|
START '09-10 K-12 Intensive Training
What is K-12 IT? IT Curriculum Modules
IT Emphasis Requirements Application
What is K-12 Intensive Training?
The START Intensive Training involves a year-long training of multidisciplinary school-based teams using a comprehensive curriculum that addresses the key issues related to Autism Spectrum Disorders (ASD). Presenters in various content areas related to ASD bring the training to school sites and work collaboratively with local team leaders to create a training process that will successfully support their students and school system.
The START Intensive Training and support program for school-based teams incorporates didactic teaching, goal setting, team training, problem solving, case analysis, and program evaluation. The ultimate goal is to increase local capacity through an increase in knowledge, skills for supporting students with ASD, and teaming and collaboration.
The general content of the START Intensive Training Program includes modules on understanding autism, behavior supports, educational supports, and more. While, these topics may be similar to other trainings, the model and details of the training are unique for several reasons. The intensive trainings offered by START are provided to school district and Intermediate School District (ISD) team of 80-90 educators. Each team is divided into multidisciplinary sub teams of approximately six individuals that work with an identified target student diagnosed with ASD. Most teams include not only educators, but also parents.
To date, the Intensive Trainings have covered over 25 counties and over 1,600 educators and support staff.
Return to top
Training Curriculum
The Intensive Training offered to schools is based on “effective practices.” We believe that effective practices are proven practices chosen for students based on sound professional judgement and regualar data analysis and review. We are not endorsing a particular program; rather, we review the research literature to identify the best practice strategies. Although we may specify strategies, we are not endorsing a single approach, and presentations reflect an emphasis on the use of evidence based strategies. We also emphasize teaming and collaborating and partnerships in the form of parent-school and community-school partnerships as a means to better serve children with ASD.
Intensive training sites will have access to a START Autism Education Specialist who will be assigned to their site for technical assistance. START will assist the district in organizing functional teams, applying new learning, and assessing their supports for students with ASD and their families.
Return to top
Training Modules
Module 1 – Foundations in ASD and the Teaming Process (2 days)
This module provides the participant with an overview of autism spectrum disorders (ASD), including “Looking at ASD Differently” and how these concepts directly relate to their target student. The critical importance of using effective practice to support students with ASD will be highlighted along with an introduction in how to use the target student’s interest area for program decision making. An introduction to team process and problem solving in support of students with ASD will be emphasized as well.
Goals / Objectives:
-
To gain an understanding of specific characteristics of autism spectrum disorders (ASD)
-
Develop tools that will emphasize the target student's interest areas and enhance the teams opportunity to build rapport with the target student. This rapport is needed because the team will be introducing strategies that may be foreign to the student with ASD.
-
To understand the importance of family involvement in the education of students with ASD.
-
As a team, recognize the individualized needs of their target student and how to effectively interface with those needs.
-
To develop a foundation of teaming and problem solving skills related to educational programming for students with ASD
Module 2: Educational Strategies for Students with ASD (2 days)
This module will teach participants to use educational strategies that build upon strengths and lead to successful learning. Appropriate educational supports will be defined including: effective behavioral systems, visual strategies, paraprofessional support, functional communication systems, team process, and peer to peer support.
Participants will learn to use age appropriate curriculum and how to appropriately accommodate and modify curriculum. The processes and considerations necessary for successful transition from preschool through young adulthood will be addressed.
Goals / Objectives:
-
Participants will leave the presentation with information about what are the effective strategies when supporting a student with ASD.
-
Participants will leave the presentation with an understanding of the difference between an academic accommodation and an academic modification.
-
Participants will leave the presentation with practice of modifying general education curriculum
-
Participants will leave the presentation with a framework of developing an individualized academic modification plan for students with ASD.
-
Participants will leave the presentation with the information to successfully transition a student with ASD from classroom to classroom or building to building.
Module 3: Positive Behavioral Support for Students with ASD (2 days)
The Positive Behavior Support module is a team-based training on the principles of positive behavior support (PBS) for students with ASD. Participants will gain an understanding of the 3-tiered model of PBS as well as the process of functional behavioral assessment (FBA) and positive behavior support plan development.
Participants also will learn to collect relevant data and use that information to guide the development of behavioral strategies. Specific behavioral strategies effective for students with ASD also are addressed. Additionally, a team-based problem-solving process is presented that allows educational teams to effectively and efficiently develop and implement behavior supports for students with ASD.
Goals / Objectives:
-
To understand the foundations of the 3-tiered model of PBS
-
To gain knowledge of the process of Functional Behavior Assessment
-
To understand the components of an effective positive behavior support plan
-
To gain skills in conducting a functional behavioral assessment and developing a positive behavior support plan
-
To understand the purpose of data collection and how to use data to guide intervention decisions
-
To understand effective supports and strategies for students with ASD.
Module 4: Peer to Peer Support for Students with ASD (2 days)
This module will teach participants the specific steps needed to develop a peer to peer support program for students with Autism Spectrum Disorder educated in a center program and those placed on resource and cross categorical caseloads. This module will also include the concept of medium of exchange or how you connect the general education student to student with ASD. The specific steps include: the recruitment process, the training process and the maintenance of the peer to peer support students. Forms utilized in the development process will be provided.
Goals / Objectives:
-
Participants will leave with an understanding of the medium of exchange
-
Participants will leave with the crucial elements when recruiting peer to peer support students
-
Participants will leave with the crucial elements needed when training the peer to peer support students
-
Participants will leave with the crucial elements to maintain the peer to peer support students.
Module 5: IEP Implementation & Development (2 days)
This module focuses on the process of developing an Individualized Educational Plan (IEP) for students with ASD that incorporates the legal requirements of LRE (Least Restrictive Environment) and embeds the established evidence-based practices. Participants complete an Educational Benefit Review that addresses the effectiveness of previous IEPs in order to target discussion points to enhance the future IEP process. Participants learn how to write an effective Present Level of Academic Achievement and Functional Performance (PLAAFP) statement as well as develop observable and measurable goals and objectives related to the student’s progress in the general education curriculum and setting. Strategies for implementing the IEP with fidelity and data collection procedures for monitoring progress toward goals and objectives are also presented.
Goals / Objectives:
-
Participants will gain an understanding of the legal requirements of LRE (Least Restrictive Environment) relative to the IEP process.
-
Participants will learn to write a Present Level of Academic Achievement and Functional Performance (PLAAFP) statement in relation to how the ASD impacts the student’s performance within the general education environment.
-
Participants will learn skills in developing observable and measurable IEP goals and objectives based on the student’s performance within the general education setting.
-
Participants will learn skills in data collection that focuses on evaluating the effectiveness of the IEP.
Module 6: Systems Change through Coaching (2 days)
This module addresses issues related to educational systems change as well as strategies for working with adults during a period of organizational change. Participants will learn alternative ways to more effectively and efficiently deliver educational supports in the Least Restrictive Environment (LRE) that focuses on viewing special education as a support and service and not a place.
Additionally, participants will be provided strategies for working through this change process as well as helping others do the same. Participants will learn to serve as coaches in their local districts through this process and will be provided tools for implementing the coaching model including the Universal Supports Assessment and Planning Tool (USAPT) developed by START.
Goals / Objectives:
-
Participants will learn coaching models to enhance implementation of effective strategies for students with ASD.
-
Participants will learn strategies for addressing organizational change and assisting others in the change process.
-
Participants will learn how to utilize the Universal Supports Assessment and Planning Tool (USAPT) to develop building-level goals to improve educational services for students with ASD.
Return to top
Supplementary Modules:
Trainer Preparation Day
This module is intended for participants who will be working toward becoming Trainer / Coaches for the START project through the Effective Practice Leadership Initiative (EPLI). These participants, once approved, will be able to provide training in their local districts in START content. Participants will learn strategies for improving their training and presentation skills as well as have opportunities to practice these skills with feedback. Information regarding EPLI and the requirements and expectations for EPLI Trainer / Coaches also will be presented.
Goals / Objectives:
-
Participants will gain an understanding of the EPLI project and the requirements and expectations of Trainer / Coaches.
-
Participants will learn strategies for improving their training and presentation skills.
-
Participants will have opportunities to practice presentation skills and receive feedback to assist in improving their skills.
Administrative (1/2 day)
The administrative module presentation will provide a fast-paced overview of the START intensive training components. This module will suggest strategies for positive administrative support of effective practices in supporting students with ASD. Expected outcomes for administrators may include: a general understanding of the START grant, strategies to positively respond to students with Autism Spectrum Disorder and support their educational and social growth, and clear expectations for staff working with students with Autism Spectrum Disorder.
Goals / Objectives:
-
Administrators will leave the presentation with an understanding of the appropriate response to the behavior of students with ASD
-
Administrators will leave the presentation with an understanding of their responsibility to the trainer/coaches and team/coaches within their region.
-
Administrators will leave the presentation with an awareness of an effective teaming process.
Centralized Evaluation Team (CET) (1 day)
This session will present an overview of the Centralized Educational Evaluation Team (CET) process for determining educational eligibility for students with ASD in the educational setting.
The presentation will highlight essential identifying characteristics of Autism Spectrum Disorder and how they are related to Michigan's eligibility definition. Evaluation steps that distinguish an ASD evaluation from other disability assessments will be clarified. The importance of the multidisciplinary Team Process, including identification of individual roles and responsibilities in an Autism Spectrum Disorder assessment will also be discussed.
Related evaluation materials and the function of meeting mechanics in the determination of eligibility status and report writing will also be identified. Finally, the relationship between medically-based assessments and school-based responsibilities for eligibility determination will be addressed.
Goals / Objectives:
-
Participants will leave the presentation with information about the Michigan Definition for determining Educational Eligibility.
-
Participants will leave the presentation with a structure for observation information including a four quadrant form.
-
Participants will leave the presentation with an understanding of the team process when determining educational eligibility.
-
Participants will leave the presentation with the skills to write a unified report
-
Participants will leave the presentation with an understanding of the significance of being a part of the three person evaluation team.
Asperger Syndrome Module
This module is intended for participants educating students with Asperger's Syndrome. The module will explore characteristics of students with Asperger Syndrome and the effective practices identified in the literature to support students in their school environment. Relevant theories will be covered including social attribution theory and theory of mind, which highlight key considerations to supporting the social, emotional and behavior development of these students. Participants will learn strategies to assist in effectively engaging the student with Asperger Syndrome in their educational experiences.
Goals / Objectives:
-
Participants will gain an understanding of the characteristics associated with students with Asperger Syndrome.
-
Participants will gain an understanding of social attribution theory in relation to students with Asperger Syndrome.
-
Participants will gain an understanding of social attribution theory in relation to staff behavior.
-
Participants will gain an understanding of the Theory of Mind and its relevance to Asperger Syndrome.
-
Participants will learn effective strategies for educating students with Asperger Syndrome.
Return to top
Training Emphasis
-
Target Student - Progress in the core areas: Behavior, Social, Communication, Educational Strategies, and Family Support.
-
Team - Ability to communicate, problem solve, make decisions, work collaboratively, understand the various disciplines and their different roles in supporting students with ASD.
Return to top
Requirements to Participate in START Intensive Training
To participate, a school system must do the following:
1) Submit application to the START office - Download Application
2) Assemble a team comprised of 5-7 school professionals around a target student with ASD. Teams can include, but are not limited to, the general education teacher, special education teacher, school psychologist, school social worker, provider of speech and language, occupational therapist, ISD or school administrator. Each team should include the parent(s) of the target student.
3) Facilitate and coordinate the logistics of the intensive training.
4) Assemble a group of professionals who can serve as Trainer/Coaches in the years following intensive training.
5) Connect with or develop as a Regional Collaborative Network.
Training costs including the presenters, materials, and resources are provided at no cost to the district. District responsibilities include costs of professional time away from the classroom or other responsibilities, the costs for a training facility, and refreshments and/or lunch for participants.
For further information, please download the '09-10 Intensive Training Application.
Return to top
|
