Coaches have to help establish capacity for:

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Wraparound and Positive Behavior Supports A
Panel Discussion APBS Conference March 9,
2007 Boston

Lucille Eber, IL PBIS Network Kimberli Breen, IL
PBIS Network Martha Wally, Worcester, MA Public
Schools Michael Orth, Westchester County NY
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Designing School-Wide Systems for Student
SuccessA Response to Intervention Model
Academic Systems
Behavioral Systems
1-5
1-5
5-10
5-10
80-90
80-90
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IL 2003-04 data
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School-wide Positive Behavior SupportsA Response
to Intervention Model





Universal School-Wide Assessment School-Wide
Prevention Systems

• Secondary
• Tertiary

Group Interventions
AnalyzeStudent Data
Small group interventions Individualized
Interventions (simple) Complex individualized
interventions
Interviews, Questionnaires, etc.
Intervention
Assessment
Observations, FBA

Multiple settings

Multiple Perspectives
Team-Based Wraparound Interventions
Multi-Disciplinary Assessment Analysis
Adapted from T. Scott, 2004
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Continuum of Support for Secondary-Tertiary Level
Systems

• Group interventions (BEP, Check Connect, social
  or academic skills groups, tutor/homework clubs,
  etc)
• Group Intervention with a unique feature for an
  individual student
• Individualized function based behavior support
  plan for a student focused on one specific
  behavior
• Behavior Support Plan across settings (i.e. home
  and school)
• Wraparound More complex and comprehensive plan
  that address multiple life domain issues across
  home, school and community (i.e. basic needs, MH
  treatment, as well as behavior/academic
  interventions)

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Tertiary Level System Components

• Facilitate/guide an individualized team planning
  process
• Family/student/teacher ownership of plan
• Access full range of school and community support
  services across life domains
• Home, school, community settings
• Individualized academic and behavior
  interventions are integrated into comprehensive
  wraparound plans.

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Individualized Comprehensive Teams/Plans

• Who?
• Youth with multiple needs across home, school,
  community
• Youth with multiple life domain needs
• The adults in youths life are not effectively
• engaged in comprehensive planning
• (i.e. adults not getting along very well)

What? The development of a very unique,
individualized, strength-based team plan with
the youth and family that is designed to improve
quality of life as defined by the youth/family.

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Individualized, Comprehensive Teams/Plans
What Do Tertiary Plans include? Supports and
interventions across multiple life domains and
settings (i.e. behavior support plans, academic
interventions, basic living supports,
multi-agency strategies, family supports,
community supports, etc.)
Whats Different? Natural supports and unique
strengths are emphasized in team and plan
development. Youth/family access, voice,
ownership are critical features. Plans include
supports for adults/family, as well as youth.
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Tertiary Level System Components

• Facilitate/guide an individualized team planning
  process
• Family/student/teacher ownership of plan
• Access full range of school and community support
  services across life domains
• Home, school, community settings
• Individualized academic and behavior
  interventions are integrated into comprehensive
  wraparound plans.

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Wraparound A SOC Tool

• Emerged from practitioners struggling to
• implement SOC (grassroots)
• Keep/bring kids home
• Flexible, creative, non-categorical
• Natural support networks
• Community-based
• Do whatever it takes
• Let families guide service development
• Non-traditional supports and services

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Value Base

• Build on strengths to meet needs
• One family-one plan
• Increased parent choice
• Increased family independence
• Support for youth in context of families
• Support for families in context of community
• Unconditional If the plan doesnt work, change
  the plan

P.Miles, 2004
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Similarities with Processes used in Special
Education

• Person-centered planning
• Positive behavior supports
• Mapping
• IFSP

• Voice and choice re quality of life
• Collaborative team process
• Supports adults who provide interventions for
  child
• Focus on natural supports settings
• Multiple life domains

The Art Science of Wraparound Eber, 2003
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Planning at the Tertiary Level
Individualized Planning
Supports Across Multiple Life Domains
The Art of Engagement Family Voice Blending
Perspectives
Science of Interventions Data-Based
Decision-making via gtFBA gtWraparound
(SIMEO)
Team-Building Home, School and Community
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Whats New in Wraparound?

• Skill set specificity
• Focus on intervention design/effectiveness
• Integration with school-wide PBS
• Phases to guide implementation/supervision
• Data-based decision-making
• Integrity/fidelity assessment
• Tools
• Home School Community
• Education Information Tool
• Wraparound Integrity Tool

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Lessons Learned

• An engaged team is worth investing time in
• Time investment is needed up front (pay now or
  pay later)
• Choice, voice, ownership increases strength of
  interventions
• School-wide system offers more options in natural
  settings
• Opportunities to intervene can be enhanced
  increased
• Not judging or blaming can transform relationships

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Coaches have to help establish capacity for

• Commitment of time
• Commitment to stay at table
• Willingness to regroup and be solution-focused
• No judging or blaming
• Time for listening to stories
• Time for venting, validating
• Establishing consensus
• Voice of student/family in prioritizing
• Establishing ownership

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Skill Sets

• Identifying big needs (quality of life
  indicators)
• Recognize voice/ownership stages
• Reframe blame
• Recognize setting event immobilization
• Getting to interventions that work
• Data-based decision-making

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Four Phases of Wraparound Implementation

• Team Preparation
• - Get people ready to be a team
• - Complete strengths/needs chats (baseline data)
• Initial Plan Development
• - Hold initial planning meetings (integrate data)
• - Develop a team culture (use data to establish
  voice)
• Plan Implementation Refinement
• - Hold team meetings to review plans (ongoing
  data collection and use)
• - Modify, adapt adjust team plan (based on
  data)
• Plan Completion Transition
• - Define good enough (Data-based decision-making)
• - Unwrap

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Examples of Needs Statements

• The student needs to feel adults and peers
  respect him.
• The student needs to feel happy about being at
  school.
• The parent needs to know her son is getting a
  fair shake at school.
• The student needs to be reassured that he can
  complete the work.

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Needs Individualized Planning

• Focus on the why of a need not the how
• Needs to feel competent with academic tasks
  rather than he needs to complete his assignments
• Use descriptive terms
• To learn, To know, To experience, To feel, To
  see, To have, To be
• Deal with the big stuff
• Families/youth deserve to know their teams are
  dealing with their larger challenges
• More than one way to meet it
• Unlike a goal (John will come to school every
  day)
• Improves quality of life (as defined by family,
  youth)

Adapted from P.Miles,2004
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Data-based Decision-making

• Can teams use data to prioritize needs, design
  strategies, monitor progress of the
  child/family team?

• more efficient teams, meetings, and plans?
• less reactive (emotion-based) actions?
• more strategic actions?
• more effective outcomes?
• longer-term commitment to maintain success?

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Using Data to Drive Decision Making at The Child
and Family Team

• Supports what we know to be true about a student
• Sometimes tells us what we did not know about a
  student
• Helps to support need for team involvement
• Helps to support need for family involvement
• Help to support need for resource allocation
• Helps us to our celebrate success
• Helps us to know when change is necessary and
  imminent

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Mary Ellen

• 7th grade student
• Referred to the Student Assistant Team as a
  potential WRAP because she had formed a strong
  attachment to a teacher that interfered with her
  ability to transition between classes.
• The team determined that when Mary Ellen
  transitioned between classes her anxiety
  increased because she wanted attention from her
  teacher.
• Staff escorts were assigned to her between
  classes as a safety precaution and to alleviate
  anxiety of the student and teacher. A staff
  member was also assigned outside the classroom
  teachers room. The anxiety continued and the
  wraparound process was initiated.

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Mary EllenHome, School, Community Tool
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Mary EllenHome, School, Community Tool
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Mary EllenWraparound Phase One

• The escort service was gradually faded and Mary
  Ellens anxiety began to decrease.
• Mary Ellen met with her counselor, D.D., to set
  goals (Universal level intervention). Mary Ellen
  set the goal to walk to class by herself.
• The wrap team plans to meet to address social and
  recreational needs identified by the family and
  school via data and conversation.
• The team has also started to plan ways that Mary
  Ellen can interact with peers (Trivia game,
  safety presentation).
• The family is in the process of completing an
  outside evaluation, which may lead Mary Ellen
  being diagnosed with Aspergers Syndrome
  Disorder.

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Wraparound Case Study Carlos cont.Classroom
Functioning From three points in time (11/03
06/04)
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Wraparound Case Study Carlos cont. Strength
Sustained at Six Months (11/03 06/04)
Works independently
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Wraparound Case Study Carlos cont. Need
Becomes Strength at Six Months (11/03 06/04)
Has enough to do (age-appropriate activities)
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Wraparound Case Study Carlos cont. Strengths
Sustained at Six Months (11/03 06/04)
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Wraparound Case Study Carlos cont. Ongoing
Needs/Six Months (11/03 06/04)
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Wraparound Case Study Ozzie cont.Getting to
Strengths and Needs at Baseline Using Data and
Voice Choice
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RomanUsing the Data to get to Strengths and
Needs
School
Home
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Why Build Interagency Networks?

• Better use of school/community based resources
• Increase community coordination collaboration
• Provide flexible, individualized approach to
  helping students and their families
• Contain costs and demonstrate cost effectiveness