MN LEND Manual

Welcome!

This manual includes details about LEND, introduces you to people who are part of our program, and holds other information that will be helpful for you throughout the year.

What is MNLEND?

The MNLEND Program is a leadership education program funded by the US Maternal and Child Health Bureau (MCHB) of the Health Resources and Services Administration (HRSA) at the Department of Health and Human Services (DHHS). It is one of 60 LENDs across the nation. We collaborate with over 13 departments and centers at the University of Minnesota to train fellows in MCH Competencies .

LEND provides interdisciplinary leadership training annually to Fellows of UMN graduate programs, its post-doctoral centers, and from the community-at-large. Being selected as a LEND Fellow is an honor and a privilege. Since its inception in 2009, MNLEND has supported over 249 long-term Fellows. Many Fellows have gone on to serve in prominent leadership roles in disability-related fields across Minnesota, the nation, and the world.

Your Fellow Cohort

Your MNLEND Fellow Cohort represents 16+ academic and experiential disciplines and a range of life backgrounds. This will be published after orientation.

MNLEND Leadership Team

MNLEND Director | Amy Hewitt, PhD, MSW

Professor Amy Hewitt, PhD, MSW, is Director of MNLEND and Director of the Institute on Community Integration (ICI), A University Center for Excellence in Developmental Disabilities (UCEDD). Dr. Hewitt serves on doctoral and master’s committees for students across a wide variety of academic and professional departments. Her responsibilities within the UCEDD include outcome and data reporting on the effectiveness of the UCEDD training program and post training leadership roles of ICI Fellows. She also directs several federal and state research, evaluation and demonstration projects in the area of direct support staff workforce development and community services. She has an extensive background and work history in intellectual and developmental disabilities and has worked in various positions over the past 30 years. Dr. Hewitt lives with an adult family member who has a diagnosis of autism and for whom she coordinates Consumer Directed Support Services through Minnesota’s Home and Community-Based Waiver Services. 

MNLEND Associate Director | Jennifer Hall-Lande, PhD

Jennifer Hall-Lande, PhD, is a Research Associate with the Institute on Community Integration. She is currently the Center for Disease Control (CDC)’s Act Early Ambassador for Minnesota. Dr. Hall-Lande’s principal research and community outreach activities have been focused on screening, assessment, and interventions for children at risk for neurodevelopmental disabilities. Additional areas of focus have been ASD prevalence rates in diverse Minnesotan populations and policy issues around children and adult ASD waivers. Further, Hall-Lande has a focus on outreach to culturally and linguistically diverse communities with an end goal of increasing screening rates and reducing the age of diagnosis for children from culturally and linguistically diverse communities across Minnesota.

Medical Director | Andrew (Andy) Barnes, MD, MPH

Andrew (Andy) Barnes, MD, MPH, is an Associate Professor of Pediatrics at the University of Minnesota Medical School, where he directs the fellowship program in Developmental-Behavioral Pediatrics. Dr. Barnes’s clinical work with children and families focuses on helping children gain mastery of their own mind-body interactions. Some of the ways that he helps children become more competent in this regard includes teaching them how to use biofeedback, mindfulness, and self-hypnosis to help themselves better regulate their own thoughts, feelings, and actions. Dr. Barnes’s research focuses on promoting resilience in children under stress and on the interplay between behavior and biology. His current work focuses on the health and self-regulation of children growing up in homeless families. Dr. Barnes also enjoys teaching pediatric trainees about self-regulation and the fundamentals of early child development and behavior, and he helps direct professional training in pediatric clinical hypnosis. He frequently presents and teaches on these topics at local and national symposia and conferences.

Research Director | Jessica Simacek, PhD

Jessica Simacek was a past MNLEND Post Doctoral Fellow and is now a Research Associate at ICI. Her PhD is in Educational Psychology, Special Education with a minor in Applied Behavior Analysis from the University of Minnesota. She also earned her undergraduate degree in Psychology at the University of Minnesota. During her doctoral program, Jessica worked in the Minneapolis Public Schools on the implementation of multi-tiered systems of support, served as key personnel in the development and oversight of the Telepresence Behavior Laboratory, taught courses on classroom management and applied behavior analytic problem solving, and conducted studies in the areas of telehealth and communication intervention in autism and Rett syndrome. She has over 10 years of clinical experience in early intensive behavioral therapy for children with autism and related neurodevelopmental disabilities, spanning home, center, and school-based settings.

ICI Director of Interdisciplinary Education | Rebecca Dosch Brown, MFA

Rebecca Dosch Brown serves as a MNLEND faculty-mentor under the Family discipline and directs the MNLEND curriculum and training program. She also oversees the federal reporting and works on overall program quality improvement (QI) efforts, especially those related to equity and inclusion. Rebecca additionally directs the UMN Disability Policy and Services graduate certificate program and teaches its core course, Disability and Policy Services (EPSY 5666).

Her larger ICI role is as an interdisciplinary education director. In this role, she helps develop interdisciplinary courses and spurs innovative research and training collaborations with UMN campus, LEND alumni, and community partners.

Rebecca came to ICI in 2015 after 20+ years in higher education as a lecturer, teacher trainer, editor, and adviser both overseas and stateside. She is currently a PhD candidate in the UMN Humphrey School of Public Affairs, with a focus on examining foster youth policy at the intersection of race and disability. She is the parent and ally of her adult autistic son. She herself identifies as a person with disabilities. Her work goal is to co-design and participate in meaningful and transformative educational programs that support a community of leaders who contribute to building a more inclusive and just world for all.

Interdisciplinary Education Coordinator | Ajibiké (BiKé) Ojomo, MPH

Ajibiké (BiKé) Ojomo, MPH serves as an Interdisciplinary Education Coordinator at the Institute on Community Integration (ICI). She coordinates and supports the overall development and training of the Minnesota Leadership Education in Neurodevelopmental and related Disabilities (MNLEND) fellowship program and the OLPD 5356 class.

Prior to her work at ICI, BiKé has been in Finance for over 20 years. She was a Finance Specialist here at the University and also outside of the University.

BiKé holds a Bachelors degree in Banking and Finance and a Master’s in Public Health from the University of Minnesota. She’s a Certified Mental Health Coach. She coaches middle school girls and empowers them to find their Power, and Change Their World by Taking Action, through the (Girls Taking Action) project.

BiKé also has a Certificate in Project Management. She partners with community-based organizations as a consultant in creating wellness and mental health disability awareness.

MNLEND Core Faculty

Core faculty members are faculty from affiliated departments who serve as liaisons between MNLEND and their home academic departments. Many will speak with you during Thursday Sessions this year.

Accommodations

If a fellow has a disability or health/life situation which impacts their participation in the MNLEND program, work with the inclusion counselors at the University of Minnesota’s Disability Resource Center (DRC) for confidential disability advice and for seeking a formal accommodation letter.

Commitment to Diversity and Equity

The MNLEND program is committed to exploring, sharing, and embracing diverse Fellow, community, and faculty perspectives, working together through a range of varied viewpoints, and highlighting critical arenas where equity is not present.

We seek to train Fellows of all racial, ethnic, economic, disability, gender and sexual orientation, immigrant, religious, and educational backgrounds, etc., so that we may work together to reduce disparities and increase equity across NDD communities. Such diversity of cultures, languages, perspectives, and lived experiences enriches the learning experiences for all of us in MNLEND and helps us build excellence and innovation in NDD leadership in our disciplines and communities.

Types of Trainees

1. Long Term Trainees (LTT) = Paid Predoctoral and Community Fellows
   • Must complete a minimum of 320 hours of training and learning for the LEND year (July to June of the following year.)
   • See other requirements listed below
2. Postdoc Long Term Trainee (LTT) = Paid Postdoctoral Long Term Trainees
   • Complete a minimum of 1,788 hours between July 1 and June 30 of the following year.
   • Engage in 46 weeks of full-time training and professional development
   • Hours and traineeship stipend will be prorated to any later agreed-to start date and/or if the postdoc agrees to a lower FTE% appointment. This Postdoc level traineeship is considered to be a long-term trainee appointment by our funder, the U.S. MCHB, as in paid per NIH funding rates.
3. Unpaid Medium Term Trainees (MTT)
   • Choose from the below components, based on interests, skill level, and availability, through the design of an individualized leadership learning plan
   • The total commitment will range from 75-160 hours for the LEND year (July to June of the following year.)
   • Receive an MTT-level MNLEND certificate of completion (non-credit bearing) at the close of a successful training year, with proper documentation of training hours.
   • MTT are unpaid and are considered to be part-time trainee appointments by our funder, The U.S. MCHB.
4. Unpaid Short Term Trainees (STT)
   • May join appropriate Thursday sessions virtually at the discretion of leadership team

Core Training Components

We will guide all Trainees through their requirements and options, step-by-step, with your strengths, skills, and interests at the center.

Canvas Page

The MNLEND Canvas Page is where we organize all of the content of your LEND year. You can access materials (readings, videos, podcasts, etc) for Thursday sessions here. It also has other important documents, like links to Clinical site visit sign-up sheets.

LEND Orientation

REQUIRED for LTT | Optional for MTT

Location: Community Room (1-510), located in the Annex building of the Masonic Institute for the Developing Brain (MIDB), 2025 East River Parkway, Minneapolis MN, 55414.

Orientation happens over two days in August. Free street parking is available.

LEND Weekly Sessions

ALL REQUIRED for LTT | Optional for MTT

Thursday Mornings from 8:30 a.m. – 12:30 p.m.

Some sessions will take place in person and others online via Zoom. See your LEND Year Calendar in Google. LEND LTTs are expected to attend all Thursday sessions. Exceptions must be pre-approved.

Each session features guest speakers who share a range of perspectives and time for interdisciplinary discussion. These sessions are the primary opportunity for LEND Trainees to share and discuss ASD/DD topics and process their interdisciplinary learning with each other and with the guests and faculty.

LEND Weekly Discussion Posts/Recordings

Each week you are required to prepare for the session by completing the mandatory readings and discussion. These will be posted on Canvas. You will write or record a reflection about what you learned from these required materials.

Individual Leadership Learning Plan (ILLP)

REQUIRED for LTT

Creating an ILLP gives you time to be thoughtful at the beginning of the year about what you will do as a LEND fellow to grow as a leader. And how you will incorporate the components listed here into your schedule. We will work on this together during our first Thursday session. You can also use this throughout the year to track your progress toward your goals.

Documentation of Training Hours

REQUIRED for LTT and MTT

All LEND trainees are required by our funders to complete a certain number of hours (see types of trainee section for the minimum number of hours). Every week you will fill out a brief Google form to report your hours. LEND hours might include research, community-based activities, observations at clinical sites, policy and advocacy work, Thursday session attendance, conferences, and self-directed learning.

LEND Project

REQUIRED for LTT | Pre-approval is needed for MTT to join any project

You will work on a small team interdisciplinary project throughout this year.

We will work with you to match you with a project.

Interdisciplinary Clinic Observations

LTT - REQUIRED | MTT - REQUIRED

All LTT must attend 3 different clinical sites minimum.

One LTT visit must be to the Autism Spectrum and Neurodevelopmental Disorders (AND) Clinic (at the Masonic Institute for the Developing Brain (MIDB)) and then two additional different clinical sites to visit from the list.

Attending additional clinical site visits beyond the 3 required is strongly encouraged for trainees who will be future clinical-based practitioners.

LTT should complete their 3 clinical observations by end of January.

All MTT should attend at least one clinical observation.

Clinics/Labs may include: the MIDB Autism Neurodevelopmental Disabilities (AND) Clinic, Fragile X Clinic, Voyagers Clinic for Genetic Counseling, St. David’s East African Autism Day Treatment, The Finestack Language Intervention Lab, Audiology Lab, Cleft Palate/Craniofacial Clinics, Shevlin Hall Speech Language Therapy, Minneapolis Public School District Early Screening Evaluations, Suma Jacob Lab, and the ICI Telehealth Lab.

LEND Mentoring & Coaching

LTT - REQUIRED | MTT – LIMITED COORDINATOR GUIDANCE

Trainees will meet in small groups with an assigned Mentor 2 times a month minimum, often as part of your project work.

If you are MTT and you need guidance, please see the coordinator during the allotted time on Thursdays.

Families and AdvocateS as Teachers (FAST)

LTT – REQUIRED | MTT - 10 SESSIONS MINIMUM

The Families and AdvocateS as Teachers (FAST) component is fully integrated into the Thursday sessions for all Trainees.

You will connect with self-advocates and families at most weekly sessions.

Disability Policy and Services Course and Policy Advocacy Activities

LTT – REQUIRED | MTT – STRONGLY ENCOURAGED

Each LTT is required to invest 60 hours towards the development of their competency in understanding and navigating core disability policies, services, and systems advocacy engagement. This includes course attendance, the course's Civic Engagement Policy assignment, creation of a one-page Policy Brief for legislators, and attending legislative visits on policy issues.

• MTT are strongly encouraged to complete wither the course or the legislative visits.

• Predoc LTT (UMN-based Masters level and PhD level students) are required to formally register in the 3-credit Disability Policy and Services (EPSY 5666*) during the summer or spring semester. Early completion prior to MNLEND year counts as well. (Note: The course was once numbered OLPD 5356, but is now numbered EPSY 5666)

NOTE: A full 12-credit graduate Disability Policy and Services certificate is a great option to consider adding to your UMN studies, as your degree program coursework can often stand in for the additional 9 credits to complete the full 12-credit certificate, with taking EPSY 5666 for 3 credits. See [**] below for more information.

• All non-graduate student LTT will fulfill the policy requirement through one of the three options:

• 1. Attend and participate in the EPSY5666* course as an unregistered (non-paying) student with permission from the Instructor, Rebecca Dosch Brown, and complete the course’s Civic Engagement Policy assignment only. For the assignment, students will select one current policy priority from the legislative agenda of an organization engaged in routine advocacy that impact the lives of children or adults living with disabilities and educate their legislators about the topic (or they will document attending a hill visit/State Capitol visit); or
• 2. Show documentation indicating either present or past participation in the “Partners in Policymaking” program sponsored by the MN Governor’s Council on Developmental Disabilities. This option is rare, but is sometimes completed by active parent advocates and self-advocates; or
• 3. Enrollment as a formal continuing education (non-degree seeking) tuition–paying student in order to complete the 12-credit Disability Policy and Services Certificate, and formally enrolling in EPSY5666* course for 3 credits. Before you apply for the certificate, meet and discuss it with Rebecca Dosch Brown, dosch018@umn.edu. See [**] below for more information on the optional Graduate Certificate in Disability Policy & Services.
• *The Disability Policy and Services Course (EPSY 5666) is offered through the UMN College of Education and Human Development in partnership with the Institute on Community Integration. It is a 3-credit graduate level course offered in the spring semester on Thursdays, from 4:40-7:20 p.m., beginning in late January to early May. EPSY 5666 is also offered M-F, from 8:30 a.m. – Noon, as a summer semester two-week intensive session in mid-June each year. Questions about the course, contact Rebecca Dosch Brown: dosch018@umn.edu.
• **The Disability Policy and Services Certificate is explained on the CEHD website. You must meet with Rebecca before applying. Tuition costs for the certificate (and the EPSY 5666 course) are NOT covered or paid for by MNLEND (per grant restrictions), but paid LTT can always use their bi-weekly stipend toward covering tuition costs, if they wish.

Self-study

REQUIRED for LTT | Optional for MTT

Many optional resources will be shared throughout the year that supplement the core components and help you reach your 320 minimum training hours. This arena is self-designed but may include:

• Attending or presenting at conferences, workshops, events, or trainings
• Reading, viewing, or listening to supplemental materials on NDD/Leadership
• Participating in optional MNLEND book, film, podcast clubs
• Completing online courses in anti-racism, anti-ableism, and on NDD skills, etc.
• Presenting to communities (if not an integral part of your project)
• Attending LEND, ICI, and AUCD-related networking and social events and conferences

Professional Development

LTT only

Professional Development Stipend

Professional Development stipend of $500 is available to all paid LTTs. You can use this to cover your registration for some of our suggested conferences, other conferences related to your LEND work, or other professional development opportunities. Requests are subject to approval and never guaranteed.

Fellows awarded additional travel stipends are also required to submit proof of attendance post-trip by emailing copies of conference registration receipts.

Ideas for interdisciplinary conferences and training that LEND encourages you to consider will be shared. We especially encourage Fellows to apply to present or have a poster at one of the spring conferences as a small interdisciplinary team. Spring conference proposals are often due in September or October of this fall, so they are possible deadlines you could meet if you work collectively as a team.

Suggested Conferences

• Fall Conference: National Annual AUCD Conference*
• Spring Conference: National Disability Policy Summit (DPS)*
• Organized Hill visits (in conjunction with AUCD & DPS conferences)
• Minnesota Gathering for Person Centered Practices (Fall)
• Disability Day at the State Capitol (TBD)
• AuSM Conference (April)

*Fellows are expected to use their $500 professional development extra funding for disability-related professional development activities. We strongly encourage you to apply early for the AUCD nationally-competitive scholarships available on the AUCD national conference website. A letter from the MNLEND training or program director is required and thus notifying BiKe of your interest and an early submission is a must.

It is expected that trainees could also use their bi-weekly stipends to pay for any travel or registration costs. Reduced personal cost to attend either event this year could also come from organizing hotel room sharing with your peers , volunteering at the AUCD conference, or applying for other national-level AUCD-wide competitive scholarships.

Representatives Visits

Each Fellow must visit their congresspeople at the national or state level by the end of the year. You will share information with them on policies related to disabilities that you have an interest in. We will help you prepare during Thursday sessions.

It is expected that Fellows will fully engage, act responsibly, and attend to these civic duties with utmost respect and preparation.

Leadership Assessments

LTT – REQUIRED | MTT - OPTIONAL

The Maternal & Child Health (MCH) Competencies Navigator Assessment and 3 additional MCH Pre/Post Mini-assessments

The MCH pre/post assessments will show strength and growth areas across the 12 Maternal and Child Health (MCH) competencies upon which LEND training is based. Three additional focused mini-assessments are required for quality improvement purposes and we will send the link to you for these in early August.

Harvard Implicit Association Test

Required for LTT | Optional for MTT

Instructions will be sent as an assignment for a particular future Thursday.

Helps you begin to notice what’s in the subconscious mind from cultural and external conditioning. Implicit Biases come from a part of your mind you cannot control, but you can learn to slow down and disrupt them once you know you have them (and we all do).

Other Training Required by the University

You’re required to complete a few more trainings as a LEND fellow. Instructions included in how to document and detailed in the summer getting started list

Privacy and Data Security Training (HIPAA) Modules - Online

LTT – REQUIRED | MTT - REQUIRED

To be considered compliant with the University’s HIPAA Training requirement, all Trainees must complete the two 30-minute courses. You will need a umn.edu email to complete HIPAA modules. You will need to show visual proof you completed both modules below:

• (HIP019) HIPAA Training (Required) ;
• (ISA101) Information Security Awareness Training (Required).

Preventing Sexual Misconduct, Discrimination and Retaliation - Online Training

LTT – REQUIRED | MTT – REQUIRED

This is a required training for all UMN employees and LTT. As a new employee you will receive a email with a link to the required training.

For more information about this training - Preventing Sexual Misconduct, Discrimination, and Retaliation

Optional Learning Opportunities

ADOS 2 Introductory Training

Pre-Qualifying LTT and MTT - OPTIONAL

ADOS-2 is only an option for trainees with (future) direct assessment/clinical roles. ADOS 2 is a common assessment tool for practitioners who will work directly with children with ASD in school or clinical settings and will have a role in assessment. Many trainees will not qualify for such a specialized training.

LEND Core Faculty Amy Esler and Robin Rumsey offer discounted introductory training on the administration of the ADOS 2 . Please contact alqui003@umn.edu for a student discount code prior to registering by telling them you are a current LEND Fellow.

Paid LTT may use your bi-weekly paid stipend to cover the reduced rate or contact BiKe, the LEND Coordinator, to use optional funds for professional development.

Community Outreach and Engagement Events

Required for LTT| Optional for MTT

Community outreach and engagement are important to our program and they are part of our funding directives. Disseminating and sharing information to families, communities and stakeholders is a critical role of all LEND programs. MNLEND Fellows are expected to participate in and attend at least some of the special community-based events offered throughout the year. In some cases, Fellows may be asked to present at or plan an event. MNLEND also has an ICI-wide community council who fully supports the MNLEND Mission. Fellows may be asked to present their LEND activities to this council.

Team Building Engagement

LTT and MTT - STRONGLY ENCOURAGED

Building relationships with your MNLEND Fellows and other LEND Fellows across the nation is an important part of your leadership and networking skill development. You are encouraged to engage in outside team building. This can be done locally or through AUCD.

• Connect with Institute on Community Integration (ICI) on Facebook
• Join MNLEND social and networking events organized by LEND Staff/Faculty-Mentors/Peer-Trainees
• Join ICI-wide training & events (MNLEND is housed at ICI). LTT are automatically added to ICI Listserv as ICI employees and are encouraged to attend staff meetings.
• Join Association of University Centers on Disabilities (AUCD) Facebook and enroll as a virtual trainee on the AUCD website .
• Attend the National AUCD Conference (November/December) or the Disability Policy Seminar in D.C. (Spring). A limited number of need-based competitive scholarships may be made available – applications will be required to be considered.

Other important information

Stipends and Taxes

Paid fellows receive a MNLEND stipend biweekly through the University of Minnesota payroll system.

It is your responsibility to fully understand the taxing implications of this stipend. The University of Minnesota does not withhold state or federal tax deductions from your overall stipend; yet, your stipend is considered taxable income and you will need to pay taxes on it and also self-report it to the IRS as additional income. There is no W2, you simply self-report it as “Other Income.” Please review important tax information and the IRS explanation of how to self-report your Taxable Scholarship income (under Taxable and How to Report headings)

Holistic Mid-Year Review

If at any time the program requirements, its associated documentation, or ethical and professional behavior obligations are not being fulfilled, you could be asked to leave LEND. Your stipend and your title as a Fellow would cease. Typically, Fellows participate actively and responsibly for the full year. A mid-year holistic review (in November) will be conducted by the Leadership Team to ensure all Fellows are meeting their responsibilities and expectations. Fellows who do not meet key benchmarks may be counseled out of the program.

Clarity on some acronyms you might hear often:

What is ICI?

The University of Minnesota Institute on Community Integration (ICI) is a University Center for Excellence in Developmental Disabilities (UCEDD). ICI is where MNLEND is housed administratively, and for your year you are technically a temporary employee of ICI. You are added to the ICI Listserv and you are invited to join staff training and events that interest you. ICI is largely funded through federal, state, and foundation grants and contracts and is part of a national network of mandated federal programs at major universities and teaching hospitals across the country.

ICI provides a comprehensive and integrated program of training, service, technical assistance, applied research, and dissemination to the field of intellectual and developmental disabilities. The ICI is connected with other UCEDD and LEND programs throughout the United States via the Association of University Centers on Disability (AUCD) Network .

What is AUCD?

The AUCD Network

Established in 1971, the Association of University Centers on Disabilities (AUCD) is a membership organization of university-based entities, to which ICI (and MNLEND) belongs. Membership in AUCD is open to University Centers of Excellence on Developmental Disabilities (UCEDDs), LENDs, and Intellectual and Developmental Disabilities Research Centers (IDDRC), and this includes their employees and Fellows. Through its members, AUCD is an excellent resource and network for local, state, national and international agencies, organizations and policymakers concerned about people with developmental and other related disabilities and their families. AUCD also includes a number of international affiliates and has strong relationships with a number of other national networks that address training needs and public health concerns.

What does AUCD do for Fellows?

AUCD is invested in the Fellows of its networks. After completion of their programs, UCEDD, LEND, and IDDRC Fellows often become leaders in the clinical, research, service, education arenas, as well as in policy administration. It is expected they will positively play an active role in improving quality of life outcomes of people with developmental disabilities.

LEND - A National Network

There are a total of 60 LEND programs located in 44 US states, with an additional six states and three territories reached through program partnerships. Collectively, they form a strong national network that shares information and resources and maximizes impact. They often work together to address national issues of importance to all children and adults with disabilities and their families, to exchange evidence-based and promising practices, and to develop shared products. While each LEND program is unique, with its own focus and expertise, they all provide interdisciplinary training, have faculty and trainees in a wide range of disciplines, and include parents, family members, and self-advocates as paid program participants.

LENDs grew from the 1950s efforts of the Children's Bureau (now the Maternal and Child Health Bureau) to identify children with disabilities as a Title V program priority. They are funded under the Autism Collaboration, Accountability, Research, Education, and Support (CARES) Act, and are administered by the Health Resources and Services Administration (HRSA) that is over the Maternal and Child Health Bureau (MCHB).

By being a Fellow in MNLEND, you have access to thousands of people, jobs, and research opportunities nationwide. If you are interested in a topic that is not addressed at your Center, it is probable that experts in that topic are available at another program. Contact them and seek to collaborate. If you are looking to move to another part of the country, look for job openings through AUCD in your region of interest. Programs are always looking for graduates who have been mentored in the exemplary practices of a UCEDD, LEND, or IDDRC training model.

Project List

1. Improving Health Communication for People with IDD – A Scoping Review of the Literature

Improving Health Communication for People with IDD – A Scoping Review of the Literature

Organization: Institute on Community Integration

Website: https://ici.umn.edu

Mission/Purpose: Effective health communication between healthcare providers and people with ID means that people with ID will be able to understand and use information about their health that will enable them to be active participants in making healthcare decisions and to have more choice and control over their health and wellness. This project will involve a scoping review of the literature aimed at developing best practice guidelines for sharing health information for people with ID.

Project proposal overview: Based on their interest and expertise, fellows will work with a team to conduct a scoping literature review on topics related to health literacy, health self-advocacy.

Desired skills: Interest in health and health disparities. Interest in learning how to conduct a scoping review. Ability to synthesize journal articles. Good writing skills

Opportunities provided: Fellows will receive research-related experience in conducting a scoping literature review. They will be part of a journal writing team and will have an opportunity to develop easy reader/plain language versions of the findings. The project is ideal for a fellow with research and/or interests in health disparities.

Time commitment: MNLEND Fellows should plan to commit to 10-15 hours monthly from late September 2024 to late May 2025. Total estimated hours per fellow: 80 to 120 hours. The project does offer some flexibility as articles can be reviewed according to the Fellow’s schedule.

Project timeline and description of activities/deadlines: Monthly Team Meetings

September	Training to learn about the project and how to conduct a scoping literature review, reviewing articles
October	Reviewing and summarizing articles
November	Reviewing and summarizing articles
December	Data analysis/article synthesis
January	Data analysis/article synthesis
February	Writing journal article
March	Writing journal article/submit
April	Write easy ready summary of article; Write best practice guidelines based on findings
May	Deliver 2 page summary of trainee/project accomplishments to MNLEND Program coordinator.

Project lead name and title: Lynda Lahti Anderson, Research Associate, Institute on Community Integration

Contact information: lla@umn.edu

2. Neurodiverse Storytelling: Creative Writing with Cow Tipping Press

Neurodiverse Storytelling: Creative Writing with Cow Tipping Press

Organization: Cow Tipping Press

Website:www.cowtippingpress.org

Mission/Purpose: Fellows will join Cow Tipping Press in changing the narrative on disability, in practice and in print.

Project Proposal Overview: Fellow will interview to join the Cow Tipping teacher roster, leading a creative writing class for up to ten students with I/DD. We provide a structured yet flexible curriculum, and many teachers are paired with Apprentices/Co-Teachers with I/DD as well. Classes culminate in a published book and community book-release celebration. Fellow will also develop and execute an additional, individual project during their time teaching with Cow Tipping. This project should be in line with the Fellow's interests/skills/networks and should amplify/support Cow Tipping's mission.

Desired Skills: Justice-oriented, adaptable and driven! Reliable and organized. Past teaching or creative writing experience is valued but not required.

Opportunities Provided: Three disability justice-oriented teacher trainings, and individual coaching and support from Cow Tipping staff. 100% of teacher alums report they have fun on the job!

Time commitment: Fellows should plan to commit to 3-5 hours weekly from late September 2024 to late December 2024, followed by a self-guided project with Cow Tipping between January-May 2025.

Total: Approximately 80 hours

Project Timeline and Description of activities/deadlines

September	Interview with Cow Tipping Press, Cow Tipping Teacher Training late Sept.
October	Classes begin. Fellow teaches 2-hour sessions once weekly, for 5 weeks. Second teacher training in mid-October
November	Teaching Continues
December	Book Release Celebration and third teacher training
January	Brainstorm/develop an independent project
February	Independent Project
March	Independent Project
April / May	Independent Project

Project Lead Name and Title: Rachel Lieberman, Program Director

Contact information: rlieberman@cowtippingpress.org

3. Self-Advocate Led Curriculum Audit of Disability Equality Training Series (DETS)

Self-Advocate Led Curriculum Audit of DETS

Organization: Advocating Change Together (ACT), Inc.

Website: https://www.selfadvocacy.org/

Mission/Purpose: The purpose of this project is to create opportunities for self-advocates to share input on ACT curriculum. assist with making updates to existing Disability Equality Training Series (DETS) curriculums, and implementing self-advocate approved bi-laws for DETS classes. Fellows would help develop surveys using plain language best practices, execute focus groups with self-advocates, and compile self-advocate feedback for ACT staff.

Project proposal overview: Based on their interest and expertise, fellows will work with the core staff of ACT to assist with updating our DETS curriculum by gathering feedback about this curriculum from self-advocates through focus groups. Once focus group questions have been developed, fellows will conduct focus groups with self-advocates to gather feedback on current curriculum and establish bilaws for self-advocates to follow while attending DETS classes. Fellows will record feedback from focus groups and present findings to ACT staff.

Desired skills: Passion for working with self-advocates, knowledge of plain language guidelines, Comfortable researching best practices for surveying adults with disabilities and plain language guides and connecting with self-advocates in metro and rural areas (virtually). Organized and dependable.

Opportunities provided: Build professional connections with self-advocate leaders, develop plain language media, and utilize person-centered principles. Fellows will have the opportunity to apply the skills acquired to further connect with the self-advocacy community in their professional communities

Time commitment: Fellows should plan to commit to 15-20 hours monthly from late September 2023 to late May 2024. Total estimated hours per fellow: 135-180 hours.

Project timeline and description of activities/deadlines:

September	Overview meeting with ACT staff about Disability Equality Training Series (DETS), Team meeting
October	Plain Language training and Ally best practices overview with ACT Staff
November	Research Self-Advocate survey best practices and develop focus group questionnaires
December	Finalize focus group questionnaires with ACT staff, set up Focus Group meetings
January	1st round of Focus Groups with Self-Advocates, Team meeting to debrief and share findings
February	Team meeting to prepare and plan, 2nd round of focus groups with self-advocates
March	Final rounds of focus groups, practice self-advocate report out to ACT staff, Team meeting
April	Facilitate meetings with self-advocates to have self-advocates report findings and suggestions to ACT staff.
May	Provide a short summary of successes and opportunities of the focus groups, submit a summary of findings, and team meeting

Project lead name and title: Adam Ruff, Self-Advocacy Academy Program Administrator, and Betty DeWitt, Curriculum and Person-Centered Programming Developer

Contact information: Ruff@selfadvocacy.org and DeWitt@selfadvocacy.org

4. Learn The Signs- Minnesota Act Early Project

Learn The Signs - Minnesota Act Early Project

Organization: Minnesota Act Early, Institute on Community Integration

Website: https://addm.umn.edu/ltsae

Mission: Minnesota Act Early improves the well-being of young children through community outreach and education. MN Act Early is a statewide public health outreach campaign that reaches out to families, communities, and organizations to promote early screening and early identification of potential developmental delays. The Minnesota Act Early team educates about healthy child development, early signs of Autism Spectrum Disorder (ASD) and other developmental delays, the importance of regular developmental screening, and early intervention when there is a concern.

Project Proposal Overview: The MN LEND Fellow Project will work to integrate LTSAE materials/resources within a system or organization that serves young children and families (e.g. childcare, healthcare, preschool, parent groups, ECFE classes, libraries, etc.) for educating families of young children and/or child care providers about the importance of developmental monitoring/screening. LEND fellows can also suggest a setting for intervention or Dr. Hall-Lande can help generate ideas/opportunities. Past LEND fellow projects have involved libraries, childcare, pediatric clinics, community centers, social media, radio shows, etc.

Desired Skills: Interest in public health outreach with families with young children (birth to 5) around early child development, developmental milestones, and early developmental screening. Passion for serving families of young children with a focus on traditionally underserved communities. Good communication and connection skills.

Opportunities Provided: LEND Fellow will receive training, leadership experience, and title of MN Act Early Delegate. Fellow will receive training on child development, developmental milestones, and the importance of early developmental screening. LEND Fellows may have the opportunity to attend local early childhood/family focused events to promote MN Act Early campaigns. Fellows will build professional connections with early childhood professionals and community leaders. Opportunity to creatively apply ideas for outreach and systems-level change.

Time commitment: MNLEND Fellows should plan to commit to 5-8 hours monthly from late September 2024 to late May 2025. Total estimated hours during fellowship year: 40-60 total hours. *If more than one Fellow wishes to team together on our project, we will delineate roles and hours for each Fellow.

Project Timeline and Description of activities/deadlines:

September	Participate in MN Act Early training meeting/event
October	Develop Act Early outreach plan with Dr. Hall-Lande
November	Promote Project and Begin Act Early community outreach
December	Continue MN Act Early community outreach and check in
January	Participate in mid-year Act Early training event and goal revision (if needed)
February	Continue community outreach and check in
March	Continue community outreach and check in
April	Continue community outreach and check in
May	Create a brief summary report of activities, learning reflections, and future recommendations. Submit this summary to the MNLEND Coordinator

Supervising Mentor(s) - Dr. Jennifer Hall-Lande, PhD, LP, ICI Researcher

Contact hall0440@umn.edu

5. TeleOutreach to Access Early Support Services

Innovative solutions to addressing barriers to intervention access for children, youth, and adolescents with neurodevelopmental disabilities and/or behavioral health needs through the TeleOutreach Center

Organization TeleOutreach Center at the Institute on Community Integration

Website TeleOutreach Center

Mission Identifying and reducing barriers to intervention access for children, youth, and adolescents with neurodevelopmental disabilities and/or behavioral health needs

Project Proposal Overview Dr. Jessica Simacek and Adele Dimian investigate innovative solutions to addressing barriers to intervention access for children and adults with neurodevelopmental disabilities through the Telehealth Lab in the Institute on Community Integration. The MNLEND Project Proposal for 2024-2025 is a continuation of a multi-year project for Fellows to contribute to ongoing research, training, and technical assistance to better understand the barriers to intervention access experienced by children and adults with neurodevelopmental disabilities, and their families. Our team also focuses closely on several topics, including expanding access to support in rural locations, and research to understand and better treat self-injurious behavior.

The project will include opportunities for further identification of barriers experienced by children, youth, and adolescents with neurodevelopmental disabilities and/or behavioral health needs, with activities and research centering on understanding the current state of this important issue. Priority will also be given to understanding the unique and often worsened barriers experienced by culturally and linguistically diverse children, adults and families who experience neurodevelopmental disabilities.

Examples of project activities from previous Fellows include: 1) conducting a literature review targeted to specific barriers/populations/circumstances, 2) conducting a focus group (s) to better understand community experiences of barriers, 3) conducting a survey of children, adults, families, providers, or other community stakeholder groups to better understand barriers, 4) preparing a small student grant application to better investigate these barriers, 5) developing community-based presentations to present. Our team also works closely with Dr. Amy Esler and clinical professionals at the UMN Autism and Neurodevelopment Clinic on several of these projects.

Desired Skills As the Fellows participating in the project will be working closely with our research team and community stakeholders, desired skills include the ability to work and collaborate as part of a team, with sensitivity and professionalism particularly when communicating with participant families or community stakeholders. A strong work ethic and openness to feedback would also be important skills to bring to our group. We support children with a variety of needs, including children who are non-speaking and use augmentative and alternative communication or children and youth who engage in self-injurious behavior, and such, an openness to learning about different lived experiences than one’s own is needed.

Previous research experience is not required; however, all Fellows are required to pass the IRB and HIPAA trainings and to present these certificates prior to observing or participating in any research activities. And, in order to be involved in more complex research tasks (e.g., data coding), Fellows would need to commit the time it takes for training on these measures, which can be extensive.

Opportunities provided Fellows will have the opportunity to learn about innovative intervention delivery through the use of telehealth, and will have opportunities to collaborate on a research team. If desired, Fellows may also have the opportunity to disseminate research information through activities such as conference presentations or manuscript preparation (although, creation of these kinds of research products often require additional time commitments).

Time commitment MNLEND Fellows should plan to commit to 8-10 hours monthly from late September 2024 to late May 2025. Total estimated hours: 70-80 hours. *If more than one fellow wishes to team together on our project, we will delineate roles and hours for each fellow. Our team hosts a weekly GRA/Trainee meeting on Wednesdays from 1-2, Fellows interested in research would be encouraged to attend these meetings. *Please note that the faculty mentors on this project are not available on the weekends, before 7am, or after 5pm to engage in Fellow meetings, so please ensure Fellow availability during workhours.*

Project Timeline and Description of activities/deadlines

Late September	Meet with Dr. Simacek to discuss goals and map out a general plan for the year.
October	Complete planning protocol and participate in kickoff event for the project for the year
November-January	Execute Phase 1 of the plan (data/information collection)
February-March	Execute Phase 2 of the plan (analyze data/information)
March-May	Execute Phase 3 (disseminate information into report/presentation for the research team and engage in supported research dissemination activities as desired (e.g., prepare for conference presentation or contribution to a publication/manuscript).
Late May	Send 2-page summary of work accomplished to MNLEND Coordinator.

Supervising Mentor(s) for Project/Titles Jessica Simacek, PhD, LEND faculty mentor and Adele Dimian, PhD, LEND faculty mentor

Contact information sima0034@umn.edu (612) 624-1450 & dimia006@umn.edu

6. Caregiver-implemented Interventions to Support Communication Development

Caregiver-implemented Interventions to Support Communication Development

Organization: Finestack Child Language Intervention Lab, Speech-Language-Hearing Sciences, UMN-TC

Website finestackclil.com

Mission/Purpose: One of the goals of the Child Intervention Lab is to identify effective and efficient intervention approaches to improve the language skills of children with language impairment, including children with developmental language disorder, autism spectrum disorder, and Down Syndrome. The lab currently has several ongoing projects focused on improving the evidence-base for caregiver-implemented interventions for young children with Down syndrome and other children with developmental disabilities. These projects include: (1) examining the feasibility, validity, and reliability of caregiver-child interactions that can be collected independently and remotely for use in clinical trials; (2) conducting a small RCT to compare individual and group caregiver-implemented interventions; and (3) conducting a scoping review to better understand the current evidence base for caregiver-implemented interventions.

Project Proposal Overview: To support the goals of the Child Language Intervention Lab, the MNLEND Fellow project would entail assisting with the development of intervention materials, participating in data collection with families with 2- to 5-year-olds with Down syndrome, and extracting data from publications on caregiver-implemented interventions.

Desired Skills: Organized, Good Communication Skills, Desire to Work with Families with a Child with Down Syndrome, Work Well in Team.

Opportunities Provided: MNLEND Fellows will receive training on child language development and language weaknesses typically experienced by children with neurodevelopmental disorders. Fellows will have the opportunity to work directly with families with children with Down syndrome and learn how to evaluate the language skills of young children.

Time Commitment: MNLEND Fellow(s) should plan to commit 16 hours monthly (4 hours per week) from September 2024 to May 2025. Total estimated hours: 112-128 hours per Fellow. Fellows are welcome to work together as teams

Project Timeline and Description of activities/deadlines

Late September	Plan training, team meeting
October	Training, analyze feedback, team meeting
November	Training, family visits, team meeting
December	Training, family visits, team meeting
January	Training, family visits, team meeting
February	Training, family visits, team meeting
March	Training, family visits, team meeting
April	Training, family visits, team meeting
May	Training, team meeting, and deliver 2 page summary of trainee/project accomplishments to MNLEND Program coordinator.

Supervising Mentor(s) for Project and Title: Lizbeth H. Finestack, PhD, CCC-SLP, Lead Investigator

Contact information: finestack@umn.edu

7. ICI Policy Research Brief (PRB) and Policy Forum

ICI Policy Research Brief (PRB) and Policy Forum

Organization: ICI

Website: Policy Forum and Policy Research Brief Examples

Mission/Purpose: Policy Research Briefs (PRBs) are a series of very short, focused, plain-language briefs summarizing recent research on crucial policy issues affecting persons with intellectual and developmental disabilities. The associated Policy Forums are web-based presentations and facilitated discussions exploring research published in the most recent issue of the PRB. The Forum aims to bring together people with disabilities, their families, direct support professionals (DSPs), advocates, policymakers, and researchers in timely conversations that can make a difference in people's lives..

Project proposal overview: The MNLEND fellow will work with ICI researchers and staff to develop and publish bi-monthly (every 2 months) issues of the PRBs and assist in planning and leading the Policy Forums. The fellow will be provided with content ideas and access to the source research; the fellow may also propose their own ideas. The fellow will be responsible for developing the content of the PRBs and working with the graphic design team to finalize the PDF and WebPub publication. Recent PRB issues highlighted low wages and racial disparities amongst DSPs and effect of pay increases on quality of DSP work life. The fellow will also be responsible for helping plan, organize and conduct Policy Forums to accompany publication of the PRBs.

Desired skills: Should have facility with and curiosity about data and telling stories through data. Good communication skills. Ability to write and communicate in plain language. Some familiarity with and interest in IDD policy issues. Basic analysis skills are desired but not required.

Opportunities provided: Fellow will gain knowledge of recent critical research conducted at ICI and how it relates to the broader IDD policy context and current issues. Fellow will have the opportunity to explore and incorporate their own ideas into PRB topics and issues. Fellow’s name will be listed on the PRB as the issue’s editor. Fellow will also have the opportunity to co-lead the Policy Forums.

Time commitment: MNLEND Fellows should plan to commit 4-5 hours monthly from September 2024 to May 2025. Total estimated hours during fellowship year: 36-45 total hours. Up to 3 Fellows may join and share duties.

Project timeline and description of activities/deadlines:

September	Select topic of PRB
October	Work on drafting PRB (with ICI researcher/s)
November	Work on drafting PRB (with ICI researcher/s)
December	Finish drafting PRB (with ICI editors and designers)
January	Finish drafting PRB (with ICI editors and designers)
February	Determine and invite discussants and schedule Policy Forum
March	Prepare for Policy Forum
April	Hold one Policy Forum
May	Deliver 2 page summary of trainee/project accomplishments to MNLEND Program Coordinator

Project lead name and title: Julie Bershadsky, and Sheryl Larson, Institute on Community Integration

Contact information: bers0017@umn.edu, larso072@umn.edu

8. Autism Mentorship Program

Autism Mentorship Program (AMP) - Evaluation of a Community Mentorship Program for Individuals with Autism Spectrum Disorder (ASD)

Organization University of Minnesota Autism and Neurodevelopment Clinic

Website University of Minnesota Division of Clinical and Behavioral Neuroscience

Mission: Providing a state-of-the-art multidisciplinary center for the evaluation and treatment of autism, working closely with families and community outreach, and fostering clinical training and research efforts.

Project Proposal Overview: Researchers from the University of Minnesota (UMN) are completing a project entitled Evaluation of a Community Mentorship Program for Individuals with Autism Spectrum Disorder. This project evaluates the initial outcomes of the Autism Mentorship Program (AMP), a mentorship program that pairs adults and adolescents with ASD in 1-1 mentoring relationships. During 2024-2025, the AMP team will conduct program evaluation of AMP during the 2024-2025 school year in order to determine the effectiveness of AMP. We will enroll 40 autistic adolescents and 40 autistic adults to determine the impact of AMP. We will specifically examine outcomes related to mental health, relationship development, autistic identity, and self-determination.

Desired Skills: We need people who are interested in promoting positive leadership roles within the community for autistic adults and positive outcomes for autistic adolescents. Fellows participating in this project will need to be reliable; be able to communicate with teens, parents, professionals and community members; have good organizational and communication skills; and have an interest in community-based research and program evaluation. Autistic self-advocates and fellows interested in dissemination efforts (manuscript preparation) will be prioritized, but this is not required.

Opportunities Provided: You will learn about the AMP program and have an opportunity to participate in the continued development and evaluation of this innovative program through participation in virtual program implementation, data collection, and dissemination of results to community partners. Fellows with previous research experience may have the opportunity to participate in manuscripts and/or conference presentations.

Time commitment: MNLEND Fellows should plan to commit to 5-10 hours monthly from October to late May. Total estimated hours: 30-50 hours. *If more than one fellow wishes to team together on our project, we will delineate roles and hours for each fellow.

Project Timeline and Description of activities/deadlines

September - October	Meet with Dr. Hudock and her team to discuss goals and map out plan for the year. Complete relevant HIPAA and CITI research training. Conduct participant interviews
October	Conduct participant interviews. Assist with data management.
November-December	Assist with virtual programming tasks. Assist with preparation of community report and presentations.
December-January	Assist with virtual programming tasks. Assist with preparation of community report and presentations.
February-March	Assist with virtual programming tasks. Assist with preparation of community report and presentations.
April-May	Assist with virtual programming tasks. Assist with participant interviews. Summarize preliminary results.
May	Create and present a summary report of activities or academic product and meet with Dr. Hudock and LEND mentor to discuss learning reflections and future recommendations. Submit a copy of this report/product to your MNLEND Faculty-Mentor and to the MNLEND Coordinator.

Supervising Mentor(s) for Project and Title Rebekah Hudock, PhD, LP LEND faculty member

Contact information kale0040@umn.edu, 612-626-3538

9. Evaluation Design for National Workforce Development Curriculum for Direct Support Professionals

Evaluation Design for National Workforce Development Curriculum for Direct Support Professionals

Organization: Institute on Community Integration in partnership with Elsevier

Website: https://ici.umn.edu, https://directcourseonline.com/

Mission/Purpose: DirectCourse - Educate. Enrich. Inspire.

ICI - ICI collaboratively builds and shares knowledge so that people with intellectual and developmental disabilities and those who face similar barriers to inclusion can thrive

Project Proposal Overview: DirectCourse is a national online training curriculum used by states and employers to train the direct support workforce that supports people with disabilities and the elderly to live in the community. Daily nearly one million learners use the DirectCourse curriculum.

There is no greater challenge or threat to community living for persons with disabilities than the lack of DSPs and high turnover rates. States and employers are looking for solutions and DirectCourse offers a pathway to credentialing and careers for this workforce.

It has been several years since an evaluation of this program has been done. The growth and diversification of the curriculum from one product (College of Direct Support) targeting one population to six products (College of Direct Support, College of Frontline Supervision and Management, College of Recovery and Community Inclusion, College of Employment Services, College of Personal Care Assistance and Person-Centered Curriculum) paused what was once a robust evaluation. This project will design a comprehensive evaluation plan for DirectCourse. The fellow will need to present the evaluation plan to the DirectCourse teams at ICI and Elsevier. It is possible that before the end of this fellowship, data collection may be able to start.

Desired Skills: Interest and motivation in evaluation and the use of mixed methods to inform outcomes. Good organizational and communication skills. General knowledge of the role of direct support workers. Fellows will need to be reliable, able to plan and schedule meetings with others, and to summarize ideas and group input into a well-designed and well-thought-out evaluation plan.

Opportunities Provided: This project provides an opportunity for a MNLEND fellow to design and finalize an evaluation plan for a national training curriculum for direct support professionals. The fellows will have an opportunity to work alongside many of the country's leaders regarding the nation’s direct support workforce. They will gain skills in collaborative work and evaluation design.

Time commitment: Somewhat flexible but likely an average of 10 hours a month.

Project Timeline and Description of activities/deadlines

September	Learn about DirectCourse and the direct support workforce
October	Learn about DirectCourse and the direct support workforce
November	Meet with project team to brainstorm evaluation ideas and methods
December	Review/research evaluation models
January - February- March	Draft initial proposal evaluation plan
April	Submit evaluation plan draft to DoirectCourse for feedback
May - June	Revise the evaluation plan based on feedback and Finalize evaluation plan

Project Lead Name and Title: Amy Hewitt

Contact information: 612-239-9072 (cell) hewit005@umn.edu

10. Optimizing Access to Special Needs Services: A Research-Based Approach to Enhancing Efficiency and Accessibility in Minneapolis Public Schools.

Optimizing Access to Special Needs Services: A Research-Based Approach to Enhancing Efficiency and Accessibility in Minneapolis Public Schools.

Organization: Minneapolis Public School Early Childhood Screening.

Websites: https://www.mpschools.org/ , https://education.mn.gov/MDE/fam/sped/ and https://www.mpschools.org/academics/ece/screening

Mission/Purpose: The purpose of this project is to optimize the MPS referral processes to access early childhood special needs services within the Minneapolis School District by identifying and addressing existing barriers. The aim of the project is to uncover the challenges that delay the referral process through comprehensive analysis that will include surveys involving parents and educators. The goal is to define and analyze the problem and develop effective solutions that will enhance efficiency and ensure timely access to necessary services for children with special needs and their families. This project will contribute to a more inclusive and supportive educational environment, fostering better outcomes for all students requiring special needs services and providing culturally relevant support to families.

Project Proposal Overview: This project is a comprehensive, research-based initiative in which current families that have children with special needs will be surveyed to identify aspects of the referral process that parents find effective, areas causing frustration, and suggestions for improvements that may simplify the process for all. Current employees will be surveyed to identify staff perspectives, where hindrances occur in the process and how processes can be streamlined and improved to support delivery of person centered services. The collected survey data will be analyzed and compared with established best practices to derive actionable insights and potential solutions to improve MPS systems. Finally, a visual representation of the proposed changes to enhance the referral process will be created, ensuring a more efficient and user-friendly system.

Desired Skills: Strong passion for improving systems for children with disabilities and their families and enhancing the social inclusion of children with disabilities from diverse communities. Ability to connect well with diverse stakeholder groups including families, organizational leaders and staff, community members and partner organizations.

Opportunities Provided: Fellows will receive experience in leadership, research project development. They will build professional connections with community leaders. Fellows will have the opportunity to apply person centered research design, survey research and analysis.

Time Commitment: MNLEND Fellows will commit to 10-15 hours monthly from late September 2024 to late May 2025. Total estimated hours per fellow: 80 to 120 hours. One or two fellows would work with Minneapolis Public Schools Early Education in this fellowship opportunity.

Project Timeline and Description of activities/deadlines:

September	Planning meeting
October	Stakeholder survey development, team meeting
November	Finalize survey, survey implementation, team meeting
December	Survey implementation, target outreach to underrepresented survey respondents, team meeting
January	Analyze survey data, team meeting
February	Use findings to develop new access pathway concepts, team meeting
March	Present change concepts and analysis results to MPS team, team meeting
April	Develop change model to be implemented in SY 25-26, team meeting.
May	Deliver a 2 page project results summary and disseminate findings to stakeholders

Project and Title: Cindy Hillyer, MPA, Director, Early Education, Minneapolis Public Schools

Contact information: cynthia.hillyer@mpls.k12.mn.us , 612-695-2816

11. Bringing Lived Experience of Autistic to Educators

Bringing Lived Experience of Autistic to Educators

Organization: BrightWorks and Autism Society of Minnesota

Website:

Goal: Teacher preparation and professional development includes an increased understanding of the autistic individuals’ lived educational experience.

Current legislation related to project: A first-of-its-kind bill was passed in Minnesota this year that recommends professional development for educators that is created and provided by people with disabilities on ableism.

Summary: This project aims to provide educators with training that includes personal experiences of autistic individuals in an effort to increase educator understanding, skill, and practices. The first step of this project will include trained interviewers conducting interviews with autistic individuals who are interested in sharing their education experiences as well as their perspectives of how educators can best support autistic individuals.

Subsequent to the first step, project members will develop additional methods to gain input from autistic individuals that may include virtual or in-person listening sessions, an online questionnaire, and other methods of collecting data. Project planning will include ensuring representation from across the state as well as current/past students. These steps will enrich the data from the interviews and provide the team with a range of perspectives in which to develop the deliverables.

Project Proposal Overview: Based on their interest and expertise, fellows will work with a team to create processes and collect/review data to gain insights of autistic youth and adults across Minnesota with regard to their educational experience and suggestions to educators. Fellows will connect with potential participants, recruit interviewees, create impact and progress reports, and develop training based on data collected. (see Deliverables)

Desired Skills: Passion for increasing educators’ understanding of autism and related developmental disabilities. Passion for the educational planning and social inclusion of youth with disabilities from diverse communities, including immigrants. Good written and verbal communication skills. Ability to Ability to connect with diverse families and organizational leaders who serve diverse families. Organized and dependable. Good written and verbal communication skills. Ability and skills to connect with individuals with varying levels of spoken language. Organized and dependable.

Time commitment: MNLEND Fellows should plan to commit to 10-15 hours monthly from late September 2022 to late May 2023. Total estimated hours per fellow: 80 to 120 hours. Ideally, a team of fellows would work collaboratively with current members on this project.

Project Deliverables:

The following deliverables will be intended to be used in teacher professional development and teacher training programs:

● Interview Questionnaire

● Captioned and transcribed interviews

● Qualitative summary of responses

● Training materials based on results

Project Timeline and Description of activities/deadlines

September-October	Develop/revise Interview Questions, team meeting
November	Transcribe/Caption interviews, review interviewing experiences and refine skills, determine additional methods of data collection, team meeting
December	Implement additional data collection plans, team meeting
January	Continue to implement information gathering, team meeting
February	Analyze data, start to develop deliverables, team meeting
March	Continue developing deliverables, and team meetings.
April	Present findings at the Statewide Autism Conference, team meeting.
May	Brainstorm additional ways to get deliverables to the field, team meeting, and provide deliverables to MNLEND Program coordinator.

Supervising Mentor(s) for Project and Title

• Tami Childs, Brightworks/Minnesota Low Incidence Projects
• Elle Wilson, Minnesota Autism Society
• Jill Pring, Statewide ASD Community of Practice Representative
• Andrea Jasken Baker, Project Development Consultant

Contact information

• Tami Childs - tami.childs@brightworksmn.org

12. Resource Navigation for Families Impacted by Fetal Alcohol Spectrum Disorders (FASD)

the fellow, there is potential collaboration with the Resource Navigation for Families Impacted by Fetal Alcohol Spectrum Disorders (FASD)

Organization: Proof Alliance

Website: https://www.proofalliance.org/

Goal/Mission: To prevent prenatal alcohol exposure and to support all impacted by fetal alcohol spectrum disorders throughout Minnesota and beyond.

Project Proposal Overview: This project is focused on improving Proof Alliance’s resource directory that is intended for individuals and families seeking care and support for Fetal Alcohol Spectrum Disorders (FASD). We are collaborating with community organizations to ensure the directory is current and comprehensive. Our goal is to educate families and providers about FASD specialists available across Minnesota. We hope that MNLEND fellows will assist with expanding our network of FASD-informed organizations and to update the directory with accurate contact information. This will ensure that specific providers are readily available to those who need them. By doing so, we hope to bridge the gap between families affected by FASD and the professionals who can support them.

Desired Skills: This project involves collaboration with community organizations and expanding the network of FASD-informed organizations. Therefore, an outgoing personality, strong interpersonal and networking skills are required. Fellows will have data management skills to efficiently analyze, organize, and maintain directory contact lists. Other skills that will be utilized include basic research for finding community organizations and attention to detail. Fellows interested in disability advocacy will be prioritized, but this is not required.

Opportunities Provided: You will gain a deeper understanding of the resources available to families seeking support for FASD, as well as an opportunity to build lasting connections with community-based agencies. Depending on the interest of fellow, potential collaboration with Proof Alliance training and professional education department.

Time commitment: MNLEND Fellows should plan to commit to 5-10 hours monthly from October to late May. Total estimated hours: 30-50 hours.

Project Timeline and Description of activities/deadlines

September-October	Meet with Lexi and her team to discuss goals and map out plan for the year. Familiarize with the resource directory vetting criteria and understand data management protocols.
November - December	Connect with external agencies via phone or email. Problem-solve most effective communication styles.
December - January	Compile resources gathered and connect with team lead. Identify missing resources and re-center goal.
February - March	Continue to connect with agencies and compile agency data.
April - May	Summarize preliminary results and meet with team lead.
May	Finalize resource directory list with FASD-informed agencies and professionals.

Supervising Mentor(s) for Project and Title: Lexi Weller, Program Coordinator

Contact information: lexi.weller@proofalliance.org

13. Interdisciplinary Workgroup on Improving Self-Injurious Behavior in Children and Youth

Interdisciplinary Workgroup on Improving Self-Injurious Behavior in Children and Youth

Organization: TeleOutreach Center and Institute on Community Integration

Website: https://teleoutreach.umn.edu/projects/interdisciplinary-connections

Mission/Purpose: The purpose of this project is to provide experience in interdisciplinary research and training in self-injurious behavior. The primary aim is to develop resources, research, and training on self-injurious behavior for both children/adolescents and families with intellectual and developmental disabilities and or mental health conditions.

Project Proposal Overview: Interested fellows will work with the workgroup and the lead on creating resources for self-injury, help with planning a convening conference on this topic, and developing connections with community partners. Research opportunities will be available and training about evidence -based strategies for addressing self-injurious behavior.

Desired Skills: Interest or lived experience with self-injurious behaviors (or other interfering behaviors), interdisciplinary research, or connecting with community partners.

Opportunities Provided: Fellows will receive experience in networking, interdisciplinary research, and training. They will build professional connections with the workgroup and community partners. Training and research planning opportunities will be provided by the lead and the workgroup.

Time commitment: MNLEND Fellows should plan to commit to 8-10 hours monthly from late September 2024 to late May 2024. Interested fellows will work with the workgroup on this project.

Project Timeline and Description of activities/deadlines

September	Introduction to the workgroup
October - November	Workgroup meeting (first Thursday of each month 12-2); Resource and conference planning
December	Workgroup meeting (first Thursday of each month 12-2); Resource and conference planning
January	Workgroup meeting (first Thursday of each month 12-2); Community impact and research activities
February	Workgroup meeting (first Thursday of each month 12-2); Community impact and research activities
March	Workgroup meeting (first Thursday of each month 12-2); Community impact and research activities
April	Workgroup meeting (first Thursday of each month 12-2); Community impact and research activities
May	Workgroup meeting (first Thursday of each month 12-2); Resource development and deliver 2- page summary of trainee/project accomplishments to MNLEND Program coordinator.

Supervising Mentor(s) for Project and Title: Adele Dimian, Ph.D., Research Associate, Institute on Community Integration, Associate Director TeleOutreach Center and MIDB TeleOutreach research hub

Contact information: dimia006@umn.edu