Wraparound : A Tier 3 Intervention process within a School-wide System of PBIS

1. Santa Clara County Office of Education 3rd Annual Northern California PBIS/ School Climate Symposium April 4-5, 2017 Microsoft Northwest District: Silicon Valley Campus Wraparound: A Tier 3 Intervention process within a School-wide System of PBIS Presented by: Lucille Eber Ed.D lucille.eber@midwestpbis.org Coordinator, Midwest PBIS Network Partner, National PBIS TA Center Material adapted from Midwest PBIS Network Tier 3 Wraparound Training www.midwestpbis.org

2. Agenda Part I • PBIS Wraparound History and Overview • Activity – Similarities & Differences • Wraparound Principles • Phases BREAK Part II • Engagement; Coffee Chats • Strengths Needs Profile • Strengths / Big Needs / Family Mission • Activity – Elevator Speech

3. Objectives • Gain an understanding of the wraparound process and skills needed to implement with fluency • Gain understanding how wraparound fits into the MTSS model • Understanding of the 10 principals of wraparound and the four (4) Phases of wraparound; in developing and facilitating effective wraparound teams with individual students and their families through skill sets (i.e., hearing stories, strength assessment, use of SIMEO tools and identifying big needs, etc.)

4. Objectives continued • Gain an understanding of the facilitator’s role and importance of family engagement, voice and choice in this process • Understand the steps for designing an action plan basedon family strengths, needs and culture across multiple life domains • Learn how to use data to guide decision-making about team development, design and monitoring of interventions.

5. Who are you? • School Social Workers? • School Psychologists? • School Counselors? • School Administrators? • Teachers? • Others? • How many of you have done wraparound in the past?

6. WHERE ARE WE AT IN THE TRIANGLE? Academic Systems Behavioral Systems • Tier 3/Tertiary Interventions 1-5% • Individual students • Assessment-based • High intensity • 1-5% Tier 3/Tertiary Interventions • Individual students • Assessment-based • Intense, durable procedures • 5-15Tier 2/Secondary Interventions • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing • Tier 2/Secondary Interventions 5-15% • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing • Tier 1/Universal Interventions 80-90% • All students • Preventive, proactive • 80- 90%Tier 1/Universal Interventions • All settings, all students • Preventive, proactive

7. A Multi-Tiered System of Support for Behavior Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems ODRs, credits 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. Mentoring) Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc. Brief Functional Behavior Assessment/ Behavior Intervention Planning (FBA/BIP) Complex or Multiple-domain FBA/BIP SIMEO Tools: HSC-T, RD-T, EI-T Wraparound / RENEW

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

9. Layering Supports • As students start with tier 2 interventions and may not experience success, 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

10. Let’s Consider Systems • How do you move to relying on wraparound instead of placing students in more restrictive settings? • How will you allow for meetings after hours with a team? • How/what do you take off of people’s current plates so they can devote the time needed to do effective facilitation? • Who will facilitate? What is their role? • How will you handle discipline for students who need to be in school to receive this intervention process?

11. How do you know who needs Tier 3 Supports?Consider: • Data • Discipline (ODR, ISS, OSS) • Grades • Attendance • Daily Progress Report (DPR) • 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

12. Quick Reflection Think of a student who you feel needs Tier 3 Support . What data supports the need? • How is he/she currently accessing Tiers 1 and 2? • How can adding Tier 3 components improve effectiveness of lower level interventions?

13. Barb and BenExample Barb • 38 yrs. old, divorced • Employed, stable housing, attends AA, steady/supportive boyfriend • Suffered childhood trauma, history of depression 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

14. Ben’s Story • September 2014, CICO started • Mid October, 40% • 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 50% • 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

15. Ben’sStory…(Multi-Tiered Support) • “Ben” started CICO in September of 2013. 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 50% of pts. on DPR after 6 weeks.

16. Wrap Process builds on lower tiered interventions At the first team meeting family agreed to: Continue CICO Continue mentoring Continue MH services Improve communication with Mental Health FBA to be completed (home and school) Join family YMCA

17. 3-Tiered System of Support Necessary Conversations (Teams) • UniversalTeam • Secondary Systems Team • Tertiary Systems Team • Brief Function-Based Problem Solving Team • 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

18. 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

19. Value Base(do our facilitators have/support this 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

20. Wraparound • Wraparound is a PROCESS for supporting youth and families with complex needs. • Defined by 10 Principles • Implemented in 4 Phases • Builds self efficacy/self-determination The wraparound process is a key component on the continuum of a school wide system of PBIS

21. Wraparound IS Wraparound is NOT A set of services; mentoring, therapy, 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 An ongoing family/person-centered planning process used by: • A team of people • Who come together • Around family strengths/needs • To create a unique plan of interventions & supports • Based on a team (NOT ABOUT ME WITHOUT ME) that values unconditional care (NO BLAME NO SHAME) • (Brene Brown: Research on Shame)

22. Case Management vs.Wraparound Facilitation Case Management 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 Focuses on child & family strengths and needs • Little authority over resources • Provides/coordinates services • Focus on problems/deficits to qualify for services • CM uses services & diagnostic history to access assistance from formal service providers You know when you are doing case management if you are the only one with a to-do list and the team includes only you and the family and youth.

23. How does Wraparound compare with other Tier 3 Level approaches you may have experienced? • The team is a unique group of individuals that is selected by the voice and choice of the family • High frequency meetings • Use of data to determine success • Less focus on the acquiring of resources and more focus on life goals/needs to create sustainable change • Strong focus on establishing/building self-efficacy

24. 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

25. Wraparound • Wraparound is a PROCESS for supporting youth and families with complex needs. • Defined by 10 Principles • Implemented in 4 Phases • Builds self efficacy/self-determination The wraparound process is a key component on the continuum of a school wide system of PBIS

26. 10 Principles of Wraparound • Family Voice and Choice • Team-Based • Natural Supports • Collaboration • Community-Based • Culturally-Competent • Individualized • Strengths-Based • Unconditional Care • Outcome-Based NWI standardized the 10 principles in 2004 2008–Revised persistent to unconditional

27. Principles • 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.

28. 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.

29. 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.

30. 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.

31. 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.

32. Wraparound Principles • Which of the assigned principles might be more of a challenge for a facilitator? • For the team?

33. The Tier 3 Facilitator Role • Staying true to the principles • Checking yourself and the team against the principles and values • The family is in charge of the direction they want to go, we are there to help guide them

35. Wraparound • Wraparound is a PROCESS for supporting youth and families with complex needs. • Defined by 10 Principles • Implemented in 4 Phases • Builds self efficacy/self-determination The wraparound process is a key component on the continuum of a school wide system of PBIS

36. Engagement & Team Prep Establish 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 (stabilize any crisis) Explore individual and family strengths, needs, culture across life domains through a “coffee chat” Prioritize family needs and create family mission Identify and engage team members who will support the youth and family through the process Prepare family (and team members) for the first meeting Initial Plan Development Facilitate initial wraparound meeting(s) Develop a team culture Share and build on strengths, needs, and family mission to guide the wraparound team Develop an individualized Action Plan Complete a behavior intervention/safety plan if needed Integrate the Wrap plan across classroom settings and agencies Implementation To review and update the plan over time To ensure that plans are implemented with fidelity To ensure the plan achieves outcomes To improve team cohesion and effectiveness Transition Document and celebrate the team’s work and success To update the action and behavior intervention/crisis plans To plan and ensure there is continued support after professional facilitation ends WraparoundPhases & Activities

37. 4 Phases of Wraparound

38. An Example of a Tier 3 Student Action Plan • Page one is a checklist to keep the facilitator on track • Page two is the intervention history • Why would this page be useful? • What will it tell you?

41. 4 Phases of Wraparound

42. EngagementPhase I Goals: What we want to happen • Establish 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 (stabilize any crisis) • Explore individual and family strengths, needs, culture across life domains through a “coffee chat” • Prioritize family needs and create family mission • Identify and engage team members who will support the youth and family through the process • Prepare family (and team members) for the first meeting Begin preparing the family for transition (Phase 4)

43. Points to Remember aboutEngaging Families • Remember that the 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.

44. Building Rapport • Meeting the individual where s/he is at, being empathetic • Literally, figuratively • Being a good listener • using body language • summarizing what you hear back • Validate what the individual is feeling or saying as important • Show support no matter what position the individual is in • Follow through with commitments • Frame statements in a way that the individual will understand • Cultural competence

45. Explore family strengths & Needs

46. 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 • Exploring strengths identifies commonalties • All environments have strengths to be built upon

47. Engagement…It starts with aCOFFEE CHAT. Describe what it feels like to have a coffee chat with a friend?

48. CoffeeChats • Key activity within the Engagement Phase • Conversation(s) between Wrap Facilitator and family • Should feel natural and informal • Is focused on information in multiple life domains • Identifies strengths, needs, cultural, natural supports • Information in the Strengths Needs Profile is gathered during the “chats” NOT AN ASSESSMENT NOT AN INTERVIEW NOT A CHECK LIST

49. Strengths Needs Profile • Completion of a SNP is the end result of coffee chats • It is one of, if not the most important activities in the wraparound process • Begin to understand the family in terms of strengths, needs, culture and long range vision • Explore needs and concerns across life domains • Identify natural supports and service providers

50. Strengths Activity: Reframing • List problematic behaviors thatyouth with Tier 3 level needs may exhibit. • Take 2-3 behaviors from our list that are likely seen from our youth. • Consider how to “reframe” that problem behavior into a strength.