START Glossary
| Term | Acronym | Description | Category | Actions |
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| RBT | The Registered Behavior Technician® (RBT®) is a paraprofessional certification in behavior analysis. RBTs assist in delivering behavior analysis services and practice under the direction and close supervision of an RBT Supervisor and/or an RBT Requirements Coordinator, who are responsible for all work RBTs perform. | Applied Behavior Analysis | ||
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A bi-annual meeting of leadership representatives from the Regional Collaborative Networks (RCN) for the purpose of sharing information on a key theme with the RCN, empowering the RCN to expand knowledge and skills in their region, promoting RCN collaboration and sharing START updates. |
RCN | |||
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An email update that is sent to the leadership and district representatives from the Regional Collaborative Networks (RCN) to communicate START updates, information, and reminders. |
RCN, communication | |||
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"Transition planning is a process, to assist students with an Individualized Education Program (IEP), facilitate movement from school to post-school activities, including postsecondary education and employment. The Individuals with Disabilities Education Act (IDEA) requires transition planning begin no later than the first IEP to be in effect when the student turns 16, or younger if determined appropriate by the IEP team. A transition plan is based on a student's strengths, preferences, and interests, which may change from year to year, and identifies opportunities for the student to gain knowledge and skills needed for continuing education, work, and community participation, in preparation for adult life." https://www.michigan.gov/mde//media/Project/Websites/mde/specialeducation/iep/TransitionPlanning.pdf |
Secondary transition | |||
| SCECH |
State Continuing Education Clock Hours (SCECH) are hours earned by attending professional development activities provided by SCECH Sponsors and approved by the Michigan Department of Education (MDE). These hours can be used for the renewal and progression of certificates and licenses issued by MDE. |
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| SEMS |
Special Education Mediation Services (SEMS), formerly known as Michigan Special Education Mediation Program, provides mediation, facilitation and training services for working through disagreements so that children with disabilities promptly receive the services they need to develop and succeed in school. These services often help to avoid disputes or help resolve them early. |
Grant-funded initiative | ||
| START-ism |
START-isms are phrases and ideas regularly used to describe the goals of the START Project. They are brief, powerful, and (we hope) a little catchy too. |
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A monthly email update to communicate START news, evidence-based practices, resources, and tools to schools, community partners, and families. |
Communication | |||
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The START team member serving as a liaison between START and that RCN; START RCN Reps attend at least four meetings of their RCN(s) each year |
RCN | |||
| TA | ISD and district-level support provided by START for the ISD that is hosting Intensive Training and up to 3 districts attending Intensive Training, usually selected through an application and selection process based on needs. | |||
| Universal supports refers to those supports and strategies that are founded in the Evidence-Based Practices (EBPs), serve to prevent the majority of challenging behaviors and enhance engagement, independence, and social skill development for students with ASD. Examples of universal supports include Visual & Organizational Systems, Functional Communication, Peer to Peer Support, Accommodations/Curricular Differentiation, Appropriate Adult Support, PBIS, Effective Team Process, and Family Engagement. | ||||
| Designated groupings of START team members working together to address specific aspects of Project activities, objectives, and/or operations. | ||||
| AAoM |
The Autism Alliance of Michigan is a statewide non-profit autism advocacy agency that leads efforts to raise expectations and expand opportunities for people touched by autism across the lifespan. |
State organization | ||
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Training Series |
A collection of multiple trainings that focus on the same topic or theme. A training series can be offered as (1) a sequence of trainings that build upon each other or (2) independent trainings or webinars on the same theme. |
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Bootcamp |
A collection of modules on a related topic or theme, designed to prepare participants to become EPLI Trainers of START Content. Bootcamps may include asynchronous coursework. |
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A live professional development opportunity or discussion focused on a single topic or practice. Webinars are less than two hours. |
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A tool to connect families and school teams related to increasing independence both in the home and school settings; the iQuest is shared and reviewed at scheduled times, including at the IEP, but is not formally part of the IEP. |
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The RCN member(s) that facilitate RCN meetings, coordinate RCN contract activities, and/or serve as the primary point of contact between the RCN and START for RCN contract activities and data reporting. |
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| (PDS) |
An online system created by START and MAISA MiCH that allows users (including RCN) to create plans and capture data for decision-making at the classroom, district, ISD, and regional level to promote evidence-based practices for autistic students and students with related learning needs. |
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Training |
A professional development opportunity designed to improve the knowledge and/or skills of attendees in a particular topic or practice. |