Presentation on theme: "PBIS National Forum October 11, 2013"— Presentation transcript:
1PBIS National Forum October 11, 2013 Session D4Tier 3 Wraparound: Data, Systems, & Practices9:15 AM – 10:30 AMPresenters: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)
2Session 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 planDescribe the system features that are critical for a comprehensive three-tiered system that includes wraparound to sustain
3Positive Behavior Interventions & Supports: A Multi-Tiered System of Support Model (MTSS) Tier 1/UniversalSchool-Wide AssessmentSchool-Wide Prevention SystemsODRs, Credits, Attendance, Tardies, Grades, DIBELS, etc.Tier 2/ SecondaryTier 3/TertiaryCheck-in Check-out (CICO)AssessmentInterventionSocial/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 StudentInformation System (ISIS)Complex or Multiple-domain FBA/BIPPerson Centered Planning: Wraparound/RENEWFamily FocusSIMEO Tools: HSC-T, SD-T, EI-TIllinois PBIS Network, Revised Aug Adapted from T. Scott, 2004
4We Know the Practices that Work… Proactive, strength-based; “set kids up” to experience successHigh rates of consistent, supported instruction; teach/practice/reinforcePredictable and consistent environmentsKnow unique “why?” for each student/problemContextual fit: Strategic use of natural supports, and settingsCareful monitoring of data over time with ongoing revisions to guide incremental improvements in quality of life
5The System Features Needed to Support Effective Practices… A Team unique to each individual child & familyBlend the family/natural supports with the school representatives who know the child bestA defined Meeting ProcessMeet frequently and use dataDevelop, implement, review range of interventionsFacilitator RoleBringing team togetherBlending perspectives; guiding consensusSystematic use of data (strengths and needs)
6Putting outcomes for students with EBD into the context of schools as systems to educate and support ALL students.
7Person (Family) Centered Planning Individualized approach to planning for persons/families in need of services and supportsWraparound – focus on student and family needs across multiple life domainsRENEW – focus on student completing HS, with support from family and teamFamily Focus – supports students with Autism spectrum disorders through the use of “frames” and “path’s”
8Wraparound History Kaleidoscope – 1970’s Unclaimed Children, Jane Knitzer (1982), accelerated wraparound movementChild and Adolescent Service System Program (CASSP), 1984“System of Care”Alaskan Youth Initiative, 1980’sProject Wraparound (Vermont), 1980’sDuke University, 1998National Wraparound Initiative (NWI), 2003Implemented nationwide & with multiple systems
9Wraparound Defined by 10 Principles Wraparound is a PROCESS for supporting youth and families with complex needs.Defined by 10 PrinciplesImplemented in 4 PhasesBuild self efficacyThe wraparound process is a key component on the continuum of a school wide system of PBIS.
10WraparoundWraparound 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
1110 Principles of Wraparound Family Voice and ChoiceTeam-BasedNatural SupportsCollaborationCommunity-BasedNWI standardized the 10 principles in –Revised persistent to unconditionalCulturally-CompetentIndividualizedStrengths-BasedUnconditional CareOutcome-Based40 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
12Wraparound Phases & Activities Engagement & Team PrepOrient family to WrapStabilize crisesDevelop Strengths ProfileComplete HSC, SD-T, ED-TEngage team membersMake meeting arrangementsInitial Plan DevelopmentDevelop an action planDevelop a crisis/safety planImplementationImplement the planRevisit and update the planMaintain team cohesiveness and trustUpdate HSC, SD-T, ED-TManage meeting/team logisticsTransitionPlan for cessation of wrapConduct commencement ceremoniesFollow-up with the family after graduation10 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
13A 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.
14Who is Wraparound for?Youth with multiple needs across home, school, communityYouth 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)
15Wraparound Skill SetsIdentifying “big” needs (quality of life indicators)“Student needs to feel others respect him”Establish voice/ownershipReframe blameRecognize/prevent teams’ becoming immobilized by “setting events”Getting to interventions that actually workIntegrate data-based decision-making into complex process (home-school-community)
16Student/Family Summary 3rd grade male studentEnglish and Spanish spoken in homeFamily history of school failure and police involvement13 people live in homeSheltered English classroomSpecial Education – SLDFormal FBA/BIPWraparound initiated October 2012
17Strengths Intact family Stable housing Reliable transportation Looks up to dadLikes helping momFishingChurch and faithArt skills – drawingHelpful and caringConversation skillsKnows a lot about animals
18NeedsMission StatementAll 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 homeHe needs to feel like he is capable academicallyHe need to be able to calm himself and accept help at home and at schoolHe needs to learn how to ask for help and get his needs metHe need to feel connected to school and the community
20SIMEO – HSC-T Knows how to ask for help Handles disagreements HOME SCHOOL COMMUNITYKnows how to ask for helpHandles disagreementsSeeks attention in appropriate waysParticipates in activities
21Summer 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
22Summer 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
23Summer 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 refusalsShorter 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)
24Summer 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 activitiesIncrease 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
25Tertiary 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.
26Implementing Wraparound: Key Elements Needed for Success Engaging students, families & teachersTeam development & team ownershipEnsuring student/family/teacher voiceGetting to real (big) needsEffective interventionsSerious use of strengthsNatural supportsFocus on needs vs. servicesMonitoring progress & sustainingSystem support buy-in
27Wrapping MAX Rebecca Carr-Stith, BJC Outreach Specialist Tara Schillhahn, Armstrong School Counselor
28Overview 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.
29DISTRICT/SCHOOL PROFILE HAZELWOOD-2nd largest district in St. Louis Metro Area-76% students of color-59% free/reduced lunchArmstrong-70% students of color-69% free/reduced lunch-58% male
30Meet 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
31Meet MaxMentoring 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.
32Meet 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…
33Meet 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…
34MAX Max’s Systems General Ed Outside Therapy Special Ed Therapeutic ProgramHomeOutside Therapy
35School Systems And we pressed on… Weak Tier 2 Team No Tier 3 or Wrap teamLack of administrative involvementFacilitator with full-time job responsibilitiesBJC Wraparound CoachAnd we pressed on…
36Initial TasksDevelop definition/presentation of Wrap as it relates to this family, your “pitch”Create a Wrap systems team if not already in placeGet all forms/documents readyKeep planning for 1stmeeting
37PHASE IIncludes multiple conversations ns to build the foundation/relationship (coffee shop talks)HSC tool provided nice picture of domains included in WrapFamily was provided with opportunity for inputHelped mom choose team members
38PHASE II Team grows (grew from 4 to 9) Review of Phase I (needs, strengths, mission/vision)Develop brief FBA if neededBrainstorming of strategiesPlan developmentEnergy increases
39PHASE III Presentation of Wrap plan Make any final adjustments, implementation datesDetermine outcome dataMake sure everyone knows roles/responsibilitiesIncorporate student into planEnsure follow-up
40Take-Aways Stay outcome focused and keep pushing! Preparation for meetings is crucialUse outcome-driven agendasMake every effort to obtain voice from every player at the tableBe careful not to let paperwork overtake processCommunicate/campaign the process with all involved persons, not just those on team.
41Wrap TransformationsMom now able to recognize Max’s strengths and work from that approachNumerous agencies working off same page: SSD, Therapeutic Program, Gen. Ed, Therapist, familySSD teacher sharing how she’s had to intentionally shift her approach to get resultsOver 50% decrease in OSS; most successful end of year yet!Two 5th grade teachers requesting Max!!!
42Benefits of Wrap CoachHands on approach: present at meetings, available for pre/post conferences, SIMEO training/supportWritten strength-based observation of meetings including take-aways and recommendationsUse of safety plans and functional assessments with students who present needGo-to person when stuck in process
43Coaching Observations Laminated Vision and Mission Statements as well as Ground RulesDetermination and commitment of Facilitator to this student and processWillingness of facilitator to change locations to accommodate the necessary voices at the tableDegree of comfort mom had in sharing with the team; she knows her childMom invited the necessary teachers to the table when in the past she had been reluctant to work with them.
44Coaching 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 blamingContinuity for the student across 2 schools and home as plan covers all areasCrisis 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