START Building Your Future (BYF) Intensive Training
for Secondary Transition Teams Supporting Students with ASD
NOTICE:
An invitation to send teams to the START BYF Intensive Training for the 20162017 School Year
DATE:
March 17, 2016
TO:
Intermediate School Districts and Local School Districts in Partnership with
Systems that Support Transition to Adulthood
FROM:
Statewide Autism Resources and Training (START) Project at Grand Valley State
University
DUE:
Application due April 22, 2016
The START Building Your Future (BYF) Intensive Training (IT) focuses on effective practices to
increase knowledge and skills that enhance post-secondary transition outcomes for students
with Autism Spectrum Disorders (ASD) and related disabilities. This training is offered to
secondary transition teams including high school teachers, secondary transition teachers,
ancillary staff, administrators, transition coordinators, community partners (i.e. Michigan
Rehabilitation Services (MRS), Community Mental Health (CMH), and potential employers),
family members, and individuals on the autism spectrum. Teams are comprised of 5-7
individuals who attend each training session and work collaboratively to develop
implementation plans for a target student and their secondary transition program.
This training, offered through the Statewide Autism Resources and Training Project (START), is
part of a grant through the Michigan Department of Education, Office of Special Education
(MDE, OSE). The START Project has provided professional development and resources to
school-based teams since 2001 to improve outcomes for students with ASD across the state.
Improving post-secondary transition outcomes for students with ASD is a key goal of START
because of the increasing number of students with ASD entering adulthood. Therefore,
applicants may choose to include this training as well as any potential costs (excluding subcosts) as part of their Regional Collaborative Network (RCN) transition goal.
Eligibility
Intermediate School Districts and Local Education Agencies are expected to be the primary
applicant of this training series in partnership with community agencies supporting individuals
in their transition to adulthood. Preference will be given to districts / ISDs:
 that demonstrate significant need as well as high numbers of students with ASD.
 are in geographic areas that have been underserved.
 that work in collaboration with community agencies and adult support organizations.
Training Location:
The training location for the 2016-2017 BYF IT will be the Thousand Oaks Golf Club Conference
Center, located at 4100 Thousand Oaks Drive N.E., in Grand Rapids, Michigan.
Logistics
Module presenters and training materials will be provided by START. The costs to your
district/ISD include mileage, meals, and sub costs, as necessary. Reasonable cost for meals may
be covered through the RCN START-contracted funds if agreed upon by the RCN members,
however RCN will not be allocated additional funds to cover these costs.
Training Duration
Training period for year one: September 1, 2016 through June 15, 2017 with up to 8 days of
Intensive Training.
Application
The application is available on the START website at www.gvsu.edu/autismcenter under
“Intensive Training.” and must be completed and submitted electronically to Melissa Kurek at
kurekm@gvsu.edu by April 22, 2016. Applicants will be notified by the end of April.
Questions
If you have questions about the project’s purpose or regarding the training or application
process, contact:
Amy Matthews Ph.D., Project Director
P: 616-331-3513 or matthewa@gvsu.edu
Jana Benjamin, Project Manager
P: 616-331-6482 or benjamj1@gvsu.edu
GVSU reserves the right to accept or reject any or all proposals. Approval is dependent upon
continued funding for professional development programs under START.
START Building Your Future (BYF)
Secondary Transition Intensive Training (IT)
I. Description of Training
The START BYF Secondary Transition IT offers educators and adult service providers knowledge
and skills on effective transition practices for individuals with ASD with an emphasis on teaming
and collaboration across schools, adult agencies and community partners.
Teams may be comprised of individuals with varying levels of knowledge about ASD. Training is
offered at no cost; however, the school system is responsible for the costs of professional time
away (e.g. sub costs) and lunch costs for participants. This training is available to school districts
and ISDs that are able to:
1. Assemble a team of school professionals and parents who attend all training
sessions and demonstrate an active commitment to further develop effective
transition practices for young adults with ASD in their school and community.
2. Identify team leaders to facilitate and coordinate the training.
3. Include and integrate community agencies that support secondary transition.
The intensive training offered to secondary transition teams will be based on “effective
practices.” We believe that effective practice means using evidence based interventions
informed by professional judgment and parent involvement. We are not endorsing a particular
program, but review the research literature to identify the practices and systems with the most
empirical evidence. Although we may specify strategies, we are not endorsing a single
approach, and presentations reflect an emphasis on the use of evidenced based strategies. We
also emphasize teaming and collaborating and developing partnerships among parents, K-12
school programs, secondary transition programs and adult service agencies.
For the training, we use a general curriculum framework that builds a foundation in the
understanding of ASD, the teaming process, behavior support, natural supports, and system
changes that support student outcomes. Presentations will be delivered by experts in various
areas of ASD such as behavior support, natural/peer support, the discovery process, and
systems level change. (See Attachment 1 descriptions.)
Target Students and the Training Team
Training teams will be organized around target individuals with ASD. Each sub team, comprised
of 5-7 multidisciplinary team members and a parent, will utilize the information learned during
the training to develop supports for the target individual. Additionally, teams will expand the
information learned to consider changes in their programs that will impact other transitioning
youth.
II. Description of Training Curriculum
The START Building Your Future Intensive Training is comprised of 8 one-day modules.
Training Content
Module 1: Foundations in ASD and the Teaming Process
Module 2: Guiding Principles and the Discovery Process
Module 3: Looking at ASD Differently for Adults
Module 4: “Stop It” and other Behavioral Strategies (PBIS)
Module 5: Asperger Syndrome (AS)
Module 6: Peer to Peer and other Natural Supports
Module 7: Discovery and the IEP
Module 8: Systems Change
Note: The details of the schedule, such as order, may be modified but the overall number of
training days will not change.
Intensive training sites will have access to a START Autism Education Specialist who will be
assigned to the site to provide assistance during the training sessions. This individual will assist
the district in organizing functional teams, applying new learning, and integrating the
information across training sessions.
Although we are very fortunate to have the opportunity to meet with teams multiple times
during the school year, there is so much to learn and apply that we will ask the participants to
review relevant materials and meet with their training team outside of the scheduled training
days. This will lead to better implementation of the training information through follow up on
action plans set during the training.
III. Training Impact
Observable changes are expected as a result of intensive training in the following areas:
1. Target Student – measurable progress in core areas including behavior, social,
communication, academic, and family involvement.
2. Team – ability to communicate, problem solve, make decisions, work collaboratively,
and understand the various disciplines and roles in supporting youth with ASD.
3. Team Members – increase in content knowledge and ability to apply that knowledge
and serve as a more successful team member within a multidisciplinary team.
4. Program/System – positive changes in how students with ASD are supported within
post-secondary programs, identification of barriers to effective transition and initial
steps to address those barriers, and improved administrative support.
IV. Evaluation
Because this is a grant-funded project, the training and support provided will be evaluated for
effectiveness through pre- and post-questionnaires, surveys, student progress, building level
supports, and other measures. The evaluation will be arranged so that it is reasonable and
meaningful to participants. It is critical for teams participating in the training to work
collaboratively with START staff to collect and share data during the training and at follow up.
START Building Your Future Secondary Transition Intensive Training
APPLICATION for ’16-17
Directions: Please submit this application electronically by e-mail to Melissa Kurek
kurekm@gvsu.edu by April 22, 2016
Applicant District/County:
List Number of Teams Requested:
Team Leaders
Provide names of team leaders that will have primary responsibility for coordinating the
training. The team leaders will be responsible for overall team leadership, program
development, and scheduling and logistics.
Name:
Contact Person/Team Leader #1:
Title:
Address:
Phone number:
Summer Phone number/contact info if different:
E-mail:
Name:
Contact Person/Team Leader #2:
Title:
Address:
Phone number:
Summer Phone number/contact info if different:
E-mail:
Application Narrative
1. Explain the principal reasons for requesting START Building Your Future Secondary Transition
Intensive Training (e.g., desired outcomes for students with ASD, system change).
2. Describe the level of need for your program or region (e.g. lack of ASD expertise, high
number of students with ASD).
3. Identify the districts/programs/agencies who will be involved in the training and the rationale
for choosing them. Describe how team members from these districts/programs/agencies will
use their training to build capacity within your system (e.g. create and modify programs for
students with ASD, share knowledge with other staff, develop community support groups,
coordination across service delivery systems).
4. Describe your ability to develop and support a two-year plan for change in the programming
and support of youth and young adults with ASD in your programs. Include how you will
support staff to make changes.
5. Answer the questions below. If applicant is an ISD/RESA, complete for the entire county. If
the applicant is a district, provide local district information.
Check one:
ISD/RESA
# of Students:
# of Special Education Students:
# of Students with ASD:
# of Post-secondary Age Students:
# of ASD Teacher Consultants:
District
6. State your commitment to provide the resources that your school and community would be
capable and willing to contribute to support the training. Describe the type of resource support,
as appropriate.
Reimbursement of meal costs for team members – Host site/district will
coordinate with other participating ISD/Districts with regards to reimbursement
for on-site lunches
Establish a sub team leader for each training team
Provide release/sub time for team members
Provide support for parent participants
Other contributions
Describe
*Note: Funding for meals may be requested through the RCN but it is up to the entire RCN to
agree to this use of funds. RCN funds may not be used for venue, travel, or sub costs for the IT.
7. Name of the administrator supporting this application including contact information.
Name:
Email:
Phone:
BYF Team Development Form
This form will help you organize 6 member teams for participation in the START Intensive
Training for ’16-17. All teams must be organized around a target student that is supported
by the team. Parents of the target student are an important part of the team and should be
invited to attend as a member of the 6 person team.
Typically, teams are comprised of some combination of the following team members.
Composition of the team will vary depending on the student and building.

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Parents
General education teachers
Special education teachers
Teacher consultants
Transition coordinators
Administrators
Speech and language therapists
School psychologists
Social workers
Occupational therapists
Paraprofessionals
Community Mental Health representatives
Michigan Rehabilitation Services representatives
START K-12 Intensive Training ’16-17
Team Member List – Team #1
ISD:
Contact Person:
Work Phone:
Email:
District:
School Address:
Cell Phone:
Building Name:
Classroom Teacher:
Name
1
Sub team leader:
2
3
4
5
6 Parent:
*Duplicate and Submit for each Team
Email
Phone
Job Title
Attachment 1
START BYF Secondary Transition Training Curriculum
Module 1: Foundations in ASD and the Teaming Process: This module covers the training process and
logistics for the year as well as the current research, data, and evidence-based practices on ASD and
post-secondary transition outcomes. Meeting Mechanics, a problem solving process that can be applied
to all team decision-making efforts, also is introduced. This process is used throughout the training
series to develop individualized supports for the target individual with ASD.
Module 2: Guiding Principles and the Discovery Process: In order to design and implement effective
practices for youth with ASD, teams need guiding principles to assist them in decision-making. This
module presents the core guiding principles for improving post-secondary transition outcomes for
students with ASD. The discovery process also is introduced as an assessment method for
understanding student strengths and skills in order to inform the IEP Vision and develop a Vocational
Profile and Visual Resume to increase employment opportunities.
Module 3: Looking at ASD Differently for Adults: This module will assist participants in better
understanding individuals with ASD and the strategies that are most effective for them to be successful
in employment, independent living, higher education, and/or community participation.
Module 4: “Stop It” and other Behavioral Strategies (PBIS): This module explores effective (and
ineffective) strategies for addressing behaviors of individuals with ASD that interfere with success in
adult social environments. Included are the steps for implementing a number of evidence-based
practices including self-management, visual supports, and effective teaching strategies for preventing
behavioral issues.
Module 5: Asperger Syndrome (AS): This module explores strategies to understand and support the
characteristics and needs of individuals with AS. Relevant theories will be discussed including social
attribution theory and theory of mind which are critical to supporting the social, emotional and
behavioral development of individuals with AS.
Module 6: Peer to Peer and other Natural Supports: This module covers the evidence-based practice
of peer mediated instruction and other effective strategies for increasing independent skills and social
competence of individuals with ASD in adult social environments. Also included is the training and
support of naturally occurring supports such as co-workers and/or roommates.
Module 7: Discovery and the IEP: This module will assist participants in understanding the discovery
process and how to assure the information gathered through the process is embedded in the
IEP. Additionally, this module focuses on the process of developing an IEP that incorporates the legal
requirements of LRE (Least Restrictive Environment) and addresses the unique needs of young adults
with ASD to ensure access and success in employment, independent living, higher education and
community involvement.
Module 8: Systems Change: This module explores the structures and processes needed to increase the
capacity of local communities to embrace individuals with ASD and ensure their successful transition to
adulthood. Included in these processes is the planning for ongoing training opportunities for three
primary community partner groups: providers (including MRS, CMH, school personnel, etc.), employers
and college / technical school personnel, and community professionals (including doctors, dentists,
barbers/stylists, etc.).