INTENSIVE LEVEL

WRAPAROUNDAdministrative OverviewApril 2013

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Congratulations & Welcome to Tier 3!

VTPBiS Steps for Adopting Intensive Level

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Today’s Agenda and Learning Objectives

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BEST Expectations

Training Materials:USB & Website

www.pbisvermont.org

USB Includes:1. PowerPoint2. Planning Tools

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Think about a student…

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What was positive or

successful about her/his

individualized supports?

What was positive or

successful about her/his

individualized supports?

1. What is wraparound?

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What is wraparound? • Team-based process that engages students and families to lead their own teams

• Teams create plans that meet unique needs & strengths of students with complex needs and their families

• Teams meet regularly and as long as needed to achieve student & family goals.

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Wraparound Principles - Activity

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Four Phases of Wraparound

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Wraparound IS

Wraparound IS NOT

Who benefits from wraparound?• Youth with needs in home, school, and community

• Youth with needs in multiple domains

• Families not engaged

• Staff through coordination

• Schools through climate change

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How is wraparound similar and different

from typical individualized service

delivery in your school?

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2. Explore readiness & implementation

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Outcomes

SupportingDecision Making

Systems

SupportingStaff Behavior

Practices

Supporting Student Behavior

OUTCOMES

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Lessons Learned• PBIS Intensive level interventions require system of support at both the school and SU/District.

• New interventions (innovations) require changes in system structures.

• Success at any level of the pyramid is dependent on fidelity of implementation at all levels of the pyramid.

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SU/District Universal:

•Coordinates implementation•Ensures access to resources•Reviews data across

SU/District Targeted/Intensive:•Secures resources•Focuses on student outcomes•Focuses on Fidelity of Implementation measures across the district/SU

SU/District Targeted/Intensive:•Secures resources•Focuses on student outcomes•Focuses on Fidelity of Implementation measures across the district/SU

School Universal:•Plans and implements 6 school components of PBIS

Student Targeted:•Matches students to interventions•Evaluates & Monitors Student Progress

Student Targeted:•Matches students to interventions•Evaluates & Monitors Student Progress

Student Intensive:•Completes FBA/BIP •Provides intervention•Uses data•Facilitate wraparound

Student Intensive:•Completes FBA/BIP •Provides intervention•Uses data•Facilitate wraparound

School Targeted/Intensive:•Creates procedures for referral, screening and evaluation•Communicates with staff and families

School Targeted/Intensive:•Creates procedures for referral, screening and evaluation•Communicates with staff and families

Tier 1 Tier 2 Tier 3S

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SU/District Leadership Team Responsibilities

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SU/District Wraparound Team Expectations• “Meet” 2-4 times per year to:

• Summarize student outcomes (overall, not individually)

• Review progress of system to support Wraparound

• Assess efficiency and effectiveness of school/community resources that support Wraparound

• Identify systems and resource gaps • Other

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The Dream Team

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Stages of Implementation

Implementation of an “innovation” (PBIS Wraparound) occurs in stages

Fixsen, Naoom, Blase, Friedman, & Wallace, 2005

2-4 years

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Activity:Complete Page 1 VTPBiS Readiness

Checklist

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Activity:Complete page 2 of VTPBiS Readiness

Checklist.

Wraparound Hinges on the Facilitator• Has experience working with children with complex needs

• Able to engage families

• Collaborates with natural supports & professionals

• Follows wraparound process & principles

• Uses data

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Targeted/Intensive Level Skill Sets • Understands the conflict cycle and uses de-escalation strategies (Life Space Crisis Intervention)

• Develops FBAs and BIPs• Uses effective engagement strategies with students, families and teams

• Develops targeted interventions function-based.• Familiar with academic modifications and accommodations

• Integrates data-based decision-making into comprehensive processes (home-school-community)

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Systems

SupportingStaff Behavior

Practices

Supporting Student Behavior

OUTCOMES

Data

SupportingDecision Making

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SW-PBIS Supports for All Students

1-5%

5-15%

80-90%

Targeted Supports – Provided to students determined to be “at-risk” of emotional and behavioral challenges.

Targeted Supports – Provided to students determined to be “at-risk” of emotional and behavioral challenges.

Intensive Supports – Individualized interventions provided to students with most complex emotional and behavioral needs.

Intensive Supports – Individualized interventions provided to students with most complex emotional and behavioral needs.

Universal Supports – Supports provided to all students. Expectations are taught, reinforced, and monitored in all settings.

Universal Supports – Supports provided to all students. Expectations are taught, reinforced, and monitored in all settings.

Check-in/Check-out

Individualized CICO

Brief FBA/BIP

Complex FBA/BIP

Wraparound

Social/Academic Instructional

Groups

School & Class-wide expectations &

supports

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Who doesn’t need

wraparound?

Tier 1: Benchmarks for Advanced Tiers

BAT Item Rating

1. Tier 1/Universal intervention is in place as measured by scores on the SET, BoQ, TIC, or PIC.

2 Fully in place

2. Team members agree that SWPBIS is in place and is implemented consistently by teachers and staff.

2 Fully in place

3. A data system is in place for documenting office discipline referrals.

2 Fully in place

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TIER 2 TARGETED INTERVENTIONS

Descriptions and Examples…

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Targeted Interventions Based on Functions of Behavior

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Inventory of Existing Targeted Interventions

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Reminder:

Perhaps complete or review at BEST SI

during team time

Check-In/Check-Out (CICO)

Default targeted intervention. WHY?•Most students receive multiple ODRs for peer or adult attention.•Evidence indicates CICO is effective practice for reducing acting out behavior related to attention seeking.

Schools must have strong CICO in place!

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Tier 1& 2 SUPPORTSBAT: 1-3 Tier 1BAT: 4-6 CommitmentBAT: 13-17 Tier 2 Systems

ACTIVITY:

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Implementation & Eval of Tier 2 CICOBAT Questions 18-31

REVIEW:

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INTENSIVE LEVEL INTERVENTIONS

Descriptions and Examples…

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FBA “BIG IDEAS”• FBA is a problem solving process – a way to think about behavior systematically.

• FBA identifies the events that reliably predict and maintain problem behavior.

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Tier 3 ASSESSMENT & PLAN DEVELOPMENTBAT Questions 44 to 53Don’t fill out, but review.

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Choosing Appropriate Intensive Practice

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Systems

SupportingStaff Behavior

Practices

Supporting Student Behavior

OUTCOMES

Data/Outcomes

SupportingDecision Making

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Why we collect data

“Take time to remind each other of the progress and journey the team has been on with the student and family....tell the story.”- Addison Northeast SU

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Types of Data• Individual students

• Behavioral (ODRs, discipline, screening, assessment)• Academic (Grades, GPA, testing)• Strengths (connected to goals)• Needs (connected to goals)• Fidelity (specific to intervention strategies)

• Systems Level Data Tools• Readiness Checklists (VTPBiS Steps to Readiness)• Fidelity & Implementation (Benchmarks of Advanced Tiers)

• Outcomes & Progress Monitoring

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Consider Universal Screening

Why Screen for Behavior? Kauffman (2001)

• To find students whose problems are not immediately obvious (internalizers) and identify problems with a high degree of accuracy.

• Early identification leads to early intervention

• Schools that implement Universal Screening select interventions based on results of rating scales on the screening tools. This is effective and efficient.

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Tier 2 & 3 Student identificationBAT Questions 7-12

ACTIVITY:

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Wraparound Specific Data Tools

http://www.pbisillinois.org Evaluation -> SIMEO II Tools

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High strength

Low strength

Low need

High need

Other Student Data

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Systematic Information Management of Education Outcomes (SIMEO II)• On-line data collection system with graphing capability

• VTPBiS provides training to intensive level schools

http://www.pbisillinois.org/

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Individual Student Intervention System (ISIS)• Add-on for SWIS • Individual student file format

• Upload documents (e.g., assessments, plans)

• Define measures to monitor progress

• Coordinated calendar of events, activities for plan

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https://www.pbisapps.org

3. Plan next steps

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VTPBiS Steps for Adopting Intensive Level

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Next Steps

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Wraparound Facilitator TrainingHow to run wraparound teams including:•Engaging with families•Forming a team •Developing and implementing plan•Collecting and using data •Collaborating with school and community supports

Who from your school(s) should be there?

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Resources• Jesse Suter: 802-656-1130, jesse.suter@uvm.edu

• Your State TA or Implementation Coach• Vermont PBIS: www.pbisvermont.org • Illinois PBIS: www.pbisillinois.org • New Hampshire PBIS: http://www.nhcebis.seresc.net/pbis_nh

• National Wraparound Initiative http://www.nwi.pdx.edu/

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