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
2015-2016 School Year
DATE:
February 25, 2015
TO:
Intermediate School Districts and Local School Districts in Partnership with
Systems that Support Transition to Adulthood
FROM:
Statewide Autism Resources and Training (START) at Grand Valley State
University
DUE:
Applications due March 27, 2015
The START Building Your Future (BYF) Intensive Training focuses on evidence-based practices
to increase knowledge and skills that enhance post-secondary outcomes for students with Autism
Spectrum Disorders (ASD) and related disabilities. Improving post-secondary outcomes is a key
goal of START because of the increasing number of students with ASD entering adulthood. This
training is offered to secondary transition teams including high school teachers, secondary
transition teachers, ancillary staff, administrators, transition coordinators, community partners
(e.g. Michigan Rehabilitation Services (MRS), Community Mental Health (CMH), and potential
employers), family members, and individuals on the autism spectrum. Teams are comprised of 6
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 (MDEOSE). 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 of Michigan.
Eligibility
Intermediate School Districts, Local Education Agencies, and Public School Academies should
be the primary applicant. Preference will be given to schools and districts:
 that demonstrate significant need as well as high numbers of students with ASD.
 in geographic areas that have not previously received START Intensive Training.
 that work in collaboration with other schools, local agencies, or other organizations.
 that have applied to START previously but could not be accommodated in the schedule.
Logistics:
Module presenters and training materials will be provided by START. The costs to your
ISD/district include: venue, meals, mileage, and sub costs, as necessary. Meals may be covered
through the RCN grant if agreed upon by the RCN members however RCN will not be allocated
additional funds to cover these costs.
Host Site/Training Location and Schedule:
The training location will be at the following site:
1. Oakland ISD
*Only a limited number of additional team slots will be available.
Training Duration
Training period for Year one: September 1, 2015 through June 15, 2016 with up to 8 Days of
Intensive Training for teams.
Application
Deadline for applications is March 27, 2015
The application is available on the START website at www.gvsu.edu/autismcenter under “BYF
Intensive Training” and must be completed and submitted electronically.
Questions
If you have questions about the project’s purpose or questions 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 by the Michigan Department of Education.
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 both
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 schools is based on “evidence-based practices.” We believe that
evidence-based practice means using empirically supported practices informed by professional
judgment, parent involvement, and data. 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.
Target Students and the Training Team
Training teams will be organized around target individual with ASD. Each sub team, comprised
of 6 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. More information about developing teams will be made available upon invitation to become
a training team or will be provided upon request.
II. Description of Training Curriculum
The START Building Your Future Intensive Training is comprised of 8 one-day modules.
Module #1 Foundations in ASD and the Teaming Process
This module provides participants with an orientation to the START Project and an overview of Autism
Spectrum Disorders (ASD) including current characteristics and definitions; learning and behavior support
needs; and research in the area of ASD. The module also includes information on evidence-based practices
for students with ASD, including the importance of family involvement in educational planning. The
Teaming Process presents a problem solving format that can be applied to team decision making efforts.
Participants will learn how this process can be readily applied to student planning and behavior plan
meetings.
Module #2 Guiding Principles and the Discovery Process
This module covers the core guiding principles necessary for improving post-secondary transition outcomes
for individuals with Autism Spectrum Disorder (ASD) and other complex disabilities. Guiding Principles
are discussed in the context of evidence-based practices and include Dignity of Risk, Presume Competence,
high expectations, integrated employment, and other effective practices. A discovery process (V3
Discovery), adapted from the work of Griffin & Hammis and Gold and Associates, is also presented as an
age appropriate transition assessment to support employment planning that is aligned with the principles of
self-determination and person-centered planning. Participants learn the 5 step process and are given
opportunities to apply the steps in their own work.
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. The intent of this presentation is to provide adult service providers with an
understanding of how to effectively approach people with ASD with a problem solving focus.
Module #4 Stop It! And Other Behavioral Strategies
This module explores effective (and ineffective) strategies for addressing behaviors of individuals with
ASD that interfere with success in adult social environments. Participants will gain an understanding of
a multi-tiered model of PBIS and the process of Functional Behavioral Assessment (FBA) as it relates to
developing effective behavioral strategies for young adults with ASD in work, home and community
settings. Included are the steps for implementing a number of evidence-based practices including SelfManagement, Visual Supports, and effective teaching strategies for preventing behavioral issues.
Module #5 Asperger Syndrome: Rethinking the Glass House Rule
This presentation will offer a new way of thinking about students with Asperger Syndrome (AS). The
information presented will go beyond specific characteristics of students with AS and instead consider how
those characteristics impact the way adults interact with people with AS. The significant emotional, and
often negative, reactions of adults may be due to a misattribution of the behaviors of AS. These reactions
may impede relationships and social and academic performance, resulting in less positive outcomes for
people with AS. This presentation will provide a review of attribution theory through the lens of AS,
allowing adults working with people with AS to better understand their role in the response to and education
of these co-workers.
Module #6 Peer to Peer and other Natural Supports
This module will teach participants the steps needed to develop a peer to peer or natural supports for a
person with Autism Spectrum Disorder in an employment opportunity. This module will include the
concept of medium of exchange or how you connect an employee to a person with ASD. The term case
conference is the meeting mechanics process: the meeting mechanics process is used in both the
educational and business world. This module will also introduce “The 7 Phase Sequence for Balancing
Naturalness and Individual Needs” by Michael Callahan.
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. Participants learn how to
write an effective Present Level of Academic Achievement and Functional Performance (PLAAFP)
statement as well as develop observable and measureable goals and objectives related to the student’s
success in post-secondary transition. Strategies for implementing the IEP with fidelity and data collection
procedures for monitoring progress toward goals and objectives are also covered.
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. Participants are
provided a structure for developing a coaching model as well as skills for serving in a variety of coaching
roles and responsibilities. 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.).
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.
Supplemental Training Material
Michigan LearnPort Transition Modules: Michigan LearnPort (http://www.learnport.org)
offers two transition planning modules developed through a partnership between the Michigan
Department of Education and Michigan Virtual University. The courses are titled “Assessing for
Transition” and “Transition Planning Made Easier.” These courses are free and available for 0.5
SB-CEUs. New users to Michigan LearnPort will need to register to log in and access course
information. Registration information is located at:
http://www.learnport.org/GettingStarted/tabid/298/Default.aspx. All team members accepted for
the post-secondary training should plan to complete these courses before the first START
training module.
Griffin & Hammis Associates Online Training: This training is designed for those involved in
employment for individuals with disabilities. The course is self-paced with a corresponding quiz
for each of the three modules covering the discovery process and customized employment. The
course takes about 6-8 hours to complete, and costs $190 per person. One registration for the
course will be purchased for each team. Additional registrations may be purchased by the district
/ ISD or community agency or may be purchased using the RCN grant budget.
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. The ultimate goal is employment
or concrete activities that will lead to employment.
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.
5. Family –family members are active members of the team and participate in the
development of goals, supports, and strategies to enhance learning and school
engagement.
IV. Evaluation
Since 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 and the site.
START BYF Secondary Transition Intensive Training
APPLICATION for ’15-16
Directions: Please submit this application electronically by e-mail to Melissa Kurek
kurekm@gvsu.edu by March 27, 2015.
Applicant District/County:
List Number of Teams Requested:
Host site: Oakland ISD, Waterford
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:
Contact Person/Team Leader #2:
Name:
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 employment-focused activities 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 demographic 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
District
# of Students:
# of Special Education Students:
# of Students with ASD:
# of Post-secondary Age Students:
# of ASD Teacher Consultants:
6. State your commitment to provide the resources that your school and community would be
able to contribute to host the training.
Meal reimbursement for team members – required.*
Establish a Sub team leader for each training team attending
Release / Sub time for team members as needed
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:
Attachment 1
Sub Team Member Form
DO NOT COMPLETE AT THIS TIME
You will complete the Sub Team Form ONLY if your
application is selected for BYF Intensive Training
If selected, the Sub Team Member Form will be
due in April
This sub team form will help you organize 6 member sub teams for participation in the
START Intensive Training for ’15-16. All sub 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 sub team and should be invited to attend as a member of the 6 person team.
Typically, sub teams are comprised of the following team members. Composition of the
team will vary depending on the student and building.













Parents
General education teachers
Special education teachers
Teacher consultants
Administrators
Speech and language therapists
School psychologists
Social workers
Occupational therapists
Paraprofessionals
Transition coordinators
CMH
MR
START BYF Team Member Template
(Duplicate and Submit for each District and Sub Team)
COUNTY:
Contact Person:
School Address:
Work Phone:
Email:
DISTRICT:
Cell Phone:
START BYF IT Sub Team Member List – Team #1
Building Name:
Teacher:
1
2
3
4
5
6
Name
Sub team leader:
Parent:
Email
Phone
Job Title
START BYF IT Sub Team Member List #2
Building Name:
Teacher:
1
2
3
4
5
6
Name
Sub team leader:
Parent:
Email
Phone
Job Title