PBIS National Forum October 11, 2013 Session D4 Tier 3 Wraparound: Data, Systems, & Practices 9:15 AM – 10:30 AM Presenters: Lucille Eber, Statewide Director, Illinois PBIS Network Rebecca Carr-Stith, Wraparound Coach, Special School District of St. Louis (MO) Tara Schillhahn, School Counselor, Hazelwood School District (MO)
Session Objectives: • Understand how the wraparound process fits into a multi-tiered system of behavioral support • Understand the principals of wraparound and how these principles are operationalized through an individualized team and plan • Describe the system features that are critical for a comprehensive three-tiered system that includes wraparound to sustain
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) Intervention Assessment Social/Academic InstructionalGroups (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 Family Focus SIMEO Tools: HSC-T, SD-T, EI-T Illinois PBIS Network, Revised Aug. 2013 Adapted from T. Scott, 2004
We Know the Practices that Work… • Proactive, strength-based; “set kids up” to experience success • High rates of consistent, supported instruction; teach/practice/reinforce • Predictable and consistent environments • Know unique “why?” for each student/problem • Contextual fit: Strategic use of natural supports, and settings • Careful monitoring of data over time with ongoing revisions to guide incremental improvements in quality of life
The System Features Needed to Support Effective Practices… • A Team unique to each individual child & family • Blend the family/natural supports with the school representatives who know the child best • A definedMeeting Process • Meet frequently and use data • Develop, implement, review range of interventions • Facilitator Role • Bringing team together • Blending perspectives; guiding consensus • Systematic use of data (strengths and needs)
Putting outcomes for students with EBD into the context of schools as systems to educate and support ALL students.
Person (Family) Centered Planning Individualized approach to planning for persons/families in need of services and supports • Wraparound – focus on student and family needs across multiple life domains • RENEW – focus on student completing HS, with support from family and team • Family Focus – supports students with Autism spectrum disorders through the use of “frames” and “path’s”
Wraparound History • Kaleidoscope – 1970’s • Unclaimed Children, Jane Knitzer (1982), accelerated wraparound movement • Child and Adolescent Service System Program (CASSP), 1984 • “System of Care” • Alaskan Youth Initiative, 1980’s • Project Wraparound (Vermont), 1980’s • Duke University, 1998 • National Wraparound Initiative (NWI), 2003 • Implemented nationwide & with multiple systems
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.
Wraparound • Wraparound is a facilitated team based practice model designed to integrate natural and professional supports, with the family/youth in the driver’s seat. • A wraparound team is formed to help define and refine family/youth strengths, culture, vision and needs; prioritize needs and create the plan; and then carry out the plan one prioritized need at a time until the formal team is no longer needed because the vision of the family/youth has been achieved.
10 Principles of Wraparound • Family Voice and Choice • Team-Based • Natural Supports • Collaboration • Community-Based • NWI standardized the 10 principles in 2004 2008–Revised persistent to unconditional • Culturally-Competent • Individualized • Strengths-Based • Unconditional Care • Outcome-Based
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 crisis/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 Wraparound Phases & Activities
A Growing Evidence Base See Bruns and Suter, (2010) largest analysis of wrap research. Key points include: • Investment in wraparound is backed by controlled research. In 2003, there were 3 controlled studies published, in 2010, there are 12 scientifically controlled and over 36 overall outcomes studies, more being published monthly. • Research is showing an association between system, organizational, team fidelity to good outcomes with families. • The wraparound-based RENEW process showing significant outcomes for older, transition-aged youth with or at-risk of EBD.
Who is Wraparound for? • Youth with multiple needs across home, school, community • Youth at-risk for change of placement (youth not responding to current systems/practices) • The adults in youth’s life are not effectively engaged in comprehensive planning (i.e. adults not getting along very well)
Wraparound Skill Sets • Identifying “big” needs (quality of life indicators) • “Student needs to feel others respect him” • Establish voice/ownership • Reframe blame • Recognize/prevent teams’ becoming immobilized by “setting events” • Getting to interventions that actually work • Integrate data-based decision-making into complex process (home-school-community)
Student/Family Summary • 3rd grade male student • English and Spanish spoken in home • Family history of school failure and police involvement • 13 people live in home • Sheltered English classroom • Special Education – SLD • Formal FBA/BIP • Wraparound initiated October 2012
Strengths • Church and faith • Art skills – drawing • Helpful and caring • Conversation skills • Knows a lot about animals • Intact family • Stable housing • Reliable transportation • Looks up to dad • Likes helping mom • Fishing
Needs • He needs to feel like he belongs and is valued and accepted at home • He needs to feel like he is capable academically • He need to be able to calm himself and accept help at home and at school • He needs to learn how to ask for help and get his needs met • He need to feel connected to school and the community Mission Statement All members of the team will work together to make him feel confident, competent, and loved.
SIMEO – HSC-T HOME SCHOOL COMMUNITY • Knows how to ask for help • Handles disagreements • Seeks attention in appropriate ways • Participates in activities
Tertiary Level System ComponentsInstallation Stage • District Planning Teamto address the system challenges and address the data trends to be changed. • Building level tertiary systems planning teamto monitor progress of tertiary plans and address challenges at building level. • Tertiary Coaching(District level). • Facilitators identified and “positioned” to facilitate Tier 3 teams and plans for 1-5% of students. • Comprehensive training and technical assistanceplan. • Data system/toolsto be integrated into tertiary practices.
Implementing Wraparound: Key Elements Needed for Success • Engaging students, families & teachers • Team development & team ownership • Ensuring student/family/teacher voice • Getting to real (big) needs • Effective interventions • Serious use of strengths • Natural supports • Focus on needs vs. services • Monitoring progress & sustaining • System support buy-in
Wrapping MAX Rebecca Carr-Stith, BJC Outreach Specialist Tara Schillhahn, Armstrong School Counselor
Overview of Coaching Wrap 1. Developed plan based on observation to guide schools through process 2. Created approach to coach by Phases 3. Established clear markers to determine an official Wraparound family 4. Committed to attendance at Wrap meetings 5. Set goal of Phase III for facilitators 6. Focused on facilitators understanding the connection Wrap creates with families and how this benefits the students.
DISTRICT/SCHOOL PROFILE • HAZELWOOD -2nd largest district in St. Louis Metro Area -76% students of color -59% free/reduced lunch • Armstrong -70% students of color -69% free/reduced lunch -58% male
Meet MaxMax is a 4th grade African American male at Armstrong Elementary. He performed academically above average through second grade. He is now below grade level. He’s had behavioral struggles since early childhood. Armstrong has implemented BIP’s, CICO, CNC, SS/HS
Meet Max Mentoring program, small group counseling, ISS/OSS, and before/after school detentions. He has been under psychiatric care (DSM-IV diagnosis of ADHD and Mood Disorder NOS) since 2nd grade with numerous medication changes. Max met criteria for an ED diagnosis through SSD in 3rd grade.
Meet Max He attends CORE, Hazelwood’s therapeutic program, half days. Max has loving parents who are separated and rarely in agreement with approaches to Max’s success. Mom is the primary caregiver and visitation with dad is approximately monthly. Max has received increased OSS and discussion of alternative…
…placement began in the fall of this year. After Rebecca Carr-Stith reached out with support, I decided to approach mom with the Wraparound process. And so we went… Meet Max
School Systems • Weak Tier 2 Team • No Tier 3 or Wrap team • Lack of administrative involvement • Facilitator with full-time job responsibilities • BJC Wraparound Coach And we pressed on…
Initial Tasks • Develop definition/presentation of Wrap as it relates to this family, your “pitch” • Create a Wrap systems team if not already in place • Get all forms/documents ready • Keep planning for 1st meeting
PHASE I • Includes multiple conversations ns to build the foundation/relationship (coffee shop talks) • HSC tool provided nice picture of domains included in Wrap • Family was provided with opportunity for input • Helped mom choose team members
PHASE II • Team grows (grew from 4 to 9) • Review of Phase I (needs, strengths, mission/vision) • Develop brief FBA if needed • Brainstorming of strategies • Plan development • Energy increases
PHASE III • Presentation of Wrap plan • Make any final adjustments, implementation dates • Determine outcome data • Make sure everyone knows roles/responsibilities • Incorporate student into plan • Ensure follow-up
Take-Aways • Stay outcome focused and keep pushing! • Preparation for meetings is crucial • Use outcome-driven agendas • Make every effort to obtain voice from every player at the table • Be careful not to let paperwork overtake process • Communicate/campaign the process with all involved persons, not just those on team.
Wrap Transformations • Mom now able to recognize Max’s strengths and work from that approach • Numerous agencies working off same page: SSD, Therapeutic Program, Gen. Ed, Therapist, family • SSD teacher sharing how she’s had to intentionally shift her approach to get results • Over 50% decrease in OSS; most successful end of year yet! • Two 5th grade teachers requesting Max!!!
Benefits of Wrap Coach • Hands on approach: present at meetings, available for pre/post conferences, SIMEO training/support • Written strength-based observation of meetings including take-aways and recommendations • Use of safety plans and functional assessments with students who present need • Go-to person when stuck in process
Coaching Observations • Laminated Vision and Mission Statements as well as Ground Rules • Determination and commitment of Facilitator to this student and process • Willingness of facilitator to change locations to accommodate the necessary voices at the table • Degree of comfort mom had in sharing with the team; she knows her child • Mom invited the necessary teachers to the table when in the past she had been reluctant to work with them.
Coaching Observations (Cont’d.) • Teachers who had not been receptive to individual suggestions of how to manage Max were very willing to make adjustments in a positive team meeting where there was no shaming or blaming • Continuity for the student across 2 schools and home as plan covers all areas • Crisis safety plan covers Max at school in the room and in those unstructured areas; all of the team has this and it is included in his IEP