2013-2014 RCN Priorities

START Regional Collaborative Network (RCN) Priorities for 2013-14:

  1. Professional Development with Impact
  2. Coaching for Implementation of Evidence-Based Practices (EBP)
  3. Secondary Transition
  4. Peer to Peer Support Programs (New  priority for ’13-14)


1. Professional Development (PD) with Impact:

Develop and implement a PD plan in collaboration with START approved trainer/coaches and module content.  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, or building coaches
  3. Intensive focus on an evidence-based practice such as peer to peer or meeting mechanics
  4. Peer to Peer Program Support training and peer program demonstrations
  5. Connecting ASD PD with school improvement PD
  6. Implementing brief, targeted trainings at building team meetings, staff meetings, or grade level meetings

Outcomes may include:

  • Increased number of people trained in effective practices
  • Increased involvement of parents in training
  • Adoption of meeting mechanics across district buildings
  • 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 effective practices
  • Expansion of district and building involvement throughout the RCN region (e.g. those not previously involved)


2. Coaching for Implementation of Evidence-based Practice:

Coaching is the primary infrastructure for implementation of evidence-based practices such as curriculum modifications to access 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.

Requirements for 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 and use of evidence-based practices

Outcomes may include:

  • Coach(es) functioning 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 self-management, or coaching to implement peer to peer support.
  • Regular meetings with building coaches
  • An ISD 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 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 “Improving employment outcomes for individuals with ASD” document on the START website (Secondary Transition BYF Project)

Key Components of the Secondary Transition Priority:

  1. Identify at least 4 transition age target students for employment or post-secondary education focus
  2. Use the V3 discovery process checklist – Vision, Vocational Profile, and Visual Resume
  3. 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
  4. Connect with community partners (see Building the Bridge with Businesses, Schools, and Community presentation example on the START website under BYF Project)
  5. Develop natural supports as part of work experiences

The Griffin-Hammis Associates online course focused on the discovery process and customized employment is available to RCN representatives.  Registration information for the course is available through the START office.  *Team members for the 4 target students should take the course.

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
  • Regular meetings are scheduled with MRS and CMH to create a plan to work with students earlier and blend funding and practices
  • Youth/young adults with ASD obtain after school and/or summer employment before graduation
  • Natural supports strategies are used in work settings for students with ASD
  • Presentations focused on ASD and employment are provided to 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.

Resources for Community Conversations and Resource Mapping:

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 the general education curriculum and general education environments. 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. Each RCN should provide support to existing peer to peer support programs and establish a comprehensive peer to peer support program in at least 4 new buildings during the current grant funding year.

* See the START website for peer to peer support checklists and resources (Peer to Peer)

Key Components of Peer to Peer Support Programs:

  1. Identify and log all peer to peer support programs in RCN using the START database
  2. Attend START peer to peer support training as needed
  3. Provide training to building and district personnel on peer to peer support as an evidence-based practice
  4. Provide technical assistance to buildings and districts to establish peer to peer support programs
  5. Expand peer to peer support programs to include at risk students as peers
  6. Use the START peer to peer logo and other resources from START to create a regional and statewide community of peer mentors

Outcomes may include:

  • Higher 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 extracurricular activities
  • Parent and community involvement in peer support programs


Resources for further information on Peer to Peer as an Evidence-based Practice:



Page last modified March 11, 2014