A practical rollout model for student support teams.
Disrupter University helps schools move from interest to implementation: selecting a starting point, training the adults, supporting the first cycle, reviewing evidence, and planning the next step.
Start where the school is.
Schools do not need to launch everything at once. The implementation model is designed around manageable entry points.
- One student
- One small group
- One building team
- One pathway
- One school visit
- One dashboard pilot
The implementation cycle.
- Listen and identify needReview existing records, staff perspective, student needs, and current support structures.
- Choose the starting pointSelect the first pathway, student group, team, or dashboard use case.
- Prepare the adultsTrain the facilitator, building representative, staff partner, and school leader roles.
- Run the cycleDeliver the pathway or support model with consistent practice and evidence collection.
- Review the recordLook at entry evidence, practice evidence, support needed, and exit recommendations.
- Decide what scalesKeep what worked, adjust what needs support, and plan the next group or pathway.
What schools can choose.
Pilot support cycle
For schools starting with one student or one small group.
- Planning call
- Pathway selection support
- Staff role setup
- Implementation check-in
- Exit review
Building implementation support
For schools launching a repeatable support cycle inside a building.
- Staff training
- Pathway planning
- Building representative support
- School visit or virtual review
- Evidence review and next-step planning
Train-the-trainer
For schools or networks preparing internal staff to sustain the work.
- Facilitator preparation
- Practice with pathway fit
- Evidence collection guidance
- Implementation checklist
- Readiness conversation
Dashboard implementation
For schools licensing BTG Dashboard.
- Account setup support
- Role and workflow training
- Survey and pathway workflow orientation
- Evidence documentation support
- Reporting review
What we need from the school.
- A small student group or starting population
- Existing observations, support data, or referral patterns
- A point person
- Staff partner or building representative
- Time for sessions or check-ins
- Agreement on evidence and communication
- A follow-up date to review what happened
What the school gets.
How this fits the restorative continuum.
Disrupter University implementation strengthens the restorative continuum by giving teams a teachable pathway between universal practices and intensive intervention.
Restorative practices repair the relationship. GOAT pathways help teach the skill the student needs to sustain the repair.
Implementation is not a one-time training.
A training can introduce the model, but implementation happens when adults practice the workflow, collect evidence, and review what students need next.
Training introduces the model
Coaching supports the adults
Evidence guides the next step
Questions about implementation.
A typical cycle can run 6–8 weeks depending on schedule, attendance, and support needs.
Yes. A small group or single pathway is often the best starting point.
No. Schools can begin with program implementation, but the dashboard makes documentation and reporting easier as the work scales.
A pathway lead, building representative, staff partner, and school leader or student support team member.
It connects to existing MTSS, restorative, special education, and student-support work instead of sitting beside it.
Start with one manageable cycle.
We’ll help you select the starting point, prepare the adults, run the cycle, and review the evidence before scaling.