The Center for Health and Health Care in Schools and the Center on Education Policy, both at the George Washington University, analyzed dozens of federally funded programs administered by ED. This research found 15 specific funded programs that contain either explicit or implicit authority for prevention-related activities. The main sections of this guide describe each of these programs, including their purpose, recent funding levels, entities eligible for funding, and specific provisions in the authorizing legislation, regulations, or program guidance that explicitly or implicitly permit funds to be used for prevention.

Best practice/research-based prevention and intervention programs designed to meet the social/emotional/behavioral needs of all students as outlined in the Response to Intervention (RtI) process. Here, you will find information about assessment, evidence-based programs for prevention, early intervention and treatment. In addition, we have included a separate library of websites that address multiple areas of interest (specifically research and data demonstrating the effectiveness of specific programs).

Topics have been categorized as Assessment and Appraisal Resources; School-Wide Programs/Tier 1; Targeted Interventions/Tier 2 & 3; or Resources.

• School-wide Programs/Tier 1 are preventive and proactive practices and supports designed for all students in the general curriculum.
• Targeted Interventions/Tier 2 & 3 are supplemental services and interventions that are provided in addition to school-wide prevention programs to those students for whom data suggests additional support is warranted. At Tier 3, more intensive interventions are provided in addition to school-wide and targeted supports with the goal of providing individual students with the social/emotional/behavioral health supports that will allow them to fully benefit from core instruction.

The Collaborative for Academic, Social, and Emotional Learning (CASEL) defined SEL more than two decades ago. Today, they collaborate with leading experts and support districts, schools, and states nationwide to drive research, guide practice, and inform policy.

Research suggests that approximately 25% of American children will experience at least one traumatic event by the age of 16. A child's reactions to trauma can interfere considerably with learning and/or behavior at school. However, schools also serve as a critical system of support for children who have experienced trauma.

Administrators, teachers, and staff can help reduce the impact of trauma on children by recognizing trauma responses, accommodating and responding to traumatized students within the classroom setting, and referring children to outside professionals when necessary. The National Child Traumatic Stress Network has developed tools and materials to help educators understand and respond to the specific needs of traumatized children.

Covering Kids & Families of Indiana, Inc. (CKF-IN) is a statewide organization committed to ensuring that all children and families eligible for Medicaid and the State's Children's Health Insurance Program (SCHIP) are enrolled. Covering Kids & Families of Indiana is a partnership of more than five hundred organizations and individuals "Advocating Health Coverage for All."

A list of Behavior Management Providers

The mission of the Indiana Association of Resources and Child Advocacy (IARCA) is to promote cooperation, communication, development and mutual support among organizations and systems providing services to children and their families, and to advocate for the establishment and maintenance of the highest quality, most effective, and most appropriate services possible to children and their families. 

During the first year of the partnership, participants in the program increased their scores by one grade level in both math and reading.  Since 2005, over 16,000 students have participated in at least a portion of the program, either academic or career exploration.  Boys & Girls Clubs administer a pre-test and a post-test in reading and math to gauge the progress of each child enrolled.

The children are provided after school tutoring, homework help and career-related study.  The focus of the program is to reach TANF eligible children, grades 1-8.

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• Toll Free Phone Number: 1-844-MCH-MOMS (1-844-624-6667) - formerly1-855-HELP-1ST (1-855-435-7178)
• Days and Hours of Operation: Monday - Friday, 7:30am-5:00pm, Voicemail available.
• Web Address:https://www.in.gov/isdh/21047.htm
• Bilingual Specialist: For Spanish-speaking customers.
• AT&T Language Line: Available to assist with customers who speak other languages.
• TTY: 1-866-275-1274 – For persons who are hearing impaired.

The PBIS Indiana Resource Center is a statewide network of Culturally Responsive Positive Behavioral Interventions and Supports that infuses culturally responsive practice into the evidence-based PBIS framework.

This center works with emerging model sites and school districts addressing issues of disproportionality, as well as providing on-site and web-based professional development opportunities throughout the state.

This annotated bibliography provides a systematic review of current literature published between 2001 and 2013 and summarizes findings on the relationship between prevention-focused behavioral health interventions, such as social and emotional (SEL) learning programs, and their impact on academic outcomes.

Border and immigrant youth experience various types of traumatic events, not only during their journeys but also once they have arrived at their destination, that are related to war or persecution, abuse, trafficking, and violence. These may affect their mental and physical health. If you are working with youth who have found their way to the States without the presence of a caregiver these resources could be beneficial for you.