Transcript Slide 1

The Wraparound Process as a Tertiary Intervention
Leading the Four Phases of Wraparound with Integrity
Ami Flammini, IL PBIS Network
Sara Teeter, Springfield Public Schools
Abbey Wacaser, Springfield Public Schools
The Wraparound Process as a
Tier3/Tertiary Intervention
• Ami Flammini, Technical Assistance Director, Illinois
PBIS Network; Sara Teeter, Tertiary Coach, and Abbey
Wacaser, Social Worker, Graham Elementary,
Springfield SD 186
• This session will describe the process of wraparound:
building a child and family team, identifying strengths
and needs of the child and family, developing an action
plan, and using data to guide the Wrap team.
Participants will learn the four phases of Wraparound
and become familiar with the Wraparound Integrity Tool
(WIT).
• Strand: Tier 3/Tertiary
• Level: Advanced
Positive Behavior Interventions & Supports:
A Response to Intervention (RtI) Model
Tier 1/Universal
School-Wide Assessment
School-Wide Prevention Systems
Tier 2/
Secondary
ODRs,
Attendance,
Tardies, Grades,
DIBELS, etc.
Check-in/
Check-out
Social/Academic
Instructional Groups
Daily Progress
Report (DPR)
(Behavior and
Academic Goals)
Competing Behavior
Pathway, Functional
Assessment Interview,
Scatter Plots, etc.
Individualized CheckIn/Check-Out, Groups &
Mentoring (ex. CnC)
Tier 3/
Tertiary
Brief Functional Behavioral Assessment/
Behavior Intervention Planning (FBA/BIP)
Complex FBA/BIP
SIMEO Tools:
HSC-T, RD-T, EI-T
Wraparound
Illinois PBIS Network, Revised May 2009
Adapted from T. Scott, 2004
3-Tiered System of Support
Necessary Conversations (Teams)
Universal
Team
Plans SW &
Class-wide
supports
Universal
Support
Secondary
Systems Team
Problem Solving
Team
Tertiary
Systems Team
Uses Process data;
determines overall
intervention
effectiveness
Standing team; uses
FBA/BIP process for
one youth at a time
Uses Process data;
determines overall
intervention
effectiveness
CICO
Brief
SAIG
Group w.
individual
feature
Brief
FBA/BIP
Sept. 1, 2009
FBA/
BIP
Complex
FBA/BIP
WRAP
Wrap-around
Who is 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 youth’s life are not effectively engaged
in comprehensive planning (i.e. adults not getting
along very well)
What Happens During the
Wraparound Process?
The wraparound process creates
a context for design &
implementation of research-based
behavioral, academic and clinical
interventions
Life Domain Areas to Consider
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Physical Needs/Living Situation
Family/Attachment
 Emotional/Psychological
 Health
Safety
 Educational/Vocational
Socialization
 Legal
Cultural/Spiritual
Strengths & Wraparound
Assumptions About Strengths
• All people have strengths
• Each person’s strengths are unique
• Change is supported by building on
strengths
• People know their own strengths and needs
• All environments have strengths to be built
upon
Strengths & Wraparound
• Strategies are created based on strengths.
• Action Plan is guided by strengths.
• More is documented about strengths than
problems.
• Strengths of each family member and the
family as a whole are recorded.
How are Strengths Used Continuously
in the Wraparound Process?
• To support the collaborative
relationship of team members
• To establish ownership of team and plan
• To ensure interventions are proactive
• To continuously build on successes
Data based Decision-Making
Wrap in IL means using SIMEO data
– Supports what we know to be true a
– Sometimes tells us what we did not know
– Supports need for team involvement
– Supports need for family involvement
– Supports need for resource allocation
– Identifies when change is necessary and
imminent
– Helps to celebrate our success
Data
• Wrap in IL means using SIMEO data
• SIMEO should help (not be a chore…)
• Use tools with, and for, CONVERSATION
not COLLECTION
• SIMEO tools
– Student disposition tool
– Home/School/Community
– Teacher Education Tool
THE FOUR PHASES of WRAP
Four Phases of Wraparound
Implementation
I.
Team Development
- Get people ready to be a team
- Complete strengths/needs chats
II.
Initial Plan Development
- Hold initial planning meetings
- Develop a team “culture”
III.
Plan Implementation & Refinement
- Hold team meetings to review plans
- Modify, adapt & adjust team plan
IV. Plan Completion & Transition
- Define good enough
- “Unwrap”
Phase I:
Team Development: Initiating Wraparound
Wraparound Facilitator:
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Meets with family & stakeholders
Gathers perspectives on strengths & needs
Assess for safety & risk
Provides or arranges stabilization response if safety
is compromised
Explains the wraparound process
Identifies, invites & orients Child & Family Team
members
Completes strengths summaries & inventories
Arranges initial wraparound planning meeting
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.
Points to Remember about
Engaging Families
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Apply RtI to Family Engagement: don’t keep doing what hasn’t
worked up
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professionals don’t get to choose or judge how families raise their
kids.
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Always start with a conversation ( not a meeting) with the family,
getting their trust and permission before talking with others
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No blaming, no shaming
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Start with strengths
Family’s needs are priority
Listen to their story before the meeting
Validate their perspective
Phase II Wraparound:
Plan Development
Facilitator:
• Holds an initial (or 2) wraparound plan
development meeting
• Leads team in creating a mission statement
• Facilitates team in identifying, prioritizing needs
• Leads the team in generating strategies to meet
needs
• Identifies person/s responsible for follow-through
with action plan items
Phase III of Wraparound:
Plan Implementation & Refinement
• Facilitator
– Sponsors & holds regular team meetings
– Facilitates team feedback on accomplishments
– Leads team members in progress-monitoring
• Plan implementation
• Plan effectiveness
– Creates an opportunity for modification
• Maintain, modify or transition interventions
– Documents & distributes team meeting minutes
Phase IV of Wraparound:
Plan Completion & Transition
•
Purposeful transition out of ‘formal’ wraparound
process with goal of maintaining positive
outcomes
Strategies become more based on natural
supports (ex. friendship, sports…)
Focus on transition is continual (starts
in phase I)
Transition students from more intensive to less
intensive supports
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Universal & Secondary strategies
“Unwrap”
Assessing for Integrity
Introducing Fidelity into the Wraparound
Process: Wraparound Integrity Tool
(WIT)
Purpose of the WIT:
– to ensure wraparound is done with integrity;
– assist family in thinking through previous/most recent
meeting experiences (baseline rating)
– team self-assess fidelity over time.
Trainer models/role play:
– How to introduce during Phase I;
– How to introduce/use at team meetings over time
Springfield Public Schools District #186
• District #186 has been a Tertiary Site for 4
years
• District provides ongoing tertiary training
and tertiary technical support with the help
of the Illinois PBIS network.
• Springfield currently has 17 schools that
have a trained wrap facilitator.
Springfield District 186
&
the 4 Phases of Wrap around
District Systems Issues
Total Wraps in District #186
District-Wide WIT
Implementation
• Early in the Tertiary Grant, the
Wraparound Integrity Tool (WIT) was just
created and tested.
• Currently 1 wrap is using the WIT
• Future plans include the WIT becoming
standard protocol for all new wraps.
Addressing District System Issues
Graham
Elementary
Population: 312
Poverty level: 89%
Ethnicity breakdown:
42% African
American, 36%
Caucasian, 16%
Multi-Racial, 3%
Hispanic, 1% Asian,
and 1% American
Indian
Student Support
Leader (role): at
Graham full time;
secondary systems
facilitator; cico
coordinator; wrap
facilitator;
DATA POINTS
1. getting in
2. progress monitoring
&
3. exiting the intervention
Child & FamilyTeam Meetings
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12/15/09
1/22/10
2/19/10
3/3/10
4/23/10
5/28/10
8/10/10
8/31/10
9/16/10
10/21/10
11/30/10
FAMILY VOICE
Ben and Mom initially chose the teacher and abbey. They
also wanted an aunt who was unable to participate.
Mom was unable to identify other adults for the team due to
frequent moves, difficulty in the neighborhood and a lack
of involvement in the community.
After the first two meetings Ben asked for his mentor to
join the child and family team.
Meetings 1 and 2:
• Discussed strengths for Ben and his family
• Came up with mission statement
• Discussed Big Need
Strengths identified in the first
meeting
Ben’s strengths
Ben: Smart, good at math, reading, writing and playing video games
Mom: Very organized, He’s 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;
MISSION STATEMENT
The mission statement was developed by
the team, Ben and his mom.
Ben wanted the mission statement to be
“I will yell less at home so that I can see
more smiling from my family”.
Big Need
The Child & Family Team determined the Big
Need using the SIMEO data and people’s
perceptions.
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The need for positive adult and peer relationships
at home, the neighborhood and school
-School-addressed through mentor and social
worker working on social skills
-Community addressed through YMCA family pass
and basketball league
-Home being addressed through counseling
The BIG NEED
(what’s under the surface)
The Child & Family Team
determined the Big Need
using the SIMEO data
and people’s
perceptions.
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The need for positive adult
and peer relationships at
home, the neighborhood
and school
Behavior Pathway completed at
2nd c&f team
Behavior Intervention Plan
Meetings 3 and 4:
• Celebrated Ben walking away from 2
fights!!!
• Addressed the need of social activities
from SIMEO data by working on a family
YMCA pass through LANS
Meeting 5
• Upon returning
from Spring
Break, family
was evicted
from home and
living with
family.
• Parent educator
and social
worker helped
transition family
into a shelter
Meeting 6
• Worked on summer planning for Ben
• Will attend basketball camp
• Will attend Lincoln Prairie Behavioral
Health enrichment program 3 times per
week
• Will attend vacation bible school
Meetings 7 and 8
• Return from summer
meeting
• Family is
transitioning to a
new shelter
• Ben started school
for 1 week and was
then hospitalized,
had an emergency
meeting when he
returned
Meetings 9 and 10
• Discussed huge school improvement
• Ben is turning in work, his grades are all
80%-90%
• He has received only 3 referrals all year as
compared to last year at this time he had
29
• Met with Ben
to discuss his
mentor moving
out of town
• Talked with
him about it in
our child and
family team
meeting
• Former
teacher
volunteered
her husband
who will start
immediately
Meeting 11
DATA over time….
DATA over time…….
Monthly referral slide
Abbey WIT
• Completed after 2nd child and family team
meeting and after the 4th child and family
team meeting
• Completed during the child and family
team meeting
• Currently in phase III, Implementation and
Refinement
• Forsee moving to phase IV by Spring to
transition out of wrap
Question
&
Answers
Before you leave the session...
• Pull out the blue sheet titled, “Evaluation
Worksheet Notes”
• Take a moment to respond to the breakout
session questions
• These notes will assist you in completing
the online evaluation after the conference
• Your comments are valued and assist in
developing future conference sessions