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Tier 3 Wraparound: Readiness to Implementation

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Presentation on theme: "Tier 3 Wraparound: Readiness to Implementation"— Presentation transcript:

1 Tier 3 Wraparound: Readiness to Implementation
Carol Hincker, Asst. Supt, Zion Wendy Trefz, Ex. Coach/Social Worker, Zion Sheri Luecking, Technical Assistance Specialist, ISTAC Eric Bruns, NWI

2 Outcomes Participants will learn the importance of having a structured training and follow-up coaching model that grounds facilitators in understanding the wrap process and give detailed examples from lessons learned in Illinois Participants will understand how Improvements in the fidelity of wraparound facilitation impact student outcomes. For high risk students/families, schools, districts, and states have to start doing something different Participants will develop an action plan for their school/district/state on steps to take to improve fidelity of wraparound for improved student and family outcomes.

3 History of Wraparound in Illinois
System of Care through multiple agencies in early 1990’s LANs: DCFS, DMH, ISBE IL EBD Network 1990-Wraparound through LANs and schools 1998 EBD Network began training schools in PBIS Wraparound as part of the Tier 3 PBIS system of support Renamed IL PBIS Network in 2006 SIMEO data system initiated in Began RENEW application of wraparound in

4 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 Focus Family SIMEO Tools: HSC-T, SD-T, EI-T Illinois PBIS Network, Revised Aug Adapted from T. Scott, 2004

5 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.

6 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

7 Principles Family Voice and Choice: Family and youth/child 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 involvement comes with accountability and responsibility. 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.

8 Principles 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. 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.

9 Principles 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 child and family integration into home and community life. 6. Culturally Competent: The wraparound process demonstrates respect for and builds upon the values, preferences, beliefs, culture and identity of the child/youth and family and their community.

10 Principles 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. 8. Strengths-Based: The wraparound process and the wraparound plan identify, build upon and enhance the capabilities, knowledge, skills and assets of the child and family, their community, and their team members.

11 Principles 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. 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.

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 FBA/BIP and 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 Day One and Two Slides



15 District Readiness and Training
Zion Elementary School District Dr. Carol Hincker – Assistant Superintendent

16 2,800 students PreK -8 7 Attendance Centers 45% Hispanic, 35% African American, 10% Caucasian 93% Low-income All schools implementing PBIS

17 Leadership / Training Structure *
District Leadership Team Principals, Central Office Admin, Ex Coach, Parent and Teacher Reps. 3x per year Tier 1 & Tier 2 Team Summits 2 -3 times per year Building Based Staff Meeting Presentations Monthly All Staff Institute Days 1 -2 x per year External and Internal Trainings / Conferences (as needed) In/Ex Coaches Assistant Principals, Psychs and Swers monthly

18 Critical Factor * Administrative understanding, expectation and accountability (not just buy in!) At building and district levels

19 Leadership / Training Structure *
External Coach and Assistant Superintendent received training prior to bringing program into district Presentation to DLT on What is Wrap Commitment from the principal supporting it. Principals nominated staff to be trained In/ex coaches - Training of the usual suspects – social workers and psychologists + teachers who were nominated Multiple partial release days for trainings and webinars Compensation for work outside of the contractual day.

20 Job Responsibilities and Expectations *
Made PBIS part of select individuals jobs (assistant principal, dean, social workers and psychologists) not volunteer! Reviewed job responsibilities of social workers with admin team Developed guidelines for writing social work on an IEP

21 Support for student during non-school days / hours *
Time costs money. While most of the responsibility for coaching is expected as part of the admin, social worker or psychologists jobs, staff do receive compensation for certain functions that take place outside of the school day positions. Per collective bargaining agreement: Tier 1 team members - $390 (15 hours) Tier 2 team members - $260 (10 hours) Wrap Around Facilitation - $260 per case (10 hours) + time cards for summer contact with wrap around families. The alternative - more out of district special education placements - $25,000 - $40,000 per year

22 Engaging Community Providers *
Partnerships with mental health providers Implementation of Community Schools Strategy Parent Engagement/Education Supporting the Core Curriculum Extended Day Programming Removing Barriers to Success Wrote multiple grants to fund the work. “Tell people what you are trying to do and they will help you!”

23 Training to Implementation
Wendy Trefz PBIS External Coach, District 6

24 Moving to Facilitation

25 Wraparound Pilot Coached while co-facilitating
Shared process with the MHP Department

26 Training Facilitators
Nominate and Invite participants Change the role of the MHP in the buildings Coached through the training

27 Challenges Family voice and Choice Community Based

28 Benefits of Wraparound
Community Based Collaborations

29 Coaching for Automaticity
Refresher trainings Time to consult with each other Training new staff Staff Awareness of Wraparound

30 Ideas for Eric Discussant
Maybe discuss the integration in schools and your experiences The challenges and success that are shared across systems moving it further How to build from experiences to strategies Importance of training and coaching and support to staff as well as good leadership

31 Questions and Discussion

32 Questions? Comments? Thank you!

33 Effective Implementation = Focus on three things
Leadership System and organizational support Staff competence

34 Child and Family Benefits

35 Child and Family Benefits
Staff/School Performance

36 Child and Family Benefits
Implementation Drivers Staff/School Performance

37 Child and Family Benefits
Implementation Drivers Staff/School Performance Coaching Training Selection Competency

38 Decision Support Data System
Child and Family Benefits Implementation Drivers Staff/School Performance Coaching Training Selection Systems Intervention Facilitative Administration Decision Support Data System Competency Organization

39 Decision Support Data System
Child and Family Benefits Implementation Drivers Staff/School Performance Coaching Training Selection Systems Intervention Facilitative Administration Decision Support Data System Competency Organization Adaptive Technical Leadership © Fixsen & Blase, 2008



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