September, 2005 Lucille Eber Ed.D

1. . Intensive Level PBIS: Integrating Wraparound Approaches in PBIS Schools Developing, Implementing & Evaluating Individualized Teams and Plans for Students with Comprehensive Needs & Their Families A 2-Day Training for Schools Implementing School-wide PBIS September, 2005 Lucille Eber Ed.D

2. Overall Goals Training: • Understand a) key features of wraparound value base and process; b) wraparound as a component of a school-wide system of positive behavior support for all youth; and c) procedures for designing for individualized team and interventions for 1-5% of students and their families. 2. Gain experience with components of the wraparound process: a) engaging key players, b) team design c) strength and needs driven, and d) interventions/outcomes based. 3. Learn to apply data-based decision-making, self-assessment and monitoring procedures to ensure effectiveness of practices.

3. Wraparound as a Component of a School-wide Positive Behavior Support System Are elements of wraparound consistent with approaches used in schools for all kids? • Proactive? • Strength-based? • Team-based? • Family centered? • Voice, ownership? • Natural supports?

4. Academic Systems Behavioral Systems • Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Targeted Interventions • Some students (at-risk) • High efficiency • Rapid response • Individual or Group • Universal Interventions • All students • Preventive, proactive • Universal Interventions • All settings, all students • Preventive, proactive Designing School-Wide Systems for Student Success 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

5. Positive Behavior Support Universal School-Wide Assessment School-Wide Prevention Systems Targeted Intensive Group Interventions AnalyzeStudent Data Small group interventions Simple Student Interventions Complex Student Interventions Interviews, Questionnaires, etc. Intervention Assessment Observations and ABC Analysis Complex Individualized Interventions Team-Based Wraparound Interventions Multi-Disciplinary Assessment & Analysis T. Scott, 2004

6. t = 11.11 (335) p< .0001 • t = 2.30 (27) p < .03 N=223 N=223 N=38 N=38 N=17 N=17 N=169 N=169

7. IL 2003-04 data

8. IL PBIS Schools at Phase II or Higher SET Criterion Comparisons July 2005

9. What Do we Know about the Tertiary Level: • “Requires real talent and skills” (Rob Horner) • Applies Art (of engagement) and Science (of interventions) • Needs to happen sooner for many students/families • Gets tougher with each system failure • Requires thinking differently with kids and families • Is easier in schools proficient with school-wide PBIS • Includes system/practice/data components L. Eber 2005

10. Individualized Comprehensive Teams/Plans • Who? • Youth with multiple needs across home, school, community • Youth with multiple life domain needs • The adults in youth’s life are not effectively • engaged in comprehensive planning • (i.e. adults not getting along very well) What? The development of a very unique, individualized, strength-based team & plan with the youth and family that is designed to improve quality of life as defined by the youth/family .

11. Individualized, Comprehensive Teams/Plans What Do Intensive Plans include? Supports and interventions across multiple life domains and settings (i.e. behavior support plans, academic interventions, basic living supports, multi-agency strategies, family supports, community supports, etc.) What’s Different? Natural supports and unique strengths are emphasized in team and plan development. Youth/family access, voice, ownership are critical features. Plans include supports for adults/family as well as youth.

12. Intensive Intervention • Facilitate/guide a wraparound team planning process • Family/student/teacher ownership of plan • Access full range of school and community support services across life domains • Home, school, community settings • Individualized academic and behavior interventions are integrated into wrap plans

13. What Happens during the Wraparound process? The wraparound process creates a context for design & implementation of research-based behavioral, academic and clinical interventions

14. Unique Fit Wraparound plans should be uniquely designed to fit individual students needs as opposed to making a student fit into a prescribed program.

15. Integrating wraparound and PBIS • Establishing a school-wide system of positive behavior supports can establish environments in schools that help personnel feel more confident about wraparound approaches with students with significant needs.

16. What is Wraparound? • Wraparound is a tool used to implement interagency systems of care in achieving better outcomes for youth and their families. • Wraparound is an important component of school-wide systems of positive behavior supports (PBS)

17. What is Wraparound? (cont) • 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. • Wraparound plans include natural supports, are culturally relevant, practical and realistic.

18. What is Wraparound?(cont’d) • Blending perspectives of team members results in a variety of traditional and nontraditional strategies that are directly linked to agreed upon outcomes. • The wraparound process creates a context for effective implementation of research-based behavioral, academic and clinical interventions

19. What happens during the wraparound process? Blending perspectives of team members results in a variety of traditional and nontraditional strategies that are directly linked to agreed upon outcomes.

20. Life Domains Family, School, Community • Medical/Health • Recreational • Education/Vocational • Spiritual • Cultural • Social/Fun • Safety • Emotional/behavioral • Basic Needs • Legal • Relationships • Other

21. Wraparound: • used with individual students • plans reflect voice, priorities of youth and family • based on unique youth and family needs • culturally relevant teams and plans • built upon youth, family and provider strengths • uses traditional and non-traditional interventions • encompasses multiple life domains • resources are blended; must be flexible • servicesare planned, implemented, and evaluated by a team • team supports youth, family and providers • unconditional - if the plan doesn’t work, change the plan

22. Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

23. How did a school-wide cool tool emerge from a Wraparound planning process for an individual student? • The team decided to develop a school-wide cool tool to • teach/shape “respectful interactions with adults” because: • concerns about being able to deliver consistent practice, prompts and reinforcers across all settings at school. • concerns that Simon would not be accepting of an individualized approach to teaching the desired behavior • the principal stated that Simon wasn’t the only student who needed teaching/practice of this behavior

24. Value Base • Build on strengths to meet needs • One family-one plan • Community-based responsiveness • Increased parent choice • Increased family independence • Care for children in context of families • Care for families in context of community • Never give up P.Miles, 2004

25. Establish Family Voice/Ownership • No blaming, no shaming • Start with strengths • They choose their own team • Focus on what they identify as needs • Listen to their story before the meeting • Validate their perspective • Communicate differently…..

26. No Blame. No Shame. Means you are not allowed to have an opinion while hearing someone’s story (unless there is an imminent safety issue). -Pat Miles-

27. How Do we Know if the Team is Truly Family-centered? Does the family ( including the youth ) feel 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.

28. 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.

29. A Definition of Unconditional Care • Students don’t fail “plans fail”. • When the plan fails, don’t blame the youth/family. • Instead, change the plan.

30. Compare & Contrast • Break into smaller discussion groups. List the similarities and differences between what you’re doing now and Wraparound as it has just been defined.

31. Using the Wraparound Process • Preparing for wraparound meetings through individual conversations with core team members is a critical first step. • The first contact with the family should feel different than being invited to a meeting. • A rich strength profile is a valuable tool for action planning.

32. Examples of Guiding Questions to Assist in Initial Conversations • What has worked or hasn’t worked and why do you think it has worked or not? • What challenges or barriers have you encountered as you have attempted specific strategies? • What is your hope, dream, vision of success with your (this) child/family?

33. Big Question ? • 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?

34. Four Phases of Wraparound Implementation • Team Preparation • Get people ready to be a team • Complete strengths/needs chats (baseline data) • Initial Plan Development • Hold initial planning meetings (integrate data) • Develop a team “culture” (use data to establish voice) • Plan Implementation & Refinement • Hold team meetings to review plans (ongoing data collection and use) • Modify, adapt & adjust team plan (based on data) • Plan Completion & Transition • Define good enough (Data-based decision-making) • “Unwrap”

35. Blending Data Sources: • Listening/probing during conversations/chats: • Translating their stories • Data Tools • Documenting key areas of strengths/needs

36. The Data Tools: • Wraparound Integrity Tool (WIT) • Referral/Disposition Tool (RD-T) • Home/School/Community Tool (HSC-T) • Education Information Tool (EI-T) • Big Behavior Tool (BB-T) • Youth Satisfaction Tool (YS-T) • Family Satisfaction Tool (FS-T) • ISBE Parent Survey (upon discharge?)

37. First Phase of Wraparound: Team Development Facilitator • Meets with family & stakeholders • Gathers perspectives on strengths & needs • Assess for safety & rest • Provides or arranges stabilization response if safety is compromised • Explains the wraparound process • Identifies, invites & orients Child & Family Team members • Completes strengths summaries & inventories • Arranges initial wraparound planning meeting

38. First Phase of Wraparound: Team Development Completed Products • A strength summary detailing the family’s story • A strength inventory listing of family strengths • List of potential team members • Initial needs list • Referral-Disposition Tool • Educational Information Tool • Home/School/Community Tool • Big Behavior Tool Details • Signed Releases to speak with potential team members • Roster of team members names, numbers & addresses • Individualized arrangements to assure maximum team participation in meeting

39. First Phase of Wraparound: Team Development • Benefits & Enhancements • Defines the starting point • Creates a common reality for all team members • Sets foundation for future measurement • Creates capacity to gather a range of responses • What are yours? • Challenges & Questions • Integrating data tools into basic wraparound patterns • What if responses are vastly different? • Avoiding the “paper-driven” trap • How to share your information as you move to Phase II • Balancing family driven & directive interviewing • Introducing Wraparound Evaluation Tool • What are yours?

40. Second Phase of Wraparound: Plan Development Facilitator: • Holds an initial (or 2) wraparound plan development meeting • Introduces process & team members • Presents strengths & distributes strength summary • Solicits additional strength information from gathered group • Leads team in creating a mission • Introduces needs statements & solicits additional perspectives on needs from team • Creates a way for team to prioritize needs • Leads the team in generating brainstormed methods to meet needs • Solicits or assigns volunteers • Documents & distributes the plan to team members

41. Second Phase of Wraparound: Initial Plan Development Completed Products • A written plan of care that • Details the Mission Statement • Needs selected for action • Interventions/actions including who will do what when & what strengths are being built on • A written crisis response plan detailing anticipated event & response as well as a notification plan • Family-Caregiver Satisfaction Tool • Youth Satisfaction Tool • Wraparound IntegrityTool • All previously introduced Tools Details • Distribution of Plan of Care to all team members • A schedule for ongoing meetings

42. Second Phase of Wraparound: Initial Plan Development • Benefits & Enhancements • Gathers child & family input from a variety of sources • Rates your practice across operational values • Ties to results rather than just process • What are yours? • Challenges & Questions • Timing, timing, timing • Balancing parent/caregiver & youth satisfaction is tricky • Age of child respondent • Summarizing relevant data for this team, how do you choose? • Introducing a structured decision making process in passionate circumstances • What are yours?

43. Third Phase of Wraparound: Plan Implementation & Refinement • Facilitator • Sponsors & holds regular team meetings • Solicits team feedback on accomplishments & documents • Leads team members in assessing & analyzing the plan • For Follow Through • For Impact • Creates an opportunity for modification • Adjust services or interventions currently provided • Stop services or interventions currently provided • Maintains services or interventions currently provided • Solicits volunteers to make changes in current plan array • Documents & distributes team meeting minutes

44. Third Phase of Wraparound: Plan Implementation & Refinement Completed Products • Ongoing meeting minutes that detail changes in the Plan of Care • Quarterly reports that detail progress toward meeting needs/achieving outcomes (the graphs) • Ongoing record of team member participation detailing who has attended & who has not • All Tools Details • Method for communication for team members • Process for orienting new team members as circumstances change

45. Third Phase of Wraparound: Plan Implementation & Refinement • Benefits & Enhancements • Gets the facts in front of the team • Allows for reasoned modification, takes the personal out of it • What are yours? • Challenges & Questions • Integrating data summaries with other inputs • Strategically choosing best summaries • Following a disciplined decision making process • Relating the data to the intervention rather than just the location • What are yours?

46. Fourth Phase of Wraparound: Plan Completion & Transition Facilitator • Holds meetings • Solicits all team members sense of progress • Charts sense of met need • Has team discuss what life would like after Wraparound • Reviews underlying context/conditions that brought family to the system in the first place to determine if situation has changed • Identifies who else can be involved • Facilitates approach of “post-system” wraparound resource people • Creates or assigns rehearsals or drills with a “what if” approach • Formalizes structured follow-up if needed • Creates a commencement ritual appropriate to family & team

47. Fourth Phase of Wraparound: Plan Completion & Transition Completed Products • Written Transition Plan that details how to access ongoing services/supports if necessary • Written crisis plan that details who & how to contact individuals • Follow up phone numbers for team members • Formal Discharge Plan detailing strengths & interventions that were successful & those that weren’t • All Tools Details • Written letters of introduction for anticipated next formal service access

48. Steps for Developing a Wraparound Plan Step 1: Initial Conversations (story) Step 2: Clarify Agenda, logistics, & team rules Step 3: Introduce by Roles and Goals Step 4: Develop/Review a Mission Statement Step 5: Start Meeting w/Strengths; Celebrate Successes Step 6: Identify Needs across Domains Step 7: Prioritize Needs Step 8: Develop Actions Step 9: Assign Tasks/Solicit Commitments/ Set Next Meeting Date Document, Evaluate, Revise…..

49. Team Design and Team Development: Identifying Roles of Team members Life Domain Profile: Strengths, Needs Interventions

50. Teams & Wraparound Practice Patterns: How it Happens in Wraparound • Three types of team members • Natural: connected to family by relationship • Informal: Connected by citizenship • System: Paid to care • Potential team members are generated through initial conversations prior to first meeting • Families are encouraged to invite their supports to help “us” stay on track • Agree to change the conversation to accommodate participation • Identify who will invite who • Orient team members prior to first meeting