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Wraparound Intensive Systems Oversight Team Training Wisconsin PBIS Network The Wisconsin PBIS Network (CFDA #84.027) acknowledges the support of the Wisconsin.

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Presentation on theme: "Wraparound Intensive Systems Oversight Team Training Wisconsin PBIS Network The Wisconsin PBIS Network (CFDA #84.027) acknowledges the support of the Wisconsin."— 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 Support 10 Principles of Wraparound Creating Your Wraparound Team Wraparound 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 teams Your team will develop a clear and concise mission statement Your team will identify facilitators and their capacity Your team will create data rules to identify target student population Your 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.

5 Creating a Multi-level System of Support

6 Implementing a Systematic Approach: One System–Not Fifty A systematic approach to behavioral support means: 1.A multi-level continuum of support 2.Data-driven decisions throughout the continuum 3.Implementing practices that encourage positive behavior and discourage repetitive undesirable behavior. Practices should be implemented with fidelity. 4.Implementing systems that decrease staff stress and support staff to implement effective practices 5.Promote tier I and tier II consistency among staff and administration

7 Let’s Talk Numbers Do 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 Universal School-Wide Assessment School-Wide Prevention Systems Tier II Tier III Wraparound, Complex FBA/BIP simple individual interventions (brief FBA/BIP, schedule/ curriculum changes, etc.) small group interventions (CICO, social and academic support groups, etc.) ODRs, attendance, tardies, grades, credits, progress reports, etc. Weekly Progress Report (behavior and academic goals) Competing Behavior Pathway, Functional Assessment Interview Tracker Tool, Individual Futures Plan Positive Behavior Interventions and Supports + Wraparound Malloy, Agorastou & Drake, 2009 Adapted from Illinois PBIS Network, Revised Sept., 2008 & T. Scott, 2004

11 3-Tiered System of Support Necessary Conversations (Teams) Complex FBA/BIP Problem Solving Team Tertiary Systems Team WRAP/ RENEW Secondary Systems Team Plans school- wide and 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 Universal Team

12 Individualized Wraparound Teams at the Tertiary Level Are unique to the individual child and family Blend the family’s supports with the school representatives who know the child best Meeting process Meet frequently Regularly develop and review interventions Facilitator role Role of bringing team together Role 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 TEAM TIME Step 1 Identify 2-3 students who you feel need tertiary level supports. Consider: Types of problems exhibited Academic performance Social/emotional characteristics Issues outside of school

15 TEAM TIME Step 2 Discuss: 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 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.

18 10 Principles of Wraparound

19 1.Family voice and choice 2.Team-based 3.Natural supports 4.Collaboration 5.Community-based 6.Culturally responsive 7.Individualized 8.Strengths-based 9.Unconditional care 10.Outcome-based NWI standardized the 10 principles in 2004; 2008–revised persistent to unconditional

20 Principle 1 Family 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 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.

22 Principle 3 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.

23 Principle 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.

24 Principle 5 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 youth and family integration into home and community life.

25 Principle 6 Culturally 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 7 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.

27 Principle 8 Strengths-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 9 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.

29 Principle 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.

30 TEAM TIME Wraparound Principles With a partner or group: 1.Select five principles you think are the most important to the wraparound process. Why? 2.Identify 2-3 principles of school-based wraparound that may be difficult to honor. Why? 3.What can the systems team do to ensure all principles are valued?

31 4 Phases of Wraparound

32 Wraparound Phases & Activities Engagement and Team Prep Orient family to wrap Stabilize crises Gather student’s story via graphic mapping Engage team members Make meeting arrangements Initial Plan Development With core and revolving team: Develop an action plan Develop a FBA/BIP and safety plan Implementation Implement the plan Revisit and update the plan Maintain team cohesiveness and trust Progress monitor student response Manage meeting and team logistics Transition Plan for cessation of wrap Conduct commencement ceremonies Follow-up with the family after graduation

33 Creating Your Team

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 process What do we do? Develop an initial implementation framework and timeline Assess 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 network

36 Within Your Team RoleWho is ResponsibleBack up Team leader/facilitator Recorder Timekeeper Data specialist Content specialist Administrator Communication/lead facilitator District/external coach Handout 1 Team Roles Worksheet

37 Wraparound System Features What Do We Do?

38 Wraparound: Systems Features 1.Creation of a mission statement to ground your work, linking to existing mission statement/vision 2.Selection of staff, professional development, and ongoing support 3.Coaching 4.System for identifying and enrolling students 5.Process for developing and monitoring a plan 6.Process for evaluating implementation

39 Mission Statement: Brainstorm Key Words and Phrases Tier III systems team What 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 focused Should be the driving force behind everything your team does Serves to remind each person on your team and in your school of the big picture–why you do what you do!

41 TEAM TIME 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 1.Creation of a mission statement to ground your work, linking to existing mission statement/vision 2.Selection of staff, professional development, and ongoing support 3.Coaching 4.System for identifying and enrolling students 5.Process for developing and monitoring a plan 6.Process for evaluating implementation

43 Characteristics of a Good Facilitator Must WANT to do this work Must be able to make a good connection with students and families who may be hard to engage Must be willing to look at students and families differently Must have a bit of flexible time available – 1-2 hours per week per wraparound case – Minimum of two wraparound cases in the first year – Participate in monthly online technical assistance sessions Must be able to leave school property

44 Wraparound Facilitators Special educators, school services staff, other Receive 3 days of training and additional coaching support Collect and use data to monitor progress, achieve goals, and outcomes

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 3 Facilitator Planning Worksheet

46 Wraparound: Systems Features 1.Creation of a mission statement to ground your work, linking to existing mission statement/vision 2.Selection of staff, professional development, and ongoing support 3.Coaching 4.System for identifying and enrolling students 5.Process for developing and monitoring a plan 6.Process 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 classroom TRAINING COMPONENTS Knowledge Skill demonstration Use in the classroom Theory and discussion 10%5%0%...+Demonstration in training 30%20%0% …+ Practice and feedback in training 60% 5% …+ Coaching in classroom 95% Joyce and Showers, 2002

48 Coaching Ensures fidelity Ensures implementation Develops clinical and practice judgment Provides feedback to selection and training processes Grounded in best practices Coaching takes place monthly (first year is provided by network, second year is the district’s responsibility)

49 Mark Your Calendar Plan on attending Technical Assistance trainings online: Systems team meets quarterly Facilitators meet monthly

50 Technical Assistance Training Times Systems team meeting: 00/00/00 at 00:00 a.m. Facilitators meeting: 00/00/00 at 00:00 a.m.

51 Wraparound: Systems Features 1.Creation of a mission statement to ground your work, linking to existing mission statement/vision 2.Selection of staff, professional development, and ongoing support 3.Coaching 4.System for identifying and enrolling students 5.Process for developing and monitoring a plan 6.Process for evaluating implementation

52 Individualized, Comprehensive Wraparound Teams/Plans Who? Youth with multiple needs across home, school, community Youth with multiple life domain needs The 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.

53 Systems Response Tool 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 intervention Handout 4 Systems Response Tool

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56 TEAM TIME 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 1.Creation of a mission statement to ground your work, linking to existing mission statement/vision 2.Selection of staff, professional development, and ongoing support 3.Coaching 4.System for identifying and enrolling students 5.Process for developing and monitoring a plan 6.Process for evaluating implementation

58 Implementation Evaluation We need to evaluate to measure fidelity! Wrap Around Integrity Tool Further info provided during online TA Annual use, individual facilitator completion MATT/BAT Introduced at tier II, continue to use Team completion Wraparound Tracker Tool

59 Implementation Evaluation Ensure sustainable implementation and coaching/technical assistance focus Wraparound Tracker Tool Feedback to district/network on functioning of: Recruitment and selection practices Training programs (pre and in-service) Supervision and coaching systems Interpretation of outcome data

60 Improvement Cycles Shewhart (1924); Deming & Juran (1948); Six-Sigma (1990) Do over and over again until the intended benefits are realized

61 Complete Mission Statement Tier III systems team What are the needs that exist? What principles or beliefs guide our work? What are we doing to address the needs?

62 TEAM TIME 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 facilitators Data rules Mission statement Set your next team meeting (date, time, location) and put together the agenda. Items should include: Create a wrap referral process Complete mission statement Wraparound Tracker Tool

64 Please complete the evaluation survey evaluation survey

65 Review Guiding Questions How many students in your school fall within the tertiary level of need? Triangle tool What 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? Not sure if this is necessary – I think could be flexible based on timing of day

66 Share What Stands Out to You AHA! OH, NO! MM-HMM Next step: create your action plan

67 Acknowledgements JoAnne 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:

68 Contacts Rachel Saladis Wisconsin RtI Center/Wisconsin PBIS Network


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