Tools to Support Goals

START Training Curricula

EPLI Trainer Application and Reporting Tools

Individual EPLI Trainer Report 

RCN EPLI Trainer Portal 

Core RCN Contract Activities to Achieve START’s Compelling Why:

1. Each RCN creates a plan to participate in and/or deliver PD based on START content, informed by mapping data.
2. Provide and/or access training based on identified needs in the PD plan. Examples of specific activities are provided below. Select activities that align with the needs of the RCN or ISD:
   • Team(s) attend a START Intensive Training series.
   • RCN EPLI Trainers offer an intensive, team-based training series similar to the START Intensive Training (e.g., mini IT) with a target student focus and/or a focus on the classroom level using the Classroom Environment and Teaching Assessment-Revised (CETA-R).
   • RCN or ISD level training on an evidence-based practice such as differentiating output, behavior support strategies, self-management, visual supports, or data collection with coaching follow up for implementation fidelity.
   • Targeted training at building team meetings, staff meetings, or grade level meetings with coaching follow up for implementation fidelity.
   • Other training activities identified by the RCN
3. The PD plan includes a plan to recruit and prepare new EPLI trainers if the RCN or an ISD needs additional trainers based on mapping data. 
4. The PD plan includes at least one RCN-provided stand-alone training per year using START content delivered by START EPLI trainers, which will be included in the events listing on the START website. A fee may be charged to attendees from outside the RCN to cover the costs of materials and food. The RCN may reserve a specified number of registrations for participants within their RCN.

Reporting: 

• PD plan for RCN
• RCN Trainings Report form
• RCN EPLI Trainers Report
• EPLI Individual Active Trainer Reports

Tools to Support Goals

Coaching Structure Checklist

Core RCN Contract Activities to Achieve START’s Compelling Why:

1. Each ISD establishes or sustains a coaching structure and plan with coach leaders and building coaches utilizing START Coaching resources. Examples of specific activities are provided below. Select activities that align with the needs of the RCN or ISD:
   • Mapping of coaches across the ISDs and districts
   • Mapping of EBPs
   • Identification of coach leaders at each ISD
   • Identification of district coaches
   • Identification of building coaches
   • Develop roles and responsibilities of coach leaders and building coaches
   • Meet with ISD/district administrators about a coaching structure (e.g. rationale, benefits, framework, selection of coaches)
   • Develop and use coaching effectiveness surveys
2. The RCN/ISD develops a plan to train and support district and building coaches to use effective coaching practices for implementation of evidence-based practices (EBP), which may include working with building teams to set up an effective meeting system, use of the CETA-R, demonstrating the implementation of EBP with a student, providing direct feedback, monitoring for fidelity, and following up to ensure practices are maintained. Examples of specific activities are provided below. Select activities that align with the needs of the RCN/ISD.
   • Establish regular coach meetings.
   • Offer professional development opportunities for coaches.
   • Provide practice/role-play opportunities for coaching skills such as providing feedback and building fluency on implementation of specific EBPs.
   • Set up opportunities for case study and problem-solving meetings.
   • Create a newsletter for coaches.
   • Set up book clubs/study groups for coaches.
   • Provide virtual office hours for coaches.
   • Establish the systematic use of the CETA-R.
   • Practice the use of the Effective Team Process and Meeting Mechanics materials.

Reporting: 

• Coaching progress summary
• Capacity Building Tool

Core RCN Contract Activities to Achieve START’s Compelling Why:

1. Work with building teams and coaches to utilize the Classroom Environment and Teaching Assessment-Revised (CETA-R) to assess classroom-level practices and develop goals for establishing evidence-based practices at the classroom level and measure progress. Examples of specific activities are provided below. Select activities that align with the needs of the RCN or ISD:
   • Assist classroom teams to complete the CETA-R and identify goals.
   • Use the Effective Team Process and Meeting Mechanics to establish regular meetings, use problem-solving to achieve identified goals, and develop action plans.
   • Provide resources to classroom teams to address goal areas.
   • Refer teams to relevant training aligned to goal areas (e.g., PBIS, differentiating output, paraprofessional support).
   • Model data collection and decision-making to measure progress and make adjustments (e.g., classroom engagement data).
   • Meet with the team for regular data review.
   • Model giving feedback and receiving feedback as part of coaching for implementation.
   • Use behavioral skills training (BST) to train classroom staff to implement strategies with fluency and fidelity.
2. Coaches and classroom teams complete and submit the CETA-R by January 1st; set goals and report on progress at the end of the year.
   • For single-county RCNs: complete and submit five (5) CETA-Rs.
   • For multi-county RCNs:  complete and submit at least two (2) CETA-Rs per ISD.
3. Work with classroom teams and coaches to use the START checklist for implementing EBPs with students with ASD to increase implementation of evidence-based practices for effective instruction and behavior support, and capture student data for decision making. Examples of specific activities are provided below. Select activities that align with the needs of the RCN or ISD:
   • Assist classroom teams to match IEP goals with evidence-based practices and procedures.
   • Use the Effective Team Process and Meeting Mechanics to establish regular meetings, use problem-solving to address challenges or student needs, and develop action plans.
   • Provide resources to student teams to address goals.
   • Refer teams to relevant training aligned to student needs (e.g., self-management, scripts).
   • Model data collection and decision making to measure progress and make adjustments (e.g., student engagement data, independence data, functional behavioral assessment).
   • Use the discovery process for transition-age students.
   • Meet with the team for regular data review.
   • Model giving feedback and receiving feedback as part of coaching for implementation.
   • Use behavioral skills training (BST) to train classroom staff to implement strategies with fluency and fidelity.
4. Coaches work with classroom teams to identify target students and report data. Report baseline data by November 11, 2022 and end of year data by May 26, 2023.
   • For single-county RCNs: identify at least five (5) target students for whom you will collect and report baseline and end-of-year data.
   • For multi-county RCNs: identify at least two (2) target students per ISD to collect and report baseline and end-of-year data.

Reporting: 

• CETA-R Reporting Form
• Target Student Reporting form

Core RCN Contract Activities to Achieve START’s Compelling Why:

1. Each RCN gathers information about the peer to peer programs in their districts to complete the Peer to Peer data log. Information from the peer to peer log may be used for decision making about where additional programs need to be developed.
2. Complete a Peer to Peer fidelity checklist with each Peer to Peer program, especially programs receiving coaching support or RCN contract funding support.
3. Each RCN devises and implements a plan to expand the number of students accessing peer to peer support.
   • Increase the number of peer to peer programs
   • Increase the number of students with ASD participating in a peer to peer program
   • Increase the number of peers participating in peer to peer programs, including at-risk students, preschool-age children, and alternative education students
   • Increase the number of accredited programs (6-12)
   • Increase the number of formalized, systematic programs at the elementary building level
   • Utilize Empower One, Empower All resources for the development of peer to peer support at the classroom level
   • Conduct more extensive mapping of peer to peer programs for decision making
4. Peer to Peer program coordinators/teachers identify target students with ASD who are receiving peer to peer support to collect and report student impact data. Report baseline data by November 11, 2022 and end of year data by May 26, 2023.
   • For single-county RCNs:  identify 4-5 programs to report data on a total of twenty (20) students from across the selected programs. 
   • For multi-county RCNs: each ISD identifies 2-3 programs to report data on a total of ten (10) students across the selected programs.
5. Each RCN selects at least 2 RCN reps to participate in the Peer to Peer Community of Practice (multi-county RCN may have 1 representative per ISD)

Reporting: 

• P2P Data Collection System (instructions and detailed information is available here)
• Peer to Peer progress summary
• At least two RCN members participate in the Peer to Peer Community of Practice
• Target Student Reporting

Tools to Support Goals

iQuest

START Parent InformationSelf-Advocacy

Core RCN Contract Activities to Achieve START’s Compelling Why:

1. Using the START Family Engagement Guidance document, each RCN will develop a plan to train on the START Family Engagement Core Values and START family resources (e.g., iQuest, Self-Advocacy resources) This plan should include coaching follow-up to ensure fidelity in the use of resources with families.
2. Each RCN supports at least two parents/family members, who are connected to the RCN, to attend the Annual START Conference.
3. Each RCN invites and actively involves parent mentors from Michigan Alliance of Families (MAF) to RCN meetings or an RCN START-sponsored event that is relevant to families.
4. Each RCN identifies at least one representative to participate in the Sexual Health Community of Practice.

Reporting:

• Family engagement progress summary