START Project

• Amy Matthews, Ph.D., LP, BCBA, LBA, Psychology Department & START Project
• Stephanie Dyer, ED. S.. BCBA, Autism Education & Intervention Specialist
• Lisonn Delcamp, Ed.S., START Project Autism Education & Intervention Specialist
• Lindsey Harr-Smith, M.A., CCC-SLP- Autism Education & Intervention Specialist
• Carrie Carr, M.A.. EUPISD, Curriculum & Instruction, Consultant
• Gina Sanderson M.S., BCBA, Lenawee ISD, Consultant
• Amanda Foster, M.Ed., Consultant

This six-module training series is designed for school teams, including special education administrators, building leaders, general and special education teachers, ancillary staff, and paraeducators. Using the Classroom Environmental & Teaching Assessment (CETA), teams will engage in data-informed reflection to evaluate current practices and identify areas for growth. Through collaboration, school teams will develop a shared action plan to strengthen instruction and improve outcomes for students with autism and higher support needs.

• Module 1: Foundations of Evidence-Based Classroom Practices and the CETA: This module provides an overview of the professional learning series, outlines roles and responsibilities of the participating teams, and introduces teams to an effective teaming process. An evidence-based decision making model will be introduced along with resource tools for learning about a wide range of evidence-based practices for students with autism and other higher support needs. Participants will explore the use of the CETA as a tool for their team to assess strengths and needs related to current implementation of evidence-based practices. Upon completing the tool, teams will develop action steps to strengthen implementation of practices for improved outcomes for students. 
• Module 2: Visual and Organizational Supports and the CETA: Participants will complete the Organizational and Visual Supports section of the CETA and identify areas of strength and areas for development. Evidence-based practices that align with the section indicators will be presented including tools and resources to support implementation in the classroom.  Specifically, participants will learn to develop and teach visual schedules and visual supports and use them throughout the school day. A process for developing self-management systems will be introduced along with  strategies to individualize systems for students. Multiple examples will be provided of each EBP along with strategies for monitoring  implementation fidelity.  Teams will create an action plan for improving the use of specific EBPs based on the information from completion of the CETA. 
• Module 3: Adult Support and Interactions and the CETA - Participants will complete the Adult Support and Interactions  section of the CETA and identify areas of strength and areas for development. Evidence-based practices that align with the section indicators will be presented including tools and resources to support implementation in the classroom.  Specifically, participants will learn to define adult roles and use tools such as the schedule matrix and adult support tool to plan for daily support provided by teachers, paraeducators, and other staff. Strategies to teach and promote independence will be discussed including learning routines through the use of task analysis within a planning and data tool. Effective use of prompting and prompt fading will be presented along with the best practice of gaining assent for physical guidance. Multiple examples will be provided of each EBP along with strategies for monitoring  implementation fidelity.  Teams will create an action plan for improving the use of specific EBPs based on the information from completion of the CETA. 
• Module 4:  Positive Behavioral Interventions and Supports and the CETA - Participants will complete the Positive Behavioral Interventions and Supports (PBIS) section of the CETA and identify areas of strength and areas for development. Evidence-based practices that align with the section indicators will be presented including tools and resources to support implementation in the classroom.  Established expectations will be presented as a universal support for all classrooms. Strategies based on the PTRR model will be delineated that address prevention, teaching, reinforcement, and responding to increase expected behaviors and reduce behaviors that detract from learning and positive social interactions. Participants will learn about behavior as communication and function-based thinking to respond intentionally to student needs. A brief introduction to scripts will be provided as a strategy to increase consistency among staff and reduce escalation when students experience heightened arousal. Multiple examples will be provided of each EBP along with strategies for monitoring  implementation fidelity.  Teams will create an action plan for improving the use of specific EBPs based on the information from completion of the CETA.  
• Module 5: Instruction and Academic Engagement and the CETA - Participants will complete the Instruction and Academic Engagement section of the CETA and identify areas of strength and areas for development. Evidence-based practices that align with the section indicators will be presented including tools and resources to support implementation in the classroom.  Specifically, participants will learn the benefits of an inclusive mindset and specific strategies that support meaningful inclusion. Multiple learning and engagement strategies will be presented that involve using the interests of the student, providing many opportunities to respond (OTR), maximizing time on task, utilizing peer support, and effective feedback. Multiple examples will be provided of each strategy along with tools for monitoring  implementation fidelity.  Teams will create an action plan for improving the use of specific EBPs based on the information from completion of the CETA. 
• Module 6: Communication Systems and Supports, Social Interaction and Peer to Peer Supports, and the CETA - Participants will complete the Communication Systems and Supports and Social Interaction and Peer to Peer Supports sections of the CETA and identify areas of strength and areas for development. Evidence-based practices that align with the section indicators will be presented including tools and resources to support implementation in the classroom. The key components needed to develop a peer to peer participation program that fosters connections, inclusion, and belonging for students with and without disabilities will be presented. In addition, teams will learn strategies to support multimodal communication and ways to honor all forms of communication. A brief introduction to Augmentative and Alternative Communication (AAC) systems, presuming potential, and aided language stimulation and modeling will be provided to plan for effective and efficient communication for all students. Teams will create an action plan for improving the use of specific EBPs based on the information from completion of the CETA.  

START is offering State Continuing Education Clock Hours (SCECHs), Social Work Credits, pending approval, and Certificates of Attendance. Participants must complete the Attendance Form provided at the training within 2 days of the training date to receive CEUs and/or a Certificate of Attendance.