Date: May 2, 2016

Re: RCN Contract for 2016-2017

To:Regional Collaborative Network (RCN) Leaders

From:START Staff

We appreciate your continued efforts to improve systems to support students with Autism Spectrum Disorder (ASD) in your region. It is through your work that students with ASD have opportunities to expand their learning and become active members of their school and local community.

The Autism Education Center at Grand Valley State University anticipates renewed funding for the Statewide Autism Resources & Training Project (START) from the Michigan Department of Education, Office of Special Education (MDE, OSE) and we look forward to working with your RCN again to provide training, technical support, and financial resources to further implement project activities in your districts and buildings for students with ASD and their families.

For the current funding year, we have identified five priority areas:

  1. Professional Development with Impact
  2. Coaching for Implementation of Evidence-Based Practices (EBP)
  3. Secondary Transition
  4. Peer to Peer Support
  5. Family and Community Engagement

We recognize that each RCN is different, even though we are all working on the same priorities. Therefore each RCN may establish individualized goals based on the identified needs of the region. Each RCN contract awarded by START will vary in amount based on the quality of the activities proposed, the size of the area served, the number of students with ASD, the leadershipand resources pledged by the ISDs/district in RCN, and the amount of the award that START receives from MDE, OSE.

If you have questions about the priorities described in the application, please contact your START RCN representative. For questions about budget, contact Jana Benjamin at .

START Regional Collaborative Network (RCN) Application

2016-2017

DUE DATE: Monday, June 20, 2016

Once completed, submit an electronic copy of the application & budget to
Melissa Kurek in the START office at

Date:

A. Regional Collaborative Network:

Fiscal Agent Information:

RCN Contract ISD/District:

School Address:

Financial Contact Person: Phone:

Email:

RCN Report Contact Name: Phone:

Email:

B. Contact Persons/Leadership for the RCN:

Note: Contact names listed will be posted on the START website and RCN Map.

Name / Email / Phone # / County/District
1
2
3
4
5
6

C. Transition Priority Representative(s) for RCN:

Name / Email / Phone # / County/District
1
2
3
4
5

D. Peer to Peer Support Representative(s) for RCN:

Name / Email / Phone # / County/District
1
2
3
4
5

E. Michigan Alliance for Families Parent Mentor(s):

Name / Email / Phone # / County/District

There are five primary sections to the RCN application:

  1. Members of the RCN
  2. RCN Meeting Schedule
  3. RCN Goals and Activities based on priorities for ’16-17
  4. RCN Budget and Narrative
  5. RCN Applicant Approval

Each RCN should develop goals that focus on the START annual priorities for next year. All information requested in the application is required in order to be awarded a contract. Each RCN will report on progress toward goals twice each year: Mid-year Report and End of Year Report.

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REGIONAL COLLABORATIVE NETWORK LEADERSHIP MEMBERS 2016-2017

RCN Leadership: District / ISD representatives, parent representatives, and community partner representatives who attend the RCN meetings to assist in planning and implementing the RCN annual goals (add lines if needed).

School Representatives:

Name / District / ISD / Position / Phone # / Email Address

Parent and Community Partner Representatives:

Name / Agency/Group Represented / Position / Phone # / Email Address

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RCN MEETING SCHEDULE

The RCN should hold monthly (or equivalent) meetings with a defined structure for each meeting. For example:

  • Business Meetings- action items related to the RCN goals, fiscal management, recruiting new members, and related issues
  • Training and Coaching Meetings- training and coaching priorities, setting up peer to peer support programs
  • Community Partner Meetings- transition and community priorities, family engagement

The RCN meeting agenda should include the following:

  • Review of RCN goal activities and progress
  • Review of budget for the RCN
  • START updates
  • Parent/Family updates from MAF or parent organization representative

List below the date, time, location, and focus for each RCN Meeting

Note: Please notify START of any changes to this schedule made after application submission.

Date / Time / Location / Focus of Meeting

START Priorities for 2016-2017

  1. Professional Development with Impact
  2. Coaching for Implementation of Evidence-Based Practices (EBP)
  3. Secondary Transition
  4. Peer to Peer Support
  5. Family and Community Engagement

IMPORTANT: All information about the application and reporting process for the RCN contract can be found on the START website under RCN RCN Application and Report Forms

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 includea plan or system for application and implementation.

Key Components and Reporting:

  1. Dissemination of START information and resources through training, which may include:
  2. Intensive, team-based training series similar to START’s Intensive Training (i.e. Mini IT).
  3. Intensive focus on an evidence-based practice such asfunctional behavioral assessment, self-management, data collection and decision making practices.
  4. Implementing targeted trainings at building team meetings, staff meetings, or grade level meetings.
  5. 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 student 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.The IEP Implementation Coaching Checklist is used for coaching with individual students with IEPs.

*For current information about evidence-based practices, see the report from the National Professional Development Center (NPDC)and the National Standards Project phase 2 report

Key Components and Reporting:

  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) includingworking 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 USAPT to assess use of universal supports and EBP and develop goals for improvement at a building level.Data should be entered into the online USAPT system.
  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 EBP and capture student data for decision making and reporting.
  1. For RCN with multiple ISDs, each ISD will identify at least 2 target students to implement the IEP Implementation Coaching Checklist and report data in the mid-year and end of the year RCN report.
  2. For RCN that are a single county, identify at least 4 target students to implement the IEP Implementation Coaching Checklist and report data in the mid-year and end of the year RCN report.

Use the K-12 Target Student Reporting Form to 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 isOctober 30, 2016. Collect end of the year data after April 1, 2017 and submit data by June 1, 2017.

Outcomes may include:

  • Coach(es) in each building that has students with ASD serving in different roles such as team support, coaching for implementation of specific EBPs.
  • Regular meetings with building coaches.
  • Completion of the USAPT in each building within a district.
  • Action plans and follow up on USAPT improvement goals.
  • Action plans and follow up on CETA improvement goals.
  • Improved outcomes (e.g. independence) for students as measured through specific 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 BYF Project is to establish a process that allows young adults with ASD to participate in meaningful work experiences before leaving school that ultimately lead to 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.

*Review the BYF Resources on the START website.

Key Components and Reporting:

  1. Transition Planning
  2. Identify at least 4 transition-age target students for employment or post-secondary education focus.
  3. Use the START V3 discovery process checklist – Vision, Vocational Profile, and Visual Resume.
  4. Establish an implementation plan for employment or post-secondary education based on the discovery process for target students and collect baseline and student progress data.

Use the BYF Target Student Reporting Form to report progress. This data will be submitted through an online survey. The link is available on the RCN Application and ReportForms page of the START website. The deadline for baseline data entry is October 30, 2016. Collect end of the year data after April 1, 2017 and submit data by June 1, 2017.

  1. Plan and complete at least 2 Community Conversations through your RCN. Use the Community Conversations Resourceson the START website.

Outcomes may include:

  • Use of the V3 discovery process for students with ASD starting at age 14 (or earlier).
  • 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 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.
  • High school counselors have information about supporting students with ASD to successfully enter college or technical school.

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 or database.
  2. Establish a comprehensive peer to peer support program in at least 4 new buildingsin the RCN region.
  3. Provide training and technical assistance to building and district personnel on peer to peer support as an evidence-based practice.
  4. Support teams to attend START Peer to Peer support training, as needed.
  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/multi-district 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 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.
  • 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 Passportand Passport Resources with families and students with ASD. The goal is to implement the Passport across grade levelswith 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/disabilityorganizations and communityorganizations.
  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:

  • 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 attendance at RCN meetings.
  • Include parent organization/MAF updates as a regular agenda item.

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START Contract Goals and Activities

RCN:Grant Year: 2016-2017

Goal / Plan/Activities / Expected Outcome / Resources Needed
Goal 1:
Professional Development with Impact
Goal 2:
Coaching for Implementation of EBPs
Goal 3:
BYF - Secondary Transition
Goal 4:
Peer to Peer Support Programs
Goal 5:
Family and Community Engagement

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START RCN BUDGET

2016-2017

START Regional Collaborative Network (RCN):

ISD Serving as Fiscal Agent:

Finance Officer/Budget Contact Name:

Email:

Description/Line Items

/ Budget $ requested from START / Budget Narrative/Explanation

Administrative Supports

  • Administrative costs are limited to 5% of budget expenditures. No indirect costs may be charged to the START contract.

Personnel/Leader for RCN
  • RCN may budget for a % of a person’s time for RCN leadership to meet priorities.List position, payrate and FTE

RCN and START Meetings*
  • RCN Meeting Travel
  • START Fall and Spring RCN Leadership meetings and START Conference

Training/PD
  • Costs for presentation of START modules
  • Meeting support for Trainers and Coaches
  • IT site support
Out of state travel is not allowed.
START Coaching
  • Coaching materials and support

START Trainer Subs / Travel**
  • Sub and travel costs for approved RCNTrainer/Coaches and key teachers

Stakeholder/Parent Costs
  • Parent support costs related to RCN priorities or IT Site (e.g. travel to training site, RCN meetings)

BYF and Transition:
  • Transition goal costs, Community Conversation support costs

Peer to Peer Training and Support
  • Materials/Supplies/Printing
  • Peer training/meeting costs
  • Peer support materials
  • Resourcesto buildings

Information Technology for RCN Development
  • Webcasts, communication tools, database, website development

Contracts/Services to Other ISDs/ Districts
Identify these costs and the related activity and goal
Non-START Funds
Estimate of other support dollars / Insert an estimate of Non-START funds (in-kind or other funding) supporting your RCN here: $
Total for RCN for 2016-2017 / $

Allowable RCN Meeting / Training Expenses*

START will reimburse for registration and travel expenses for START-sponsored trainings and the START Conference and Leadership Days only. START will notreimburse for general professional development.

START Intensive Training meal costs may be included in the budget. Travel and sub costs may not be included.

Allowable Subs Costs**

START will offset the cost of subs for START TrainerspresentingSTART Modules. START will offset the cost of subs for non-trainers when, and only when, the RCN finds it necessary for a teacher to participate as an RCN member in order to carry out the goals or activities in the RCN contract. (Prior approval is required for payment of sub costs on this basis.)