INTENSIVE LEVEL WRAPAROUND

1. INTENSIVE LEVEL WRAPAROUND Administrative Overview April 2013

2. Congratulations & Welcome to Tier 3!

3. VTPBiS Steps for Adopting Intensive Level

4. Today’s Agenda and Learning Objectives

5. BEST Expectations

6. Training Materials: USB & Website • USB Includes: • PowerPoint • Planning Tools www.pbisvermont.org

7. Think about a student… What was positive or successful about her/his individualized supports?

8. 1. What is wraparound?

9. What is wraparound? • Team-based processthat engages students and families to lead their own teams • Teams create plans that meet unique needs & strengths of students with complex needs and their families • Teams meet regularly and as long as needed to achieve student & family goals.

10. Wraparound Principles - Activity

11. Four Phases of Wraparound

12. Wraparound IS Wraparound IS NOT

13. Who benefits from wraparound? • Youth with needs in home, school, and community • Youth with needs in multiple domains • Families not engaged • Staff through coordination • Schools through climate change

14. How is wraparound similar and different from typical individualized service delivery in your school?

15. 2. Explore readiness & implementation

16. Supporting Staff Behavior Supporting Decision Making OUTCOMES Systems Outcomes Practices Supporting Student Behavior

17. Lessons Learned • PBIS Intensive level interventions require system of support at both the school and SU/District. • New interventions (innovations) require changes in system structures. • Success at any level of the pyramid is dependent on fidelity of implementation at all levels of the pyramid.

18. Tier 1 Tier 2 Tier 3 SU/District Universal: •Coordinates implementation •Ensures access to resources •Reviews data across SU/District Targeted/Intensive: •Secures resources •Focuses on student outcomes •Focuses on Fidelity of Implementation measures across the district/SU SU/District School Universal: •Plans and implements 6 school components of PBIS School Targeted/Intensive: •Creates procedures for referral, screening and evaluation •Communicates with staff and families School Student Targeted: •Matches students to interventions •Evaluates & Monitors Student Progress Student Intensive: •Completes FBA/BIP •Provides intervention •Uses data •Facilitate wraparound Student

20. SU/District Leadership Team Responsibilities

21. SU/District Wraparound Team Expectations • “Meet” 2-4 times per year to: • Summarize student outcomes (overall, not individually) • Review progress of system to support Wraparound • Assess efficiency and effectiveness of school/community resources that support Wraparound • Identify systems and resource gaps • Other

22. The Dream Team

23. Stages of Implementation Implementation of an “innovation” (PBIS Wraparound) occurs in stages 2-4 years Fixsen, Naoom, Blase, Friedman, & Wallace, 2005

24. Activity: Complete Page 1 VTPBiS Readiness Checklist

25. Activity: Complete page 2 of VTPBiS Readiness Checklist.

26. Wraparound Hinges on the Facilitator • Has experience working with children with complex needs • Able to engage families • Collaborates with natural supports & professionals • Follows wraparound process & principles • Uses data

27. Targeted/Intensive Level Skill Sets • Understands the conflict cycle and uses de-escalation strategies (Life Space Crisis Intervention) • Develops FBAs andBIPs • Uses effective engagement strategies with students, families and teams • Develops targeted interventions function-based. • Familiar with academic modifications and accommodations • Integrates data-based decision-making into comprehensive processes (home-school-community)

28. Supporting Staff Behavior Supporting Decision Making OUTCOMES Systems Data Practices Supporting Student Behavior

29. SW-PBIS Supports for All Students Who doesn’t need wraparound? Intensive Supports – Individualized interventions provided to students with most complex emotional and behavioral needs. Wraparound Complex FBA/BIP 1-5% 5-15% 80-90% Brief FBA/BIP Individualized CICO Targeted Supports – Provided to students determined to be “at-risk” of emotional and behavioral challenges. Social/Academic Instructional Groups Check-in/Check-out Universal Supports – Supports provided to all students. Expectations are taught, reinforced, and monitored in all settings. School & Class-wide expectations & supports

30. Tier 1: Benchmarks for Advanced Tiers

31. TIER 2 TARGETED INTERVENTIONS Descriptions and Examples…

32. Targeted Interventions Based on Functions of Behavior

33. Inventory of Existing Targeted Interventions Reminder: Perhaps complete or review at BEST SI during team time

34. Check-In/Check-Out (CICO) Default targeted intervention. WHY? • Most students receive multiple ODRs for peer or adult attention. • Evidence indicates CICO is effective practice for reducing acting out behavior related to attention seeking. Schools must have strong CICO in place!

35. ACTIVITY: Tier 1& 2 SUPPORTS BAT: 1-3 Tier 1 BAT: 4-6 Commitment BAT: 13-17 Tier 2 Systems

36. REVIEW: Implementation & Eval of Tier 2 CICO BAT Questions 18-31

37. INTENSIVE LEVEL INTERVENTIONS Descriptions and Examples…

38. FBA “BIG IDEAS” • FBA is a problem solving process – a way to think about behavior systematically. • FBA identifies the events that reliably predict and maintain problem behavior.

39. Tier 3 ASSESSMENT & PLAN DEVELOPMENT BAT Questions 44 to 53 Don’t fill out, but review.

40. Choosing Appropriate Intensive Practice

41. Supporting Staff Behavior Supporting Decision Making OUTCOMES Systems Data/ Outcomes Practices Supporting Student Behavior

42. Why we collect data “Take time to remind each other of the progress and journey the team has been on with the student and family....tell the story.” - Addison Northeast SU

43. Types of Data • Individual students • Behavioral (ODRs, discipline, screening, assessment) • Academic (Grades, GPA, testing) • Strengths (connected to goals) • Needs (connected to goals) • Fidelity (specific to intervention strategies) • Systems Level Data Tools • Readiness Checklists (VTPBiS Steps to Readiness) • Fidelity & Implementation (Benchmarks of Advanced Tiers) • Outcomes & Progress Monitoring

44. Consider Universal Screening Why Screen for Behavior? Kauffman (2001) • To find students whose problems are not immediately obvious (internalizers) and identify problems with a high degree of accuracy. • Early identification leads to early intervention • Schools that implement Universal Screening select interventions based on results of rating scales on the screening tools. This is effective and efficient.

45. ACTIVITY: Tier 2 & 3 Student identification BAT Questions 7-12

46. Wraparound Specific Data Tools http://www.pbisillinois.org Evaluation -> SIMEO II Tools

47. High strength Low strength Low need High need

48. Other Student Data

49. Systematic Information Management of Education Outcomes (SIMEO II) • On-line data collection system with graphing capability • VTPBiS provides training to intensive level schools http://www.pbisillinois.org/

50. Individual Student Intervention System (ISIS) • Add-on for SWIS • Individual student file format • Upload documents (e.g., assessments, plans) • Define measures to monitor progress • Coordinated calendar of events, activities for plan https://www.pbisapps.org