Evidence-based practices.

STAR's tools are much more than a set of instructional strategies and educational resources. They have provided my classroom with a clear structure, taking student diversity into account and placing special emphasis on differentiated instruction. I feel very fortunate to have been part of this project since 2016, impacting lives in meaningful ways.

Before we implemented STAR and Links, we really struggled with streamlining our curriculum. When students moved from elementary to secondary, there was a disconnect in tracking skills, and we were having to start fresh every year. STAR and Links helped us streamline that process so we could build on what students already had instead of redoing and reassessing everything.

I was able to get help with my classroom setup, which led me to being way more prepared than I would have been. I also had in-person training in my classroom, which really encouraged me and helped me see real-time examples.

I have students who were non-readers and, by the end of the school semester, are now reading with good fluency and expression. They have also successfully completed their corresponding grade level.

By spring break, we had this student talking again, participating again, and back to where we were before Christmas break. We were able to make up for that regression using the resources and support from Links, and I could not be more grateful.

We've seen meaningful growth in student communication, independence, and engagement, along with increased opportunities to build independent living skills and financial literacy. Our educators have also gained greater confidence through consistent, research-based practices and shared systems.

Links allows my students to be more independent as they navigate through the classroom and different locations. The repetition within the monthly themes allows students to hear vocabulary and then use it later, giving them more opportunities to communicate for themselves.

One of the most impactful outcomes has been increased clarity for our staff. Teachers have gained a better understanding of how to take what they are already doing and make small, intentional adjustments toward stronger implementation. Those small wins are helping us build momentum so we can see more significant growth over time.

The program is extremely user-friendly and has significantly reduced the time and stress involved in planning and instruction. The wide variety of printable materials allows me to deliver structured, engaging lessons that truly meet my students where they are.

The STAR team came during the school day and helped us work directly with our students. They really did not leave until they felt that I was comfortable with the curriculum. I appreciated that, rather than being a one-size-fits-all curriculum, STAR is very curated to the neurodivergent children that we serve.

The on-site coaching days, when a STAR trainer comes into the classroom to model and coach directly with our teachers, have made the most impact by building confidence and capacity in our teachers.

I've had students really grow in their ability to complete routines like lunchtime or transitioning to specials or recess independently or almost independently through continued practice and use of STAR's functional routine materials.

Being able to write goals for students that I can align with lesson plans that are already created and developed for me makes my job a lot easier. Students can walk in the door, and I am able to collect data on them on day one.

The clear and consistent visuals and clearly defined learning spaces have played a defining role in the success we're seeing in our ID moderate classroom. Students are able to be focused and understand what they're supposed to be doing throughout the day.

Without STAR, my classroom would not run as smoothly as it does today. I feel like my classroom can run even if I'm not there because everybody knows their job.

We needed a comprehensive, evidence-based system that could bring consistency and structure to how we support students with autism and other developmental disabilities. STAR offered exactly what we were looking for: hands-on training, a clear curriculum, and practical tools that empower our educators to deliver individualized, high-quality instruction.

My classroom is running so much better. The visual schedules are going really well, and the kids are progressing faster than I thought was even possible. It's been great to see that growth.

I went from a very prompt-dependent child who needed upwards of 25 to 30 prompts to complete a morning routine to now maybe needing four prompts. I really see the decrease in prompting level and student frustration from the STAR curriculum.

The implementation of the STAR and Links Programs has translated into marked improvements in IEP goal attainment for our students. The professional development and ongoing coaching has been instrumental in fostering our team members' expertise and capacity for meeting the needs of students requiring intensive support.

The regional model changed everything. Smaller districts that could never afford this level of support on their own now have access to the same coaching and curriculum as the big districts.

STAR gave us something we never had before — a common language across all our autism classrooms. Teachers could collaborate, subs could step in, and students experienced consistency no matter which room they were in.