Resource and Tool Database
| Title | Description | Keywords | Format | Actions |
|---|---|---|---|---|
| Effective Teaming and Meeting Mechanics |
Effective Teaming and Meeting Mechanics are processes and tools for efficient and effective meetings to capitalize on the strengths and experiences of a group of people with common goals. The most efficient and effective meetings adhere to a defined process and agreed-upon guidelines that the group follows to execute the goals of the meeting. The Effective Teaming and Meeting Mechanics processes and tools are both universal for all meetings and customized for specific types of meetings so that it will function as a resource for various meetings. |
Effective Teaming, Meeting Mechanics | Document, Website | |
| Early Childhood Resources and Tools | Resources and tools for early childhood classrooms, including classroom structure and routines, teaching strategies, inclusion, behavior support, independence, and adaptive skills. | Early Childhood, Inclusion, Classroom Supports, Teaching Strategies, Independence | Topic Page, Website | |
| Disclosure Info Sheet | An Info Sheet about disability disclosure and considerations related to disclosure in education, employment, and relationships. | Disability Disclosure, Self-Advocacy, Accommodations, Employment, Postsecondary Education | Document | |
| Deliberate Coaching Google Site |
The Deliberate Coaching Google Site is a resource study for the book Deliberate Coaching: A Toolbox for Accelerating Teacher Performance by Paul Gavoni, Ed.D and Nicholas Weatherly, Ph.D. |
Coaching, Book Study | Google Site | |
| Critical Question #5 | The critical questions are intended to provide guidance and expand your thinking. As you begin or expand activities focused on individuals with autism, use the critical questions to assure you are using practices focused on equity and inclusivity that value the voices and perspectives of the autistic community. Critical Question #5 seeks to better understand what policies, structures, biases, and practices do we need to dismantle in order to provide a more equitable experience for students. | Critical Question, Perspectives, Equity, Ableism | Website | |
| Critical Question #4 | The critical questions are intended to provide guidance and expand your thinking. As you begin or expand activities focused on individuals with autism, use the critical questions to assure you are using practices focused on equity and inclusivity that value the voices and perspectives of the autistic community. Critical Question #4 is focused on how beliefs, behaviors, and decisions demonstrate and ensure inclusivity and equity for all students, including students with autism. | Critical Question, Perspectives, Equity | Website | |
| Critical Question #3 | The critical questions are intended to provide guidance and expand your thinking. As you begin or expand activities focused on individuals with autism, use the critical questions to assure you are using practices focused on equity and inclusivity that value the voices and perspectives of the autistic community. Critical Question #3 is focused on how language might reflect ableism. | Critical Question, Perspectives, Equity, Ableism | Website | |
| Critical Question #2 | The critical questions are intended to provide guidance and expand your thinking. As you begin or expand activities focused on individuals with autism, use the critical questions to assure you are using practices focused on equity and inclusivity that value the voices and perspectives of the autistic community. Critical Question #2 is focused on whose perspectives are still needed to ensure equity in the work. | Critical Question, Perspectives, Equity | Website | |
| Critical Question #1 | The critical questions are intended to provide guidance and expand your thinking. As you begin or expand activities focused on individuals with autism, use the critical questions to assure you are using practices focused on equity and inclusivity that value the voices and perspectives of the autistic community. Critical Question #1 is focused on considering whose perspectives are involved in the work. | Critical Question, Perspectives, Equity | Website | |
| Consent Info Sheet | An Info Sheet about consent, types of consent, personal boundaries, and considerations for teaching consent to autistic individuals. | Consent, Boundaries, Sexual Health, Self-Advocacy, Safety | Document | |
| Connection, Communication, & Collaboration Info Sheet | An Info Sheet about strengthening family-school partnerships through connection, communication, and collaboration. | Family Engagement, Family-School Partnerships, Communication, Collaboration, Relationships | Document | |
| Collaborative Planning for Inclusive Lessons | When we support students with Individualized Education Programs (IEPs) in the Least Restrictive Environment, we are committed to identifying opportunities for meaningful engagement with general education content... | START Connecting | Article | |
| Coaching | Information and resources related to START’s coaching practices and the use of coaching to support implementation of effective practices. | Coaching, Implementation, Professional Learning, Evidence-Based Practices, Systems Change | Topic Page, Website | |
| Classroom Environment and Teaching Assessment (CETA) Tool |
The Classroom Environment and Teaching Assessment (CETA) is a tool designed to help teachers and school teams proactively explore and strengthen inclusive classroom practices. It supports the creation of effective learning environments for all students, particularly those with higher support needs. |
CETA, teams, effective classroom practices, EBP | Document | |
| CCSS Webpage Resources and Training | At START, we believe communication is the heart of connection, learning, and belonging. For autistic students and others who cannot rely on speech alone, having access to meaningful, personalized communication supports is essential. | START Connecting | Article | |
| Be There for Each Other Through Coaching | What is the key to high-performing teams, especially during times of physical and emotional exhaustion? According to Simon Sinek, “It’s their willingness to be there for each other.” At START, we view coaching as an important way to “be there for each other” as we work together to implement the evidence-based practices that are essential for students with autism and other support needs. | START Connecting | Article | |
| Behavioral Skills Training (BST): A Strategy for Training and Coaching |
Behavioral Skills Training (BST) is an evidence-based package to systematically train and coach a wide range of skills. The literature on this evidence-based strategy is quite broad and demonstrates effectiveness for children and adults across many skills, and may be used individually or in a group format. |
START Connecting, Article, BST, Model, Behavior | Article | |
| Behavioral Response Scripts Whose Line Is It | Did you know that approximately 2/3 of the content on the nine major streaming platforms is scripted programming? Yet many of us still enjoy a good unscripted program, like House Hunters or Real Housewives. Why do we like unscripted TV? Is it because of the voyeuristic nature of watching a couple decide which home to buy or to escape our day-to-day reality and see how the “other half” lives? Maybe! Unscripted shows have a time and place, but not at school... | START Connecting | Article | |
| Behavioral Response Scripts: Whose Line is it? |
This START Connecting article addresses the importance of using scripted interventions in schools to manage student behavior effectively. It defines intervention scripts as detailed guidelines that help educators provide consistent and predictable responses to student behavior, which in turn supports student self-regulation and engagement. The article highlights the benefits of such scripts, including reducing emotional responses from staff, preventing behavioral escalation, and increasing the fidelity of behavior plans. |
START Connecting, Scripts | Article | |
| Behavioral Expectations for Early Childhood Classrooms | What if we told you there is a universal strategy that is beneficial for all children in an early childhood setting that is relatively simple to implement and we have a set of materials available to get started? This approach has plenty of research to support its effectiveness... | START Connecting | Article |