START Building Your Future (BYF) Intensive Training
for Secondary Transition Teams Supporting Students with ASD
NOTICE:
An invitation to HOST the START BYF Intensive Training for the 20152016 School Year
DATE:
October 30, 2014
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 December 15, 2014
The START Building Your Future (BYF) Intensive Training focuses on evidence-based
practices to increase knowledge and skills that enhance post-secondary transition outcomes for
students with Autism Spectrum Disorders (ASD) and related disabilities. Improving postsecondary transition outcomes for students with ASD is a key goal of the Statewide Autism
Resources and Training Project (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
(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 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.
Role of Host Site:
Secure a venue with room for approximately 125-140 participants with tables that seat 6
participants, audio visual system with an LCD projector, and a sound system with dual lapel
microphones. Host site also arranges for lunches, applies for and coordinates State Continuing
Education Clock Hours (SCECH), and assists with other general logistics in collaboration with
the START office staff. The host site will work with the START staff to set up a training
schedule for the year with a final schedule set by early February.
The Host Site must be able to identify at least 9-10 teams for the training in order to host. These
teams may come from an ISD, district, or the region. The Host Training site will be allocated at
least 50% of the training slots. In February, an application will be made available statewide for
teams to apply to join the host site teams, based on availability.
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:
The training location will be determined through this application.
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
The application is available on the START website at www.gvsu.edu/autismcenter under “BYF
Intensive Training” and must be completed and submitted electronically. Applicants will be
notified by early January.
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
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 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 decisionmaking. 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.).
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 December 15, 2014.
Applicant District/County:
List Number of Teams Requested by Host Site:
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.
Contact Person/Team Leader #1:
Name:
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 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.
Host site responsibilities/requirements

secure a venue with room for approximately 125-140 participants with tables
that seat 6 participants,
 audio visual system with an LCD projector, and a sound system with dual
lapel microphones.
 arranges for lunches and will coordinate with participating ISD/districts
outside the region with regards to invoicing for meal reimbursement
 applies for and coordinates State Continuing Education Clock Hours
(SCECH),
 assists with other general logistics in collaboration with the START office
staff.
The host site will work with the START staff to set up a training schedule for the
year with a final schedule set by early February.
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
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
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.












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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