PBIS National Forum PBIS National Forum October 11, 2013October 11, 2013
Session D4
Tier 3 Wraparound: Tier 3 Wraparound: Data, Data,
Systems, & PracticesSystems, & Practices9:15 AM – 10:30 AM
Presenters:Lucille Eber, Statewide Director, Illinois PBIS NetworkRebecca Carr-Stith, Wraparound Coach, Special School District of St. Louis (MO) Tara Schillhahn, School Counselor, Hazelwood School District (MO)
Session Objectives: Session Objectives:
• Understand how the wraparound process fits into a multi-tiered system of behavioral support
• Understand the principals of wraparound and how these principles are operationalized through an individualized team and plan
• Describe the system features that are critical for a comprehensive three-tiered system that includes wraparound to sustain
Tier 1/Universal School-Wide Assessment
School-Wide Prevention Systems
SIMEO Tools: HSC-T, SD-T, EI-T
Check-in Check-out (CICO)
Group Intervention with Individualized Feature (e.g., CICO with ind. features and Mentoring)
Brief Functional Behavior Assessment/Behavior Intervention Planning (FBA/BIP)
Complex or Multiple-domain FBA/BIP
Person Centered Planning: Wraparound/RENEWFamily Focus
ODRs, Credits, Attendance, Tardies, Grades, DIBELS, etc.
Daily Progress Report (DPR) (Behavior and Academic Goals)
Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc.
Social/Academic Instructional Groups (SAIG)
Positive Behavior Interventions & Supports:Positive Behavior Interventions & Supports:A Multi-Tiered System of Support Model A Multi-Tiered System of Support Model
(MTSS)(MTSS)
Illinois PBIS Network, Revised Aug. 2013 Adapted from T. Scott, 2004
Tier 2/Secondary
Tier 3/Tertiary
Inte
rven
tio
nAssessm
en
t
Individual Student Information System (ISIS)
We Know the Practices We Know the Practices that Work…that Work…
• Proactive, strength-based; “set kids up” to experience success
• High rates of consistent, supported instruction; teach/practice/reinforce
• Predictable and consistent environments• Know unique “why?” for each student/problem• Contextual fit: Strategic use of natural supports, and
settings• Careful monitoring of data over time with ongoing
revisions to guide incremental improvements in quality of life
The System Features The System Features Needed to Support Needed to Support
Effective Practices…Effective Practices…• A Team unique to each individual child & family
– Blend the family/natural supports with the school representatives who know the child best
• A defined Meeting Process– Meet frequently and use data– Develop, implement, review range of interventions
• Facilitator Role– Bringing team together– Blending perspectives; guiding consensus – Systematic use of data (strengths and needs)
Putting outcomes Putting outcomes for for
students with EBD students with EBD into the context of into the context of schools as systems schools as systems
to educate and to educate and support ALL support ALL
students.students.
Person (Family) Centered Person (Family) Centered PlanningPlanning
Individualized approach to planning for persons/families in need of services and supports
• Wraparound – focus on student and family needs across multiple life domains
• RENEW – focus on student completing HS, with support from family and team
• Family Focus – supports students with Autism spectrum disorders through the use of “frames” and “path’s”
Wraparound HistoryWraparound History
• Kaleidoscope – 1970’s• Unclaimed Children, Jane Knitzer (1982), accelerated
wraparound movement• Child and Adolescent Service System Program (CASSP),
1984• “System of Care”• Alaskan Youth Initiative, 1980’s• Project Wraparound (Vermont), 1980’s• Duke University, 1998• National Wraparound Initiative (NWI), 2003• Implemented nationwide & with multiple systems
WraparoundWraparound
• 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.
WraparoundWraparound
• Wraparound is a facilitated team based practice model designed to integrate natural and professional supports, with the family/youth in the driver’s seat.
• A wraparound team is formed to help define and refine family/youth strengths, culture, vision and needs; prioritize needs and create the plan; and then carry out the plan one prioritized need at a time until the formal team is no longer needed because the vision of the family/youth has been achieved.
10 Principles of 10 Principles of WraparoundWraparound
1. Family Voice and Choice
2. Team-Based3. Natural Supports4. Collaboration 5. Community-Based
• NWI standardized the 10 principles in 2004 2008–Revised persistent to unconditional
6. Culturally-Competent7. Individualized8. Strengths-Based9. Unconditional Care10. Outcome-Based
11
12
Wraparound Wraparound PhasesPhases & & Activities Activities
Engagement & Team Prep• Orient family to Wrap• Stabilize crises• Develop Strengths Profile• Complete HSC, SD-T, ED-T• Engage team members• Make meeting
arrangements
Initial Plan Development• Develop an action plan• Develop a crisis/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
A Growing Evidence BaseA Growing Evidence BaseSee Bruns and Suter, (2010) largest analysis of wrap research. Key points include:
•Investment in wraparound is backed by controlled research. In 2003, there were 3 controlled studies published, in 2010, there are 12 scientifically controlled and over 36 overall outcomes studies, more being published monthly.
•Research is showing an association between system, organizational, team fidelity to good outcomes with families.
• The wraparound-based RENEW process showing significant outcomes for older, transition-aged youth with or at-risk of EBD.
Who is Wraparound for?Who is Wraparound for?
• Youth with multiple needs across home, school, community
• Youth at-risk for change of placement (youth not responding to current systems/practices)
• The adults in youth’s life are not effectively engaged in comprehensive planning (i.e. adults not getting along very well)
Wraparound Skill SetsWraparound Skill Sets1. Identifying “big” needs (quality of life indicators)
• “Student needs to feel others respect him”
2. Establish voice/ownership
3. Reframe blame
4. Recognize/prevent teams’ becoming immobilized by “setting events”
5. Getting to interventions that actually work
6. Integrate data-based decision-making into complex process (home-school-community)
Student/Family SummaryStudent/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
• 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
StrengthsStrengths
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
NeedsNeeds
SIMEO – EI-TSIMEO – EI-T
SIMEO – HSC-TSIMEO – HSC-THOME SCHOOL COMMUNITY
1. Knows how to ask for help2. Handles disagreements3. Seeks attention in appropriate ways4. Participates in activities
Summer Action PlanSummer Action PlanNEEDS STRENGTHS OUTCOMES STRATEGIES (What, By Whom, By When)He needs to feel accepted at home.
Mom sees the value in him feeling accepted at home.
He cares what family members think about him and wants to spend time with them.
Decrease in negative interactions with siblings and with his uncle.
Increase on HSC-T items “feels that he belongs” and “feels accepted”
•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 PlanSummer Action PlanNEEDS STRENGTHS OUTCOMES STRATEGIES (What, By Whom, By When)
He needs to feel capable academically.
He has strong auditory and verbal skills.
He has great background knowledge on many topics.
He has a good memory.
Increase in academic achievement
•Special Ed Teacher will review academic interventions – 11/20/2012
•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 multi-sensory 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 PlanSummer Action PlanNEEDS STRENGTHS OUTCOMES STRATEGIES (What, By Whom, By When)
He needs to be able to calm himself.
He has great ideas. He has good self-awareness. He has the desire and motivation.
Increase in work completion (measured by individualized CICO point sheet)
Decrease in shut-downs and refusals
Shorter breaks to calm down
•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)
•“Dragon Breath” idea for deep breathing with drawing he created – 04/04/2013
•He will continue to practice calming strategies over the summer – 06/2013 and 07/2013 (review with Social Worker)
Summer Action PlanSummer Action PlanNEEDS STRENGTHS OUTCOMES STRATEGIES (What, By Whom, By When)
He needs to feel connected to school and the community.
He loves art and drawing.
He loves music.
He is social and gets along well with others.
He is helpful.
Increase in involvement in extracurricular activities Increase on HSC-T item “participates in activities”
•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 will join choir – 12/20/2012
•He would like to join Boy Scouts for next year – 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
Tertiary Level System Tertiary Level System ComponentsComponents
Installation StageInstallation Stage 1. District Planning Team to address the system challenges
and address the data trends to be changed.2. Building level tertiary systems planning team to monitor
progress of tertiary plans and address challenges at building level.
3. Tertiary Coaching (District level).4. Facilitators identified and “positioned” to facilitate Tier 3
teams and plans for 1-5% of students.5. Comprehensive training and technical assistance plan.6. Data system/tools to be integrated into tertiary practices.
Implementing Implementing Wraparound:Wraparound:
Key Elements Needed for Key Elements Needed for SuccessSuccess
• Engaging students, families & teachers• Team development & team ownership• Ensuring student/family/teacher voice
– Getting to real (big) needs• Effective interventions
– Serious use of strengths– Natural supports– Focus on needs vs. services
• Monitoring progress & sustaining• System support buy-in
Rebecca Carr-Stith, BJC Outreach Specialist
Tara Schillhahn, Armstrong School Counselor
Overview of Coaching Overview of Coaching WrapWrap
1. Developed plan based on observation to guide schools through process2. Created approach to coach by Phases3. Established clear markers to determine an official Wraparound family4. Committed to attendance at Wrap meetings5. Set goal of Phase III for facilitators6. Focused on facilitators understanding the connection Wrap creates with families and how this benefits the students.
DISTRICT/SCHOOL DISTRICT/SCHOOL PROFILEPROFILE
• HAZELWOOD-2nd largest district in St. Louis Metro Area-76% students of color-59% free/reduced lunch
• Armstrong-70% students of color-69% free/reduced lunch-58% male
Meet MaxMeet Max
Max is a 4th grade African American male at Armstrong Elementary. He performed
academically above average through second grade. He is now below grade level. He’s had behavioral struggles since early childhood. Armstrong has implemented
BIP’s, CICO, CNC, SS/HS
Mentoring program, small group counseling, ISS/OSS, and before/after school
detentions. He has been under psychiatric care (DSM-IV diagnosis of ADHD and Mood
Disorder NOS) since 2nd grade with numerous medication changes. Max met criteria for an
ED diagnosis through SSD in 3rd grade.
Meet Meet MaxMax
He attends CORE, Hazelwood’s therapeutic program, half days. Max has loving parents who are
separated and rarely in agreement with approaches to Max’s success. Mom is the primary caregiver and visitation with dad is approximately monthly. Max has received increased OSS and
discussion of alternative…
Meet Meet MaxMax
…placement began in the fall of this year. After Rebecca Carr-Stith reached
out with support, I decided to approach mom with the Wraparound process. And
so we went…
Meet Meet MaxMax
Max’s SystemsMax’s Systems
School SystemsSchool Systems
•Weak Tier 2 Team•No Tier 3 or Wrap team
•Lack of administrative involvement•Facilitator with full-time job responsibilities
•BJC Wraparound Coach
And we pressed on…
Initial TasksInitial Tasks
• Develop definition/presentation of Wrap as it relates to this family, your “pitch”
• Create a Wrap systems team if not already in place• Get all forms/documents ready• Keep planning for 1st
meeting
PHASE IPHASE I
• Includes multiple conversations ns to build the foundation/relationship (coffee shop talks)
• HSC tool provided nice picture of domains included in Wrap
• Family was provided with opportunity for input
• Helped mom choose team members
PHASE IIPHASE II
• Team grows (grew from 4 to 9)• Review of Phase I (needs, strengths,
mission/vision)• Develop brief FBA if needed• Brainstorming of strategies
• Plan development• Energy increases
PHASE III PHASE III
• Presentation of Wrap plan• Make any final adjustments, implementation dates• Determine outcome data• Make sure everyone knows
roles/responsibilities• Incorporate student into plan • Ensure follow-up
• Stay outcome focused and keep pushing!
• Preparation for meetings is crucial
• Use outcome-driven agendas
• Make every effort to obtain voice from every player at the table
• Be careful not to let paperwork overtake process
• Communicate/campaign the process with all involved persons, not just those on team.
Take-AwaysTake-Aways
Wrap TransformationsWrap Transformations• Mom now able to recognize Max’s strengths and
work from that approach• Numerous agencies working off same page: SSD,
Therapeutic Program, Gen. Ed, Therapist, family• SSD teacher sharing how she’s had to
intentionally shift her approach to get results• Over 50% decrease in OSS; most successful end of
year yet!• Two 5th grade teachers requesting Max!!!
Benefits of Wrap CoachBenefits of Wrap Coach• Hands on approach: present at meetings,
available for pre/post conferences, SIMEO training/support
• Written strength-based observation of meetings including take-aways and recommendations
• Use of safety plans and functional assessments with students who present need
• Go-to person when stuck in process
Coaching ObservationsCoaching Observations
Laminated Vision and Mission Statements as well as Ground Rules
Determination and commitment of Facilitator to this student and process
Willingness of facilitator to change locations to accommodate the necessary voices at the table
Degree of comfort mom had in sharing with the team; she knows her child
Mom invited the necessary teachers to the table when in the past she had been reluctant to work with them.
Coaching Observations Coaching Observations (Cont’d.)(Cont’d.)• Teachers who had not been receptive to
individual suggestions of how to manage Max were very willing to make adjustments in a positive team meeting where there was no shaming or blaming
• Continuity for the student across 2 schools and home as plan covers all areas
• Crisis safety plan covers Max at school in the room and in those unstructured areas; all of the team has this and it is included in his IEP
