START Resources
| Title | Description | Keywords | Format | Actions |
|---|---|---|---|---|
| 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 | |
| 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 | |
| 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 | |
| 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 | |
| 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 | |
| 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 | |
| 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 #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 #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 #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 | |
| 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 | |
| Differentiated Output Strategies |
Differentiated Output Strategies is a structured, equitable framework that offers multiple ways for students to show understanding. This framework is intended to reduce the demands of producing a response while maintaining high academic expectations. This framework is intended to reduce the demands of producing a response while maintaining high academic expectations. |
Instruction, Differentiation | Google Site | |
| 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 | |
| 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 | |
| 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 | |
| Elementary Peer to Peer Program Fidelity Checklist | The Elementary Peer to Peer Program Fidelity Checklist provides step-by-step instructions for the development of peer support programs in elementary settings along with links to resources to help build and enhance peer supports to improve outcomes for all students. | Peer to Peer, Outcomes, Fidelity | Document | |
| Elevating Student Voices Turning Belonging into Practice | In recent years, belonging has become a key priority in our schools. When students feel invited, accepted, involved and valued, they develop a strong sense of belonging. They begin to believe, “who I am matters” in their school community. This movement toward belonging can’t stop at ideas or conversations. It requires intentional, everyday actions in how we teach, interact with, and support students. | START Connecting | Article | |
| Evidence-Based Practice |
For students with autism, the research literature is clear about the importance of using evidence-based practices and professional judgment to systematically address learning and behavior support needs, while also respecting the strengths and preferences of the individual and the family. Collecting and evaluating student data assures that interventions are effective in helping students to develop social, behavioral, adaptive, and academic skills. If |
Website | ||
| Families | Information and resources for families of autistic students, including family-school collaboration, education, independence, sexual health, and other topics across the lifespan. | Family Engagement, Family-School Partnerships, Resources for Families, Advocacy, Collaboration | Topic Page, Website | |
| FAPE in the LRE | Information and resources about Free Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE), including IDEA requirements, guidance, case law, inclusive practices, and webinars. | FAPE, Least Restrictive Environment, Inclusion, Special Education, IDEA | Topic Page, Website |