START Building Your Future (BYF) Intensive Training
for Secondary Transition Teams Supporting Students with ASD
NOTICE:
An invitation to apply for intensive training for secondary transition teams.
Teams will learn and apply innovative practices for young adults with autism
spectrum disorders (ASD) to improve high school and secondary transition
programs and improve adult outcomes.
DATE:
February 4, 2013
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 on March 15, 2013
The START Building Your Future (BYF) Intensive Training 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 for the past 11 years to improve outcomes for students with ASD across the
state of Michigan.
Improving post-secondary 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. Therefore, applicants may choose to include this training
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as well as any potential costs (excluding sub-costs) 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 2013-2014 will be Macomb Intermediate School District (MISD). All
districts applying for training for teams will need to travel to the Macomb ISD site for training.
Logistics
Module presenters and training materials will be provided by START. The costs to your district /
ISD include mileage, venue, meals, and sub costs, as necessary. These costs may be covered
through the RCN grant if agreed upon by the RCN members.
Training Duration
Training period for year one: September 1, 2013 through June 15, 2014 with up to 8 days of
Intensive Training.
Application
Deadline for applications is March 15, 2013.
The application is available on the START website at www.gvsu.edu/autismcenter under
“Intensive Training” and must be completed and submitted electronically. Applicants will be
notified by early April.
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
Judith McKenna Shea, Project Manager
P: 616-331-6482 or sheaj@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.
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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.
Target Students and the Training Team
Training teams will be organized around target individual 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
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youth. More information about developing teams will be made available upon invitation to
become a training team or will be provided upon request.
Note: If you are interested in learning more about START training, we can provide you with
contact information for team leaders and administrators from other districts/ISDs that have
worked with START.
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 as well as the current research, evidence-based practices,
and post-secondary transition outcomes for individuals with ASD. Participants are also
introduced to a problem-solving process which includes four interconnected components
including Meeting mechanics, ABC paradigm for information organization, Learning
Hierarchy, and Team Accountability. This information is then used during the remainder
of modules for student planning.
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 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: 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
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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.).
All training teams conduct V3 Discovery process with their target student as well as
develop action plans with each module for implementing strategies learned in the various
modules. 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
purchase using the RCN grant budget.
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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
Since this is a grant-funded project, the training and support provided will be evaluated for
effectiveness through pre-and post-questionnaires, surveys, and other measures. The evaluation
will be arranged so that it is convenient to participants and the site.
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START Building Your Future Post-Secondary Intensive Training
APPLICATION for ’13-14
Directions: Please submit this application electronically by e-mail to Melissa Adair
adairm@gvsu.edu by March 15, 2013.
Applicant District/County:
List Number of Teams:
We are applying to:
serve as the Host Site (Macomb ISD will host ’13-14)
send Sub Teams to the 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.
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:
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Application Narrative
1. Explain the principal reasons for requesting START Building Your Future Post-secondary
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
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
capable and willing to contribute to support the training. Describe the type of resource support,
as appropriate.
Host site (Macomb ISD for ’13-14)
Venue with room for 100 participants at tables of 5-7 persons each, audio visual
system with an LCD projector, and a sound system with dual lapel microphones.
Host site also arranges for lunch, applies for and coordinates CEUs, and assists with
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other general logistics. The Host Training site will be allocated at least 50% of the
training slots.
Meal reimbursement for team members – Host site will coordinate with other
participating ISD/Districts with regards to meal reimbursement
Sub team leader for each training team
Release time for team members
Support for parent participants
Other Contributions
Describe
7. Name of administrator supporting this application including contact information.
Name:
Email:
Phone:
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Attachment
Sub Team Member Form
DO NOT COMPLETE AT THIS TIME
You will complete the Sub Team Form ONLY if your
application is selected for Intensive Training
This sample sub team form is meant to help you organize 5-7 member sub teams once you
are notified that you have been selected to send teams to the START Building Your Future
Post-secondary Intensive Training for ’13-14.
ALL sub teams MUST be organized around a target student that the team supports. Parents
of the target student are an important part of the sub team and should be invited to attend.
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Contact from Each District/Agency
DISTRICT/AGENCY:
Contact Person:
School District of Contact Person:
School Address:
Phone:
Email:
DISTRICT/AGENCY:
Contact Person:
School District of Contact Person:
School Address:
Phone:
Email:
DISTRICT/AGENCY:
Contact Person:
School District of Contact Person:
School Address:
Phone:
Email:
DISTRICT/AGENCY:
Contact Person:
School District of Contact Person:
School Address:
Phone:
Email:
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START BYF IT Sub Team Member List – Team #1
County:
Target Student Name or ID #:
District:
Building Name:
Sub Team Leader Name/Email:
Name
1
2
3
4
5
6
7
Email
Phone#
Job Title/Role
Parent name
START BYF IT Sub Team Member List - Team #2
Target Student Name or ID #:
District:
Building Name:
Sub Team Leader Name/Email:
Name
1
2
3
4
5
6
7
Email
Phone#
Job Title/Role
Parent name
Duplicate for additional teams. Fill out a Sub Team Member List for ALL Sub Teams planning to attend ’13-14 BYF IT.
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