Presentation on theme: "The Wisconsin PBIS Network (CFDA #84"— Presentation transcript:
1 Wraparound Intensive Systems Oversight Team Training Wisconsin PBIS Network The Wisconsin PBIS Network (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of this presentation and for the continued support of this federally-funded grant program. There are no copyright restrictions on this document; however, please credit the Wisconsin DPI and support of federal funds when copying all or part of this material.
2 Agenda and Introductions Creating a Multi- level System of Support10 Principles of WraparoundCreating Your Wraparound TeamWraparound System Features
3 Planned Outcomes Development of a solid, functioning systems team: Your team will understand the responsibilities of the systems team and individual student teamsYour team will develop a clear and concise mission statementYour team will identify facilitators and their capacityYour team will create data rules to identify target student populationYour team will develop a process for referral, and wraparound implementation
4 Meeting Norms What are your meeting pet peeves? Recall some of the best meetings you’ve had.Now, create norms to be used at future meetings of your systems team.Share: Introduce your team and share one norm appropriate for use with our full group.10 min total
6 Implementing a Systematic Approach: One System–Not Fifty A systematic approach to behavioral support means:A multi-level continuum of supportData-driven decisions throughout the continuumImplementing practices that encourage positive behavior and discourage repetitive undesirable behavior. Practices should be implemented with fidelity.Implementing systems that decrease staff stress and support staff to implement effective practicesPromote tier I and tier II consistency among staff and administration
7 Let’s Talk NumbersDo 100% of your students have access to core instruction and acknowledgement around behavioral expectations, rules, and routines?Do your behavioral expectations match what you believe students need to experience success in and out of school?
8 What is 80% of your student population? Do 80% of your students experience success after core instruction?Who are those students who are not experiencing success?Is a certain group of students over-represented?How many of your students are currently receiving individualized interventions?What is 5% of your population?
9 Share What Stands Out to You AHA! I never thought of it this way–cool! OH, NO! We really need work on this–oops! MM-HMM No surprise here– just as we suspected.
10 Positive Behavior Interventions and Supports + Wraparound Tracker Tool,Individual Futures PlanWraparound, Complex FBA/BIPTier IIICompeting Behavior Pathway, Functional Assessment Interviewsimple individual interventions(brief FBA/BIP, schedule/ curriculum changes, etc.)Tier IIWeekly Progress Report (behavior and academic goals)small group interventions (CICO, social and academic support groups, etc.)NOTICE GREEN GOES IS FOR “ALL”ODRs, attendance, tardies, grades, credits, progress reports, etc.UniversalSchool-Wide AssessmentSchool-Wide Prevention SystemsMalloy, Agorastou & Drake, 2009 Adapted from Illinois PBIS Network, Revised Sept., 2008 & T. Scott, 2004
11 3-Tiered System of Support Necessary Conversations (Teams) Universal TeamSecondary Systems TeamProblem Solving TeamTertiary Systems TeamPlans school-wide and class-wide supportsUses process data; determines overall intervention effectivenessStanding team; uses FBA/BIP process for one youth at a timeUses process data; determines overall intervention effectivenessPurpose: Provide big picture of how tier 2 is “fed” by tier 1, and “feeds” into tier 3. Training addresses this flow chartDON’T PANIC! THIS WILL MAKE SENSE BY END OF TRAININGMain ideas:Talk through each of the system supports and the roles of each team.Make note that the interventions listed are only a sampling and ultimately should include ALL interventions in the Unified System (Behavioral and Academic). However, today we are only focusing on Behavioral interventions.Pupil Services Personnel—Tier 1 - consult, Tier 2 - coordinate, Tier 3 - facilitate (quote from Lucille Eber)Conversation – cont discussion around who should be at each training dayComplexFBA/BIPWRAP/ RENEW1111
12 Individualized Wraparound Teams at the Tertiary Level Are unique to the individual child and familyBlend the family’s supports with the school representatives who know the child bestMeeting processMeet frequentlyRegularly develop and review interventionsFacilitator roleRole of bringing team togetherRole of blending perspectives
13 Individualized, Comprehensive Teams/Plans What do tertiary plans include?Supports and interventions across multiple life domains and settings (i.e. behavior support plans, academic interventions, basic living supports, multi-agency strategies, family supports, community supports, etc.)What’s different?Natural supports and unique strengths are emphasized in team and plan development. Youth/family access, voice, ownership are critical features. Plans include supports for adults/family, as well as youth.
14 Step 1 Identify 2-3 students who you feel need tertiary level supports. Consider:Types of problems exhibitedAcademic performanceSocial/emotional characteristicsIssues outside of school
15 Step 2Discuss:How does the school respond to each of these students now?What should the school’s ideal response be?What is needed to reach the ideal?What are the gaps between what is needed and what exists?
16 Share What Stands Out to You AHA! I never thought of it this way–cool! OH, NO! We really need work on this–oops! MM-HMM No surprise here– just as we suspected.
17 What is Wraparound?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.
19 10 Principles of Wraparound Family voice and choiceTeam-basedNatural supportsCollaborationCommunity-basedCulturally responsiveIndividualizedStrengths-basedUnconditional careOutcome-basedNWI standardized the 10 principles in 2004; 2008–revised persistent to unconditional
20 Principle 1Family voice and choice: Family and youth 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 engagement comes with accountability and responsibility.
21 Principle 2Team-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.
22 Principle 3Natural 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.
23 Principle 4Collaborative: 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.
24 Principle 5Community-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 youth and family integration into home and community life.
25 Principle 6Culturally Responsive: The wraparound process demonstrates respect for and builds upon the values, preferences, beliefs, culture and identity of the youth and family and their community.
26 Principle 7Individualized: 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.
27 Principle 8Strengths-based: The wraparound process and the wraparound plan identify, build upon and enhance the capabilities, knowledge, skills and assets of the youth and family, their community, and their team members.
28 Principle 9Unconditional 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.
29 Principle 10Outcome-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.
30 Wraparound Principles With a partner or group:Select five principles you think are the most important to the wraparound process. Why?Identify 2-3 principles of school-based wraparound that may be difficult to honor. Why?What can the systems team do to ensure all principles are valued?20 minutes. 15 minute discussion with partner/group followed by 5 minutes of trainer led discussion. WF will increase understanding how principles actually play out during the process….and how actions / behaviors of facilitator and wrap team support (or don’t support) each principle Also looking to hear what principle(s) folks struggle with. People always say, “I am strength based,” or “I am culturally competent” etc.…..if that were the case, kids wouldn’t be lining up for alternative school settings The challenge…folks need to increase awareness about their actions/ behaviors that are not principle friendly (WITHOUT OFFENDING THEM).
32 Wraparound Phases & Activities Engagement and Team PrepOrient family to wrapStabilize crisesGather student’s story via graphic mappingEngage team membersMake meeting arrangementsInitial Plan DevelopmentWith core and revolving team:Develop an action planDevelop a FBA/BIP and safety planImplementationImplement the planRevisit and update the planMaintain team cohesiveness and trustProgress monitor student responseManage meeting and team logisticsTransitionPlan for cessation of wrapConduct commencement ceremoniesFollow-up with the family after graduationDay One and Two Slides
34 Creating Your Systems/Implementation Team Who are we? A team of leaders, including an administrator, who meet regularly to assess the integrity of our tier III processWhat do we do?Develop an initial implementation framework and timelineAssess the capacity and integrity of tier III interventions
35 Identify Team Member Roles Team leader: starts the meeting, reviews the purpose of the meeting, facilitates the meeting by keeping the team focused on each step Recorder: takes notes, transcribes the team’s responses on flip chart paper, transparency, etc. Timekeeper: monitors the amount of time available, keeps the team aware of time limits by giving reminders (i.e., “10 minutes left”) Data specialist: enters and accesses data from SWIS or other system Content specialist: demonstrates competency with behavioral and/or academics and assists in analyzing data Administrator: actively encourages team efforts, provides planning time, feedback, and support initiatives Communications/lead facilitator: acts as the point person for communication between the team and facilitators Tier III coach: district-level (external) individual who facilitates the team through the process, becomes the school’s main contact with the district, and with the networkSmall team – some with multiple roles
36 Within Your Team Handout 1 Team Roles Worksheet Role Who is ResponsibleBack upTeam leader/facilitatorRecorderTimekeeperData specialistContent specialistAdministratorCommunication/lead facilitatorDistrict/external coachHandout 1Team Roles Worksheet
38 Wraparound: Systems Features Creation of a mission statement to ground your work, linking to existing mission statement/visionSelection of staff, professional development, and ongoing supportCoachingSystem for identifying and enrolling studentsProcess for developing and monitoring a planProcess for evaluating implementation
39 Mission Statement: Brainstorm Key Words and Phrases Tier III systems teamWhat are the needs that exist?What principles or beliefs guide our work?What are we doing to address the needs?
40 Your Mission Statement Is about getting really clear and staying really focusedShould be the driving force behind everything your team doesServes to remind each person on your team and in your school of the big picture–why you do what you do!
41 Begin crafting a mission statement for your team. What will our team be responsible for?What will we oversee?What are we concerned about?How will we do our work?Use the Mission Statement Worksheet (Handout 2); we will return to this at the end of the day.
42 Wraparound: Systems Features Creation of a mission statement to ground your work, linking to existing mission statement/visionSelection of staff, professional development, and ongoing supportCoachingSystem for identifying and enrolling studentsProcess for developing and monitoring a planProcess for evaluating implementation
43 Characteristics of a Good Facilitator Must WANT to do this workMust be able to make a good connection with students and families who may be hard to engageMust be willing to look at students and families differentlyMust have a bit of flexible time available1-2 hours per week per wraparound caseMinimum of two wraparound cases in the first yearParticipate in monthly online technical assistance sessionsMust be able to leave school property
44 Wraparound Facilitators Special educators, school services staff, otherReceive 3 days of training and additional coaching supportCollect and use data to monitor progress, achieve goals, and outcomesJoAnne
45 Wraparound Facilitator Activity Who do you currently have identified as facilitators? Are they the “right” people?Are there any others that come to mind?After facilitator training, to how many students will your school will have the capacity to offer wraparound?How will facilitators be provided with time to facilitate?Handout 3Facilitator Planning Worksheet
46 Wraparound: Systems Features Creation of a mission statement to ground your work, linking to existing mission statement/visionSelection of staff, professional development, and ongoing supportCoachingSystem for identifying and enrolling studentsProcess for developing and monitoring a planProcess for evaluating implementation
47 Training and Coaching OUTCOMES % of participants who demonstrate knowledge, demonstrate new skills in a training setting, and use new skills in the classroomTRAINING COMPONENTSKnowledgeSkill demonstrationUse in the classroomTheory and discussion10%5%0%...+Demonstration in training30%20%…+ Practice and feedback in training60%…+ Coaching in classroom95%Joyce and Showers, 2002(c) Dean Fixsen and Karen Blase, 2004
48 Coaching Ensures fidelity Ensures implementation Develops clinical and practice judgmentProvides feedback to selection and training processesGrounded in best practicesCoaching takes place monthly (first year is provided by network, second year is the district’s responsibility)(c) Dean Fixsen and Karen Blase, 2004
49 Mark Your CalendarPlan on attending Technical Assistance trainings online:Systems team meets quarterlyFacilitators meet monthly
50 Technical Assistance Training Times Systems team meeting: 00/00/00 at 00:00 a.m. Facilitators meeting:
51 Wraparound: Systems Features Creation of a mission statement to ground your work, linking to existing mission statement/visionSelection of staff, professional development, and ongoing supportCoachingSystem for identifying and enrolling studentsProcess for developing and monitoring a planProcess for evaluating implementation
52 Individualized, Comprehensive Wraparound Teams/Plans Who?Youth with multiple needs across home, school, communityYouth with multiple life domain needsThe adults in youth’s life are not effectively engaged in comprehensive planning (i.e. adults not getting along very well)What?The development of a very unique, individualized, strength-based team and plan for the youth and family that is designed to improve their quality of life as they defined it.Less than 1 minute
53 Systems Response Tool Handout 4 This tool is a way that you can identify how your current system is responding to students, and which segment of your population might benefit from a tier III interventionTitle: systems Response ToolMI: Introduce SRTallow 3-5 minutes for tables to look through toolshare -out ways data on tool could be usedHandout 4Systems Response Tool
56 Your Target Population What are the indicators that a student needs a wraparound team/plan? Set your data rules for inclusion.What is your capacity to provide wraparound in the coming school year?Within your target population, how will you determine which students receive wrap?How will you match students with facilitators?
57 Wraparound: Systems Features Creation of a mission statement to ground your work, linking to existing mission statement/visionSelection of staff, professional development, and ongoing supportCoachingSystem for identifying and enrolling studentsProcess for developing and monitoring a planProcess for evaluating implementation
58 Implementation Evaluation We need to evaluate to measure fidelity!Wrap Around Integrity ToolFurther info provided during online TAAnnual use, individual facilitator completionMATT/BATIntroduced at tier II, continue to useTeam completionWraparound Tracker Tool(c) Dean Fixsen and Karen Blase, 2004
59 Implementation Evaluation Ensure sustainable implementation and coaching/technical assistance focusWraparound Tracker ToolFeedback to district/network on functioning of:Recruitment and selection practicesTraining programs (pre and in-service)Supervision and coaching systemsInterpretation of outcome data
60 Improvement CyclesDo over and over again until the intended benefits are realizedAct(Adjust)Plan(Operationalize)Do(Trial)Study(Assess/review)Shewhart (1924); Deming & Juran (1948); Six-Sigma (1990)
61 Complete Mission Statement Tier III systems teamWhat are the needs that exist?What principles or beliefs guide our work?What are we doing to address the needs?
62 Next Steps: Sharing tier III How will you share info on wraparound with your full staff?How will you share info on wraparound with all families?
63 Next Steps Determine who will attend facilitator training Share work from today with wrap facilitatorsData rulesMission statementSet your next team meeting (date, time, location) and put together the agenda. Items should include:Create a wrap referral processComplete mission statementWraparound Tracker Tool
65 Review Guiding Questions Not sure if this is necessary – I think could be flexible based on timing of dayHow many students in your school fall within the tertiary level of need?Triangle toolWhat are your data rules for inclusion in wraparound?How many trained facilitators? How much time is allotted for wrap facilitation?How many students can you support with wrap this year? Next year?How will you assess the integrity of the intervention?What do you expect the outcomes to be for those students?
66 Share What Stands Out to You AHA! OH, NO! MM-HMM Next step: create your action plan
67 AcknowledgementsJoAnne Malloy, University of New Hampshire Institute on Disability Lucille Eber, Illinois PBIS network John Frantz, Paperboat LLC George Sugai, Rob Horner: OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports: National Implementation Research Network: