WI Coaches Forum August 2013

A

pplying Wraparound For Students with Emotional/Behavioral Challenges

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

Lucille Eber, Ed.D

Statewide Director, IL PBIS Network [email protected]

Tertiary Level System Components Installation Stage

1.

2.

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.

3.

4.

Tertiary Coaching (District level).

Facilitators identified and “positioned” to facilitate Tier 3 teams and plans for 1-5% of students.

5. Comprehensive training and technical assistance plan.

6.

Data system/tools to be integrated into tertiary practices.

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)

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

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)

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

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.

It Takes a System…

…..that builds system capacity for advanced tiers

SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT ~5% ~15% Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Primary Prevention: School-/Classroom Wide Systems for All Students, Staff, & Settings ~80% of Students

Stages of Implementation

Implementation occurs in stages:

• • • • • •

Exploration Installation Initial Implementation Full Implementation Innovation Sustainability 2 – 4 Years

Fixsen, Naoom, Blase, Friedman, & Wallace, 2005

Positive Behavior Interventions & Supports: A Response to Intervention (RtI) Model

Tier 1/Universal

School-Wide Assessment School-Wide Prevention Systems

ODRs, Attendance, Tardies, Grades, DIBELS, etc.

Daily Progress Report (DPR) (Behavior and Academic Goals) Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc.

Individual Student Information System (ISIS)

Tier 2/ Secondary

Check-in Check-out (CICO) Social/Academic Instructional Groups (SAIG)

Tier 3/ Tertiary

Group Intervention with Individualized Feature (e.g., Check and Connect - CnC and Mentoring) Brief Functional Behavior Assessment/ Behavior Intervention Planning (FBA/BIP) 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

Universal Team

Plans SW & Class-wide supports

3-Tiered System of Support Necessary Conversations (Teams) Secondary Systems Team

Uses Process data; determines overall intervention effectiveness

Problem Solving Team

Standing team; uses FBA/BIP process for one youth at a time

Tertiary Systems Team

Uses Process data; determines overall intervention effectiveness

Universal Support CICO SAIG Group w. individual feature Brief FBA/BIP

Sept. 1, 2009

Brief FBA/ BIP Complex FBA/BIP WRAP

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

Who is Tier 3-Wraparound for?

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

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

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.

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.

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

What’s 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

Wraparound Skill Sets

1. Identifying “big” needs (quality of life indicators)  “Student needs to feel others respect him” 2. Establish voice/ownership 3. Reframe blame 4. Recognize/prevent teams’ becoming immobilized by “setting events” 5. Getting to interventions that actually work 6. Integrate data-based decision-making into complex process (home-school-community)

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.

Wraparound Phases & 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 22

Engagement

Phase 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

23

Engagement

Phase 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 24

Phase I: Team Development

• • •

Initiating the Wraparound Process

Prepare for wraparound meetings through individual conversations with core team first step.

members is a critical 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).

Goals of Phase 1

• • • • Engaging families Understanding the process Identifying strengths and needs Identifying team members

Points to Remember about Engaging Families

• • • • Apply RtI to Family Engagement: don’t keep doing what hasn’t worked up If engagement didn’t happen, how would you change your approach to effectively engage?

professionals don’t 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.

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.

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

Engagement to Initial Plan Development 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

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 31

Initial Plan Development

Phase 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 32

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?

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?

“Ben’s

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.

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.

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 can’t control himself.”  Ben had three prior psychiatric hospitalizations (before coming to ‘G’ Elementary).

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%.

• • • • • •

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.

Child and Family Strengths

• • Ben’s Strengths identified in the first meeting included:  “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: ‘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.

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)

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

• • • •

3

rd

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 Ben’s 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)

Next Meeting was Scheduled for April 23

rd

… 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.

Data…

Questionnaire: SIMEO 2010-Home, School, Community Tool

SIMEO 2010-Home, School, Community Tool

SIMEO 2010-Home, School, Community Tool