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PBIS National Forum October 11, 2013

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Presentation on theme: "PBIS National Forum October 11, 2013"— Presentation transcript:

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


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

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

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

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)

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.

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


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