Regional Collaborative Networks START UPDATES Fall 2010

1. Regional Collaborative NetworksSTART UPDATESFall 2010

2. INTRODUCTIONS

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

4. COMMUNICATION / Email Lists

5. CALENDAR • Intensive Training: • K-12: Lapeer ISD • Early Childhood Intensive Training: Kent ISD • STATEWIDE Conferences: • CET: Bay Arenac ISD: Nov 2 • AS Module: • Nov. 4 & 5th @ RAM Center / Higgins Lake • Dec. 2 & 3rd @ Macomb ISD • IEP Module: December 6 & 7 @ TBAISD • Meeting Mechanics: December 8 a.m. OR p.m. @ DeWitt Banquet / Conference Center

6. 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

7. 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: Jan 31 DeWitt • PBIS Feb 8/9 DeWitt • Ed Strategies: March 7/8 CCRESA • Systems Change through Coaching: March 31 CCRESA • Trainer Prep (New Trainers ONLY): April 12 DeWitt • Competency Day (New Trainers ONLY): • Ed Strategies: May 3 • PBIS: May 4

8. 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 (post secondary transition) • EBP: Video Modeling • Dennis Munk, Grading • Brooke Ingersoll: MSU—Project Impact (parent training) • Maurice Azur, Perspective on ASD

9. 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: • Report on RCN goals w/ action items • PD with Impact • Coaching for Implementation • EBPs / Journal Review / Book Review • Coverage for upcoming conferences / workshops • Report out on recent conferences / workshops

10. RCN Representation ListPotential Roles / Responsibilities • RCN Coordinator • Facilitator / Time Keeper • Note-taker • EPLI Trainer/Coach Coordinator(s) • EPLI Coach Coordinator (s) • Post Secondary Transition Contact(s) • Grant / Budget Coordinator(s) (Fiscal Agent)

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

12. 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 Target Student Projects Transition Action Group

13. 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

14. Research Support for Practices

15. Resources for EBPs in ASD • NPDC: http://autismpdc.fpg.unc.edu/content/briefs • 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

16. 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.

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

18. 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

19. 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)

20. 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)

21. 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

22. 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

23. 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

24. 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)

25. 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

26. 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

27. 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.

28. 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.

29. 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.

30. 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.

31. 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

32. Universal Supports Assessment and Planning Tool ONLINE UPDATE

33. 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

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

35. Team Member Rating Form

36. Scoring Guide

37. Coach’s Scoring Form

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

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

40. Capacity Building Tool Revisions: DRAFT

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

42. RCN Grant Goals Review / Budget