1. PBIS National Forum October 11, 2013
Session D4
Tier 3 Wraparound: Data, Systems, & Practices
9:15 AM – 10:30 AM
Presenters:
Lucille Eber, Statewide Director, Illinois PBIS Network
Rebecca Carr-Stith, Wraparound Coach, Special School District of St. Louis (MO) Tara Schillhahn, School Counselor, Hazelwood School District (MO)

2. 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

3. Positive Behavior Interventions & Supports: A Multi-Tiered System of Support Model (MTSS)
Tier 1/Universal
School-Wide Assessment
School-Wide Prevention Systems
ODRs, Credits, Attendance, Tardies, Grades, DIBELS, etc.
Tier 2/ Secondary
Tier 3/
Tertiary
Check-in Check-out (CICO)
Assessment
Intervention
Social/Academic Instructional Groups (SAIG)
Daily Progress Report (DPR) (Behavior and Academic Goals)
Group Intervention with Individualized Feature (e.g., CICO with ind. features and Mentoring)
Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc.
Brief Functional Behavior Assessment/
Behavior Intervention Planning (FBA/BIP)
Individual Student
Information System (ISIS)
Complex or Multiple-domain FBA/BIP
Person Centered Planning: Wraparound/RENEW
Family Focus
SIMEO Tools: HSC-T, SD-T, EI-T
Illinois PBIS Network, Revised Aug Adapted from T. Scott, 2004

4. We Know the Practices 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

5. The System Features Needed to Support 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)

6. Putting outcomes for students with EBD into the context of schools as systems to educate and support ALL students.

7. Person (Family) Centered Planning
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”

8. Wraparound 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

9. Wraparound Defined by 10 Principles
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
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.
Montana Wraparound Orientation

11. 10 Principles of Wraparound
Family Voice and Choice
Team-Based
Natural Supports
Collaboration
Community-Based
NWI standardized the 10 principles in –Revised persistent to unconditional
Culturally-Competent
Individualized
Strengths-Based
Unconditional Care
Outcome-Based
40 minutes. Provide an overview w/ examples for each principle. In theory, all principles have equal “weight” however a few are more significant…especially upfront during the engagement phase….voice-choice, strengths based, unconditional, team based, cultural competent

12. Wraparound Phases & 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
10 minutes. While reviewing the 4 phases, important to stress the importance of completing each of the activities within each phases. Failure to complete activities in phase 1, with fluency, will lead to team falling apart in phase 2 or 3.
Day One and Two Slides

13. A Growing Evidence Base
See 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.

14. 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)

15. Wraparound Skill Sets
Identifying “big” needs (quality of life indicators)
“Student needs to feel others respect him”
Establish voice/ownership
Reframe blame
Recognize/prevent teams’ becoming immobilized by “setting events”
Getting to interventions that actually work
Integrate data-based decision-making into complex process (home-school-community)

16. 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

17. Strengths 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

18. Needs
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

19. SIMEO – EI-T

20. SIMEO – HSC-T Knows how to ask for help Handles disagreements
HOME SCHOOL COMMUNITY
Knows how to ask for help
Handles disagreements
Seeks attention in appropriate ways
Participates in activities

21. 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

22. Summer Action Plan NEEDS 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

23. 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/ 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)

24. Summer Action Plan NEEDS 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

25. Tertiary Level System Components Installation Stage
District Planning Team to address the system challenges and address the data trends to be changed.
Building level tertiary systems planning team to monitor progress of tertiary plans and address challenges at building level.
Tertiary Coaching (District level).
Facilitators identified and “positioned” to facilitate Tier 3 teams and plans for 1-5% of students.
Comprehensive training and technical assistance plan.
Data system/tools to be integrated into tertiary practices.

26. Implementing Wraparound: Key Elements Needed for Success
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

27. Wrapping MAX Rebecca Carr-Stith, BJC Outreach Specialist
Tara Schillhahn, Armstrong School Counselor

28. Overview of Coaching Wrap
1. Developed plan based on observation to guide schools through process 2. Created approach to coach by Phases 3. Established clear markers to determine an official Wraparound family 4. Committed to attendance at Wrap meetings 5. Set goal of Phase III for facilitators 6. Focused on facilitators understanding the connection Wrap creates with families and how this benefits the students.

29. DISTRICT/SCHOOL PROFILE
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

30. Meet 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

31. Meet Max
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.

32. Meet Max 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…

33. Meet Max
…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…

34. MAX Max’s Systems General Ed Outside Therapy Special Ed
Therapeutic Program
Home
Outside Therapy

35. School Systems And we pressed on… 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…

36. Initial 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

37. PHASE 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

38. PHASE 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

39. 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

40. Take-Aways 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.

41. Wrap 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!!!

42. Benefits 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

43. Coaching 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.

44. Coaching Observations (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