Regional Collaborative Networks Begin Year Update 2017-18 Review updated map and indicate it can be found on the website, if needed.

INTRODUCTIONS Key Concepts: Considerations: Application: It is important to establish training norms / guiding principles. Have participants general their own needs relative to training. Considerations: Some participants, despite the development of expectations / guiding principles, will have difficulty following them. Identify “positive nags” in the audience who can assist with prompt to the expectations when participants are having a difficult time. Application: Have participants general their own principles. This will help with implementation and accountability.

REMINDER Find START on Social Media Facebook Closed RCN Group (START Project – RCN Group) Twitter: @STARTProjectMI Instagram: startpeertopeer Hashtag: #STARTProject

START Connecting Newsletter

Passports: A Creative Challenge http://www. gvsu The top 10 most innovative ideas and top 10 success stories will be entered into a drawing. The RCN with the most top 10 entries will get the flag for the year. The Two Winners of the drawing will receive a $100 Professional Resource. NOTE: You can upload files but need a google account ENTER HERE Order Form for Passports

START IT Sites 2017-18 Early Childhood K-12 BYF Oakland Schools Muskegon ISD K-12 Van Buren ISD Macomb ISD – Year 1 TA Year 2: UPAN & Mt. Pleasant BYF NAN / Grayling

IT Sites for 2018-2019 Early Childhood – host site location to be announced at the end of September. Team applications will be available in December. K-12 – host site location to be announced at the end of September. Team applications will be available in December. BYF – Open Application to host is due October 20th. Team applications will be available in December.

17th Annual START Conference Morning Keynote: Paula Kluth Monday, April 30th, 2018 Kellogg Center in East Lansing Save the Date Morning Keynote: Paula Kluth Afternoon Breakouts

Crowne Plaza Grand Rapids May 1 @ Kellogg Center in Lansing LEADERSHIP DAYS 2017-18 November 13 @ Crowne Plaza Grand Rapids May 1 @ Kellogg Center in Lansing

Save the Date NEW Trainer Update Day for all Current and Prospective Trainers Tentatively scheduled for March 19th in Lansing

Information Needed Today PD with Impact Plan Target Student Info for Coaching Checklist Info to update Capacity Building Tool Target Student Info for Discovery Process Peer to Peer Data Log

RCN Contract Review Review the RCN Pacing Guide Complete Contract Requirements Worksheet

PD with Impact EPLI Changes New Content (most on website) No more “Trainer Prep” – instead webinar on competency day prep Yearly “Trainer Update” – required for first year trainers New Content (most on website) LRE Research (next slides) Updated Literacy (added DIBELS examples) Updated Sexual Health (added resources / re- organized) PC and Certificate of Completion Teacher Evaluation Caseload Analysis

Focus Priority: FAPE in the LRE “Over the next several years, OSE will be assessing and working to improve how we are: Ensuring that everyone knows the requirements related to LRE (beyond the requirements of SPP indicator B-5: Educational Environments) Supporting identified areas of improvement” Teri Chapman, Director Michigan OSE

The Dynamic Relationship Between Content, Curriculum and Student Learning: Three Primary Findings The amount, type, and quality of interactions between students with extensive support needs and their typical peers were better in general education contexts. Services in general education contexts could be superior to those in self-contained settings with respect to: The quality of student Individualized Education Programs, the aspects of instruction and the overall program provided The amount of time that teachers provided instruction The amount of time students were engaged in instruction and social interactions with general education classmates When these student received services in inclusive general education contexts, their learning outcomes could be better across skills areas and activities including: Social competence Language Development and Use Literacy General education content areas The Dynamic Relationship Between Context, Curriculum, and Student Learning: A Case for Inclusive Education as a Research-based Practice. Jackson, Ryndak, & Wehmeyer, (2010).

Rationale for Segregated Programming Simply Not Supported Study: 7 years; 6 self-contained; 5 districts; 3 states Rationale: Community (i.e. more protective environment) Not purposefully created or given much attention Evidence that it, in fact, was the opposite Less Distractions: SC more frequent; more severe Curriculum and Instruction: (structure; individualized) Less structure than gen ed Context-Free / Meaningless Curriculum (i.e. little inquire-based / cooperative learning; often “seat work;” no connection to gen ed) No Specially Trained Instructor – mostly parapros Behavior Supports: Confrontational staff; Few attempts to understand or respond to function; Contingent removal; Use of time out / restraints Does Self-Contained Special Education Deliver on Its Promises? A Critical Inquiry Into Research and Practice. Causton-Theoharis, Theoharis, Orsati, Cosier, (2011)

There is STRONG Evidence that Students with “Extensive Support Needs” Acquire skills and content knowledge (including literacy) in general education with rigorous instruction and UDL-based adaptations (e.g. differentiated instruction; universal supports, literacy supports (Kluth)) Are BEST served by educational teams that approach their education with the intent of finding solutions to access and learning barriers rather than alternative placements. Involvement and Progress in the General Education Curriculum for Students With Extensive Support Needs: K-12 Inclusive-Education Research and Implications for the Future. Ryndak, Lewis & White, (2013).

Kurth & Mastergeorge, 2010 15 Students w/ ASD (not AS) – 12 males 7-9th grade; 12-15 years old 7 spent >80% day in Gen Ed; math and reading instruction in Gen Ed 8 self-contained spent >50% in Sp Ed; math and reading instruction in Sp Ed Measures: Cognitive Gen Ed mean 64.9; Sp Ed mean 60.0 Adaptive Gen Ed mean 44.4; Sp Ed mean 42.3 Academic—WJ 3 Broad Reading: Gen Ed mean 67.6; Sp Ed mean 13.1 Broad Writing: Gen Ed mean 83.6; Sp Ed mean 14.1 Broad Math: Gen Ed mean 77.4; Sp Ed mean 8.5 Academic and Cognitive Profiles of Student with Autism: Implications for Classroom Practice and Placement. International Journal of Special Education, 25 (2), 8-14.

Coaching for Implementation of Evidence-Based Practices Multi-ISD RCN: Use the IEP Implementation Coaching Checklist (student level) with at least ONE student per ISD. (NOTE: Deadline for baseline data entry is Oct 30, 2017; End of the year April 1 – June 1, 2018) AND (choose one) b. Complete ONE additional Coaching Checklist OR c. Complete ONE USAPT per ISD and submit online Total of two data sets per ISD

Multi-ISD RCN Per ISD Data Reporting

Coaching for Implementation of Evidence-Based Practices Single ISD RCN: Use the IEP Implementation Coaching Checklist (student level) with at least TWO students. (NOTE: Deadline for baseline data entry is Oct 30, 2017; End of the year April 1 – June 1, 2018) AND A COMBINATION OF b. Complete 1 or 2 additional Coaching Checklists OR c. Complete 1 or 2 USAPT and submit online Total of four data sets

Single ISD RCN

Target Student Data NOTE: Deadline for baseline data entry is October 30, 2017 -- End of year data April 1, 2018 - June 1, 2018.

If you change a target student, notify the START office! WARNING If you change a target student, notify the START office!

Resources for Coaching: Coaching Modules Modules are designed as 45-60 minute presentations with additional action planning / accountability time. The modules have 3 sections: Beginning, Middle and End. Beginning PPT explains the participant’s role as coach and the purpose of the coaching modules – this PPT should be modified to reflect the local issues Middle sections can be selected from a menu of training content and should be merged with the beginning and end PPTs End PPT is a framework designed to assist Coach Leaders in supporting Building Coaches in designing implementation and action plans prior to the end of the session Needs Survey

Menu of Coaching Modules Training Content Differentiation – Elementary & Secondary Differentiation – Support Staff Differentiation – Administration Improving Implementation Fidelity K-12 Data Collection Looking at ASD Differently – Secondary Paraprofessional Dependence/Self Advocacy/Peer to Peer Support – Secondary Peer to Peer – Elementary FBA IEP Top 10 Behaviorisms

Coaching Resources The Coaching Tool Kit PURPOSE: Provide visuals to demonstrate use of strategies/tools. Provide “3-point communication” during disagreement / emotional topics Despite intent, difficult messages can come across as personal attacks due to eye contact / paraverbal skills and any negative reaction is directed at the sender. Using a “third point” (the docs in the tool kit), one can avoid the impact on the relationship during these difficult conversations.

The Coaching Tool Kit with Audio Notes NOTE: Slides and Tool Updates on Website http://www.gvsu.edu/autismcenter/coaching-resources-59.htm START -- Components Meeting Mechanics / Team Audit Action Plans Law (FAPE / LRE) Dear Colleague Ed-Benefit Review IEP White Board Process Making Placement Decisions IEP Implementation Fidelity Plan Research Outcomes & Interventions Articles USAPT CETA / EPATYC Data Forms Visuals / Instructional Science Schedule Matrix Self – Management Examples Behavioral Science Paraprofessional Tool Response Script Ed Strategies Caseload Analysis Output Hierarchy Reading Profile Literacy Checklist Secondary Transition Autism Council Recommendations Secondary Transition Checklist V3 Discovery Process Employer Needs Analysis

START Building Your Future (BYF) Secondary Transition Student-level: Use the START V3 Discovery process (WEBINAR NOW AVAILABLE) with at least TWO transition-age target students including completion of the BYF Target Student Reporting Form. AND (choose one) Complete ONE additional V3 Discovery process OR Utilize the Michigan Autism Council Transition & Adult Services Committee Recommendations and the Secondary Transition Recommendations Implementation Checklist with ONE program to set goals for program improvement and report progress. NOTE: Deadline for baseline data entry is October 30, 2017 -- End of year data April 1, 2018 - June 1, 2018. For a total of three data sets per RCN

Transition Data Reporting

If you change a target student, notify the START office! WARNING If you change a target student, notify the START office!

Community Conversations Plan and complete TWO new Community Conversations through your RCN. OR Plan and complete ONE new Community Conversation AND demonstrate substantial follow-up from ONE or more previous Community Conversations (e.g., online sharing forum such as Google site, Wiki, website).

Project SEARCH and START Partnership Review updated map and indicate it can be found on the website, if needed.

Weekly Consultation w/ ASD / Behavior Specialist Wehman, et al. (2012). Project SEARCH for Youth With Autism Spectrum Disorders: Increasing Competitive Employment On Transition From High School The PLUS: Weekly Consultation w/ ASD / Behavior Specialist Use of Positive Behavioral Interventions and Supports Use of Universal Supports and Evidence-based Practices Role Play and Practice Regular monitoring for adequate practice to mastery across environments The work of Paul Wehman and his colleagues has been specific to providing supports and instruction to individuals with ASD in Social, communication, teaching job skills, use of visual supports, power of routine and structure. Evidence Based Practices grounded in research NPDC. © CCHMC 1/3/06

Competitive Employment for Youth with ASD (2013) Wehman et al. (2013) Participants: 40Ss ASD (Dx or SpEd) (24 in treatment, 16 in control) Independent in self care (e.g. dressing, hygiene, eating) Capable of providing consent Project SEARCH PLUS (ASD Supports) Onsite intensive systematic instruction (using ABA) Onsite support and consultation from ABA or ASD specialist Intensive staff training in ASD and PS model Outcomes: 21 in treatment group employed (24% above minimum wage; 78%maintained 12 and 24 mo. post participation) 1 in control group employed Reasons for Success: Collaboration (monthly meetings) Training ASD Specific Supports

Effects of an employer-based intervention on employment outcomes for youth with significant supports needs due to autism Wehman et al. (2017) Purpose: Replicate study (Wehman et a. 2013) 2009-12, total 54 individuals with ASD, 18-21 Individuals recruited each year across 4 years creating 4 cohorts Assigned to “PS-ASD” model (treatment condition) or school as usual (control condition)

Employment OUTCOMES Treatment 74.2% 90.3% 87.1% Control .53% .60% Group Graduation 3 mo 12 mo Treatment 74.2% 90.3% 87.1% Control .53% .60% Mean of 1hr/wk long term support (for more significantly impacted) Wehman et al. (2017)

START Project SEARCH Technical Assistance (THE PLUS) Collaborative Teaming On Site TA Access to Training

Update DATA LOG Peer to Peer Support Establish a comprehensive peer to peer support program in at least THREE new buildings in the RCN region. Use the new START Peer to Peer Fidelity Tool to strengthen and expand existing peer to peer support programs in at least ONE building. (e.g. additional grade levels, students with other disabilities, or extracurricular/community activities). Optional: Establish a regional/county Peer to Peer coach position (Up to $5,000 in START contract resources plus district match). Submit the Proposal for Regional Peer to Peer Coach Position. Update DATA LOG

Family Engagement

Parent Brochure Checklist https://www.gvsu.edu/autismcenter/resources-for-parents-245.htm

Continued Collaboration

REVIEW RCN Meeting Schedule

Update Email List