Date: May 11, 2015
Re:
RCN Funding for 2015-2016
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
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.
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 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 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, contact your RCN START
representative. For questions about budget, contact Jana Benjamin at benjamj1@gvsu.edu.
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START Regional Collaborative Network (RCN) Application
2015-2016
DUE DATE: Monday, June 22, 2015
Once completed, submit an electronic copy of the application & budget to
Melissa Kurek in the START office at kurekm@gvsu.edu
Date:
A. Regional Collaborative Network:
Fiscal Agent Information:
RCN Contract ISD/District:
School Address:
Financial Contact Person:
Email:
Phone:
RCN Report Contact Name:
Email:
Phone:
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 #
1
2
3
4
5
2
County/District
D. Peer to Peer Support Representative(s) for RCN:
Name
Email
Phone #
County/District
1
2
3
4
5
There are five primary sections to the RCN funding application:
1.
2.
3.
4.
5.
Members of the RCN
RCN Meeting Schedule
RCN Goals and Activities based on priorities for ’15-16
RCN Budget and Narrative
RCN Applicant Approval
Each RCN should develop goals that focus on the START annual priorities. All information
requested in the application is required in order to be awarded a contract for funding. 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 2015-2016
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 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.
Date
Time
Location
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Focus of Meeting
START Priorities for 2015-2016
1.
2.
3.
4.
5.
Professional Development with Impact
Coaching for Implementation of Evidence-Based Practices (EBP)
Secondary Transition
Peer to Peer Support
Family and Community Engagement
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 include a plan or system for
application and implementation.
Key Components and Reporting:
1. Dissemination of START information and resources through training, which may
include:
a. Intensive, team-based training series similar to START’s Intensive Training (i.e.
Mini IT).
b. Intensive focus on an evidence-based practice such as functional behavioral
assessment, self-management, data collection and decision making practices.
c. Implementing targeted trainings at building team meetings, staff meetings, or
grade level meetings.
2. 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.
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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) and the National Standards Project phase 2
report
Key Components and Reporting:
1. Establishing a coaching structure at the district and ISD level with coach leaders and
building coaches.
2. Utilize the USAPT to assess use of universal supports and evidence-based practices and
develop goals for improvement. Data should be entered into the online USAPT system.
3. Use the START EBP Coaching Checklist with students with ASD to increase
implementation of evidence-based practices and capture student data for decision making
and reporting.
a. For RCN with multiple ISDs, each ISD will identify at least 2 target students to
implement the coaching checklist and report data in the mid-year and end of the
year RCN report.
b. For RCN that are a single county, identify at least 4 target students to implement
the coaching checklist and report data in the mid-year and end of the year RCN
report.
Note: Use the RCN Target Student Reporting Template in the 2015-2016 mid-year/end
of the year report document to report progress.
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 (e.g. academic, behavioral, social, independence) for students as
measured through specific data.
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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
should work with a transition team 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.
Key Components and Reporting:
1. Transition Planning
a. Identify at least 4 transition-age target students for employment or post-secondary
education focus.
b. Use the START V3 discovery process checklist – Vision, Vocational Profile, and
Visual Resume.
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 .
2. Plan and complete at least 2 Community Conversations through your RCN. Use the
Community Conversations Resources on 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.
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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 buildings in 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.
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 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.
Additional resources for on Peer to Peer Support as an Evidence-based Practice:
National Professional Development Center (NPDC)
Autism Internet Modules (AIM)
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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:
 Utilize the START Passport 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.
 Increase parent and family involvement in RCN, particularly family members involved in
local autism/disability organizations and community organizations.
 Promote involvement of parent mentors from Michigan Alliance of Families (MAF) in
regular RCN meetings.
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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RCN GOALS AND ACTIVITIES
2015-2016
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.)
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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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GOAL # 5: Family and Community Engagement
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
2015-2016
START Regional Collaborative Network (RCN):
ISD Serving as Fiscal Agent:
Finance Officer/Budget Contact Name:
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 rate and FTE
RCN and START Meetings*


RCN Meeting Travel
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
RCN Trainer/Coaches and key
teachers
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Budget Narrative/Explanation
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
Resources to buildings
Information Technology for RCN
Development

Webcasts, communication tools,
database, website development
Contracts/Services to Other ISDs
/ Districts
Explain in Budget Narrative
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 2015-16
$
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 not reimburse 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 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.
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START Regional Collaborative Network (RCN)
Applicant Approval Page
Regional Collaborative Network Name: ______________________________
Applicant Authorization/Approval:
This application is submitted in response to a Grand Valley State University, START Project
request 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 and final agreement with START. I hereby state that all
the information I have provided is true, accurate, and complete. I further state that I have the
authority to submit this proposal, which will become a binding agreement between this RCN and
START, if accepted.
I hereby agree, as the ISD or 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 students for the 2015-2016 school year.
_______________________________
Signature of Authorized Official
_______________________________
Title
________________________
Date
Notes: 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
kurekm@gvsu.edu.
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