2. THE WRAPAROUND MODEL: family voice and choice A BRIEF OVERVIEW COMPILED BY DAWN CORCORAN MATERIALS PROVIDED BY: VESTENA ROBBINS/BETH ARMSTONG LUCILLE EBER PAT MILES KARI COLLINS AND A VARIETY OF OTHER PEOPLE

4. What is Wraparound? Wraparound is... a philosophy of care that includes a definable planning process involving the child and family that results in a unique set of community services and natural supports individualized for that child and family to achieve a positive set of outcomes.

5. Wraparound Essential Elements Community-Based Individualized, strengths-based, needs-driven Culturally competent Families as full and active partners Team process Flexibility Balance of resources Unconditional commitment Collaborative process results in plan Measurable outcomes monitored Goldman & Burns, 1999

6. Wraparound Values: Strengths-based: Building on people’s strengths helps reduce or cope better with needs…it also helps team members feel hope

7. Wraparound Values: Family is a full participant in planning…

8. EMPOWERING PARENTS “The people who the plan affects most should have the most ownership of it”… Lucille Eber, The Art and Science of Wraparound

9. Wraparound Values: Culturally Competent: Make sure there is someone at the table that the family can relate to

10. Wraparound Values: Needs-driven: By assessing the needs carefully, we can make more effective plans Avoid the “categorical approach”, i.e. all kids with ADHD need this service…

11. Wraparound Values: Individualized Planning: Unique to the child/family to really meet their needs Avoid “cookie cutter” approaches

12. Wraparound Values: Find Natural Supports! Reduce reliance on formal (paid for) support and help empower the family

13. Examples of Natural Supports Colleagues Friends Extended Family Neighbors Coaches Clergy Bus Drivers Babysitters/childcare providers School Custodian Crossing Guard Classmates

14. Service Coordination or Wraparound Facilitation (case management) The “hub” of the Wraparound Wheel for the entire Team! Wraparound Values:

15. Key Ideas The team members represent strengths, needs and choices of the youth and family Natural support persons are important team members to ensure cultural fit, independence and sustainable change over time The team focuses on needs identified and prioritized by the family, youth and teachers The family feels like it is their team and their meeting instead of feeling like they are attending a meeting a system is having about them!

16. So how do we start this process?! STEP 1: Involving the Family STEP 2: Building a Service Team STEP 3: Conducting Service Team Meetings

17. Steps for Developing a Wraparound Plan Step 1: Initial Conversations (story) Step 2: Start Meeting with Strengths Step 3: Develop a Mission Statement Step 4: Identify Needs across Domains Step 5: Prioritize Needs Step 6: Develop Actions Step 7: Assign Tasks/Solicit Commitments Step 8: Document the Plan: Evaluate, Refine, Monitor Transition, & Celebrate Successes

18. Examples of meeting rules We only share information that is useful for productive problem solving Everyone’s voice is valued and respected; everyone’s opinion counts We will be supportive rather than judgmental No put downs or interruptions We will monitor each other to remain strength-based

19. Other rules… The family chooses what information about them is shared at meetings All team discussions will be considered confidential

20. Integrating Wraparound with School-wide Positive Behavioral Interventions and Support (PBIS) Schoolwide systems of positive behavior supports help personnel feel more confident about using the wraparound approach Common Elements Team-based decision making Consensus around proactive strategies Ownership by those closest to student; practical, real Use real data to guide interventions

21. Academic SystemsMental Health Systems 1-5% 5-10% 80-90% Intensive Interventions Individual Students Assessment-based (e.g. CBA) Comprehensive Long term Intensive Interventions Individual Students Assessment-based (e.g. FBA, psych eval) Intense, long term interventions Comprehensive Targeted Group Interventions Problem specific intervention Short term Individual or small group Targeted Interventions Problem specific intervention Short term Individual or small group Universal Interventions All settings All students & school personnel Preventive, proactive Address climate and culture Universal Interventions All settings All youth & adults in the setting Preventive, proactive Mental health promotion Designing School-Wide Systems for Student Success

22. Kentucky IMPACT Positive Behavior Supports Bridges Project KCID: Kentucky Center for Instructional Discipline KEYS: Kentuckians Encouraging Youth to Succeed Person-Centered Planning (MR) Comprehensive Family Services (DCBS) WRAPAROUND: COMING SOON TO A THEATER NEAR YOU WRAPAROUND: COMING SOON TO A THEATER NEAR YOU

23. “The task is not to redesign the individual, but to redesign the environment in order to prevent problem behavior and ensure an acceptable behavior is produced instead” -Rob Horner