WraparoundWI PBIS Network

Rachel SaladisTechnical Assistance Coordinatorsaladisr@wisconsinpbisnetwork.org

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?

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

Tier 2/Secondary Interventions 5-15%•Some students (at-risk)•High efficiency•Rapid response•Small group interventions• Some individualizing

5-15% Tier 2/Secondary Interventions• 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

School-Wide Systems for Student Success:A Response to Intervention (RtI) Model

Academic Systems Behavioral Systems

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

3-Tiered System of Support

Necessary Conversations (Teams)

CICO

SAIG

Group w. individual

feature

ComplexFBA/BIP

Problem Solving Team

Tertiary Systems Team

Brief FBA/BIP

Brief FBA/BIP

WRAP

Secondary Systems Team

Plans SW & Class-wide supports

Uses Process data; determines overall

intervention effectiveness

Standing team; uses FBA/BIP process for one youth at a time

Uses Process data; determines overall

intervention effectiveness

Sept. 1, 2009

UniversalTeam

Universal Support

Individualized Teams at the Tertiary Level

Are unique to the individual child & familyBlend the family’s supports with the

school representatives who know the child best

Meeting ProcessMeet frequently Regularly develop & review

interventions Facilitator Role

Role of bringing team togetherRole of blending perspectives

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

How do you know who to give Tier 3 Supports?

Use dataDiscipline (ODR, ISS, OSS)Systems Response Tool

Family and School are in conflictStudent is at risk of a more restrictive

placementLower level supports have not been effectiveNeeds across multiple life domains

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

Wraparound

Wraparound is a PROCESS for supporting youth and families with complex needs.Defined by 10 Principles Implemented in 4 PhasesBuild self efficacy

The wraparound process is a key component on the continuum of a school wide system of PBIS.

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

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

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

How is Wraparound Different than other Meetings Schools Have with Families?

Family voice and choiceRely on the natural supports or the familyHigh frequency meetingsContinually checking to see how things are

going through use of dataConsidering cultural competency: do the

family and student feel accepted in the school and community

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 Principles of Wraparound

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

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Principles1. 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.

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Principles3. 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.

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Principles5. 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.

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Principles7. 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.

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Principles9. 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.

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Wraparound Principles Activity 2

With a partner or group:

1. Each group will be assigned 2 to 3 principles2. Come up with an example of that principle at your

table.3. Which of your assigned principles might be more of a

challenge? 4. What can the can be done to ensure all principles are

valued?5. Share with the larger group.

10 Principles of Wraparound

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

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Wraparound

Wraparound is a PROCESS for supporting youth and families with complex needs.Defined by 10 Principles

Implemented in 4 PhasesBuild self efficacy

The wraparound process is a key component on the continuum of a school wide system of PBIS.

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WraparoundPhases & Activities

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

Barb and BenBarb 38 yrs old, divorced Employed, stable housing, attends AA, steady/supportive

boyfriend Suffered childhood trauma, history of depression Parents and both siblings live in MTBen 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

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

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.

Wrap process builds on lower tiered interventions

At the first team meeting family agreed to:Continue CICOContinue mentoringContinue MH services Improved communication with Mental Health

FBA to be completed (home and school) Family YMCA

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

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

Big Needs

Barb and Ben want to have a healthy, positive relationship

Ben needs to feel happy about being at schoolBen needs to feel support with completing his

school work

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”

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.

Potential Team MembersRob, Barb’s boyfriendMr. Pregon, mentorMr. Kohler, math teacherBecky, church friend/AA sponsor John Gergecef, TherapistDiana and Vickie, sistersSamantha, co-workerGM & GF Jason, dad

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

Another Action Plan Example

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

Student/Family Summary

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

Strengths

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

Needs

Summer Action Plan

NEEDS 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 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 Plan

NEEDS 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 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

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

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