Practical guides for student support, skill growth, and implementation.
Explore tools and explainers for executive functioning intervention, life-skills support, restorative practices, MTSS teams, and growth from entry to exit.
Featured resources.
What is executive functioning intervention?
A school-facing explanation of how executive functioning skills show up in planning, prioritizing, initiation, focus, follow-through, help seeking, and flexibility.
Coming soonLife skills curriculum vs. life skills intervention
The difference between teaching life skills broadly and using a targeted support cycle for selected students.
Coming soonHow GOAT pathways fit the restorative continuum
How pathway support gives students skills for repair, re-entry, and sustained growth.
Coming soonWhat a school should know after one cycle
Evidence, practice records, student reflection, support needed, and next-step reporting.
Coming soonHow BTG Dashboard supports MTSS teams
Surveys, pathway recommendation, team review, practice evidence, and reports.
Coming soonWhat does ABA-aligned evidence collection mean in schools?
Observable skill use, support level, practice opportunities, and evidence, explained for school teams.
Coming soonStart by role.
For school leaders
Resources on implementation, staffing, evidence review, MTSS fit, and licensing.
For student support teams
Resources on pathway selection, student voice, support planning, restorative fit, and progress monitoring.
For facilitators
Resources on running sessions, recording evidence, student reflection, and next-step planning.
For building representatives
Resources on supporting practice during the school day and documenting real-setting evidence.
FAQ hub.
What is Disrupter University?
Disrupter University is the umbrella system: Becoming the GOAT student programs, adult implementation support, and BTG Dashboard, working together to support executive functioning and life-skills growth from entry to exit. We are based in Cleveland, Ohio, and work with schools nationwide.
What is Becoming the GOAT?
Becoming the GOAT is the flagship student program: ten executive functioning and life-skills pathways built on the GOAT principles, delivered through 1:1 intervention cycles and small-group institutes.
What is BTG Dashboard?
BTG Dashboard is the infrastructure that organizes DU 360 student and staff surveys, pathway recommendations and student choice, school-team review, facilitator sessions and rep practice, and entry-to-exit reports.
Is this an SEL curriculum?
BTG supports social-emotional growth, but it is more targeted: executive functioning and life-skills intervention.
Is this an executive functioning intervention?
Yes. Each cycle focuses on one executive functioning pathway, selected with the student, with supported practice and evidence collected along the way.
How does this support life skills?
Pathway skills are practiced on real tasks, and GOAT Future Readiness connects them to future identity, financial decisions, communication practice, and next-step planning.
How does this fit MTSS?
It gives Tier 2 and Tier 3 teams a repeatable workflow from survey to pathway selection to practice evidence to exit report.
How does this support restorative practices?
Restorative practices repair the relationship. GOAT pathways help teach the skill the student needs to sustain the repair, across the universal, targeted, repair and re-entry, and intensive levels of support.
Does this support special education teams?
Yes. The work can be aligned to IEP goals and helps document skill practice, support needed over time, and movement toward independence.
Is this ABA?
No. BTG is not a clinical ABA billing platform. It uses ABA-aligned practices like observable skill use, support levels, and evidence collection.
Do students log in?
No. Students do not need accounts. Adults record student-selected answers and reflections while preserving the student’s voice.
What does growth from entry to exit mean?
Skill use and support needed are recorded at entry, practiced and documented during the cycle, and reviewed at exit, so growth is described from evidence rather than assumed.
What does a school know after one cycle?
What was reported at entry, what pathway was selected, what was taught and practiced, what evidence was collected, what support was still needed, and what next step was recommended.
How can a school start?
With one manageable entry point: one student, one small group, one building team, one pathway, one school visit, or one dashboard pilot. Request a pilot and we will help you choose.
No questions match. Email [email protected] and we will answer it.
Resource categories.
Executive Functioning
Planning, prioritizing, organization, working memory, task initiation, focus, time management, follow-through, help seeking, flexibility.
Life Skills
Regulation, communication, relationships, motivation, future readiness, school-day independence, supported practice.
Restorative Continuum
Universal foundation, targeted pathway support, repair and re-entry, intensive coordination.
MTSS and Progress Monitoring
Tier 2/Tier 3 support, student support records, entry-to-exit evidence, implementation review.
BTG Dashboard
Student/staff perspective, pathway recommendations, practice evidence, school-team review, reporting.
Sample tools.
Sample Student Support File
Request sampleSample Entry-to-Exit Report
Request samplePathway Fit Conversation Guide
Coming soonRestorative Continuum One-Pager
Coming soonImplementation Readiness Checklist
Coming soonBTG Dashboard Workflow Overview
Coming soonField Notes.
We use Field Notes to share practical observations from school implementation, student support cycles, pathway design, and progress monitoring. These are not generic posts; they are usable notes for teams doing the work.
- Why “growth from entry to exit” is stronger than “behavior change”Coming soon
- How to choose one student support starting pointComing soon
- What student voice adds to executive functioning interventionComing soon
- How to use restorative practices after the circle endsComing soon
- What to track before claiming an outcomeComing soon
- Why a dashboard should support adults, not replace themComing soon
Looking for the right starting point?
If you are deciding between a student program, a pathway cycle, implementation support, or BTG Dashboard, we can help you choose the first manageable step.