Wraparound WI PBIS Network

1. WraparoundWI PBIS Network Rachel Saladis Technical Assistance Coordinator saladisr@wisconsinpbisnetwork.org

2. 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?

3. School-Wide Systems for Student Success:A Response to Intervention (RtI) Model 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 5-15% Tier 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 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

4. 3-Tiered System of Support Necessary Conversations (Teams) UniversalTeam Secondary Systems Team Problem Solving Team Tertiary Systems 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 Sept. 1, 2009

5. 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

6. 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

7. 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

8. 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

9. 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. Wraparound is: 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) 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; LAN

11. 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

12. 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

13. 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

14. 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.

15. 10 Principles of Wraparound • Family Voice and Choice • Team-Based • Natural Supports • Collaboration • Community-Based • NWI standardized the 10 principles in 2004 2008–Revised persistent to unconditional • Culturally-Competent • Individualized • Strengths-Based • Unconditional Care • Outcome-Based

16. 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.

17. 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.

18. 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.

19. 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.

20. 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.

21. Wraparound Principles Activity 2 With a partner or group: • Each group will be assigned 2 to 3 principles • Come up with an example of that principle at your table. • Which of your assigned principles might be more of a challenge? • What can the can be done to ensure all principles are valued? • Share with the larger group.

22. 10 Principles of Wraparound • Family Voice and Choice • Team-Based • Natural Supports • Collaboration • Community-Based • NWI standardized the 10 principles in 2004 2008–Revised persistent to unconditional • Culturally-Competent • Individualized • Strengths-Based • Unconditional Care • Outcome-Based

23. 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.

24. 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 WraparoundPhases & Activities

25. 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

26. Ben’s Story • 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

27. 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.

28. 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

29. Family Strengths • 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 • 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

30. 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

31. 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

32. 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”

33. 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.

34. 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

35. 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

36. 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

37. Strengths • Church and faith • Art skills – drawing • Helpful and caring • Conversation skills • Knows a lot about animals • Intact family • Stable housing • Reliable transportation • Looks up to dad • Likes helping mom • Fishing

38. Needs • 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 Mission Statement All members of the team will work together to make him feel confident, competent, and loved.

39. Summer Action Plan

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41. Summer Action Plan

42. Summer Action Plan

43. 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

44. 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