Date: April 17, 2014
Re:
RCN Funding for 2014-15
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 community.
The Autism Education Center at Grand Valley State University anticipates renewed funding for
START from the Michigan Department of Education, Office of Special Education (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.
We recognize that each RCN is different even though we are all working toward the same goals.
Therefore each RCN may request different kinds and levels of supports and resources to
implement the established priorities. Each RCN award from START will vary in funding level
based on the quality of the activities proposed, the size of the area served, the number of students
with ASD, the leadership and resources pledged by the RCN ISDs/districts, and the amount of
the award that START receives from MDE, OSE.
In the RCN application attached, we have targeted four priorities for the 2014-15 school year:
1. Professional Development with Impact
2. Coaching for Implementation of Evidence-Based Practices (EBP)
3. Secondary Transition
4. Peer to Peer Support Programs
If you have questions about the goals described in the application, contact your RCN START
representative. For questions about budget, contact Judith Shea at sheaj@gvsu.edu .
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START Regional Collaborative Network (RCN) Application
2014-2015
DUE DATE: Thursday, June 19, 2014
Once completed, submit an electronic copy of the application & budget to
Melissa Adair in the START office at adairm@gvsu.edu
Date:
A. Name of Regional Collaborative Network:
Fiscal Agent Information:
RCN Contract School System:
School Address:
Financial Contact Person (s):
Phone:
Email:
RCN Report Contact Name:
Phone:
Email:
B. Contact Persons/Leadership for the RCN:
Note: Contact persons listed will be posted on the START website and RCN Map.
Name
Email
Phone #
County/District
1
2
3
4
5
C. Transition Priority Representative(s) for RCN:
Name
Email
Phone #
1
2
3
4
5
2
County/District
D. Peer to Peer Support Representative (s) and Program Leader (s) for RCN:
Name
Email
Phone #
County/District
1
2
3
4
5
There are FOUR primary sections to the RCN funding application:
1.
2.
3.
4.
Members of the RCN
RCN Meeting Schedule
RCN Goals and Activities (see priorities for ’14-15)
RCN Budget and Narrative
Each RCN should develop goals that focus on START priorities for ‘14-15. START will ask
each RCN to report on progress toward goals twice each year: Mid-year Report and End of Year
Report. All information requested in the application is required in order to receive funding.
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REGIONAL COLLABORATIVE NETWORK LEADERSHIP MEMBERS 2014-2015
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 #
Position
Phone #
Email Address
Parent and Community Partner Representatives:
Name
Agency/Group Represented
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Email Address
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 grant goals, grant/financial 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/or community priorities
The RCN meeting agenda should include the following:
 Planning for RCN goal activities and review of progress
 Review of budget for the RCN
 Review of the training and coaching activities in the region
 START Updates
List below the date, time, location, and focus for each RCN Meeting. Note: Please notify
START of any changes.
Date
Time
Location
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Focus of Meeting
START Priorities for 2014-2015
1.
2.
3.
4.
Professional Development with Impact
Coaching for Implementation of Evidence-Based Practices (EBP)
Secondary Transition
Peer to Peer Support Programs
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 include training with implementation follow up.
Options for PD with Impact may include:
1. Intensive Training series similar to START’s team-based Intensive Training (i.e. Mini
IT)
2. Training series focused on a specific group such as paraprofessionals, general education
teachers, building coaches, or parents
3. Intensive focus on an evidence-based practice such as functional behavioral assessment,
self-management, data collection and decision making practices
4. Peer to peer program support training
5. Connecting ASD PD with school improvement goals and activities (e.g. school-wide
PBIS or RtI)
6. Implementing brief, targeted trainings at building team meetings, staff meetings, or grade
level meetings
Outcomes may include:
 Increased number of people trained in evidence-based practices
 Increased involvement of parents in training
 Increased number of peer to peer support programs operating in districts
 ASD support integrated into school improvement plans (e.g. intensive supports within a
multi-tier system)
 Improved paraprofessional knowledge and implementation of evidence-based practices
 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
 Expansion of district and building involvement throughout the RCN region
2. Coaching for Implementation of Evidence-based Practices: Coaching is the primary
infrastructure for implementation of evidence-based practices and may include instructional
practices such as differentiated output leading to greater access to general education curriculum
or specific practices such as self-management. All RCN should evaluate and strengthen their
coaching structure with building teams, building coaches, and coach leaders to ensure
implementation of evidence-based practices for educating all students with ASD.
*For current information about empirically supported treatments, see the new report from the National
Professional Development Center (NPDC) listing 27 evidence-based interventions for children with ASD.
http://autismpdc.fpg.unc.edu/content/ebp-update
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Key components of this goal area include:
1. Utilizing the USAPT to assess use of practices, developing goals for improvement, and
entering the data into the online USAPT system
2. Establishing a coaching structure at the district and ISD level
3. Increasing knowledge, use, and evaluation of evidence-based practices
4. Create a minimum of one video or podcast for coaches to use in order to improve
implementation of evidence-based practices. An example will be posted on the START
website under Coaching Resources - http://www.gvsu.edu/autismcenter/coaching-forms59.htm
Outcomes may include:
 Coach(es) in each building that has students with ASD. Coaches may serve in different
roles such as coaching for team process, coaching for implementation of specific
strategies such as visual supports, or coaching to implement peer to peer support.
 Regular meetings with building coaches
 An ISD/district coaching resource website and/or library
 Completion of the USAPT in each building within a district
 Action plans and follow up on USAPT improvement goals
 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)
 Improved outcomes for students as measured through specific data
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 leads 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. Each RCN will
need a Secondary Transition Action Group (or send an RCN representative to an already
established group) to set goals for at least 4 transition age students to develop innovative plans to
access work experiences and employment and/or post-secondary education.
*Review the BYF Training Manual and support materials on the START website
http://www.gvsu.edu/autismcenter/building-your-future-project-139.htm
Key components of this goal area include:
1. Transition Planning
a. Identify at least 4 transition age target students for employment or post-secondary
education focus
b. Use the V3 discovery process checklist – Vision, Vocational Profile, and Visual
Resume
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c. 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
d. Develop natural supports as part of work experiences
2. Plan at least two Community Conversations through your RCN. Use the Community
Conversations Resources on the START website.
http://www.gvsu.edu/autismcenter/building-your-future-project-139.htm)
A limited number of Griffin-Hammis Associates online course registrations are available. The
course is focused on the discovery process and customized employment. Registration
information for the course is available through the START office.
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 http://www.gvsu.edu/autismcenter/peer-to-peer-support-2-140.htm
Key components of this goal area include:
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 buildings in the
RCN region
3. Provide training to building and district personnel on peer to peer support as an evidencebased practice
4. Provide technical assistance to buildings and districts to establish peer to peer support
programs
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5.
6.
7.
8.
Support teams to attend START Peer to Peer support training as needed
Request peer to peer technical assistance from START as needed
Expand peer to peer support programs to include at risk students as peers
Use 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
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
Additional resources for on Peer to Peer Support as an Evidence-based Practice:
http://autismpdc.fpg.unc.edu/content/peer-mediated-instruction-and-intervention
http://www.autisminternetmodules.org/
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RCN GOALS AND ACTIVITIES
2014-2015
GOAL # 1: Professional Development with Impact
Describe Plan / Activities for this Goal:
Describe Expected Outcome(s) including Student Outcomes:
Describe how Progress on this Goal will be Measured:
List below the resources you need to meet this goal, such as personnel, materials, printing, etc.
(See START Budget Work Sheets to request funding/resources.)
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GOAL # 2: Coaching for Implementation of Evidence-Based Practices
Describe Plan / Activities for this Goal:
Describe Expected Outcome(s) including Student Outcomes:
Describe how Progress on this Goal will be Measured:
List below the resources you need to meet this goal, such as personnel, materials, printing, etc.
(See START Budget Work Sheets to request funding/resources.)
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GOAL # 3: Secondary Transition
Describe Plan / Activities for this Goal:
Describe Expected Outcome(s) including Student Outcomes:
Describe how Progress on this Goal will be Measured:
List below the resources you need to meet this goal, such as personnel, materials, printing, etc.
(See START Budget Work Sheets to request funding/resources.)
12
GOAL # 4: Peer to Peer Support Programs
Describe Plan / Activities for this Goal:
Describe Expected Outcome(s) including Student Outcomes:
Describe how Progress on this Goal will be Measured:
List below the resources you need to meet this goal, such as personnel, materials, printing, etc.
(See START Budget Work Sheets to request funding/resources.)
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START RCN BUDGET
2014-2015
START Regional Collaborative Network (RCN) Name:
Name of ISD Serving as Fiscal Agent:
Name of Finance Officer/Accountant or Budget Contact:
Email:
Description/Line Items
Budget $
requested from
START
Administrative Supports

Administrative costs are limited to 5%
of budget expenditures. No Indirect.
Personnel-Leader for RCN

RCN may budget for a % of a person’s
time for RCN leadership to meet
priorities.
List Position (s) rate and % of FTE
Information Technology for RCN
Development

Webcasts, communication tools,
database, apps, website development
Peer to Peer Training / Peer
Program Support





Materials/Supplies/Printing
Peer training/meeting costs
Peer logo and products
Mini grants for peer to peer
Equipment (Requires prior START
approval)
START Purchase of Service & All
other RCN Training Costs
Allowable Training Costs are:
 Implementation of all START
Training & RCN Key Components
 Implementation of the ’14-15 START
RCN Priorities/Goals
*Support costs for Coach support, Training
related costs for presentation of START
modules, meeting support for Trainers and
Coaches, IT site support, community
meeting costs around transition
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Budget Narrative/Explanation
START EPLI Subs / Travel*

Substitutes/travel costs for approved
RCN Trainer/Coaches and key
teachers
See criteria for sub costs below*
BYF and Transition:

Transition goal costs, Community
Conversations support costs
Stakeholder/Parent Costs

Parent support costs related to RCN
priorities or IT Site (e.g. travel or
stipend to attend IT Site, RCN
meetings/Mini IT training)
RCN Meetings/Training**


RCN Meeting Travel
RCN Leadership meetings and
START Conference
Out of state travel is not allowed.
Contracts/Services to Other ISDs
/ Districts
Explain in Budget Narrative
Consultants
Prior approval is required
Insert an estimate of Non-START funds
(in-kind or other funding) supporting
your RCN here: $
Non-START Funds
Estimate of other support dollars
Total for RCN for 2014-15
$
Allowable EPLI Subs / Travel Costs*
START will offset the cost of subs for START Trainers presenting START Modules. START will offset
the cost of subs for Non-trainers 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.
Allowable RCN Meeting / Training Expenses**
START will only reimburse for registration and travel expenses for START-sponsored trainings and the
START Conference and Leadership Days. START will not reimburse for general professional
development training days.
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START Regional Collaborative Network (RCN)
Applicant Approval Page
Regional Collaborative Network Name:
Applicant Authorization/Approval:
This application is hereby made in response to a Grand Valley State University, Autism
Education Center/START Project request for purchase of services for a grant funded agreement
for this RCN to provide services and supports that improve the outcomes for student with ASD
and other related disabilities and their families in the amount and for the purposes set forth in this
proposal.
The undersigned, having become thoroughly familiar with the proposed documents attached
hereto, agrees to work toward the goals and activities specified herein, for the total costs as
stipulated herein, subject to negotiation. I hereby state that all the information I have provided is
true, accurate, and complete.
I hereby state that the person listed below has the authority to submit this proposal, which will
become a binding agreement if accepted. Please Note: The Authorized Official may send an
email transmittal approval to adairm@gvsu.edu in place of hard copy signature.
I hereby agree that as the ISD or the district agent listed on this RCN application to enter into a
contract to address the goals listed. I agree to collaborate with the Autism Education Center
START Project as well as with the Michigan Department of Education Office of Special
Education by supporting the goals proposed to increase outcomes for student for the 2013-2014
year.
________
_____
Signature of Authorized Official
________
______________
Title
_______
Date
________
_______
Date
________
________
___________
Signature of Authorized Official
________
______________
Title
Notes: Two signatures are not required. However, this proposal must be approved by the appropriate
administrator with authority to approve the submission for funding. An email with a statement of
authorization may be sent in lieu of signature to adairm@gvsu.edu
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Appendix A:
START RCN Key Components
1. Shared Mission, Guiding Principles, and Goals consistent with the START Project
2. RCN Leadership Structure and Process
3. Professional Development with Impact
4. Implementation of Evidence-based Practices through Coaching
5. Collaboration with Community Partners and Families
6. Resource Accessibility
7. Link to the GVSU Autism Education Center START Project and the Office of Special
Education (OSE).
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