Building Your Future (BYF) Secondary Transition Intensive Training
Team Application for ’17-18
The Statewide Autism Resources and Training Project (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 post-secondary transition outcomes for these students is a key
START goal 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
six (6) members who attend each training session and work collaboratively to develop
implementation plans for a target student and their secondary transition program.
This training is offered as part of START’s 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 applicants. 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 at no cost to participating
teams. The costs to your ISD/district include: meals, mileage, and sub costs, as necessary for
your team members. Reasonable cost for meals may be covered through RCN START- contracted
funds 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 for the 2017-2018 BYF IT will be Kirtland Community College in Roscommon,
Michigan.
Training Duration
September 1, 2017 through June 15, 2018 with up to 8 Days of Intensive Training for teams.
Submitting the Application
Please submit this application electronically, by email to [email protected] no later than
February 24, 2017. Applicants will be notified whether they have been selected to attend the
training during the first part of March 2017.
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 [email protected]
Jana Benjamin, Project Manager
P: 616-331-6482 or [email protected]
GVSU reserves the right to accept or reject any or all proposals. Approval is dependent upon continued funding by
the Michigan Department of Education, Office of Special 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 knowledge
and skills on effective transition practices for individuals with ASD with an emphasis on teaming
and collaboration across schools, families, adult agencies and community partners.
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, school programs, secondary transition
programs, and adult service agencies.
Training teams are to be organized around a target individual with ASD. Each team, comprised of
six multidisciplinary team members including 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:
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: Evidence-Based Supports for Employment Success: This module explores effective
(and ineffective) strategies for addressing behavioral challenges of youth with ASD that interfere
with success in work and social environments. Participants will gain an understanding of a multitiered model of support and a process for developing effective employment supports and
strategies. Supports covered include self-management and visual schedules and support as well
as effective teaching strategies for preventing challenges.
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.).
Administrator Module: The administrative module provides a fast-paced overview of the
components and guiding principles of the START Building Your Future (BYF) Secondary Transition
Intensive Training. It also addresses the changing role of administrators in program development,
implementation and evaluation for transition youth with ASD. Strategies for improving
implementation of evidence-based employment practices is also addressed including
understanding how the ASD can be used to improve employment outcomes. The afternoon
session details critical components and tools for administrating and improving programming for
transition youth with ASD.
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:
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. Registrations for this
course may be purchased at https://griffinhammis.academy.reliaslearning.com/creatingcommunity-careers-online-courses.aspx by the district/ISD or community agency or may be
purchased using START RCN contract funds if included in the RCN budget.
III. Organizing a Team
All teams must be organized around a target student who is supported by the team. Parents of
the target student are an important part of the sub team and must be invited to attend as a
member of the 6 person team.
Typically, teams are comprised of some combination of the following members. Although the
composition of the team will vary depending on the student and building, every team should
have the target student’s teacher, and the student’s parent if their schedule allows them to
attend.
 Parents
 General education teachers
 Special education teachers
 Teacher consultants
 Administrators
 Speech and language therapists
 School psychologists
 Social workers
 Occupational therapists




Paraprofessionals
Transition coordinators
CMH
MRS
IV. Selecting a Target Student
Each training team will identify a Target Student to work with during the training in order to apply
strategies and use assessment and intervention tools during the training. This should be a student
with ASD in high school or participating in a secondary transition program through the school
system.
Students who need support in the areas of independence, social interaction, and preparation for
post-secondary education, training, or employment are strong candidates to be Target Students.
Parent permission is needed for a student to participate, and student consent is also desirable.
Parents are to be invited to participate as members of the training team and we strongly
encourage Target Students to participate as well. As part of the project evaluation, baseline and
end of the year Target Student data will be requested for each team through the BYF Target
Student Reporting Form. A parent permission form will be provided.
V. 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
secondary transition 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.
VI. 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.
BYF IT Team Application for ’17-18
SECTION 1: GENERAL INFORMATION
Applicant County:
Applicant District:
Applicant School Building:
Number of teams we would like to send to the training:
Team Contact Person(s) (Provide names of team contacts that will have primary responsibility
for coordinating the team. The contact person(s) will be responsible for overall team leadership,
program development, scheduling and logistics and will receive invoices for the team’s meals
from the host site):
1. Name:
Title:
Address:
Phone Number:
Summer Phone Number:
Email:
2. Name:
Title:
Address:
Phone Number:
Summer Phone Number:
Email:
Application Narrative
SECTION 2: APPLICATION NARRATIVE
1. Explain the principal reasons for requesting START BYF 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 employmentfocused 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.
SECTION 3: DEMOGRAPHICS
If applicant is an ISD/RESA, complete for the entire county. If the applicant is a local 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:
SECTION 4: DISTRICT RESPONSIBILITES
1. Reimburse the host site for meal costs for team members. *(Host site/district will
coordinate with other participating ISD/districts outside the host site
district/ISD/region with regard to invoicing for meal reimbursement.)
2. Commit to have at least one Building/District/ISD administrator at the
Administrator module.
3. Establish a team leader for each team attending.
4. Provide release/sub time for team members as needed.
5. Invite the parents/guardians of target student to be a member of the training team
and provide support for parent/guardians to attend the training (including meal
costs).
*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.
Yes, we will be able to fulfill all of these requirements.
If you foresee any difficulty with meeting these requirements, please contact Kellie Fitzgerald at
START (616-331-6483 or [email protected]) before submitting an application.
SECTION 6: SIGNATURE
Name and signature of the administrator supporting this application:
Name:
Phone:
Email:
I have reviewed this application and agree to fulfill the responsibilities of the district,
including compensating the host site for team meals, as set forth above:
Signature:
Date:
Submit this application by e-mail to START at
[email protected].
START BYF Intensive Training
Team Template
This template will help you organize 6 member teams for participation in the START Intensive
Training for ’17-18. As a reminder, all teams must be organized around a target student who is
supported by the team.
Typically, teams are comprised of some combination of the following members. Although the
composition of the team will vary depending on the student and building, every team should
have the target student’s teacher, and the student’s parent if their schedule allows them to
attend.
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
 MRS
Each training team will identify a Target Student to work with during the training in order to apply
strategies and use assessment and intervention tools during the training. This should be a student
with ASD in high school or participating in a secondary transition program through the school
system.
Students who need support in the areas of independence, social interaction, and preparation for
post-secondary education, training, or employment are strong candidates to be Target Students.
Parent permission is needed for a student to participate, and student consent is also desirable.
Parents are to be invited to participate as members of the training team and we strongly
encourage Target Students to participate as well. As part of the project evaluation, baseline and
end of the year Target Student data will be requested for each team through the BYF Target
Student Reporting Form.
BYF Team Template
(Duplicate and submit for each district and team)
TEAM INFORMATION
ISD:
District:
Contact Person (the logistics and financial contact for the ISD/District):
Work Phone:
Cell Phone:
Email:
School Address:
TEAM ROSTER
INSTRUCTIONS: Provide the name, email, phone number, and job title/role for each member of the team. Although the composition of the
team may vary (depending on the student, building, and schedule), every team should include the target student’s teacher and the student’s
parent.
Building Name:
Teacher:
Name
Email
Phone
Job Title
1 Training Team* leader:
2 Parent:
3
4
5
6
*Training Team leader is the member of the training team responsible for communicating information from START to the members of the team.