Transcript Wraparound - Wisconsin PBIS Network

Wraparound
WI PBIS Network
Rachel Saladis
Technical Assistance Coordinator
[email protected]
Who is in the room?
School Social Workers?
School Psychologists?
School Counselors?
School Administrators?
School Teachers?
Others?
How many of you have done wraparound in
the past?
School-Wide Systems for Student Success:
A Response to Intervention (RtI) Model
Academic Systems
Behavioral Systems
Tier 3/Tertiary Interventions
1-5%
1-5%
Tier 3/Tertiary Interventions
•Individual students
•Assessment-based
•High intensity
Tier 2/Secondary Interventions
•Individual students
•Assessment-based
•Intense, durable procedures
5-15%
5-15%
Tier 2/Secondary Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
•Small group interventions
•Some individualizing
•Some students (at-risk)
•High efficiency
•Rapid response
•Small group interventions
• Some individualizing
Tier 1/Universal Interventions 80-90%
•All students
•Preventive, proactive
Illinois PBIS Network, Revised Sept., 2008.
Adapted from “What is school-wide PBS?”
OSEP Technical Assistance Center on Positive
Behavioral Interventions and Supports.
Accessed at http://pbis.org/schoolwide.htm
80-90%
Tier 1/Universal Interventions
•All settings, all students
•Preventive, proactive
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
Individualized Teams at the Tertiary
Level
 Are unique to the individual child &
family
 Blend the family’s supports with the
school representatives who know the
child best
 Meeting Process
 Meet frequently
 Regularly develop & review
interventions
 Facilitator Role
 Role of bringing team together
 Role of blending perspectives
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: Never give up
P.Miles, 2004
How do you know who to give Tier 3
Supports?
Use data
Discipline (ODR, ISS, OSS)
Systems Response Tool
Family and School are in conflict
Student is at risk of a more restrictive
placement
Lower level supports have not been effective
Needs across multiple life domains
Layering Supports
 As students start with tier 2 interventions and may not
be successful, layering additional interventions is
important
 A student could be in CICO, in SAIG, have a FBA/BIP and
also be involved in wrap.
 OR, students could start with wrap, then the
team/school would make sure the student had access
to lower level interventions as a part of the wrap plan
 Tier 3 wrap student action plan builds on lower level
interventions as a part of the comprehensive
wraparound plan
Wraparound
 Wraparound is a PROCESS for supporting youth and
families with complex needs.
Defined by 10 Principles
Implemented in 4 Phases
Build self efficacy
The wraparound process is a key component on the continuum of a
school wide system of PBIS.
Wraparound is:
Wraparound is Not:
An ongoing family/person centered
planning process used by…
 A set of services; mentoring, therapy,
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A team of people
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Who come together
Around family strengths/needs
To create a unique plan of
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interventions & supports
 Based on a team (NOT ABOUT ME 
WITHOUT ME) that values
unconditional care (NO BLAME NO 
SHAME).
 (Brene Brown: Research on Shame)
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tutoring
An IEP meeting
A one or two time meeting made up
of professionals who decide what a
student/family needs
Any one individual who connects with
the family or student
Only for families and students we
judge as “workable” or “likeable”
The presence of flexible funds; LAN
Case Management versus Wraparound Facilitation
Case Management
 Little authority over
resources
 Provides/coordinates
services
 Focus on
problems/deficits to
qualify for services
 CM use services &
diagnostic history to
access assistance from
formal service providers
Wraparound Facilitation
 Facilitates and
coordinates the work of
“system” partners
 Develops and guides the
team process
 Oversees the
development of one
comprehensive plan
 Monitors adherence to
principles & phase
 Focus on child & family
strengths and needs
Similarities & Differences
Activity 1
With a partner or group:
 Discuss past understanding and experiences of
wraparound?
 Based on past experiences, what is your impression
about the wraparound process?
 Identify components that are similar to what you
thought about wraparound
 Identify components that are different than what you
thought about wraparound
How is Wraparound Different than other
Meetings Schools Have with Families?
Family voice and choice
Rely on the natural supports or the family
High frequency meetings
Continually checking to see how things are
going through use of data
Considering cultural competency: do the
family and student feel accepted in the
school and community
Wraparound
 Wraparound is a PROCESS for supporting youth and families
with complex needs.
Defined by 10 Principles
 Implemented in 4 Phases
 Build self efficacy
The wraparound process is a key component on the
continuum of a school wide system of PBIS.
10 Principles of Wraparound
1. Family Voice and
Choice
2. Team-Based
3. Natural Supports
4. Collaboration
5. Community-Based
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6. Culturally-Competent
7. Individualized
8. Strengths-Based
9. Unconditional Care
10. Outcome-Based
NWI standardized the 10 principles in 2004
2008–Revised persistent to unconditional
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Principles
1. Family Voice and Choice: Family and youth/child
perspectives are intentionally elicited and prioritized during
all phases of the wraparound process. All planning includes
family members’ perspectives, and the team strives to
provide options and choices to ensure the plan reflects
family values and preferences. Family involvement comes
with accountability and responsibility.
2. Team-Based: The wraparound team consists of individuals,
agreed upon by the family or through mandates, who are
committed to them through either informal or formal
community support and service relationships.
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Principles
3. Natural Supports: The team actively seeks out and
encourages the full participation of team members drawn from
family members’ networks of interpersonal and community
relationships. The wraparound plan reflects activities and
interventions that draw on sources of natural support.
4. Collaborative: Team members work cooperatively and share
responsibility for developing, implementing, monitoring and
evaluating a single wraparound plan. The plan reflects a
blending of team members’ perspectives, mandates, and
available resources. The plan guides and coordinates each team
member’s contribution towards meeting the team’s (and
family’s) goals.
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Principles
5. Community Based: The wraparound team implements
service and support strategies that take place in the most
inclusive, most responsive, most accessible, and least
restrictive settings possible, and that safely promote child and
family integration into home and community life.
6. Culturally Competent: The wraparound process
demonstrates respect for and builds upon the values,
preferences, beliefs, culture and identity of the child/youth
and family and their community.
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Principles
7. Individualized: To achieve goals laid out in the wraparound
plan, the team develops and implements a customized set of
strategies, supports and services unique to the youth and
family’s identified needs.
8. Strengths-Based: The wraparound process and the
wraparound plan identify, build upon and enhance the
capabilities, knowledge, skills and assets of the child and family,
their community, and their team members.
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Principles
9. Unconditional Care: Despite challenges, the team persists in
working toward the goals included in the wraparound plan until
the team reaches agreement that a formal wraparound process
is no longer required.
10. Outcome-Based: The team ties the goals and strategies of
the wraparound plan to observable or measurable indicators of
success, monitors progress in terms of these indicators or
outcomes, and revises the plan accordingly.
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Wraparound Principles
Activity 2
With a partner or group:
1. Each group will be assigned 2 to 3 principles
2. Come up with an example of that principle at your
table.
3. Which of your assigned principles might be more of
a challenge?
4. What can the can be done to ensure all principles
are valued?
5. Share with the larger group.
10 Principles of Wraparound
1. Family Voice and
Choice
2. Team-Based
3. Natural Supports
4. Collaboration
5. Community-Based
•
6. Culturally-Competent
7. Individualized
8. Strengths-Based
9. Unconditional Care
10. Outcome-Based
NWI standardized the 10 principles in 2004
2008–Revised persistent to unconditional
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Wraparound
 Wraparound is a PROCESS for supporting youth and
families with complex needs.
 Defined by 10 Principles
Implemented in 4 Phases
 Build self efficacy
The wraparound process is a key component on the continuum of a
school wide system of PBIS.
Wraparound
Phases & Activities
Engagement & Team Prep
 Orient family to Wrap
 Stabilize crises
 Develop Strengths Profile
 Complete data collection tools
(HSC, SD-T, ED-T)
 Engage team members
 Make meeting arrangements
Initial Plan Development
 Develop an action plan
 Develop/revise FBA/BIP
and 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
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Barb and Ben
Barb
 38 yrs old, divorced
 Employed, stable housing, attends AA, steady/supportive
boyfriend
 Suffered childhood trauma, history of depression
 Parents and both siblings live in MT
Ben
 12 yrs old, 7th grade
 ADHD (r/o Bi Polar), struggles with staying on task,
argumentative, cursing following directions, physical
threats to peers
 Has had academic success in past
Ben’s Story
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September 2009, CICO started
Mid October, 76%
November-community based mentor assigned
December-Ben request to return to “psych” hospital saying, “I
can’t control myself” (has had three prior admissions)
December 5-Tier 3 team met. Recommended referral to
wraparound based on following:
CICO average of 76%
30 Office Disciplinary Referrals
3 Out of School Suspensions
At risk for alternative school placement
At risk for out of home placement
December 15 – Wraparound started with Ben and Barb
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 76% after 6 weeks.
Wrap process
builds on lower tiered interventions
 At the first team meeting family agreed to:
 Continue CICO
 Continue mentoring
 Continue MH services
 Improved communication with Mental Health
 FBA to be completed (home and school)
 Family YMCA
Family Strengths
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Love & like each other
Friendly, kind hearted
Likes to cook gourmet meals
Likes math, reading, writing
Neat, well groomed
Organized, good w/ detail
Attends schools regularly
Smart, capable of doing the work
Has had academic success
Hard worker, reliable, dependable
Creative, enjoys drawing cartoons
Likes playing video games
Likes Rob
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Supportive boyfriend (Rob)
Hard worker, employed
Stable housing
Active w/ Ben…cooking, games,
videos,
Values family concept, Invested in
Ben’s success
Attends all meetings, appointments
Strong Christian faith
Support from relatives, boyfriend
Not afraid to ask for help
Open to feedback/good follow up on
suggestions
Unconditional, loving, commitment
Involved in church activities
Values education
Family Needs/Concerns
 Trust the “System”, Wrap Facilitator
& wrap process*
 Information from school w/ open
lines of communication*
 Get along without fighting and
arguing*
 “Act his age” (be more responsible &
independent)
 Graduate from Middle school*
 Follow rules at school*
 A “break”, overwhelmed, tired
(respite)
 Support with making/implementing
changes
 * Identified Needs/Concerns that
led to Big Needs
 Feels guilty over divorce/single
mother
 “I need help doing it at home”
 Structure at home & within the
classroom
 Friends to do “stuff” with at home
and school
 Positive attention from mom*
 Wants to be more successful at
school
 Consistency with giving med’s
 Depression, Childhood trauma
 Doesn’t trust Doctor, Therapist
Big Needs
Barb and Ben want to have a healthy, positive
relationship
Ben needs to feel happy about being at school
Ben needs to feel support with completing his
school work
Family Mission
“My family is able to have family time without
name calling or arguing and actually enjoy
each other ”
“Life would be better in our home if Dave and
Michelle (parents) would resolve their
relationship differences and develop a
consistent parenting approach”
“We want Ben to graduate from middle
school”
Family Mission
“A Happy Home“
Ben and Barb would like to yell less so they
would see more smiling from the family and
for Ben to have success at school.
Potential Team Members
 Rob, Barb’s boyfriend
 Mr. Pregon, mentor
 Mr. Kohler, math teacher
 Becky, church friend/AA sponsor
 John Gergecef, Therapist
 Diana and Vickie, sisters
 Samantha, co-worker
 GM & GF
 Jason, dad
ACTION PLAN
 Need: Barb and Ben want to have a healthy and positive relationship
 Strengths: like each other, what to improve their relationship, Ben likes mom’s boyfriend,
like cooking together, attend church services together
 Outcomes: Barb and Ben will spend positive time together on a weekly basis
 Strategies and Action Steps: Ben & Barb will attend church services. Afterwards, they will
prepare Sunday brunch for Rob, GM and a friend of Ben’s choice. Both will participate in
developing the menu, shopping & preparation of the meal.
- Ben & Barb will discuss how it went on Sunday evenings at 8:00
**While shopping & preparing the meal the following topics will not be
discussed: school grades/behavior, complaining about school, “lectured” about
being responsible. NO TEXTING, CALLS
 Responsible Person(s): Barb and Ben
 By When: Will begin Sunday March 3. Report back to team at March 15 meeting
 How will we know? Self report from Ben & Barb
Another Action Plan Example
Student/Family Summary
 3rd grade male student
 English and Spanish spoken in home
 Family history of school failure and police
involvement
 13 people live in home
 Sheltered English classroom
 Special Education – SLD
 Formal FBA/BIP
 Wraparound initiated October 2012
Strengths
 Intact family
 Stable housing
 Reliable transportation
 Looks up to dad
 Likes helping mom
 Fishing
 Church and faith
 Art skills – drawing
 Helpful and caring
 Conversation skills
 Knows a lot about
animals
Needs
Mission Statement
All members of the team
will work together to
make him feel confident,
competent, and loved.
 He needs to feel like he
belongs and is valued and
accepted at home
 He needs to feel like he is
capable academically
 He need to be able to calm
himself and accept help at
home and at school
 He needs to learn how to
ask for help and get his
needs met
 He need to feel connected
to school and the
community
Summer Action Plan
NEEDS
He needs to
feel accepted at
home.
STRENGTHS
Mom sees the
value in him
feeling
accepted at
home.
OUTCOMES
Decrease in negative
interactions with
siblings and with his
uncle.
He cares what
family
members think
about him and
wants to spend
time with them.
Increase on HSC-T
items “feels that he
belongs” and “feels
accepted”
STRATEGIES (What, By Whom, By When)
•Mom will intervene when family members
tease/make fun of him – 11/20/2012 ongoing
•Mom will drive him to dad’s work to have
dinner with dad – 11/20/2012 ongoing (2-3
times per month)
•Mom and dad got him paints for Christmas –
12/20/2012
•Mom is looking into having some family
members move out – 03/22/2013
•Mom and dad got him an Easter basket –
03/31/2013
•Uncle will take him fishing – 04/04/2013
Summer Action Plan
NEEDS
STRENGTHS
OUTCOMES
STRATEGIES (What, By Whom, By When)
He needs to
feel capable
academically.
He has strong
auditory and
verbal skills.
Increase in academic
achievement
•Special Ed Teacher will review academic
interventions – 11/20/2012
He has great
background
knowledge on
many topics.
He has a good
memory.
•Social Worker will practice Math Facts with him
– 12/10/2012 (2 times per week)
•Classroom Teacher will create multi-sensory
reading activities – 02/06/2013
•He will take Spelling Pretests with Social
Worker and then practice words he misses –
04/04/2013 (on Mondays)
•Classroom Teacher will teach mom multisensory activities to do with him over summer –
06/2013
•Social Worker and mom will create a daily
schedule for summer reading work – 06/2013
•Mom will work with him on multi-sensory
activities over summer – 5 days per week, 15
minutes a day
Summer Action Plan
NEEDS
STRENGTHS
OUTCOMES
STRATEGIES
He needs to be
able to calm
himself.
He has great
ideas.
Increase in work
completion (measured
by individualized CICO
point sheet)
•He and Social Worker will create a list of
calming strategies and practice them –
10/11/2012 -drawing -take a break -talk to
friends (take mind off of it)
Decrease in shutdowns and refusals
•“Dragon Breath” idea for deep breathing with
drawing he created – 04/04/2013
Shorter breaks to calm
down
•He will continue to practice calming strategies
over the summer – 06/2013 and 07/2013
(review with Social Worker)
He has good
self-awareness.
He has the
desire and
motivation.
(What, By Whom, By When)
Summer Action Plan
NEEDS
STRENGTHS
He needs to
feel connected
to school and
the community.
He loves art
and drawing.
OUTCOMES
Increase in
involvement in
extracurricular
He loves music. activities
STRATEGIES
(What, By Whom, By When)
•He will take the bus to Northwest Bible Baptist
Church every Sunday – ongoing
•He will participate in the Boys Club –
11/07/2012 (6 weeks)
He is social and Increase on HSC-T item
gets along well “participates in
•He will join choir – 12/20/2012
with others.
activities”
•He would like to join Boy Scouts for next year –
He is helpful.
Social Worker and mom will look into local Boy
Scout Troop 06/2013
•He will attend summer camp at church – Mom
will sign him up with his bus captain
Wraparound
What does it take
• Systems Team
– Determine data rules for
inclusion
– Develop mission
statement for work, link
to district/school vision
– Ensure adequate
resources
– Assess integrity/fidelity
of intervention
– Meet monthly
• Facilitators
– Provide wrap facilitation
to individual student
teams
– Share progress
monitoring data with
systems team
– Assess integrity of
intervention
– 1 to 2 hours per week
per wrap case
– Flexibility in scheduling
Tier 3 Training Sequence
• Tier 3 online District/School Commitments
– 1.5 hours
• Completion of Readiness/Commitments
Document
• 4 training days and follow up TA
– Systems Team – one day/ quarterly online TA
– Facilitators – three days/ monthly online TA