wraparound a 2-day training for schools implementing school-wide pbis

Wraparound

A 2-Day Training for Schools

Implementing School-Wide PBIS

Training Behavioral Expectations

EXPECTATION TRAINING SITE

BE RESPONSIBLE Make yourself comfortable & take care of your needs

Address question/activity in group time before discussing “other” topics

Ask questions

BE RESPECTFUL Turn cell phones, beepers, and pagers “off” or to “vibrate”

Contribute where possible

BE PREPARED Follow up on tasks for next training day

Take (and Pass) notes (use Action Plan throughout day)

PBIS Supports the Illinois Professional Teaching Standards

1. Content Knowledge 2. Human Development

and Learning 3. Diversity 4. Planning for Instruction 5. Learning Environment 6. Instructional Delivery

7. Communication 8. Assessment 9. Collaborative

Relationships 10.Reflection and

Professional Growth11.Professional

Conduct

http://www.isbe.net/profprep/PDFs/ipts.pdf

Objectives

Gain an understanding of the wraparound process and skills needed to implement with fluency

Gain understanding how wraparound fits into the RtI model

Practice and learn how to interpret data to identify students in need of wraparound

Understanding of the 10 principals of wraparound and the four (4) Phases of wraparound; in developing and facilitating effective wraparound teams with individual students and their families through skill sets (i.e., hearing stories, strength assessment, use of SIMEO tools and identifying big needs, etc.)

Objectives, continued

Gain an understanding of the facilitator’s role and importance of family engagement, voice and choice in this process

Understand the steps for designing an action plan based on family strengths, needs and culture across multiple life domains

Learn how to use data to guide decision-making about team development, design and monitoring of interventions.

Our plan for the day

Teach youShow youHave you practice Give you feedback

Agenda8:30-10:00am PBIS Wraparound History and Overview

Activity 1 – Similarities & DifferencesWraparound Principles

10:00-10:15 BREAK

10:15-11:30 Activity 2 – Wraparound Principles Wraparound Phases and Activities

EngagementActivity 3 – Elevator Speech

11:30-12:30pm LUNCH

12:30-2:00 Coffee ChatsStrengths Needs ProfileActivity 4 – Strengths Needs Profile

2:00-2:15 BREAK

2:15:3:15 Strengths / Big Needs / Family Mission

3:15-3:30 Q & AIt’s a wrap

Grounding

At your table, introduce yourself and your role/building

Share what you know about wraparound

Share what you hope to be able to do after these two days

Each table will provide a summary of your table’s discussion

Who is in the room?

School Social Workers?School Psychologists?School Counselors?School Administrators?School Teachers?Others?

Tier 3/Tertiary Interventions 1-5%•Individual students•Assessment-based•High intensity

1-5% Tier 3/Tertiary Interventions•Individual students•Assessment-based•Intense, durable procedures

Tier 2/Secondary Interventions 5-15%•Some students (at-risk)•High efficiency•Rapid response•Small group interventions• Some individualizing

5-15% Tier 2/Secondary Interventions•Some students (at-risk)•High efficiency•Rapid response•Small group interventions•Some individualizing

Tier 1/Universal Interventions 80-90%•All students•Preventive, proactive

80-90% Tier 1/Universal Interventions•All settings, all students•Preventive, proactive

School-Wide Systems for Student Success:A Response to Intervention (RtI) ModelAcademic Systems Behavioral Systems

Illinois PBIS Network, Revised Sept., 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/schoolwide.htm

3-Tiered System of Support

Necessary Conversations (Teams)

CICO

SAIG

Group w. individual

feature

Complex

FBA/BIP

Problem Solving Team

Tertiary Systems Team

Brief

FBA/BIP

Brief FBA/BIP

WRAP

Secondary Systems Team

Plans SW & Class-wide supports

Uses Process data; determines overall

intervention effectiveness

Standing team; uses FBA/BIP process for one youth at a time

Uses Process data; determines overall

intervention effectiveness

Sept. 1, 2009

UniversalTeam

Universal Support

Individualized Teams at the Tertiary Level

Are unique to the individual child & familyBlend the family’s supports with

the school representatives who know the child best

Meeting ProcessMeet frequently Regularly develop & review

interventionsFacilitator Role

Role of bringing team togetherRole of blending perspectives

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

SCHOOL-WIDE POSITIVE BEHAVIOR

SUPPORT

Quick Reflection

With a partner:

Think of a student who you feel needs Tier 3 support

How is he/she currently accessing Tiers 1 and 2?

How can adding Tier 3 components improve effectiveness of lower level interventions?

How do you know who to give ?

Use data Discipline (ODR, ISS, OSS) Systems Response Tool

Family and School are in conflictStudent is at risk of a more restrictive

placementLower level supports have not been

effectiveNeeds across multiple life domains

Who to wrap?

Using some of these ideas,Who would you start with to wrap?Why? What data supports that?


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”

Value Base

Build on strengths to meet needs One family-one plan Increased parent choice Increased family independence Support for youth in context of families Support for families in context of

community Unconditional: Never give up

P.Miles, 2004

Tier 1/Universal School-Wide Assessment

School-Wide Prevention Systems

SIMEO Tools: HSC-T, SD-T, EI-T

Check-in Check-out (CICO)

Group Intervention with Individualized Feature (e.g., CICO with ind. features and Mentoring)

Brief Functional Behavior Assessment/Behavior Intervention Planning (FBA/BIP)

Complex or Multiple-domain FBA/BIP

Person Centered Planning: Wraparound/RENEWFocus Family

ODRs,Credits, Attendance, Tardies, Grades, DIBELS, etc.

Daily Progress Report (DPR) (Behavior and Academic Goals)

Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc.

Social/Academic Instructional Groups (SAIG)

Positive Behavior Interventions & Supports:A Multi-Tiered System of Support Model (MTSS)

Illinois PBIS Network, Revised Aug. 2013 Adapted from T. Scott, 2004

Tier 2/Secondary

Tier 3/Tertiary

Inte

rven

tio

nAssessm

en

t

Individual Student Information System (ISIS)

Layering Supports

As students start with tier 2 interventions and may not be successful, layering additional interventions is important

A student could be in CICO, in SAIG, have a FBA/BIP and also be involved in wrap.

OR, students could start with wrap, then the team/school would make sure the student had access to lower level interventions as a part of the wrap plan

Tier 3 wrap student action plan builds on lower level interventions as a part of the comprehensive wraparound plan

Barb and Ben

Barb38 yrs old, divorcedEmployed, stable housing, attends AA, steady/supportive boyfriendSuffered childhood trauma, history of depression Parents and both siblings live in MTBen12 yrs old, 7th grade ADHD (r/o Bi Polar), struggles with staying on task, argumentative, cursing following directions, physical threats to peersHas had academic success in past

Ben’s Story September 2009, CICO started Mid October, 76% November-community based mentor assigned December-Ben request to return to “psych”

hospital saying, “I can’t control myself” (has had three prior admissions)

December 5-Tier 3 team met. Recommended referral to wraparound based on following:

CICO average of 76% 30 Office Disciplinary Referrals 3 Out of School Suspensions At risk for alternative school placement At risk for out of home placement December 15 – Wraparound started with Ben and

Barb

Ben’s Story…(Multi-Tiered Support)

“Ben” started CICO in September of 2009. He was automatically entered into the intervention when he met the building criteria of having two, level two office discipline referrals.

Behaviors of concern included: disobeying directions, talking out, disrupting others learning, off task, hitting other students, arguing with teacher and students, name calling, cursing to peers and adults.

He averaged a 78% after 6 weeks.

Wrap process builds on lower tiered

interventions

At the first team meeting family agreed to:Continue CICOContinue mentoringContinue MH services Improved communication with Mental

Health

FBA to be completed (home and school)Family YMCA (schedule present at LANS for

funding)

Wraparound

Wraparound is a PROCESS for supporting youth and families with complex needs.Defined by 10 Principles Implemented in 4 PhasesBuild self efficacy

The wraparound process is a key component on the continuum of a school wide system of PBIS.

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 & supports Based on a team (NOT

ABOUT ME WITHOUT ME) that values unconditional care (NO BLAME NO 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; LAN

Case Management versus Wraparound Facilitation

Case ManagementLittle authority over resourcesProvides/coordinates servicesFocus on problems/deficits to qualify for servicesCM use services & diagnostic history to access assistance from formal service providers

Wraparound Facilitation

Facilitates and coordinates the work of “system” partners

Develops and guides the team process

Oversees the development of one comprehensive plan

Monitors adherence to principles & phase

Focus on child & family strengths and needs

Similarities & Differences Activity 1

With a partner or group:

Discuss past understanding and experiences of wraparound?

Based on past experiences, what is your impression about the wraparound process?

Identify components that are similar to what you thought about wraparound

Identify components that are different than what you thought about wraparound

Write down 2-3 personal goals for this training?

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

History of Wraparound in Illinois

1. System of Care through multiple agencies in early 1990’s

2. LANs: DCFS, DMH, ISBE

3. IL EBD Network 1990-Wraparound through LANs and schools

4. 1998 EBD Network began training schools in PBIS

5. Wraparound as part of the Tier 3 PBIS system of support

6. Renamed IL PBIS Network in 2006

7. SIMEO data system initiated in 2002-03

8. Began RENEW application of wraparound in 2010-11

How is Wraparound Different than other Meetings Schools Have with Families?

Family voice and choiceRely on the natural supports or the

familyHigh frequency meetingsContinually checking to see how

things are going through use of dataConsidering cultural competency: do

the family and student feel accepted in the school and community

Wraparound

Wraparound is a PROCESS for supporting youth and families with complex needs.

Defined by 10 Principles Implemented in 4 Phases Build self efficacy


10 Principles of Wraparound

1. Family Voice and Choice

2. Team-Based3. Natural Supports4. Collaboration 5. Community-Based

• NWI standardized the 10 principles in 2004 2008–Revised persistent to unconditional

6. Culturally-Competent

7. Individualized8. Strengths-Based9. Unconditional

Care10.Outcome-Based

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Principles

1. 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.

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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.

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Principles5. 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.

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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.

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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.

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BREAK10:00 – 10:15

Wraparound Principles Activity 2

With a partner or group:

1. Each group will be assigned 2 to 3 principles

2. Come up with an example of that principle at your table.

3. Which of your assigned principles might be more of a challenge?

4. What can the WF (and team) do to ensure all principles are valued?

5. Share with the larger group.


Wraparound

Wraparound is a PROCESS for supporting youth and families with complex needs.Defined by 10 Principles

Implemented in 4 PhasesBuild self efficacy


4 Phases of Wraparound

Tier 3 Student Action Plan

Page one is a checklist to keep you on track

Page 2 is the intervention historyWhy would this page be useful?What will it tell you?

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WraparoundPhases & Activities

Engagement & Team PrepOrient family to WrapStabilize crisesDevelop Strengths ProfileComplete HSC, SD-T, ED-TEngage team membersMake meeting arrangements

Initial Plan DevelopmentDevelop an action planDevelop a FBA/BIP and Safety Plan

Implementation Implement the planRevisit and update the planMaintain team cohesiveness and trustUpdate HSC, SD-T, ED-TManage meeting/team logistics

Transition Plan for cessation of wrapConduct commencement ceremoniesFollow-up with the family after graduation

EngagementPhase I

Goals:Establish a rapport with student and family that is

transparent and based on trustEducate the family about the process so they can

make an informed decision to participateExplore individual and family strengths, needs,

culture across life domains Identify the families big needs Identify and engage team members who will

support the youth and family through the processPrepare family (and team members) for the first

meeting

Begin preparing the family for transition (Phase 4)

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EngagementPhase I

Activities: Introduce the family to wraparoundStabilize crises“Coffee Chats” focused on hearing the family

perspective on their strengths, needs, culture and goals

Complete a Strength Needs Profile (SNP) that reflects strengths of family, their needs, culture and vision around life domains

Complete HSC & SD-T (ED-T is completed by teacher)

Prioritize needs Identify and engage the teamPrepare for the first team meeting

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Engagement – Elevator SpeechActivity 3

Trainers model an elevator speechWith a partner:Develop a wraparound “Elevator”

speechBrief and clearAvoid use of jargon, acronymsBe able to define 2-3 principlesUse examples; not an IEP, not LANHave available wraparound literature


LUNCH

11:30 – 12:30

Engagement…It starts with aCOFFEE CHAT

Coffee Chats Key activity within the Engagement Phase Conversation(s) between WF and family Should feel natural and informal Is focused on information in multiple life domains Identify strengths, needs, cultural, natural

supports Information in the SNP, HSC, SD-T is gathered

during the “chats”

NOT AN ASSESSMENTNOT AN INTERVIEWNOT A CHECK LIST

Strengths Needs ProfileCompletion of a SNP is the end result of

coffee chatsOne of, if not the most important activity in

wrapNON NEGOTIABLEBegin to understand the family in terms of

strengths, needs, culture and long range vision

Explore needs and concerns across life domains

Identify natural supports and service providers


Page 3: Strengths Need Profile, to be used in the coffee chat to get to know the child/family and begin building a team and a plan

Life Domains

ResidenceFamilySocial Educational/

Vocational Emotional/

Psychological

Safety LegalMedicalSpiritualFinancialEmployment

Tier 3 Data and Tools

Student Disposition ToolHome School Community ToolEducation Information Tool

Grades/GPAAttendanceDiscipline: ODR’s, ISS, OSS?

Strengths Needs ProfileActivity 4

Facilitator/Trainer model a coffee chat for audience

With a partner:

Practice Elevator Speech Engage partner in a “coffee chat” Identify strengths, needs, culture, potential

team members Gather information in multiple life domains Complete SNP REMEMBER: It’s a coffee chat


BREAK2:00 – 2:15

Strengths & Needs

Met with family 2-3 timesEducated family about wraparoundRelationship based on trust, transparent Identified strengths, needs, culture,

supportsDeveloped a draft SNPReviewed with family for accuracy &

APPROVAL Identify Big NeedsDraft Family Mission

Family Mission

Developed during SNPDefines where the family would like

to be at the end of formal wraparound or at some point in the future.

“Life would be better if…..” “If you could wave a magic wand,

what would your family look like?”Focus of wrap team is to support

family with achieving their mission

Family Mission

“My family is able to have family time without name calling or arguing and actually enjoy each other ”

“Life would be better in our home if Dave and Michelle (parents) would resolve their relationship differences and develop a consistent parenting approach”

“We want Brandon to graduate from high school”

Barb & Ben

Barb 38yr old, divorcedEmployed, stable housing, attends AA, steady/supportive boyfriendSuffered childhood trauma, history of depression, parents and both siblings live in MT

Ben12 yr old, 7th gradeADHD (r/o bipolar) struggles w/ staying on task, argumentative, cursing, following directions, physical threats to peersHas had academic success in past

December 15 – SSW called Barb regarding wraparound process

Family Strengths Love & like each other Friendly, kind hearted Likes to cook gourmet

meals Likes math, reading,

writing Neat, well groomed Organized, good w/ detail Attends schools regularly Smart, capable of doing

the work Has had academic success Hard worker, reliable,

dependable Creative, enjoys drawing

cartoons Likes playing video games Likes Rob

Supportive boyfriend (Rob) Hard worker, employed Stable housing Active w/ Ben…cooking,

games, videos, Values family concept,

Invested in Ben’s success Attends all meetings,

appointments Strong Christian faith Support from relatives,

boyfriend Not afraid to ask for help Open to feedback/good

follow up on suggestions Unconditional, loving,

commitment Involved in church activities Values education

Family Needs/Concerns Trust the “System”, Wrap

Facilitator & wrap process* Information from school w/

open lines of communication*

Get along without fighting and arguing*

“Act his age” (be more responsible & independent)

Graduate from Middle school*

Follow rules at school* A “break”, overwhelmed, tired

(respite) Support with

making/implementing changes

* Identified Needs/Concerns that led to Big Needs

Feels guilty over divorce/single mother

“I need help doing it at home”

Structure at home & within the classroom

Friends to do “stuff” with at home and school

Positive attention from mom*

Wants to be more successful at school

Consistency with giving med’s

Depression, Childhood trauma

Doesn’t trust Doctor, Therapist

Potential Team MembersRob, Barb’s boyfriendMr. Pregon, mentorMr. Kohler, math teacherBecky, church friend/AA sponsor John Gergecef, TherapistDiana and Vickie, sistersSamantha, co-workerGM & GF Jason, dad

Big Needs

Barb and Ben want to have a healthy, positive relationship

Ben needs to feel happy about being at school

Ben needs to feel support with completing his school work

Family Mission

“A Happy Home“

Ben and Barb would like to yell less so they would see more smiling from the family and for Ben to have success at school.

Time to practice

Using the SNP tool and the Home School Community Tool (HSC-T) what are some strengths and needs?

What might be a big need? What might be a family mission?Who might be some team

members?


Home-School-Community tool (HSC-t)

Systems issues: Group Discussion

Who will facilitate? What is their role?How will you allow for meeting after

hours with a team?How do you take some things off of

people’s plates so they can devote the time to facilitation?

How do you move to relying on wraparound instead of placing students in more restrictive settings?

It’s a Wrap

Discuss at your table What was your Most Important Point

(MIP) from the day?What area do you need more

information on? Report out to the larger group

Wraparound Day 2

A 2-Day Training for Schools

Implementing School-Wide PBIS

Let’s assess where we are…

Wraparound Integrity ToolAssess your understanding based on

this toolShare out as a large group

8:30-10:00am Review: Principles & Phases Phase 2 – Initial Plan Development Action Plan

Activity 5 – Action Plan

10:00-10:15 BREAK

10:15-11:00 FBA/BIP & Safety Planning Activity 6

11:00 – 11:30 Phase 3 – Implementation Phase 4 - Transition

11:30-12:30pm LUNCH

12:30-2:00 SIMEO Overview Activity 7

2:00-2:15 BREAK

2:15—2:45 Activity 8

2:45 – 3:15 Follow up TA Q & A

3:15 It’s a Wrap

Agenda

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

Day 1 Review

Wraparound is a processDefined by 10 principlesImplemented in 4 phasesEngagement (Phase 1) Goals and

Activities Coffee chatsSNP, HSC, SD-T (ED-T)Big Needs / Family MissionPrepare family & team for first meeting

10 Principles of Wraparound

1. Family Voice and Choice

2. Team-Based3. Natural Supports4. Collaboration 5. Community-Based

• NWI standardized the 10 principles in 2004 2008–Revised persistent to unconditional

6. Culturally-Competent

7. Individualized8. Strengths-Based9. Unconditional

Care10.Outcome-Based

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WraparoundPhases & Activities

Engagement & Team PrepOrient family to WrapStabilize crisesDevelop Strengths ProfileComplete HSC, SD-T, ED-TEngage team membersMake meeting arrangements

Initial Plan DevelopmentDevelop an action planDevelop a crisis/safety plan

Implementation Implement the planRevisit and update the planMaintain team cohesiveness and trustUpdate HSC, SD-T, ED-T Manage meeting/team logistics

Transition Plan for cessation of wrapConduct commencement ceremoniesFollow-up with the family after graduation

Engagement - Final Steps

Preparing the Family for Initial Wrap Meeting

Agenda (introductions, ground rules, celebrate successes, mission, strengths, needs, action plan, crisis plan, next meeting)

Draft Family Mission Prioritize Needs Select team members Recruit, engage & educate team members Preparing family for their roles Set meeting date/time

Barb & Ben – Initial Wrap Meeting AgendaMarch 1, 2013 8:30 – 10:00

8:30 Introductions Overview of Meeting & Wraparound Process Ground Rules Celebrate Success Family Mission Family Strengths Needs / Prioritized Needs Action Plan Crisis Plan (including FBA) brainstorming 9:50 WRAP UP10:00 Next Meeting Date/Time

4 Phases of Wraparound

Initial Plan Development Phase II

Goals:Facilitate initial wraparound meeting(s)Develop a team cultureDevelop a family mission that guides the wraparound teamDevelop an individualized Action PlanComplete a preventative crisis/safety

planIntegrate the plan across classroom

settings and agencies

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Initial Plan DevelopmentPhase II

Activities:Setting the stage (agree on ground

rules, family mission; assess needs and strengths)

Determining the goals (prioritized needs, goals and measureable objectives)

Developing the action plans (brainstorming options and developing action steps)

Crisis and safety planning88

Action PlanningNeeds, Outcomes & Strategies

Identify NeedsPrioritizing NeedsOutcomes (How will you know wrap is

working?)Strategies (what, by whom , by when)

Action Steps (detail = results)

* Common error in wraparound is the lack of measureable outcomes- if we cant measure it, we don’t know if we have achieved it . Eric Bruns, Vice-Chairperson of NWI

Need/Goal/Service

Need: Defines WHY do the action

Service: Identifies HOW to do something

Goal: Captures WHAT you hope to accomplish

Needs & Wraparound Focus on the “why” of a need not the “how”

Needs to feel competent with academic tasks rather than he needs to complete his assignments

Use descriptive termsTo learn, To know, To experience, To feel, To

see, To have, To be Deal with the “big” stuff

Families/youth need to know their teams are dealing with their larger challenges

More than one way to meet it Unlike a goal (John will come to school every day)

Improves quality of life (as defined by family, youth) Will student/family want to be on the team if the

team is going to focus on _________(stated need). Adapted from P.Miles, 2004

“Needs” Talk in Team Meetings

When a team member disguises a service as a need, i.e.alternative education placement, school aide therapy, YMCA membership

Ask the team member:What do you hope will be accomplished

through this? Why do you think this is important to the

person?How will you know when it’s been

effective?

Quick Reflection

As a large group, review the following examples and determine if it is a need, goal, or service:Refer to special educationNeeds an individual aideNeeds to feel a part of the familyNeeds to stay in his seatNeeds to feel like he/she has friends

ACTION PLAN Need: Barb and Ben want to have a healthy and positive relationship

Strengths: like each other, what to improve their relationship, Ben likes mom’s boyfriend, like cooking together, attend church services together

Outcomes: Barb and Ben will spend positive time together on a weekly basis

Strategies (what, by whom, by when): Self report from Ben & Barb SIMEO

Action Steps: Ben & Barb will attend church services. Afterwards, they will prepare Sunday brunch for Rob, GM and a friend of Ben’s choice. Both will participate in developing the menu, shopping & preparation of the meal.

- Ben & Barb will discuss how it went on Sunday evenings at 8:00 **While shopping & preparing the meal the following topics will not be

discussed: school grades/behavior, complaining about school, “lectured” about being responsible. NO TEXTING, CALLS

Responsible Person(s): Barb and Ben

By When: Will begin Sunday March 3. Report back to team at March 15 meeting

Another Action Plan Example

3rd grade male studentEnglish and Spanish spoken in homeFamily history of school failure and

police involvement13 people live in homeSheltered English classroomSpecial Education – SLDFormal FBA/BIPWraparound initiated October 2012

Student/Family Summary

Intact familyStable housingReliable

transportation Looks up to dad Likes helping

momFishing

Church and faithArt skills – drawingHelpful and caringConversation skillsKnows a lot about

animals

Strengths

Mission Statement

All members of the team will work

together to make him feel confident,

competent, and loved.

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

Needs

SIMEO – EI-T

SIMEO – HSC-THOME SCHOOL COMMUNITY

Knows how to ask for help Handles disagreements Seeks attention in appropriate ways Participates in activities

Summer Action Plan

NEEDS STRENGTHS OUTCOMES STRATEGIES (What, By Whom, By When)He needs to feel accepted at home.

Mom sees the value in him feeling accepted at home.

He cares what family members think about him and wants to spend time with them.

Decrease in negative interactions with siblings and with his uncle.

Increase on HSC-T items “feels that he belongs” and “feels accepted”

•Mom will intervene when family members tease/make fun of him – 11/20/2012 ongoing

•Mom will drive him to dad’s work to have dinner with dad – 11/20/2012 ongoing (2-3 times per month)

•Mom and dad got him paints for Christmas – 12/20/2012

•Mom is looking into having some family members move out – 03/22/2013

•Mom and dad got him an Easter basket – 03/31/2013

•Uncle will take him fishing – 04/04/2013

Summer Action PlanNEEDS STRENGTHS OUTCOMES STRATEGIES (What, By Whom, By When)He needs to feel capable academically.

He has strong auditory and verbal skills.

He has great background knowledge on many topics.

He has a good memory.

Increase in academic achievement

•Special Ed Teacher will review academic interventions – 11/20/2012

•Social Worker will practice Math Facts with him – 12/10/2012 (2 times per week)

•Classroom Teacher will create multi-sensory reading activities – 02/06/2013

•He will take Spelling Pretests with Social Worker and then practice words he misses – 04/04/2013 (on Mondays)

•Classroom Teacher will teach mom multi-sensory activities to do with him over summer – 06/2013

•Social Worker and mom will create a daily schedule for summer reading work – 06/2013

•Mom will work with him on multi-sensory activities over summer – 5 days per week, 15 minutes a day

Summer Action Plan

NEEDS STRENGTHS OUTCOMES STRATEGIES (What, By Whom, By When)He needs to be able to calm himself.

He has great ideas. He has good self-awareness. He has the desire and motivation.

Increase in work completion (measured by individualized CICO point sheet)

Decrease in shut-downs and refusals

Shorter breaks to calm down

•He and Social Worker will create a list of calming strategies and practice them – 10/11/2012 -drawing -take a break -talk to friends (take mind off of it)

•“Dragon Breath” idea for deep breathing with drawing he created – 04/04/2013

•He will continue to practice calming strategies over the summer – 06/2013 and 07/2013 (review with Social Worker)

Summer Action PlanNEEDS STRENGTHS OUTCOMES STRATEGIES (What, By Whom, By When)He needs to feel connected to school and the community.

He loves art and drawing.

He loves music.

He is social and gets along well with others.

He is helpful.

Increase in involvement in extracurricular activities Increase on HSC-T item “participates in activities”

•He will take the bus to Northwest Bible Baptist Church every Sunday – ongoing

•He will participate in the Boys Club – 11/07/2012 (6 weeks)

•He will join choir – 12/20/2012

•He would like to join Boy Scouts for next year – Social Worker and mom will look into local Boy Scout Troop 06/2013

•He will attend summer camp at church – Mom will sign him up with his bus captain


Page 4: Team meeting sign inPage 5: Additional strengths from

the team, big needs, and family mission

Page 6: Action Plan

Each document should be completed and if needed updated at each team meeting

Action PlanActivity 5

With your partner:

Select a need identified of the student your considering

Develop an Action Plan Brainstorm Strategies Be aware of Need vs. Service trap


BREAK10:00 – 10:15

Functional Behavior AssessmentBehavior Intervention Planand Safety Plan

FBA/BIP and Safety PlanPredict - Prevent - Plan

The safety plan is one part of overall action plan Developed based on past knowledge and

history Crisis occur when things seem stable or during

times of transition Proactive crisis plans will decrease the need for

crisis interventions Offers solutions to the systematic response of

calling 911, hospitalization or alternative school setting

A crisis is when the adults don’t know what to do!

Phases in Crisis

High

Inte

nsit

y

Low

Time

Beginning Phase

MiddlePeakPhase

Ending Phase

Where crisis “plans” are often made.

Preferred Crisis Planning Point

Steps in FBA/BIP and Crisis/Safety Planning

Identify and engage the people who know the crisis or behavior best

Define and specify the behavior What happens before the crisis or behavior

situation? What happens during the crisis behavior? What happens after the behavior? What is the best guess (hypothesis) as to why

it happens (function)? Identify a positive replacement behavior and

strengths, culture and resources to maintain it Develop the written behavior/crisis plan Implement the plan to see if the hypothesis

works

Develop the Safety Plan

Use the setting events and functions to develop prevention strategies

Develop de-escalation options for signs behavior is beginning

Develop response to crisis if it occurs

FBA/BIP and Safety PlanActivity 6

With a partner:

Consider the questions on the FBA/BIP tools (more in depth FBA/BIP training offered and also Day 3 of wraparound training will address further)

Using the Safety Plan questions, think of a student who might have needed a safety plan and answer the questions.


FBA/BIP Tools

First 2 pages are the Functional Behavior Assessment tools.

Next 3 pages are the Behavior Intervention Plan

Final page is the Safety Plan

Adapted from Deanne A. Crone & Robert Horner, February 2003 FBA Template v.1112 1

Adapted from Deanne A. Crone & Robert Horner, February 2003 BIP Template v.1112 1

4 RENEW of Wraparound

ImplementationPhase III

Goals:To ensure that plans are implemented

with ongoing monitoring and supportTo ensure the plan works and achieves

outcomesTo review and update the plan over

timeTo improve team cohesion and

effectiveness

132

ImplementationPhase III

Activities:Monitor implementationEvaluate successRefine plan as neededBuild and maintain team cohesion and

trust

133


The final document in the Tier 3 student action plan that helps keep track of progress monitoring

4 RENEW of Wraparound

TransitionPhase IV

Goals:To ensure there is continuing support after professional facilitation endsTo update the action and crisis plansTo prepare the family to manage their own process

137

TransitionPhase IV

Activities:Developing the transition planDeveloping the transition crisis planModifying the wraparound process for

transitionDocumenting and celebrating the

team’s work and successPlanning for and providing aftercare

138

LUNCH11:30 – 12:30

SIMEO II Features

Systematic Information Management of Education Outcomes

Database system for individual students being supported by Tertiary-level interventions

On-line data collection system Access to this data through a virtual

connection 24 hours a day, 7 days a week;

With graphing capacity (line & bar graphs)Password protected

Data Tools: SIMEO

Student Disposition Tool (SD-T) FBA/WrapEducation Information Tool (EI-T) FBA/WrapHome, School, Community Tool

(HSC-T) Wrap/RENEWRENEW High School Youth Status

Tool RENEW H.S.

Home-School-Community tool (HSC-t)

Tier 3 student teams use data tools and data to support key elements of the process…..

Engage 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

SIMEO – EI-T

SIMEO – HSC-THOME SCHOOL COMMUNITY

Knows how to ask for help Handles disagreements Seeks attention in appropriate ways Participates in activities

Data ToolsActivity 7

Review the following, when complete discuss with your shoulder partner:

Home School CommunityAnswer the questions based on your life

Student Disposition-ToolReview the tool to see what information

is in the tool and think about how you would gather the information from the family

Education Information-ToolThink about a student in your class and

complete the tool on that student


Big Need Brainstorming

Pick the biggest of the big need that the families would agree with

Brainstorm 10 strategies, using the strengths that you have developed in the strengths profile

Write 2 of the best strategies into wrap action plan

BREAK2:00 – 2:15

Data Decision Rules

Not responding to higher level Tier 2 supports

Layered at least 2 interventions and student still not responding

6 or more office discipline referrals

Practice: 1st team meeting (optional)Facilitator

StudentParentTeacherFamily Friend/RelativePrincipalMH clinician or DCFS worker


Exceptions to Data Decision Rules

Currently talking about a student and a change of placement… wraparound

Adults aren’t getting along… wraparound

Needs across multiple life domains… wraparound

Wraparound Observation FormActivity 8

With a partner:

Review Wraparound Observation Form, Initial Meeting with Child and Family

Identify areas that might be a barrier for you as a wrap facilitator

Discuss concerns you may have about facilitating wraparound

Set a date and time you will make contact with identified wraparound student/family


Next Steps Meet with child/family and begin collecting

information through Strengths Need Profile and Tier 3 data tools (HSC-T, EI-T, SD-T)

Join live technical assistance webinar in 3 weeks where we will review phase 1

View the recorded webinar on SIMEO usage

Complete SIMEO User Form Request Tool which will give you user access and passcode

Enter three tools in SIMEO Come back to in person technical

assistance 6 weeks from today

Adobe and Webinars

It’s a Wrap

Report out on your concrete action steps

Q & AFollow up TA Available: see your

registration or pbisillinois.org website

Evaluation and CPDU Process For individuals who registered in advance or on-site the day of the event1. All registrants will receive an email asking

them to complete an evaluation using the link provided.

2. By clicking on the link, registrants complete the evaluation by following the prompts.

3. Once the evaluation is completed, the a link to the CPDU appears on the screen.

4. When registrant clicks on the CPDU link, the form shows up on the screen in PDF format and is printable.

Additional Information

National Wraparound Initiative (NWI)

Organized in 2003 The national authority on the wraparound process Defined common elements of the wraparound

process Standardized principles, phases and activities Promotes an understanding about the

components and benefits of wraparound Gathers resources to assist in the implementation

of wraparound. Supports the ongoing development of

wraparound through materials and webinars. www.nwi.org

159

wraparound a 2-day training for schools implementing school-wide pbis

Documents

phases of wraparound

wraparound fits

principals of wraparound

wraparound process

school counselors

school psychologists

school administrators

school teachers