Presenter’s Guide
Behavioral
issues and supports within
Cradle to College and Career
April 2012
Behavioral issues and supports within C-C/C Presenter’s Guide
IDEA Partnership @ NASDSE
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Acknowledgements
The IDEA Partnership extends appreciation to, and acknowledges the contributions of, 21 crossstakeholders representing
 Teachers,
 General Education Administrators,
 Special Education Administrators,
 Specialized Instructional Support Providers,
 Families,
 Higher Education, and
 Technical Assistance Providers
from 13 states across the country, in the creation of this presentation.
April 2012
Behavioral issues and supports within C-C/C Presenter’s Guide
IDEA Partnership @ NASDSE
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Table of Contents
Purpose and Format
........
3
Preparation
........
4
Presentation/Process
........
6
Introduction
........
6
Why behavioral issues are important
........
9
What is involved in working together
........
18
Further information and resources
........
24
Question and Answer
........
25
........
26
Cradle to College and Career: an education pipeline
........
27
Resources for Further Exploration
........
28
Supplementary Materials
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Behavioral issues and supports within C-C/C Presenter’s Guide
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Purpose of this guide:
This presenter’s guide is intended to support the PowerPoint slides by offering
 Suggested background readings;
 Talking points relative to each slide;
 Suggested activities to enhance learning opportunities for participants;
 Tips to facilitate the professional growth experience; and
 Suggested readings for extension of learning.
About the format:
There are three distinct sections of this document, “Preparation”, “Presentation/
Process”, and “Supplementary Materials”.
The preparation section begins on the following page and includes:
 Participant objectives;
 Three suggested agenda/timeframes to help you meet the needs of the audience
and/or available time allotment;
 Support/background materials the presenter may wish to access prior to
preparation for presentation;
 Materials and supplies needed for the presentation; and
 Equipment needed for the presentation.
The presentation/process section follows preparation suggestions and includes:
 Suggested minutes for information-sharing and/or suggested activities for each of
the key concepts of the presentation; within each section, minutes are enclosed
in boxes and intended to be highlighted ahead of time, dependent on the overall
timeframe selected for the presentation;
 Slides in miniature, in sequential order, with talking points,
o Usually in bulleted format, not intended to be read verbatim, and
o Presenter is encouraged to interject his/her own style;
 Participant activities to enhance learning opportunities, indicated by a vertical line
to the left of each activity,
o May be carried out as suggested, or
o Adjusted to audience and time allotment;
 Presenter notes to suggest background information or extension readings, noted
in bold italic font;
 Presenter tips to suggest facilitation techniques, noted in bold italic font; and
 Suggested segue comments to bridge between ideas and/or activities, also noted
in bold italic font.
The supplementary materials section contains handouts that may be copied and used
to support or enhance the presentation.
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Behavioral issues and supports within C-C/C Presenter’s Guide
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Behavioral issues and supports
within Cradle to College and Career
Preparation
Objectives:
Participants will increase knowledge relative to
 Why it is important to address behavioral aspects of educating children and youth
 Cradle to College and Career Initiative
 Key elements of addressing these behavioral aspects
 Where to find more information
Participants will explore
 Elements of Cradle to College and Career Initiative in the expanded presentation
 Suggestions for collaborative efforts
Agenda/Timing:
110 minutes - Total time for expanded information, learning activities, Q&A
80 minutes - Total time for expanded information and Q&A
60 minutes - Total time for sharing of information and Q&A
110 minutes – Total time for expanded information, learning activities, Q&A
Suggested time allotments:
15 min
50 min
30 min
5 min
10 min
Introduction
Why behavioral issues are important
What is involved in working together
Further information and resources
Question and Answer
80 minutes - Total time for expanded information and Q&A
Suggested time allotments:
10 min
35 min
20 min
5 min
10 min
Introduction
Why behavioral issues are important
What is involved in working together
Further information and resources
Question and Answer
55 minutes - Total time for sharing of information and Q&A
Suggested time allotments:
10 min
20 min
15 min
5 min
5 min
April 2012
Introduction
Why behavioral issues are important
What is involved in working together
Further information and resources
Question and Answer
Behavioral issues and supports within C-C/C Presenter’s Guide
IDEA Partnership @ NASDSE
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Support Materials:
 Center for School Mental Health
www.schoolmentalhealth.org
 Center on the Social Emotional Early Foundations for Learning
http://csefel.vanderbilt.edu
 IDEA Partnership collections on Cradle to College/Career, Response to
Intervention
www.ideapartnership.org
 National Center on Response to Intervention
www.rti4success.org
 Technical Assistance Center on Social Emotion Intervention for Young Children
www.challengingbehavior.org
 Technical Assistance Center on Positive Behavioral Interventions and Supports
www.pbis.org
Materials and Supplies:
PowerPoint slides - or Overheads prepared from the PowerPoint slides
Handout Masters – to be copied in appropriate numbers
Chart paper and markers
Paper and pencils for Participants
Equipment:
Computer and projector -orOverhead projector
Projection screen
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Behavioral issues and supports
within Cradle to College and Career
Presentation/Process
Introduction
15 minutes
10 minutes
10 minutes
Presenter Tip: The introduction should be
very brief and garner interest immediately.
The following is a starting point; adapt for the
particular audience.
Ideas to share with the participants:
 Cradle to College and Career – national agenda to ensure all children and
youth have the opportunity to learn and to access post-secondary
education/training
 Designed to begin in early childhood and extend thorough post-secondary
credentialing and employment
 As a child moves through this pipeline of learning and experiences we
must be aware of
o Barriers which might be encountered
o Supports to break down or go around these barriers
 Focus of this presentation is on the behavioral issues and supports within
the Cradle to College and Career initiative
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Presenter Note: With information shared by
practitioners and researchers at the 2012
Annual IDEA Partnership meeting, this
presentation
was
created
through
collaborative efforts of many individuals
working together. Participants represented a
wide-range of roles concerned about
education and the children and youth of this
country. [noted on slide] Time on this slide
is very brief; however, it is important to recognize the work of those who worked
to make this presentation accessible to the field and the public.
Presenter Tip: On [click] this slide comes in
automatically one line at a time for effect.
There is a pause before …teach?
…
punish?
Give the slide time to process
through all animation while participants reflect
on the quote. Practice prior to presentation of
this slide is recommended.
Source: Tom Herner (NASDSE President) Counterpoint 1998
Ideas for sharing with the participants:
 We cannot assume a student knows proper behaviors---we must teach
and model appropriate, acceptable behaviors. We do not assume prior
knowledge when teaching reading, we do not assume prior skills sets
when teaching swimming...we must not assume prior knowledge and skills
sets when dealing with behaviors.
 If time allows [{5 minutes] – have a discussion regarding the “big question”
as to why we can’t finish the last sentence with automaticity; then, share
the bullet point above
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Segue: For an academic skill area, the best intervention for a skill gap is
providing instructional and preventative strategies; the same is true for
developing skills in appropriate and acceptable behavior demonstration.
Presenter Tip:
The agenda slide is
presented as an adult learner organizer tool
and should not be omitted. Very little time
needs to be spent here for the brief
presentation. For the expanded presentation, the presenter may wish to configure the
bullets to come in one at a time and give the
participants a sentence or two about each as
a preview of what is to come.
Ideas for sharing with the participants:
 Why this is important – involves all our children and youth; statistics about
what happens to children and youth with unaddressed behavior,
social/emotional, and mental health issues is alarming; we will take a look
at some of these statistics in a few minutes
 What is involved– a framework for educating and supporting our children
and youth
 How we do this together – from cradle to college and career there are
many opportunities to work together to address issues of the “whole child”
 Resources for further exploration – there are a myriad of schools,
agencies, and communities adopting and adapting frameworks that have
been beneficial to children and youth; we will share some of those
resources for your further exploration and analysis as to benefit in your
context/community/school – with the children and youth you know and
work with
 CLICK for success graphic
o We all want all our children to become successful adults
o Addressing academics alone will not be enough
o Behavioral/social/emotional/mental health is critical to success
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Why behavioral issues are important
50 minutes
35 minutes
20 minutes
Presenter Note: This is an optional slide for
use in the longer presentation. You may
choose to make the statement as a segue
from the agenda, without showing this slide.
Source: Kevin Dwyer (National Association of School Psychologists
President,1999-2000)
Ideas for sharing with the participants:
 Self explanatory
 Lack of emotional intelligence is usually a reason for being fired from a
business perspective; emotional intelligence includes self-awareness,
empathy, social relationships, self-motivation, self-regulation
 If time [5 minutes], may choose to ask the participants for examples that
relate to the statement
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Segue: This issue is important to all of us. Consider these statistics…
Presenter Tip: In preparation for this slide,
the presenter may wish to review the source
document at http://ww2.pwcs.edu/Admin/
TIPA/\Costofnoteducatingchildred-research.
pdf
Source: “The Cost of not Educating our Children”’ Alliance for Educational
Excellence, Issue Brief 2009
Ideas for sharing with the participants:
 Every school day, more than seven thousand students leave school
 Annually = approximately 1.3 million students
 Research shows that each youth who does not complete high school, over
his or her lifetime, costs the nation approximately $260,000 [Cecilia
Rouse, professor of economics and public affairs at Princeton University]
o Possible projection - nearly 13 million students will drop out over
the next decade
o The result will be a loss to the nation of $3 trillion, unless high
schools are able to graduate students at higher rates
o If the students who dropped out of the Class of 2009 had
graduated, the nation’s economy could have benefitted from nearly
$335 billion in additional income over the course of their lifetimes
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Presenter Tip: In preparation for this slide,
the presenter may wish to review the
document “Developing Early Warning
Systems to Identify Potential High School
Dropouts”
for
additional
supporting
information. www.betterhighschools.org
Source: Achieve, Inc. “Identifying Potential Dropouts: Key Lessons for Building
an Early Warning Data System, A Dual Agenda of High Standards and High
Graduation Rates”, 2006
Ideas for sharing with the participants:
 Most dropouts follow identifiable pathways through the education pipeline
 More likely to drop out due to either low academic performance or low
engagement, or both; i.e.,
o Low academic performance
o Struggling in the classroom; often low reading skills, frustration with
low ability to understand text; low grades; low test scores
o Letter grades of F in English and math indicator of dropping out
o Falling behind in number of course credits needed each year to be
on the trajectory for graduation
o Being retained one or more times linked to lower chances for
graduation
 Low educational engagement; More likely to develop disciplinary
problems and dropout, as seen in
o High rates of absenteeism or truancy
o Poor classroom behavior; acting out or withdrawal
o Decreased participation in extracurricular activities
o Bad relationships with teachers and peers
 It is clear that student decisions to drop out of school are not always
academic-related only
 Sometimes the decision to dropout is due to lack of engagement
o Which is the social/behavioral side of learning
o Indicating a need to address and deal with the “whole child”
 Children who remain in school with good attendance records and who are
actively engaged in classroom activities are more likely to graduate and be
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

successful adults
Students who are absent and or disengaged from school often develop
disciplinary problems and are more likely to drop out
Social/emotional aspects can create barriers to accessing and
demonstrating learning
Segue: So what are we talking about when we say “Cradle to College and
Career”?
Presenter Note: There is animation in this
slide. For a short presentation the animation
may be removed so that the slide shows all at
one time.
Presenter Note: Handout #1: Cradle to
College and Career: an education pipeline is
available for distribution at this time.
Ideas for sharing with the participants:
 The Forum for Youth Investment, Ready by 21, graphically illustrates
Cradle to College and Career as an insulated pipeline to provide the best
possible opportunities for next generation learners
 It is not enough to think about the academic skills, we also need to talk
about the basics, the social emotional supports
 In a cradle to college/career system, all levels of education—beginning
with preschool, continuing through K-12, and ending in a bachelor’s
degree and/or entry into the workforce—are aligned into a flexible
continuum designed to improve student achievement
o With rigorous content
o Developmentally appropriate expectations and teaching strategies
for both academics and behaviors
 (CLICK) - The system responds to student needs at every point along the
continuum to ensure student access and progress in each consecutive
level
 Think of this as a pipeline that needs to be insulated to be effective
 (CLICK ) - That means improving all those areas — including health
(physical and mental health), safety, life skills, financial and housing
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

stability, and family life — that surround the pipeline, because these affect
achievement in school
Unfortunately, there is fragmentation of services in many states and cities
Also, unfortunately, the amount of paperwork that is needed to access
those services is, in some cases, insurmountable
Presenter Note: If choosing to include the next three optional slides (expanded
presentation) –
Segue: So what is the world expecting of our young adults and how does this
relate to the Cradle to College and Career framework?
Presenter Note: If using the shorter presentation time hide slides 9, 10, and 11,
and move directly to slide 12.Segue: In this pipeline both the core and the insulation address behavioral,
social/emotional learning, and mental health issues as well as academic issues.
Ideas for sharing with the participants:
 Insulated pipeline is about an overarching system of coordination and
collaboration of all systems (families, schools, agencies) that support our
children and youth
 Slide is self-explanatory; paraphrase and summarize; opportunity to
reiterate ideas exchanged or offered earlier in the presentation as each
level of the pipeline was addressed
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Segue: In order for a Cradle to College and/Career initiative to be effective and
efficient, the overall system must focus on…
Ideas for sharing with the participants:
 Slide is self-explanatory; paraphrase and summarize; opportunity to
reiterate need to address behavioral health in order for students to be fully
engaged in academics
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Ideas for sharing with the participants:
 Skills needed in today’s world
 Making good choices that lead to good decisions; solving problems and
setting goals are important skills to success both in a career and in the
community
 Having an awareness of your own strengths and needs, then being able to
clearly state that to others, builds self-confidence and results in
development of leadership abilities
 Expectations we have for all students
o Decision-making
o Problem-solving
o Goal-setting
o Self-awareness
o Self-advocacy
o Leadership
 By practicing these skills throughout their education, students
o Internalize them
o Generalize them across settings
o Take the skills with them into adulthood
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Optional Activity for longer presentations:
Depending on number of Participants and how conducted, 10 to 15 minutes
Think, Pair, Share Activity
Lead in questions
 Which skills listed on the slide have elements of academics?
 Which have elements of behavioral/mental health?
 How would you describe them and their interactions?
 What are some activities that support children in acquiring one
or more of these skills?
Format of activity:
 Take a few moments (30 to 45 seconds for each question –
presenter may signal at the end of the allotted time) to silently think
about the question
 Turn to a partner and check in to see if you agree and/or disagree
with the same statements.
 At your table, you will then have five minutes to share your
rationale. At the end of that time your table will be given a minute
to build consensus around the most important points from your
discussion.
 Each table will then share their ideas.
 Sharing options:
o Each spokesperson shares for 2 minutes, 1 minute –
dependent on number of tables
o Each spokesperson shares, careful not to repeat what has
been said before and add new insights
Presenter summarizes the statements and moves on to next slide.
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Presenter Tip: There is animation on this
slide; indicated by a series of clicks below.
Practice prior to presentation of this slide is
recommended.
Ideas for sharing with the participants:
• Both the core education pipeline (pre-k through work, college, and career)
and the layers of insulation address the behavioral health and well-being
of children /youth
• CLICK – in the core, all children need a healthy environment and quality
instruction
• Creating a safe learning environment
• Teaching developmentally appropriate social skills
• Some students need additional instruction or interventions
• Some need intensive interventions
• CLICK – that first layer of support services
• Provide interventions and support critical to some of our students
• From trained daycare providers to mentors for secondary students,
supports are available both academically and behaviorally
• CLICK – mental health agencies and providers are part of the basic
services in the outer layer of insulation
• The challenge is how to work together to ensure that each child is
receiving the level of services and supports needed
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What is involved in working together
30 minutes
20 minutes
15 minutes
Segue: There are three beginning steps to addressing behavioral health for all
our students.
Presenter Tip:
The bullets come in
automatically when the slide starts. The
presenter may wish to configure the main
bullets to come in one at a time as you share
information about each with the participants.
Practice prior to presentation of this slide is
recommended.
For sharing with the participants:
 Recognize the issue – in order to address it
 Be proactive – no matter what role you have in serving our children and
youth
 Use a team approach – two, three, four heads are better than one
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For reference: definitions from collection glossary
 Mental health - “a state of successful performance of mental function,
resulting in productive activities, fulfilling relationships with people, and the
ability to adapt to change and cope with adversity” (U.S. Department of
Health and Human Services, 1999, p. 4). Mental health is not merely the
absence of mental illness but the presence of something positive
 Behavioral health – possessing and demonstrating behaviors which have
life enhancing value
For sharing with the participants:
 Know that good mental health, including behavioral health, is as important
as good physical health and both impact student learning
o Issue affects ALL our students in one way or another; and, affects
all staff who interact with students
o Could be short term trauma that needs support
o Could be long term emotional/behavioral issue
o Successfully addressing mental health issues allows individuals to
reconnect with academic goals and overall learning
 Acknowledge both in and out of school issue
o Bullying can happen in many environments
o Impact on later life if not learn social skills, coping skills, etc.
 Share statistics
o Reiterate beginning of presentation statistics
 Every school day, more than seven thousand students leave
school
 Annually = approximately 1.3 million students
 Research shows that each youth who does not complete
high school, over his or her lifetime, costs the nation
approximately $260,000 [Cecilia Rouse, professor of
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
economics and public affairs at Princeton University]
 Possible projection - nearly 13 million students will
drop out over the next decade
 The result will be a loss to the nation of $3 trillion
unless high schools are able to graduate students at
higher rates
 If the students who dropped out of the Class of 2009 had
graduated, the nation’s economy could have benefitted from
nearly $335 billion in additional income over the course of
their lifetimes
o Important that others learn about the data
Know that good mental health removes some of the barriers to learning
o If student does not have emotional stability, he/she could have
difficulty accessing academic learning
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Optional Activity: depending on time available, takes 5 to 10 minutes
Whole Group Discussion Activity
Lead in statement and questions:
If we think that it is important for others to learn about these data in
order to impact positive change, whom do we need to include in
discussions?
Format of activity:
 Open the floor for discussion
 Paraphrase and repeat whenever clarity is needed
 Answer questions that are answerable
 Record
o Questions for which there are no answers at this time
o Issues to explore
o Suggestions for moving forward
 Facilitate so that all may share in the discussion. Should one or
two persons seem to be dominating the discussion, ask for a
response from a specific table or from a specific person.
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For sharing with the participants:
 Use a multi-tiered framework
o A systematic approach to teaching and learning
o Focusing on whole school, not on one group or another
o All faculty and staff are involved in implementation on behalf of all
students
o Ensure the core curriculum is rigorous and relevant
o Instructional delivery (both academic and behavioral) ensures equal
access for all learners
o A tier is a level of instruction/intervention; not a place in the school
 Instruct first
o All students
o Developmentally appropriate
 Intervene as needed
o Short term / long term
o In school / out of school
o Based on data collection and analysis to inform instructional
decision-making
o Interventions, based on student data, may be anywhere from very
mild and take little time to very intensive both in strategy and time
o Ensure interventions are delivered with fidelity
o Progress monitor frequently
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Presenter Note: Sharing personal examples
of areas of expertise and/or participation in
collaborative activities is encouraged.
For sharing with the participants:
 Learn together
 Share own and learn from expertise of others
o Parents and other family members bring to the table – Historical
information, issues from home that could affect student’s
academic/behavioral performance, information of others involved in
students’ life (agencies, medical personnel, etc.)
o Teachers and other educators bring to the table – Academic record,
observations based on how student learns/interacts with
others/reacts to classroom
routines/expectations/transitions/distractions, etc., information on
what works
o Mental health providers bring to the table - History of MH
interventions, including medications/counseling/ hospitalizations,
etc. Observations of what interventions work best, what risk
indicators are in play, etc.
o Student brings to the table – What student likes about school, what
he/she views as strengths, difficulties; where student feels most
successful in school, which accommodations help the most; how
student perceives the school program
o Engage in professional development together – when all have the
same information it is more likely they will work together to benefit
students
 Serve together
o Collaboration and cross-stakeholder decision-making – when we all
bring our expertise to the table, share data and resources, we can
find areas of agreement; then the decisions and action plans are
created from a shared viewpoint, with more “buy-in” from everyone
at the table
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o Coordinated , comprehensive services – when everyone works
together there is less likelihood of “missing” a child in need; also
less likelihood of duplicating services
Further information and resources:
5 minutes
5 minutes
5 minutes
Presenter Note: Handout #2: Behavioral
issues and supports within Cradle to College
and Career:
Resources for Further
Exploration is available for distribution at this
time. Note that more resources are listed
than are presented on this slide, including
sources referenced in the presentation.
Ideas for sharing with participants:
 Encourage exploration of resources
 Ask if they know of additional
 resources (federal, state, local) that they can share with all
 Share that there is a comprehensive resource list located in the IDEA
Partnership Collection (may wish to copy and distribute the longer
resource list, based on your audience)
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Question and Answer:
10 minutes
10 minutes
5 minutes
Presenter Note: This slide is recommended
for use with the longer presentation.
Q&A: depending on time available, takes 5 to 10 minutes
Whole Group Discussion Activity
Lead in statement and questions:
Now that we have spent time in an overview of behavioral issues and supports
within a Cradle to College/Career framework…
 What issues are coming to the forefront for you?
 What questions are uppermost in your mind?
Format of activity:
 Open the floor for discussion
 Paraphrase and repeat whenever clarity is needed
 Answer questions that are answerable
 Record
o Questions for which there are no answers at this time
o Issues to explore
o Suggestions for moving forward
 Facilitate so that all may share in the discussion. Should one or two
persons seem to be dominating the discussion, ask for a response from a
specific table or from a specific person.
Trainer Tip: Capture key ideas on chart paper. Visual recording for all to see
indicates that there will be something done after the discussion and that this is
not an exercise in futility.
Presenter paraphrases and summarizes the discussion. He/she indicates where
the responses from the discussion will go from here.
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Behavioral issues and supports
within Cradle to College and Career
Supplementary Materials
Handout #1: Cradle to College and Career: an education pipeline
Handout #2: Resources for Further Exploration
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Cradle to College and Career: an education pipeline
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Behavioral issues and supports within Cradle to College and Career
Resources for Further Exploration
Center for School Mental Health
www.schoolmentalhealth.org
Center on Response to Intervention
http://www.rti4success.org/
Center on the Social Emotional Early Foundations for Learning
http://csefel.vanderbilt.edu
Federation of Families for Children’s Mental Health
www.ffcmh.org
IDEA Partnership
www.ideapartnership.org
National Center on Response to Intervention
www.rti4success.org
Ready by 21, Forum for Youth Investment
http://www.readyby21.org/
Technical Assistance Center for Children’s Mental Health
http://gucchdtacenter.georgetown.edu/
Technical Assistance Center on Positive Behavioral Interventions and Supports
www.pbis.org
Technical Assistance Center on Social Emotional Intervention for Young Children
www.challengingbehavior.org
“The Cost of not Educating our Children”’
http://ww2.pwcs.edu/Admin/TIPA/\Costofnoteducatingchildred-research.Pdf
“Developing Early Warning Systems to Identify Potential High School Dropouts”
www.betterhighschools.org
April 2012
Behavioral issues and supports within C-C/C Presenter’s Guide
IDEA Partnership @ NASDSE
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