level: Work with one or two classroom per ISD to complete the CETA to assess the use of classroom supports and EBP, and develop goals for improvement at a classroom level. Resulting data is to be entered into the START CETA survey link.

OR

  • Building-level: Work with one or two building per ISD to complete the 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.

Reporting Summary: A total of FOUR data sets for single-ISD RCN (two target students and some combination of two additional target student(s), classroom(s) and/or building(s)) is required. Additional funding is available for RCN that commit to providing additional target student, CETA, or USAPT data (see “RCN Contract Budget: Optional RCN Activities” below.)

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.
  • Improved outcomes (e.g. independence) for students as measured through data.
  • Use of the CETA in classrooms with action plans and follow up on goals.
  • Completion of the USAPT in buildings, with goal setting and follow up.
  • Broad implementation of the START Effective Team Process and 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 one transition-age target student 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 link. The link is available on the RCN Application and Report Forms page of the START website. The deadline for baseline data entry is November 30, 2019. Collect end of the year data after April 8, 2020 and submit data by June 1, 2020.
      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.

Reporting Summary: A total of TWO data sets per RCN (one BYF target student AND either one additional target student or one transition program) is required. Additional funding is available for RCN that commit to providing additional target student or program data (see “RCN Contract Budget: Optional RCN Activities” below.)

Outcomes may include:

  • Use of the V3 discovery process for students with ASD starting at age 14.
  • School-based transition staff and community partners trained in the components of the BYF and V3 process.
  • 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.
  • 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

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 resources.

Key Components and Reporting:

  1. Support teams to attend the 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.
  2. Support teams to request Peer to Peer technical assistance from START, as needed through the START Peer to Peer TA form.
  3. Identify and log all Peer to Peer support programs in RCN using the START Peer to Peer log.
  4. Establish a comprehensive Peer to Peer support program, or substantially expand an existing Peer to Peer support program, in at least three buildings in the RCN region.
  5. Use the START Peer to Peer Fidelity tool to strengthen existing peer to peer support programs in at least five buildings.
  6. Participation of two RCN members with the START Peer to Peer Community of Practice.

Reporting Summary: A total of THREE new or substantially expanded Peer to Peer programs, FIVE Peer to Peer Fidelity Tools, RCN Peer to Peer Data Log, and TWO members of the Peer to Peer Community of Practice. Additional funding is available for RCN that commit to additional peer to peer program development or expansion, and/or use of the Fidelity Tool (see “RCN Contract Budget: Optional RCN Activities” below.)

Outcomes may include:

  • Increased number of peer support programs.
  • 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.
  • Peer to Peer support is extended to include extracurricular activities.
  • Parent and community involvement in peer support programs.
  • Use of 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.

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 the RCN contract.
  4. Support attendance at the START Annual Conference for at least two parents who are involved with your RCN or ISD.

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.
  • Increased parent attendance at the START conference/trainings.

6. Optional RCN Activities

Additional RCN contract funding is available for RCN who undertake one or more of the following activities:

  1. Additional K-12 Target Student Support: Use the START IEP Implementation Coaching Checklist with an additional target student(s) and use the K-12 Target Student Reporting Form to collect and report baseline data and report progress. Use the same process as defined in Priority 2.
  2. Additional Classroom Level Support: Use the CETA to assess the use of classroom supports and EBP, and develop goals for improvement at a classroom level. Use the same process as defined in Priority 2.
  3. Additional Building Level Support:  Use the USAPT to assess the use of universal supports and EBP, and develop goals for improvement at a building level. Use the same process as defined in Priority 2.
  4. Additional Secondary Transition Target Student Support: Use the START V3 discovery process checklist with an additional target student. Establish an implementation plan for employment or post-secondary education based on the discovery process and use the BYF Target Student Reporting Form to collect baseline data and report progress. Use the same process as defined in Priority 3.
  5. Plan and complete a new Community Conversation, or demonstrate substantial follow-up from one or more previous Community Conversations that shows defined goals and an implementation plan. The Community Conversation should be related to RCN contract priorities such as secondary transition, peer to peer support collaboration with community providers, or family engagement. *See the Community Conversation Resources on the START website.
  6. Establish a Regional Peer to Peer Coach/Coordinator position. Designated regional, ISD, or district peer to peer coordinator provides local support to buildings seeking to set up or expand peer to peer programming, and/or coordinate regular meetings with peer to peer district staff, similar to a Community of Practice. (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. Please note: district match is expected.)
  7. Other activities that align with the START Priorities may be proposed and approved prior to submitting the application. Please contact Jana Benjamin at benjamj1@gvsu.edu.

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