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An Introduction to Wraparound as a Tier 3 Intervention within a System of PBIS

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Title: An Introduction to Wraparound as a Tier 3 Intervention within a System of PBIS


1
An Introduction to Wraparound as a Tier 3
Intervention within a System of PBIS
WI Coaches Forum August 2013
Applying Wraparound For Students with
Emotional/Behavioral Challenges
Lucille Eber, Ed.D Statewide Director, IL PBIS
Network lucille.eber_at_pbisillinois.org
2
Tertiary Level System ComponentsInstallation
Stage
  • District Planning Team to address the system
    challenges and address the data trends to be
    changed.
  • Building level tertiary systems planning team to
    monitor progress of tertiary plans and address
    challenges at building level.
  • Tertiary Coaching (District level).
  • Facilitators identified and positioned to
    facilitate Tier 3 teams and plans for 1-5 of
    students.
  • Comprehensive training and technical assistance
    plan.
  • Data system/tools to be integrated into tertiary
    practices.

3
Commitments Needed at Tertiary Level
  • District Commitment to review data, ongoing
    planning, support tertiary development at
    district and building levels
  • Designated Buildings/District Staff positioned to
    facilitate tertiary teams for individual students
    (3-5)
  • External Tertiary Coach/Coordinator positioned
  • Continuum of Skill Sets (training, guided
    learning, practice, coaching, consultation)
  • Commitment to use of Data at System and Practice
    Levels
  • Going beyond ODRs (i.e. SSBD)
  • Self assessment/fidelity (i.e. CISS, PoI)
  • System monitoring (SR-T, Tier2/3 Tracking Tool,
    etc)
  • SIMEO-Student Outcomes (complex FBA/BIP and
    wraparound)

4
We Know the Practices that Work
  • Proactive, strength-based set kids up to
    experience success
  • High rates of consistent, supported instruction
    teach/practice/reinforce
  • Predictable and consistent environments
  • Know unique why? for each student/problem
  • Contextual fit Strategic use of natural
    supports, and settings
  • Careful monitoring of data over time with ongoing
    revisions to guide incremental improvements in
    quality of life

5
We Know the System Features Needed to Support the
Effective Practices
  • A Team unique to each individual child family
  • Blend the family/natural supports with the school
    representatives who know the child best
  • A defined Meeting Process
  • Meet frequently and use data
  • Develop, implement, review range of interventions
  • Facilitator Role
  • Bringing team together
  • Blending perspectives guiding consensus
  • Systematic use of data (strengths and needs)

6
Wraparound A SOC Tool
  • Emerged from practitioners struggling to
    implement SOC (grassroots)
  • Keep/bring youth home
  • Flexible, creative, non-categorical
  • Natural support networks
  • Community-based
  • Unconditional-Commit to stay the course
  • Let family voice guide service development
  • Non-traditional supports and services

7
What is Wraparound?
  • Wraparound is a process for developing
    family-centered teams and plans that are strength
    and needs based
  • (not deficit based)
  • across multiple settings and life domains.

8
It Takes a System
  • ..that builds system capacity for advanced tiers

9
Tertiary Prevention Specialized
Individualized Systems for Students with
High-Risk Behavior
SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT
5
Secondary Prevention Specialized Group Systems
for Students with At-Risk Behavior
15
Primary Prevention School-/Classroom- Wide
Systems for All Students, Staff, Settings
80 of Students
10
Stages of Implementation
Implementation occurs in stages
  • Exploration
  • Installation
  • Initial Implementation
  • Full Implementation
  • Innovation
  • Sustainability

Fixsen, Naoom, Blase, Friedman, Wallace, 2005
11
Positive Behavior Interventions SupportsA
Response to Intervention (RtI) Model
Tier 1/Universal School-Wide Assessment School-W
ide Prevention Systems

ODRs, Attendance, Tardies, Grades,
DIBELS, etc.
Tier 2/Secondary Tier 3/ Tertiary
Check-in Check-out (CICO)
Intervention
Assessment
Social/Academic Instructional Groups (SAIG)
Daily Progress
Report (DPR) (Behavior and
Academic Goals)
Group Intervention with Individualized Feature
(e.g., Check and Connect - CnC and
Mentoring)
Competing Behavior Pathway, Functional
Assessment Interview,
Scatter Plots, etc.
Brief Functional Behavior Assessment/ Behavior
Intervention Planning (FBA/BIP)
Individual Student Information
System (ISIS)
Complex or Multiple-domain FBA/BIP
SIMEO Tools HSC-T, RD-T, EI-T
Wraparound
Illinois PBIS Network, Revised October
2009 Adapted from T. Scott, 2004
12
3-Tiered System of Support Necessary
Conversations (Teams)
Problem Solving Team
Tertiary Systems Team
Secondary Systems Team
UniversalTeam
Uses Process data determines overall
intervention effectiveness
Uses Process data determines overall
intervention effectiveness
Plans SW Class-wide supports
Standing team uses FBA/BIP process for one youth
at a time
CICO
Universal Support
Brief FBA/BIP
SAIG
Complex FBA/BIP
WRAP
Group w. individual feature
Brief FBA/BIP
Sept. 1, 2009
13
Tier 3 Interventions
  • Person-Centered (voice and choice)
  • Highly individualized (unique team per student)
  • Multiple Data Sources (add Tier 3 data-
    Perception data)
  • Complex function-based behavior plans
  • Wraparound/RENEW/Family Focused Plans

14
Who is Tier 3-Wraparound for?
  • Youth with multiple needs across home, school,
    community
  • Youth at-risk for change of placement (youth not
    responding to current systems/practices)
  • The adults in youths life are not effectively
    engaged in comprehensive planning (i.e. adults
    not getting along very well)


15
Wraparound A SOC Tool
  • Emerged from practitioners struggling to
    implement SOC (grassroots)
  • Keep/bring youth home
  • Flexible, creative, non-categorical
  • Natural support networks
  • Community-based
  • Unconditional-Commit to stay the course
  • Let family voice guide service development
  • Non-traditional supports and services

16
What is Wraparound?
  • Wraparound is a process for developing
    family-centered teams and plans that are strength
    and needs based
  • (not deficit based)
  • across multiple settings and life domains.

17
Voice to Engagement
  • WE have to ask the youth/family how they will
    know if thing are getting better
  • they have to define success for the team
  • If they define progress/success, as well as
    strengths and needs, then they are likely to be
    engaged in the interventions.

18
Implementing Wraparound Key Elements Needed for
Success
  • Engaging students, families teachers
  • Team development team ownership
  • Ensuring student/family/teacher voice
  • Getting to real (big) needs
  • Effective interventions
  • Serious use of strengths
  • Natural supports
  • Focus on needs vs. services
  • Monitoring progress sustaining
  • System support buy-in

19
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 (WIT)
  • Tools to guide teams
  • Home School Community
  • Education Information Tool

20
Wraparound Skill Sets
  • Identifying big needs (quality of life
    indicators)
  • Student needs to feel others respect him
  • Establish voice/ownership
  • Reframe blame
  • Recognize/prevent teams becoming immobilized by
    setting events
  • Getting to interventions that actually work
  • Integrate data-based decision-making into complex
    process (home-school-community)

21
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.

22
WraparoundPhases Activities
  • Engagement Team Prep
  • Orient family to Wrap
  • Stabilize crises
  • Develop Strengths Profile
  • Complete HSC, SD-T, ED-T
  • Engage team members
  • Make meeting arrangements
  • Initial Plan Development
  • Develop an action plan
  • Develop a crisis/safety plan
  • Implementation
  • Implement the plan
  • Revisit and update the plan
  • Maintain team cohesiveness and trust
  • Update HSC, SD-T, ED-T
  • Manage meeting/team logistics
  • Transition
  • Plan for cessation of wrap
  • Conduct commencement ceremonies
  • Follow-up with the family after graduation

23
EngagementPhase I
  • Goals
  • Establish a rapport with student and family that
    is transparent and based on trust
  • Educate the family about the process so they can
    make an informed decision to participate
  • Explore individual and family strengths, needs,
    culture across life domains
  • Identify the families big needs
  • Identify and engage team members that will
    support the youth and family through the process
  • Prepare family and team members for the first
    meeting
  • Begin preparing the family for transition

24
EngagementPhase I
  • Activities
  • Introduce the family to wraparound
  • Stabilize crises
  • Coffee Chats focused on hearing the family
    perspective on their strengths, needs, culture
    and long term goals
  • Complete a strength based profile that reflects
    strengths of family, their needs, culture and
    vision around life domains
  • Complete HSC SD-T (ED-T is completed by
    teacher)
  • Prioritize needs
  • Identify and engage the team
  • Prepare for the first team meeting

25
Phase I Team Development
  • Initiating the Wraparound Process
  • Prepare for wraparound meetings through
    individual conversations with core team members
    is a critical first step.
  • The first contact/s with the family should feel
    different than being invited to a meeting.
  • Gather information for a rich strength profile
    (this will be a valuable tool for action
    planning).

26
Goals of Phase 1
  • Engaging families
  • Understanding the process
  • Identifying strengths and needs
  • Identifying team members

27
Points to Remember aboutEngaging Families
  • Apply RtI to Family Engagement dont keep doing
    what hasnt worked up
  • If engagement didnt happen, how would you change
    your approach to effectively engage?
  • professionals dont get to choose or judge how
    families raise their kids.
  • Always start with a conversation (not a meeting)
    with the family, getting their trust and
    permission before talking with others.

28
Checking for Family Voice Ownership
  • Family chooses team members
  • Team meets when where family is comfortable
  • Family (including the youth) feels like it is
    their meeting and their plan instead of feeling
    like they are attending a meeting the school or
    agency is having about them.

29
Team Composition Roles are the focus (not job
titles)
  • Parents/caretakers and youth
  • Person/s the family turns to for support
    (extended family, friend of parent or child,
    neighbor, medical/professionals)
  • Person representing strengths/interests (coach,
    specific teacher)
  • Agencies Involved mental health, DCFS, Juvenile
    Justice, Early Intervention, etc.
  • Spiritual Supports
  • Facilitator
  • Mentor
  • 4 to 7 members

30
Engagement to Initial PlanDevelopment Next Steps
  • Engagement
  • Educated family, relationship, strengths, needs,
    potential team
  • Completed w/ family SNP, HSC, SD-T, ED-T
  • Preparing the Family for Initial Wrap Meeting
  • Agenda (introductions, ground rules, celebrate
    successes, mission, strengths, needs, action
    plan, crisis plan, next meeting)
  • Develop draft Family Mission
  • Prioritize Needs
  • Select team members
  • Decide who how to recruit involve team
  • Preparing family for their roles
  • Set meeting date/time

31
Initial Plan Development Phase II
  • Goals
  • Facilitate initial wraparound meeting(s)
  • Develop a team culture
  • Develop a family mission that guides the
  • wraparound team
  • Develop an individualized Action Plan
  • Complete a preventative safety/crisis plan
  • To integrate the plan across classroom settings
    and agencies

32
Initial Plan DevelopmentPhase II
  • Activities
  • Setting the stage (agree on ground rules, and
    family mission assess needs and strengths)
  • Determining the goals (prioritized needs, goals
    and measureable objectives)
  • Developing the action plans (brainstorming
    options and developing action steps)
  • Crisis and safety planning

33
Data-Based Decision-Making and Wraparound
Can wraparound teams use data-based
decision-making 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?

34
Similarities and Differences
  • How is Wraparound is similar and different from
    typical service delivery in your school district
    or agency?
  • How is the family initially engaged?
  • Do the perspectives of the family drive the
    process?
  • Who participates?
  • Are natural supports included?
  • Are direct supports for families and teachers in
    the plan?
  • Is the focus on strengths and needs vs. deficits
    or problems?

35
Bens Story(multi-tiered support)
  • Ben started CICO in September of 2009. He was
    automatically entered into the intervention when
    he met the building criteria of having two, level
    two office discipline referrals.
  • Behaviors of concern included disobeying
    directions, talking out, disrupting others
    learning, off task, hitting other students,
    arguing with teacher and students, name calling,
    cursing to peers and adults.
  • He averaged a 78 after 6 weeks.

36
And Then
  • A reverse request was given to the teacher where
    she was asked to identify the next secondary
    intervention (continued CICO, SAIG, CICO with
    individual features or mentoring).
  • The teacher chose for Ben to receive a mentor.
  • His mentor was chosen from the community
    partnership G elementary has with a local
    church.

37
Moving Forward
  • In December, Ben began asking his mother if he
    could be admitted to the hospital so he could
    get better. He was experiencing anger, thoughts
    of hurting himself and he was physically
    aggressive with classmates and peers. He was
    verbalizing I cant control himself.
  • Ben had three prior psychiatric hospitalizations
    (before coming to G Elementary).

38
And Then
  • System criteria is for the systems team to
    consider wrap around for a student who is at risk
    for change of placement.
  • The secondary systems met and decided to contact
    mom re starting a wrap around.
  • Ben was at risk for an out of home placement due
    to behaviors at home (physical aggression). He
    was also chosen due to continued office
    discipline referrals (30 for the year), out of
    school suspensions (3), and a CICO average of
    76.

39
Challenges Ben and Family Were Facing Included
  • Single parent family mom working evenings and
    overnights.
  • No contact with biological father and no
    consistent male role models.
  • ADHD diagnoses inconsistent use of prescribed
    medication.
  • Limited involvement in community neighborhood
  • Limited social relationships at school home
  • Stress of moving to different homes.

40
Child and Family Strengths
  • Bens Strengths identified in the first meeting
    included
  • Ben Smart, good at math, reading, writing and
    playing video games
  • Mom Very organized
  • Hes creative and enjoys drawing cartoons
  • Teacher writing and math
  • Family Strengths
  • Mom consistently takes Ben to his mental health
    appointments.
  • This might include getting the city bus for an
    hour ride, attending an hour appointment, waiting
    another 30 minutes for the bus and then riding
    home and then bringing him to school.
  • Mom is an active participant at the school,
    follows through with suggestions.

41
MISSION STATEMENT A Happy Home
  • The mission statement was developed by the team,
    Ben and his mom.
  • Ben stated that his hopes were he would yell
    less at home so that he would see more smiling
    from his family. Mom agreed.

42
First Child Family Meeting
  • Initial steps as a result of the first child
    family team meeting
  • Continued CICO
  • Continued mentoring
  • Continued MH services
  • Continue communication with Mental Health
  • FBA to be completed
  • Family access to YMCA (schedule present at LANS
    for funding)

43
Child Family Team Meeting Number 2
  • January 22
  • Discussed improved behavior at home and school
    (not in physical fights at school, turning in his
    work, helping at home)
  • Completed BIP using the FBA (help from the
    baseline SIMEO data)
  • Planned next meeting and Ben wanted to invite
    mentor to the next meeting

44
3rd Child Family Team Meeting
  • March 5, 2010
  • Reviewed strengths celebrating that he walked
    away from two fights at school (he had never done
    that before)
  • Team looked at data/ graphs and Ben led the
    discussion and interpreted the improvements for
    the group
  • Needs in Bens words were that he still had room
    to improve. Ben pointed to areas on the graphs
    where he said he still needed to work on.
  • Mom was going to bring electric bill so the
    social worker could continue to get YMCA family
    membership to address the needs (e.g. to do,
    social activities)

45
Next Meeting was Scheduled for April 23rd
however
  • Upon returning from spring break (three
    weeks-this is a year round school) mom was in the
    school office and reported she was evicted and
    needed to begin staying with extended family.
    Social worker and the parent educator are working
    to obtain transportation. The parent educator
    (homeless liaison) is working with the family to
    obtain stable housing.

46
Data
47
Questionnaire SIMEO 2010-Home, School, Community
Tool
48
SIMEO 2010-Home, School, Community Tool
49
SIMEO 2010-Home, School, Community Tool
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