Regional Collaborative Networks START UPDATE 2010

1. Regional Collaborative NetworksSTART UPDATE2010

2. INTRODUCTIONS

3. Topics to Address • START Website: Staying Green • Communication / Email lists • Calendar: Review START / RCN Schedule • EPLI Updates • START Priorities Review • Peer to Peer Support / Pupil Accounting • USAPT Online Update • Data Requirements Review • RCN Grant Goals (review) including budget

4. START WEBSITEStaying GREEN www.gvsu.edu/autismcenter

5. COMMUNICATION / Email Lists

6. CALENDAR • Intensive Training: • K-12: Lapeer ISD • Early Childhood Intensive Training: Kent ISD • Grading Meeting with MUNK: Oct 1 • STATEWIDE Conferences: • CET: Nov 2nd at Bay Arenac ISD • AS Module: • Nov. 4 & 5th at RAM Center / Higgins Lake • Dec. 2 & 3rd at Macomb ISD • IEP Module: Dec. 6 & 7th at TBAISD

7. CALENDAR: Leadership Meetings • Fall: October 7 - Post Secondary Transition • AGENDA REVIEW: • Ellen Condon (University of Montana)—Rural Institute Transition Project • RCN Post Secondary Pilot Project Template Review / RCN Post Secondary Transition Goal • Panel / Looking at ASD Differently Adult • EBP Template / Online USAPT • What to bring: • Transition Data (if not already turned in) • RCN Peer to Peer Data (# buildings implementing programs) • Basic Info on 4 Target Ss for post secondary transition project • Spring: April 28 - Post Secondary Transition

8. CALENDAR: Trainer/Coach Series • Intended for: • Currently approved trainers who want to improve skills / see updated modules • Participants seeking START Trainer/Coach Approval status • Modules to be offered: • Foundations (1 day version) • Ed Strategies (2 days) • PBIS (2 days) • Systems Change through Coaching (1 day version) • Trainer Prep / Competency Day (New Trainers) • CURRENTLY SCHEDULING DATES in LANSING

9. CALENDAR: START Annual Conference • April 27 - TOPIC: 10 Years of Change • Key Note: Catherine Lord • Current Breakouts: • Erin Reihle (Cincinnati Children’s Hospital) - Project Search • EBP: Video Modeling • Brooke Ingersoll: MSU - Project Impact (parent training)

10. RCN Structure / Meetings Review • Meetings: Target for Specific Purposes (option): • Business Meetings focus on action items related to the grant, financial status, etc. • EPLI Meetings focus on training and coaching priorities / issues. • Community Partner Meetings focus on transition and/or parent/family collaboration. • Agenda Considerations: • RCN Leadership develops monthly agenda • Monthly agenda should include, at a minimum: • Report on RCN goals with development of new action items • Report on EBPs • May include review of peer-reviewed journal articles and/or new resources (not required) • Report on the training and coaching activities in the region • Report on the transition action group progress

11. RCN Member ListRoles / Responsibilities Assignments • Facilitator / Time Keeper • Note-taker • Trainer/Coach Coordinator(s) • Coach Coordinator (s) • Post Secondary Transition Contact(s) • Grant / Budget Coordinator(s) (Fiscal Agent)

12. EPLI Updates • Module Changes / Review • Trainer/Coaches Updates • Coaching Updates EPLI

13. START Priorities 2010-11 --Professional Development (PD) with Impact --Coaching to Improve Implementation Fidelity --Evidence-Based Practices NPDC Pilot Sites EBP RCN Priority --Post-secondary Transition

14. Evidence-Based Practices RCN Goal • Identify at least TWO EBPs to become fluent in implementing with fidelity • TEMPLATE REVIEW: processes, examples, video, etc. to demonstrate implementation and share with others

15. Research Support for Practices

16. Resources for EBPs in ASD • NPDC: http://www.fpg.unc.edu/~autismpdC/ • OCALI: http://www.ocali.org/ • Autism Internet Modules • National Standards Project: http://www.nationalautismcenter.org • Georgia State: EIC – ASD (Enhancing Instructional Contexts for Students with ASD) • http://education.gsu.edu/autism/index.htm • Association for Science in ASD Treatment http://www.asatonline.org

17. Post-Secondary Transition Project • Transition Action Group • Target Student Project Template: • Identify at least 4 students to develop innovation plans for moving them into competitive employment, independent living, and/or higher education settings.

18. LINKS Peer to Peer Support Program Changes to Pupil Accounting Rules April 2010

19. Pupil Accounting Definitions: • LINK – a pupil who is enrolled in a LINKS course/credit program and who becomes a peer support or “LINK” to a pupil with ASD • LINKS – A local education agency’s board approved peer to peer support course/credit program

20. General Requirements for all LINKS Courses/Credit Program Membership Eligibility • Pupil must be enrolled in grades 6-12 • Curriculum approved by local board of education • Instructional objectives are established by the approved peer to peer support curricular content • Pupil is provided a course syllabus

21. General Requirements for all LINKS Courses/Credit Program Membership Eligibility • The LINKS teacher must provide lesson plans and the grading criteria for each LINKS course/credit • Daily attendance for participating pupils is recorded by the teacher • Pupil assessment and grading is completed by the teacher of record • Pupil meets all other enrollment and pupil eligibility requirements

22. Optional Models for Implementing LINKSOption #1 General Education elective taught by special education teacher who is general education certified in the grade level of the elective

23. Option # 1Education Environment: Special Education • A student with ASD is enrolled in a special education program • A general education LINK student is enrolled in a general education elective course and is receiving an elective course grade • The LINK student attends a special education program with the student with ASD and is under the direction of a special education teacher for the class period. (Attendance and grading provided by Special Education (LINK Teacher)

24. Optional Models for Implementing LINKSOption #2 General Education elective for pupils with ASD taught by a LINKS Teacher certified in general education in the grade the elective if offered

25. Option #2Educational Environment: General Education • The LINK Student is enrolled in a general education elective course – course attendance and grade • The LINK Student reports - elective LINK teacher for attendance but attends the general education content course with the student with ASD • The LINK teacher teaches a general education course called LINKS and serves as the teacher of record, provides training, facilitates case conferences and gives grades for the general education students in the elective courses

26. Optional Models for Implementing LINKSOption #3 General Education elective for pupils with ASD taught by a general education teacher who is also teaching a general education content course Exception: A general education teacher will instruct, assess and assign grades for two separate inter-related courses at the same time. One is a general education content course in which the pupil with ASD is enrolled and the other is a general education LINKS elective that the general education pupil is taking.

27. Option #3General Education • The LINK student is enrolled in an elective course and receiving elective course credit • The LINK student reports to General Education LINKS Teacher • The G.E. Teacher teaches a “LINK” course and serves as a teacher of record.

28. Optional Models for Implementing LINKSOption #4 General Education elective for pupils with ASD taught by a special education teacher who is also teaching a special education program Exception: Required: A special education teacher will instruct, assess and assign grades for two separate inter-related courses at the same time. One is the special education content course in which the pupil with ASD is enrolled and the other is a general education LINKS elective that the general education pupil is taking.

29. Option #4Special Education • The student with ASD is enrolled in a special education program • The LINK student is enrolled in a general education elective course and is receiving course credit • The LINK student reports to the special education teacher for attendance and attends the special education program with the student with ASD.

30. Additional training and or case conferences between the LINK Student and Teacher may take place outside of the general/special education class to which the LINK student is assigned for all four options

31. Evidence Based Practice Acknowledged by Pupil Accounting • Pupil with ASD – LINK Students model typical academic and social behavior in educational environments • Pupil with ASD – Improvements in academic competence (Cushing & Kennedy , 1997; Hunt, Staub, Alwell, & Goetz, 1994) • LINK Student – Progressive knowledge regarding awareness and understanding of disabilities (Carter, Hughes, Copeland & Breen, 2001)

32. Evidence Based Practice Acknowledged by Pupil Accounting • LINK Student – Experience an increase in skills: organization, responsibility, problem-solving, decision making and accountability (Koppang, 2003) • LINK Student – Improvements in academic competence (Cushing & Kennedy , 1997; Hunt, Staub, Alwell, &Goetz, 1994) • LINK Students At Risk – Demonstrate increased grades and attendance (Cushing & Kennedy, 1997)

33. Universal Supports Assessment and Planning Tool ONLINE UPDATE

34. USAPT Area Changes • Guiding Principles • Parent and Family Support • Team Process • Educational Strategies and Supports • Visual and Organizational Supports • Functional Communication System • Adult Supports • Peer Supports • Positive Behavior Supports

35. The Forms Directions (for completing, scoring, summarizing, action planning) Team Member Rating Form Coach’s Scoring Form Scoring Guide Team Summary

36. Team Member Rating Form

37. Scoring Guide

38. Coach’s Scoring Form

39. Team Summary • Score Summary (ONLINE) Areas of Discrepancy

40. Data Requirements Review • Review Mid Year and End of Year Reporting Requirements • Review Capacity Building Planning Tool

41. Capacity Building Tool Revisions: DRAFT

42. Capacity Building Tool Revisions: DRAFTColor = Implementation Code / Level TIER 1 TIER 2 TIER 3

43. RCN Grant Goals Review / Budget