Regional Collaborative

Networks

UPDATEMay 2013

1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 20130

2000

4000

6000

8000

10000

12000

14000

16000

18000

Number of Michigan Students with ASD *Based on 2012 MDE, OSE Eligibility Count

Nu

mb

er o

f st

ud

ents

1,208

16,591

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 260

200

400

600

800

1000

1200

1400

1600

451

280

395

630

818

955

1134

1241 1231

13541279

11711117

1065 1038

900

553

339

236189 193

153 124 128

13

Number of Michigan Students with ASD by Age* Based on 2012 MDE, OSE Eligibility Count

Age

State Updates

• Autism Insurance in Michigan– http://www.michigan.gov/autism – http://autismallianceofmichigan.org/news-info/a

utism-legislation/

• Autism State Plan: http://michigan.gov/autism

Michigan Autism Council

• Purpose: Implementation of the Autism State Plan

• Subcommittee Work– Early identification and

intervention– Adults services and

supports

• Subcommittee Application: http://www.michigan.gov/autism/0,4848,7-294-63678---,00.html

Continuous Improvementwww.gvsu.edu/autismcenter

Family Transition Outcomes Group“Parents Raising Taxpayers”

Top Priorities:

Employment First

Agency Collaboration

Other Topics:

Family Navigator

Project Search

Technical Schools / Campuses

START Calendar

• Intensive Training (IT) Sites AY2013-14

–K-12: • TBD

–Early Childhood - Preschool:• Ottawa - Host site

–Building Your Future (BYF) / Transition• Macomb - Host site• Mini IT: CMH in Lansing starting this summer

START Calendar2013-14 Leadership Meetings

FALL: Monday, November 4, 2013

TOPIC: Peer to Peer Support

Disproportionality

Research

RCN Data

START Conference 2014April 29, 2014 @ Lansing Lexington

KEYNOTE:

Dr. Peter Gerhardt, Ed.D.

Transition to Adulthood

Afternoon:

TBD

START Calendar2013-14 Leadership Meetings

SPRING: Wednesday, April 30, 2014

TOPIC: TBD

RCN Priorities 2013-14

• Professional Development (PD) with Impact– Intensive Training series similar to START’s team based Intensive

Training (i.e. Mini IT)– Training series focused on a specific group such as

paraprofessionals, general education teachers, or building coaches

– Intensive focus on an evidence-based practice such as peer to peer or meeting mechanics

– Peer to Peer Program Support training and peer program demonstrations

– Connecting ASD PD with school improvement PD– Implementing brief, targeted trainings at building team meetings,

staff meetings, or grade level meetings

RCN Priorities 2013-14

• PD (Professional Development) with Impact

 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)

RCN Priorities 2013-14

Coaching for Implementation of EBPs 

Requirements for this goal area include:• Utilizing the USAPT to assess use of practices, developing

goals for improvement, and entering the data into the online USAPT system

• Establishing a coaching structure at the district and ISD level• Increasing knowledge and use of evidence-based practices

TARGET STUDENTS using the COACHING CHECKLIST

Benefits of Using the Coaching Checklist

• Increase use of the USAPT• Increase capacity for implementing universal

supports• Improve focus on student needs related to adult

outcomes (ex. engagement, independence, socialization)

• Improve writing measurable IEP goals• Improve understanding and implementation of

evidence-based practices• Increase student outcomes

RCN Priorities 2013-14

Coaching for Implementation of EBPs

 Outcomes may include: – Increase number of Coach(es) – Regular meetings with building coaches– An ISD coaching resource website and/or library– Completion of the USAPT in X# of buildings– Action plans and follow up on USAPT improvement goals– Broad implementation of meeting mechanics across districts– 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

RCN Priorities 2013-14Secondary Transition

Review the BYF “Improving Employment Outcomes

for Individuals with ASD” Document:

http://www.gvsu.edu/autismcenter/building-your-future-project-139.htm

Key Components of the Secondary Transition Priority:– Identify at least 4 transition age target students– Use the V3 Discovery Process Checklist– 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

– Connect with community partners (see Building the Bridge with Businesses, Schools, and Community presentation example on the START website under BYF Project)

– Develop natural supports as part of work experiences

The Griffin-Hammis Associates online course is available

*Team members for the 4 target students should take the course.

Benefits to Using V3 Discovery

• V3 Discovery is an age-appropriate transition assessment

• THREE Outcomes:– Vision aligned with principles of self-

determination / person-centered planning– Vocational Profile: Establishes the conditions

and contribution of employment– Visual Resume: Demonstrating the skills,

contributions, etc. to an employer

RCN Priorities 2013-14Secondary Transition

Outcomes may include: • Use the V3 discovery process for students with ASD starting at age 14 (or earlier)• Transition staff and community partners are trained in the components of BYF• 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.

RCN Priorities 2012-13

• Peer to Peer Support 

Key Components of Peer to Peer Support Programs:

– Identify and log all peer to peer support programs in RCN using the START database

– Attend START peer to peer support training as needed– Provide training to building and district personnel on peer to peer

support as an evidence-based practice– Provide technical assistance to buildings and districts to

establish peer to peer support programs– Expand peer to peer support programs to include at risk students

as peers – Use the START peer to peer logo and other resources from START

to create a regional and statewide community of peer mentors

RCN Priorities 2012-13

• Peer to Peer Support 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

RCN Reporting

• Peer to Peer Data Review

• Mid Year Report due: Feb. 1

• End of Year Report due: July 15

• COMING: Student Data

Peer to Peer Support Expands in MichiganChanges to the Pupil Accounting Manual

Evidence Based Practices: Social Skills and Peer Mediated Instruction

and Intervention“Peer mediated instruction and interventionhas been shown to have positive effects onacademic, interpersonal and personal-social

development and may be the largest andmost empirically supported type of social

intervention for learners with ASD”(Bass & Mulick, 2007; Maheady, Harper & Mailette, 2001;

McConnell, 2002)

What Does This Research Mean To

Us?

New Pupil Accounting Rules for Peer to Peer

Support

(Including any Student with an IEP)

November, 2012

Michigan Department of Education Pupil

Accounting Manual November 2012 6B – 1

6B - PEER TO PEER ELECTIVE COURSE CREDIT PROGRAM

A) Definition Peer to peer Course Credit Programs represent one model of 21st Century instructional design that incorporates applied (experiential) learning in a non-traditional manner.

Peer to Peer Elective Course Credit Program, cont.

A peer to peer program is a strategy for providing ongoing support and modeling from one

non-disabled pupil to a pupil with an individualized education

program (IEP). It encompasses both the academic and social

domains. benefits are derived by both pupils.

Peer to Peer Elective Course Credit Program,

cont.Certified teachers at appropriate grade levels MUST be teachers assigned to an

elective peer to peer course/credit program. Depending on the optional model(s) implemented, the teachers

may be in special education or general education programs.

Enrollment and pupil eligibility requirements

B) Models of Implementation of Peer to Peer Support Elective

Courses

Model 1:

Implementation of Peer to Peer Support

General education elective taught by special education teacher who is general education certified in the grade level of the elective.

Educational Environment Status: Special Education

a. A pupil with an IEP is enrolled in a special education program.

b. A general education peer to peer pupil is enrolled in a general education elective course and is receiving an elective course grade.

Model 1 Implementation of Peer to Peer Support

c. The general education peer to peer pupil attends a special education program with the pupil with an IEP and is under the direction of a special education teacher for the class period. The general education peer to peer pupil reports to the special education peer to peer teacher for attendance and is graded as a peer to peer pupil by the peer to peer special education teacher.

Model 1: Implementation of Peer to Peer

Support

d. If there is more than one special education teacher, the peer to peer special education teacher will grade the peer to peer pupil in collaboration with the other special education teachers to whom the peer to peer pupil is assigned for that class period.

Model 1: Implementation of Peer to Peer

Support

e. The special education teacher (general education certified for the grade(s) the elective is offered) teaches a general education course called “peer to peer,” and serves as the teacher of record, provides training, facilitates case conferences, and gives the grade for the general education pupil in the elective course. Additional training and or case conferences between the peer to peer pupil and special education teacher may take place outside of the special education class to which the peer to peer pupil is assigned.

Michigan Department of Education Pupil Accounting Manual

November 2012 6B - 2

Model 1: Implementation of Peer to Peer

Support

General education elective for pupils with an IEP is taught by a peer to peer teacher certified in general education in the grade

the elective is offered.

Educational Environment Status:

General Education Pupil with an IEP is enrolled in a general education content course (e.g. pre-algebra) and receiving instruction and a grade in the course.

Model 2: Implementation of Peer to Peer

Support

a. The general education peer to peer pupil is enrolled in a general education elective course and is receiving an elective course grade.

b. The general education peer to peer pupil reports to the elective peer to peer teacher for attendance but then attends the general education content course with the pupil with an IEP.

Model 2: Implementation of Peer to Peer

Support

c. The peer to peer teacher teaches a general education course called “peer to peer,” and serves as the teacher of record, provides training, facilitates case conferences, and gives the grade for the general education pupils in the elective course. Supervision of the peer to peer pupil will be ongoing by the peer to peer teacher and in coordination with the general education teachers to whom the peer to peer pupil is assigned for that class period.

d. Additional training and or case conferences between the peer to peer pupil and elective teacher may take place outside of the general education class to which the peer to peer pupil is assigned.

Model 2: Implementation of Peer to Peer Support

General education elective for pupils with an IEP taught by 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 an IEP is enrolled and the other is the general education peer to peer elective that the general education pupil is taking.

Educational Environment Status: General Education Pupil with an IEP is enrolled in a general education content course (e.g. pre-algebra) and receiving instruction and a grade in the course.

Model 3: Implementation of Peer to Peer Support

a. The general education peer to peer pupil is enrolled in a general education elective course and is receiving an elective course grade.

b. The general education peer to peer pupil reports to the general teacher who is both the peer to peer teacher and general education teacher for attendance in the general education content course with the pupil with an IEP.

Model 3: Implementation of Peer to Peer Support

c. The general education teacher teaches a general education course called “peer to peer,” and serves as the teacher of record, provides training, facilitates case conferences, and gives the grade for the general education pupil in the elective course. At the same time, the general education teacher is teaching the content course in which the pupil with an IEP is enrolled. Additional training and or case conferences between the peer to peer pupil and general education teacher may take place outside of the general education class to which the peer to peer pupil is assigned.

Michigan Department of Education Pupil Accounting Manual November 2012 6B - 3

Model 3: Implementation of Peer to Peer

Support

General education elective for pupils with an IEP taught by 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 program in which the pupil with an IEP is enrolled and the other is the general education peer to peer elective that the general education pupil is taking.

Educational Environment Status: Special Education.

Model 4: Implementation of Peer to Peer Support

a. The pupil with an IEP is enrolled in a special education program and receives instruction in that program.

b. The general education peer to peer pupil is enrolled in a general education elective course and is receiving elective course grade.

c. The general education peer to peer pupil reports to the special education teacher for attendance and attends the special education program with the pupil with an IEP.

Model 4: Implementation of Peer to Peer Support

d. Special education teacher teaches a general education course called “peer to peer,” and serves as the teacher of record, provides training, facilitates case conferences, and gives the grade for the general education pupil in the elective course, which is delivered in the special education class. The special education teacher is teaching the special education program at the same time. Additional training and or case conferences between the peer to peer pupil and special education teacher may take place outside of the general education class to which the peer to peer pupil is assigned.

Model 4: Implementation of Peer to Peer Support

• Pupil must be enrolled in grades 6-12

• Curriculum is approved by the

local board of education

• Instructional objectives are established by the approved peer-to-peer support curricular content

• Pupil is provided a course syllabus

C) Requirement for Counting in Membership

• The peer to peer teacher must provide lesson plans and the grading criteria for each peer to peer 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

C) Requirement for Counting in Membership

Peer to Peer Approximately 200

Formalized Peer to Peer Support Programs

Across Michigan…Many More that START Does

Not Know

RCN Communication Plan and2013-14 Calendar

RCN Structure / Meetings Review

• Meetings: Target for Specific Purposes– 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 of EBP• Secondary Transition / V3 Discovery• Peer to Peer Support

– Who will attend upcoming conferences / workshops– Report out plan for conferences / workshops

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