1. Wraparound A Tier 3 Process Family Voice and Choice Rachel SaladisHugh DavisBlair Krueger/Kristi Serwek Wisconsin PBIS Network WI Family TiesFond Du Lac School District saladisr@wisconsinpbisnentwork.orghugh@wifamilyties.orgkruegerb@fonddulac.k12.wi.us serwek@fonddulac.k12.wi.us

2. Defining 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.

3. Wraparound is: An ongoing family/person centered planning process used by… A team of people who come together around family strengths/needs To create a unique plan of interventions and supports Based on a team (NOT about me and without me) that values unconditional care (no blame, no shame). (Brene Brown: Research on Shame) Wraparound is Not : A set of services, mentoring, therapy, tutoring An IEP meeting A one or two time meeting made up of professionals who decide what a student/family needs Any one individual who connects with the family or student Only for families and students we judge as “workable” or “likeable” The presence of flexible funds

4. 10 Principles of Wraparound 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

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6. Wraparound Phases Youth referred for tertiary level services and supports Phase 1: Engagement and team preparation Phase 2: Initial plan development Phase 3: Implement and monitor Phase 4: Transition

7. WRAP at Riverside Elementary School Engaging Families within a School Setting

8. Setting the Stage for WRAP at Riverside ● Tiers 1 and 2 were in place for several years: o Our families were aware of our behavior focus and the emphasis on Prevention and Positives. o Our school system supported our PBIS efforts. o We had behavior data available to share with parents and use for intervention planning. o Our school schedule was developed to make time available for interventions and meetings during the school day.

9. Setting the Stage for WRAP at Riverside (continued): ● We participated Tier 3 WRAP Training for the 2014-15 school year: o Provided basic framework. o Gave us resources to develop readiness. o Created positive “urgency” that moved us to engage in WRAP with our families. o Our Riverside Family embraces challenges. o We knew we needed to Engage our Families.

10. Why Kevin’s Family?: ● We had relationships with the family already. ● Family was reaching out for supports through school and community agencies. ● Kevin’s behaviors showed a need for further intervention. ● We needed the family too.

11. Kevin’s Background: ● Fourth grade student had been engaged in inappropriate acting out at school (sexual talk/gestures, bodily functions talk, impulsive, attention seeking). ● “Just didn’t seem to get it” when it came to inappropriate behaviors despite interventions ● Family also worried and frustrated.

12. Kevin’s Background (continued): ● Mom, dad, and younger brother at home. ● Guidance counselor and community services invited into home to provide support. ● Both parents were worried for him and younger sibling. ● Family was trying to figure out what to do, but seemingly at a loss with next steps.

13. Kevin’s WRAP Process: ● Guidance counselor facilitated first meeting through established relationships with family and community service agencies. ● Established process was focused on Family Choice and Voice. ● Open Communication (Caring, Humor, Sharing of our Personal Stories, Confidentiality)

14. Kevin’s WRAP Process (continued): ● Followed WRAP Steps over several meetings (Purpose, Strengths, Vision, etc.) ● Scheduled meetings at school during school day. ● Meetings were about an hour. ● Scheduled next meeting before leaving. ● Set goals and assigned tasks each time, which were reviewed at next meeting.

15. Kevin’s WRAP Outcomes: ● Mother initiated divorce shortly after WRAP process started. ● Kevin’s parents voluntarily placed him in foster care. ● Community services continued to support Kevin and his family. ● School initiated special education evaluation for EBD.

16. Riverside’s WRAP Reflections: 1.Importance of Family-School Relationships ● Unconditional ● Trust ● Student-Centered ● Lack of resources to support the needs of our students and families. ● Focus each and every day for our school. “Our Riverside Family” is who we are.

17. Reflections (continued): 2. Family Choice and Voice key to student outcomes at Tier 3. ● Family needs opportunity to determine need for change and build capacity to make decisions based on their values. ● Students in school 13% of first 18 years. ● Adults around student need to build their capacities to provide positive base for student changes in behavior

18. Reflections (continued): 3. School needs to be committed to the process. ● PBIS framework in place o Expectations, Interventions, Data ● Administrative and Staff Support ● “No excuses” scheduling ● Schools and Community Agencies working to support our families mindset

19. Are You Ready for Wrap?! Contact your Regional Technical Assistance Coordinator Register for an online webinar to learn about necessary commitments Complete readiness discussion with RTAC Explore training options/locations Register for training!

20. Questions, Comments