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Response to Intervention | RTI | RTI Resources | Intervention Central

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Intervention Central is the leading resource for Response to Intervention (RTI) tools and resources, including academic and behavior interventions for classroom management.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Culturally Responsive Instruction

Culturally responsive teaching is a research-based approach that "invites students to bring their expertise to the table" (Fleming, 2019) by identifying and harnessing the assets of students who have historically been underserved in schools. Here are some resources providing an overview to CRT.

Overviews: Research & Resource Guides

Overviews: Articles, Blogs, and Tools

Resources from Zaretta Hammond

Books

Videos and Podcasts

Key Concepts

Funds of Knowledge

Cultural Orientation: Collective vs. Individual

Classroom Resources

Culturally Responsive Books

Academic Language & Literacy

Inquiry and Project-Based Learning (PBL)

Making Local Connections

Student Populations: Resource Collections

American Indian/Alaska Native Students

English Language Learners (ELLs)

Students with Special Needs

Equity Issues

Bias

Race

Culturally Responsive Family Engagement

References

Fleming, J. Personal communication. October 15, 2019.

Fleming, J., et al. (2015). More Mirrors in the Classroom: Using Urban Children's Literature to Increase Literacy. Lanham, MD: Rowman and Littlefield.

Hamayan, E., et al. (2013.) Special Education Considerations for English Language Learners. Delivering a Continuum of Services. Philadelphia: Caslon Publishing.

Hammond, Z. (2015). Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students. Thousand Oaks, CA: Corwin Press.

Rothstein-Fisch, C. and Trumbull, E. (2008). Managing Diverse Classrooms: How to Build on Students' Cultural Strengths. Alexandria, VA: ASCD.

Vigil, Karla. Personal communication. November 1, 2019.

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Culturally Responsive Instruction: Resource List

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Culturally responsive teaching is a research-based approach that "invites students to bring their expertise to the table" (Fleming, 2019) by identifying and harnessing the assets of students who have historically been underserved in schools. Here are some resources providing an overview to CRT. Resources from Zaretta Hammond Equity Issues Bias Race Fleming, J.

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Languages across the world have unique phonemic systems. For individuals learning English as a second language, it is common for the phonemic system of their first language to influence the production of sounds in English.

Resources listed below are intended to contribute to foundational awareness of potential cultural and linguistic influences. There are variations within cultures, and regional and dialectal variances exist in all languages. Therefore, a single chart/page on cultural and/or linguistic features is not meant to provide a comprehensive overview. Clinical judgment, client/patient/student and caregiver input, and additional research are needed to ensure culturally responsive services.

How Can I Use This Information?

Speech-language pathologists can use this information to:

Identify sounds in a client's phonological system for languages other than English.

Determine phonemic influences of a client's native language on English.

Identify sounds from the client's first language that may not exist in English or identify sounds in English that do not exist in someone's native language.

Recognize that even if there are similar sounds across two languages, they may not be used the same way. For example, in some languages a sound may only be used at the ends of words and not as a word-initial sound.

Audiologists can use this information to:

Correlate the client's audiogram and the sounds of the client's language(s).

Recognize and respond to amplification needs.

Identify the effect of the individual's phonemic system on speech audiometry assessment.

Modify materials and procedures during speech audiometry assessment.

Phonemic Inventories and Cultural and Linguistic Information

ASHA has compiled resources on the phonemic systems for the following languages:

Amharic

Arabic

Bosnian

Burmese

Chinese

English

English Phonemic Inventory [PDF]
Dialect
Haitian Creole

Hindi/Urdu

Hmong

Japanese

Korean

Navajo

Pashto and Persian

Polish

Russian

Spanish

Somali

Somali (Portland State University)

Tagalog

Vietnamese

Refugee Profiles/Information
ASHA's policy documents state that SLPs and audiologists must consider the sound systems of all the languages used by a client in order to provide appropriate assessment and treatment services.
Websites with Phonemic Inventories

If you have any questions, please contact ASHA's Office of Multicultural Affairs at multicultural@asha.org.

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Phonemic Inventories and Cultural and Linguistic Information Across Languages

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A list of phonemic inventories across multiple languages

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Transform your Cultural Orientation delivery and deepen your knowledge of client needs:

Download curricula, ready-to-use lesson plans, and assessment tools

Learn how to integrate CORE's digital assets for refugees

Deepen your knowledge of refugee populations

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Cultural Orientation Resource Exchange: Refugee resettlement resources

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The Cultural Orientation Resource Exchange supports refugee resettlement staff and helps refugees achieve self-sufficiency in the United States.

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English learners (ELs), as defined by the Elementary and Secondary Education Act, are individuals enrolled in school between the ages of 3 and 21 whose native language is not English. Although ELs are categorized under a single, homogeneous label, they represent a diverse population of students with wide-ranging cultural experiences, native and second-language proficiencies, and varying degrees of subject matter knowledge (Vaughn et al., 2019).

Delivering intensive intervention for ELs involves consistent attention to students' language development, culture, and academic and behavioral needs throughout the DBI process. Supporting ELs with intensive needs depends on an educator's

knowledge of the development of second-language acquisition and its influence on learning and engagement in the classroom.

understanding of each student's learning experiences in both English and their first language.

awareness of the influence of the student's culture on learning behaviors, language development, and language attitudes.

holistic view of the student, including the impact of language and culture when making decisions based on ongoing academic and/or behavioral progress data.

In this section, you will find materials to support educators in implementing intensive intervention for Els, including strategies to support language development within intensive intervention.

Tools and Resources to Support Implementing Intensive Intervention for English Learners

Vaughn, S., Martinez, L. R., Williams, K. J., Miciak, J., Fall, A., & Roberts, G. (2019). Efficacy of a high school extensive reading intervention for English learners with reading difficulties, Journal of Educational Psychology, 111(3), 373-386.

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Intensive Intervention & English Learners

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English learners (ELs), as defined by the Elementary and Secondary Education Act, are individuals enrolled in school between the ages of 3 and 21 whose native language is not English. Although ELs are categorized under a single, homogeneous label, they represent a diverse population of students with wide-ranging cultural experiences, native and second-language proficiencies, and varying degrees of subject matter knowledge (Vaughn et al., 2019).

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If this is an emergency, call 911!

TO KEEP YOUR SCHOOL SAFE...WE NEED YOUR HELP.

Click here to view the 2023 Middle School Poster Winners! Thank you for all that participated.

Safe2Say Something is a school safety tool that will save lives.

Safe2Say Something is a youth violence prevention program run by the Pennsylvania Office of Attorney General. The program teaches youth and adults how to recognize warning signs and signals, especially within social media, from individuals who may be a threat to themselves or others and to "say something" BEFORE it is too late.
Continue Reading >

Submit a tip without being named. We'll make sure the right people know. That's it.

Crisis Center may ask a few questions to understand what's going on.

Within seconds the right people will be notified.

Get the facts:

1,000,000 students reported being harrassed, threatened or subject to other forms of cyberbullying

80% of school shooters told someone of their violent plans. 59% told more than one person.

70% of people who died by suicide told someone of their plans and gave some other warning sign.

in partnership with

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Safe2Say Something is a youth violence prevention program run by the Pennsylvania Office of Attorney General. The program teaches youth and adults how to recognize warning signs and signals, especially within social media, from individuals who may be a threat to themselves or others and to "say something" BEFORE it is too late.

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This secure website is provided for MANDATED REPORTERS (click here to find out if you are a Mandated Reporter) to report suspicions of abuse and/or neglect of children when the suspected abuse and/or neglect took place in Pennsylvania.

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Mission

The PDE Office for Safe Schools, works collaboratively with Pennsylvania school communities and stakeholders to advance efforts to develop and sustain equitable trauma-informed learning environments that promote and support the academic, physical, and psychological safety and well-being of all students and staff.

Vision

All Pennsylvania school entities will be prepared to provide safe, healthy, and supportive learning environments for all students and staff.

Find helpful information, resources, and tools by clicking on the boxes below.

Access a resource list developed to support educators' and parent's efforts to maintain a positive learning climate while students are physically separated from their teachers and classmates due to distance/virtual learning.

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School safety and security programs, statistics, strategies, and tools.

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Threat Assessment and Management Publications ​ Click to View Reports and Guidelines Click to View The Threat Assessment Case Management Form PCCD-authored publications related to threat assessment…

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National Association of School Psychologists (NASP)

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Brief Facts and Tips

1. Threat assessment is intended to prevent violence and involves both assessment and intervention. Threat assessment involves determining whether a student poses a threat of violence (they have intent and means to carry out the threat).

2. A threat is an expression of intent to physically or sexually harm someone. This expression may be spoken, written, or gestured. Threats can be expressed directly or indirectly to the victim or to others, and threats may be explicit or implied. Threats sometimes, but rarely, actually involve guns or explosive devices.

3. A threat to harm others can be transient (i.e., expression of anger or frustration that can be quickly or easily resolved) or substantive (i.e., serious intent to harm others that involves a detailed plan and means).

4. All school districts should develop and implement threat assessment procedures that are clearly communicated to staff and families. It is an alternative to zero tolerance policies, which have been proven ineffective and counterproductive.

5. A school threat assessment is conducted by a multidisciplinary team of trained professionals, including a school mental health professional, administrators, and school resource officer or local law enforcement.

6. A threat assessment involves evaluation and classification of the threat (i.e., transient versus substantive) and appropriate response and intervention, including notification and involvement of parents and a written safety plan. It should include a suicide risk assessment as these students are often also suicidal.

7. There is NO profile of a student who will cause harm. There is no easy formula or profile of risk factors that accurately determines whether a student is going to commit a violent act. The use of profiling increases the likelihood of misidentifying students who are thought to pose a threat.

8. Most students who pose a substantive threat indicate their intentions in some way. Examples include statements to friends, ideas in written work, drawings, and postings on social media that threaten harm.

9. It is important act quickly if you are concerned about a threat. Steps to take can include contacting the appropriate school administrator, the school crisis team leader, the school-employed mental health professional, or local law enforcement immediately. It is their job to determine next steps, including potentially contacting named intended victims.

10. Threat assessment should be a component of a comprehensive approach maintaining a safe school, which offers a balance between physical and psychological safety.

References:

Cornell, D., & Sheras, P. (2005). Guidelines for responding to student threats of violence. SoprisWest.

© 2015, National Association of School Psychologists, 4340 East West Highway, Suite 402, Bethesda, MD 20814; 301-657-0270, Fax 301-657-0275; www.nasponline.org

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Threat assessment is intended to prevent violence and involves both assessment and intervention. Threat assessment involves determining whether a student poses a threat of violence (they have intent and means to carry out the threat). A threat is an expression of intent to physically or sexually harm someone.

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The Trevor Project | For Young LGBTQ Lives

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The Trevor Project provides 24/7 crisis support services to LGBTQ young people. Text, chat, or call anytime to reach a trained counselor. Free and confidential.

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A coherent collection of resources that an educational community may use in promoting intentional equity in their communities.

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About Us

Lee & Low Books is the largest multicultural children's book publisher in the country. We are also one of the few minority-owned publishing companies in the United States.

Founded in 1991, we have always been family-owned and independent, which means we publish what we want and aren't afraid to take risks. Our books have won major awards including the Coretta Scott King Award, the Pura Belpré Award, the NAACP Image Award, and many more.

Lee & Low Books is committed to publishing diverse books that are about everyone, for everyone. We are dedicated to cultural authenticity, and we make a special effort to work with new authors and illustrators of color.

We publish multicultural children's books for every age, including leveled books for beginning readers, picture books, early chapter books, middle grade, and young adult books. We also publish a wide selection of bilingual and Spanish language books.

Visit our testimonials page to see some of the people and organizations who support our work!

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Lee & Low Books is the largest multicultural children's book publisher in the United States. We are your diversity source.

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Translation service is not available for Internet Explorer 11 or lower. Please use another browser or download the latest Microsoft Edge browser.

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Welcome to Merakey one of the largest providers of education and human services in the USA!

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Merakey is a leading developmental behavioral health and education provider offering a breadth of integrated services to individuals and communities across the United States of America.

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Pennsylvania Counseling Services-Dauphin - Harrisburg - Dauphin County, Pennsylvania

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Pennsylvania Counseling Services-Dauphin - Harrisburg - Dauphin County, Pennsylvania

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Pennsylvania Counseling Services (PCS) offers a wide range of drug and alcohol and mental health services. Dauphin County, Pennsylvania

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Home | Laurel Life Mental, Behavioral Health, Trauma-Informed Care

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Our mental health professionals provide trauma-informed care through school-based, family, and individual services.

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Riverside Associates: Behavior Management Consultation - Harrisburg - Dauphin County, Pennsylvania

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Riverside Associates: Behavior Management Consultation - Harrisburg - Dauphin County, Pennsylvania

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Provides mental health behavioral therapy services. Dauphin County, Pennsylvania

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Find services in your local area. Dauphin County, Pennsylvania

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Find services in your local area. Dauphin County, Pennsylvania

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Find services in your local area. Dauphin County, Pennsylvania

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Youth Advocate Program: Outpatient - Harrisburg - Dauphin County, Pennsylvania

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Youth Advocate Program: Outpatient - Harrisburg - Dauphin County, Pennsylvania

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Provides outpatient mental health services for children and adolescents. Also offers art therapy. Spanish speaking therapist available. Dauphin County, Pennsylvania

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Skip to content

Depression. Anxiety. Trouble concentrating. Mood swings. Aggression. Suicidal thoughts.

Many individuals have felt some level of these feelings at different times in their lives, but all of these could be signs of mental illness or a psychiatric disorder. The only way to determine whether you or a loved one may be suffering from a mental disorder is to seek help from a mental health professional.
See Our Programs

Pennsylvania Psychiatric Institute (PPI) provides behavioral health services to the residents of Central Pennsylvania and the surrounding region. We create specialized mental health treatment programs for children and adolescents, adults and mature adults so the unique needs of each group can be addressed separately.

PPI treats all forms of mental health disorders at our main psychiatric hospital on Third Street in Harrisburg, PA. We also provide outpatient mental health services for adults at our Division Street clinic and outpatient and partial hospitalization treatment for children, adolescents and teens at our Third Street clinic.

Adult Programs

Inpatient, Outpatient and Partial Hospitalization programs designed to treat all forms of mental illness, including depression, anxiety, mood disorders, bipolar disorder and addiction.

Child and Adolescent Programs

Offering treatment for children, adolescents and teens with emotional, social or behavioral difficulties, including Autism, ADD, ADHD, bipolar and mood disorders.

Mature Adult Programs

Addressing the unique issues that affect mature adults (55 and older). All psychiatric disorders including Dementia and Alzheimer's disease can be treated on an inpatient and outpatient basis, depending on need.

Delivering high-quality behavioral health services, education and research

PPI is Central Pennsylvania's leader in helping people with mental health issues and psychiatric disorders achieve and maintain stability. Created in 2008 through a partnership between UPMC Pinnacle and Penn State Hershey Medical Center, PPI boasts a comprehensive team of specialists who provide sensitive, compassionate care for children, adolescents, adults and older adults.

Our mission

Pennsylvania Psychiatric Institute (PPI) is committed to providing a wide range of high quality behavioral health services. PPI is dedicated to providing clinical excellence, diverse education, research and community collaboration in a manner that evolves to meet the changing behavioral health care needs of the region.

Facilities and patient information

Being admitted to a psychiatric hospital can be stressful and scary if you don't know what to expect. At Pennsylvania Psychiatric Institute, we try to make your stay with us as stress free as possible.

Our Facilities For Patients

You are not alone

We have a comprehensive team of specialists who provide sensitive, compassionate care for children, adolescents, adults and older adults with mental health issues. To learn more about the services offered at PPI, click the button below.

See Our Programs

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Home - Pennsylvania Psychiatric Institute

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Skip to content Depression. Anxiety. Trouble concentrating. Mood swings. Aggression. Suicidal thoughts. Many individuals have felt some level of these feelings at different times in their lives, but all of these could be signs of mental illness or a psychiatric disorder.

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Research shows that a strong connection between teachers and students creates a positive and supportive learning environment. Establishing this type of bond at the beginning of the school year sets the stage for a sense of belonging and emotional regulation for the rest of the year.

Numerous studies bring to light the impact of positive teacher-student relationships on students' academic achievements and their overall motivation. Outcomes show that students who feel connected to their teachers have higher levels of engagement, improved classroom behavior, and self-confidence. When these relationships are solid, they contribute to emotional regulation and a successful school climate.

Here are five practical suggestions to inspire educators to begin the school year with the aim of emotional well-being.

1. Your Students' Perspectives Matter: Taking time to understand and consider your students' experiences, culture, beliefs, perspectives and backgrounds is critical for cultural competence and trauma-informed teaching. Building awareness and acknowledgement that values diverse learners shows that you respect and understand them.

2. Personal Connections: Try to learn about your students and their families/caregivers during back-to-school events and/or during the first weeks of school. Find out what motivates them, what their interests, strengths, and challenges are. Consider making your initial interactions personalized and fun. For example, some teachers create a unique daily greeting or a playful and welcomed nickname for each student to use when they see them in the morning.

3. Set Clear Expectations: Establishing clear expectations with the schedule and classroom routines helps learners feel comfortable and able to trust the teacher as the leader of the class. These expectations can be co-developed with the learners and reviewed from time to time to make sure they are working. This creates a sense of inclusion for students and shows that the teacher values their input and opinions.

4. Integrate a Zones of Regulation Check-In* into your daily morning meeting: Once you've introduced The Zones of Regulation language with learners, you can start off each day with a morning meeting or circle time that allows the students to pause, check-in with themselves and possibly share how they are feeling with the group. Checking-in helps students and the adults who support them develop awareness and provides opportunities for teachers to better understand emotional needs, discuss goals and support regulation throughout the day.

5. Open Communication and Choice: Allow your learners to take part in decision-making about activities, rules, projects and give them choice when available. This allows for agency and expression of thoughts, ideas, opinions and collaboration. These are important elements of problem solving, critical thinking, executive functioning and regulation strategies, all of which are life skills and foster a sense of validation.

Integrating a Zones Check-In and doing other activities to encourage a strong bond between teachers and students is crucial for fostering inclusion and emotional regulation in the classroom which in turn enhances students' academic success and well-being. By implementing some of these practical suggestions, educators can pave the path for a supportive and successful new school year.

To learn from about the four Zones of Regulation click here.

For information about how to get started with The Zones of Regulation click here.

*See 'Ways to Check for Learning', pg. 96 in The Zones of Regulation, 2011.

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Part 1 of 3 | The Power of Teacher-Student Bonding: Creating a Foundation for Belonging and Emotional Regulation - The Zones of Regulation

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the importance of teacher student bonding, back to school routines, SEL, regulation, Zones, The Zones of Regulation

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PBIS World | A Complete Tier 1 Through Tier 3 Positive Behavior Interventions & Supports System

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PBIS World is in no way affiliated, associated, or connected with any other website, entity, organization, or federal, state, local, or other government agency, department, program, policy, organization, or initiative.

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Parents and children visiting the LeRoy Collins Leon County Public Library System will find new resources awaiting them thanks to Book Nook Bundles provided by the Florida Center for Reading Research.

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As an initiative of the U.S. Department of Education’s Institute of Education Sciences (IES), the What Works Clearinghouse (WWC) was created in 2002 to be a central and trusted source of scientific evidence for what works in education.

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With the emphasis on nationwide accountability and outcome data, schools have gradually become more scientific. Practitioners need of methods for selecting evidence-based educational interventions to solve common academic and social behavior problems.

The Evidence Based Intervention Network was developed to provide guidance in the selection and implementation of evidence based interventions (EBI) in the classroom setting, and to support the use of EBI in schools. Our extensive resource base includes evidence based intervention briefs, video modeling of EBIs, and information on selecting and using EBI. Each of these resources has been developed in collaboration with faculty and students from a variety of universities.
There are three general categories of resources on the EBI Network:
Interventions and assessments are sorted based on the situations they have been developed for, with categories for reading, math and behavior interventions as well as assessments for screening, diagnostic, and progress monitoring. The RTI section houses assorted resources to assist teachers, school based problem solving teams, and schools as they develop their RTI school wide programs.

This website is a sampling of evidence-based interventions and associated resources that can be used in the classroom. Visitors should seek additional information on websites such as Intervention Central or with books such as Effective School Interventions. For questions or comments please contact Dr. Chris Riley-Tillman at rileytillmant@missouri.edu.

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With the emphasis on nationwide accountability and outcome data, schools have gradually become more scientific. Practitioners need of methods for selecting evidence-based educational interventions to solve common academic and social behavior problems. The Evidence Based Intervention Network was developed to provide guidance in the selection and implementation of evidence based interventions (EBI) in the classroom setting, and to support the use of EBI in schools.

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English learners (ELs), as defined by the Elementary and Secondary Education Act, are individuals enrolled in school between the ages of 3 and 21 whose native language is not English. Although ELs are categorized under a single, homogeneous label, they represent a diverse population of students with wide-ranging cultural experiences, native and second-language proficiencies, and varying degrees of subject matter knowledge (Vaughn et al., 2019).

Delivering intensive intervention for ELs involves consistent attention to students' language development, culture, and academic and behavioral needs throughout the DBI process. Supporting ELs with intensive needs depends on an educator's

knowledge of the development of second-language acquisition and its influence on learning and engagement in the classroom.

understanding of each student's learning experiences in both English and their first language.

awareness of the influence of the student's culture on learning behaviors, language development, and language attitudes.

holistic view of the student, including the impact of language and culture when making decisions based on ongoing academic and/or behavioral progress data.

In this section, you will find materials to support educators in implementing intensive intervention for Els, including strategies to support language development within intensive intervention.

Tools and Resources to Support Implementing Intensive Intervention for English Learners

Vaughn, S., Martinez, L. R., Williams, K. J., Miciak, J., Fall, A., & Roberts, G. (2019). Efficacy of a high school extensive reading intervention for English learners with reading difficulties, Journal of Educational Psychology, 111(3), 373-386.

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Intensive Intervention & English Learners

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English learners (ELs), as defined by the Elementary and Secondary Education Act, are individuals enrolled in school between the ages of 3 and 21 whose native language is not English. Although ELs are categorized under a single, homogeneous label, they represent a diverse population of students with wide-ranging cultural experiences, native and second-language proficiencies, and varying degrees of subject matter knowledge (Vaughn et al., 2019).

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Working with the Bureau of Special Education (BSE), Pennsylvania Department of Education (PDE), PaTTAN provides a full array of professional development and technical assistance targeted to improving student results. This professional development and technical assistance takes many forms in order to meet the varied needs of PaTTAN's constituents. Week-long summer institutes, ongoing professional development series, webinars, on-site assistance, and individual student or teacher supports are some of the means by which PaTTAN provides support to schools.

Locate PaTTAN Consultant Contact Us

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Working with the Bureau of Special Education (BSE), Pennsylvania Department of Education (PDE), PaTTAN provides a full array of professional development and technical assistance targeted to improving student results. This professional development and technical assistance takes many forms in order to meet the varied needs of PaTTAN's constituents.

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The Pennsylvania Department of Education (PDE) oversees public school districts, charter schools, cyber charter schools, CTCs/VTSs, IUs, education of youth in Correctional Institutions, Head Starts and preschools, and community colleges.

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Start your search!

Search standards using a saved search preference or by selecting one or more content areas and grade levels to search standards or using the keyword field as a stand-alone search.

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Search standards using a saved search preference or by selecting one or more content areas and grade levels to search standards or using the keyword field as a stand-alone search.

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Student Success Team Final Referral Form - 2023 

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A coherent collection of resources that an educational community may use in promoting intentional equity in their communities.