wraparound & school-wide pbs: ¾ integrating data-based

1

Wraparound & School-wide PBS:Integrating Data-based

Decision-making into IndividualStudent/Family Wraparound Teams

Children’s Mental Health Research ConferenceTampa, FloridaMarch 2005

Lucille Eber Ed.D. & Kelly Hyde Ph.D.

Patricia Miles- Portland, Oregon

Diane McDonald –Wraparound/PBIS CoachTodd Jackson- Wraparound Data Coordinator Youth and Families who participatedSchool Personnel who participated

Rob Horner- UO National PBIS CenterGeorge Sugai- UO National PBIS Center

Acknowledgements:

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Targeted Interventions•Some students (at-risk)•High efficiency•Rapid response•Individual or Group

Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

Designing School-Wide Systems for Student Success

• Facilitate individual student/family teams that plan/implement/monitor comprehensive supports by building partnerships among families, teachers, community resources (wraparound process)

• Develop/implement/monitor highly individualized support plans that include a) academic and behavioral support plans b) interventions for needs in multiple life domains (basic needs, safety, medical, emotional/social, cultural/spiritual, etc)

• Include strategies for accessing a full range of school and community supports both formal & informal for student, caregivers, teachers

School-wide PBIS Practices at the

Intensive Level for 1-5% students:

Intensive Level:Individualized Comprehensive Teams/Plans

What?The development of a very unique, individualized, strength-based team & plan with the youth and family that is designed to improve quality of life as defined by the youth/family .

Who?• Youth with multiple needs across home, school, community• Youth with multiple life domain needs • The adults in youth’s life are not effectively

engaged in comprehensive planning (i.e. adults not getting along very well)

Intensive Level:Individualized, Comprehensive Teams/Plans

What Do Intensive Plans include?Supports and interventions across multiple life domains and settings (i.e. behavior support plans, academic interventions, basic living supports, multi-agency strategies, family supports, community supports, etc.)

What’s Different?Natural supports and unique strengths are emphasized in team and plan development. Youth/family access, voice, ownership are critical features. Plans include supports for adults/family as well as youth.

2

Tertiary-level Interventions focus on:

Improved quality of life

Social and academic success

Use of function-based support plans (needs-driven)

Improved family partnering & family support

Community networking to ensure full range of supports across multiple life domains

Empowering Youth/family teams via data-based decision-making

Student/family voice and choice

Teams at the Intensive Level

Are unique to the individual child & family– Blend the family’s supports with the school

representatives who know the child bestMeeting Process

– Meet frequently – Regularly develop & review interventions

Facilitator Role– Role of bringing team together– Role of blending perspectives– Guide Data-based Decision-making

Can individual child/family teams use data-based decision-making to prioritize needs, design strategies, & monitor progress of the child/family team?

Big Question ?

more efficient teams, meetings, and plans?less reactive (emotion-based) actions? more strategic actions?more effective outcomes?longer-term commitment to maintain success?

Four Phases of Wraparound Implementation

Team Preparation– Get people ready to be a team– Complete strengths/needs chats

Initial Plan Development– Hold initial planning meetings– Develop a team “culture”

Plan Implementation & Refinement– Hold team meetings to review plans– Modify, adapt & adjust team plan

Plan Completion & Transition– Define good enough– “Unwrap”

First Phase of Wraparound: Team Development

Facilitator– Meets with family & stakeholders– Gathers perspectives on strengths & needs– Assess for safety & rest– Provides or arranges stabilization response if

safety is compromised– Explains the wraparound process– Identifies, invites & orients Child & Family Team

members– Completes strengths summaries & inventories– Arranges initial wraparound planning meeting

First Phase of Wraparound: Team Development

Completed Products– A strength summary detailing the family’s story– A strength inventory listing of family strengths– List of potential team members– Initial needs list– Student referral form– Educational Information Form– Youth & Family Checklist

3

Second Phase of Wraparound: Plan Development

Facilitator:• Holds an initial (or 2) wraparound plan development meeting• Introduces process & team members• Presents strengths & distributes strength summary• Solicits additional strength information from gathered group• Leads team in creating a mission• Introduces needs statements & solicits additional perspectives on

needs from team• Creates a way for team to prioritize needs• Leads the team in generating brainstormed methods to meet needs• Solicits or assigns volunteers• Documents & distributes the plan to team members

Second Phase of Wraparound: Initial Plan Development

Completed Products– A written plan of care that

• Details the Mission Statement• Needs selected for action• Interventions/actions including who will do what

when & what strengths are being built on• A written crisis response plan detailing anticipated

event & response as well as a notification plan– Parent/Primary Caregiver Satisfaction Form– Youth Satisfaction Form

Third Phase of Wraparound: Plan Implementation & Refinement

Facilitator– Sponsors & holds regular team meetings– Solicits team feedback on accomplishments & documents– Leads team members in assessing & analyzing the plan

• For follow through• For Impact

– Creates an opportunity for modification• Adjust services or interventions currently provided• Stop services or interventions currently provided• Maintains services or interventions currently provided

– Solicits volunteers to make changes in current plan array– Documents & distributes team meeting minutes

Third Phase of Wraparound: Plan Implementation & Refinement

Completed Products– Ongoing meeting minutes that detail changes in the

Plan of Care– Quarterly reports that detail progress toward

meeting needs/achieving outcomes (the graphs)– Ongoing record of team member participation

detailing who has attended & who has not– Parent/Primary Caregiver Satisfaction Form– Youth Satisfaction Form– Dispositional Form

Fourth Phase of Wraparound: Plan Completion & Transition

Facilitator– Holds meetings

• Solicits all team members sense of progress• Charts sense of met need• Has team discuss what life would like after Wraparound

– Reviews underlying context/conditions that brought family to the system in the first place to determine if situation has changed

– Identifies who else can be involved– Facilitates approach of “post-system” wraparound

resource people– Creates or assigns rehearsals or drills with a “what if”

approach– Formalizes structured follow-up if needed– Creates a commencement ritual appropriate to family &

team

Fourth Phase of Wraparound: Plan Completion & Transition

Completed Products• Written Transition Plan that details how to access

ongoing services/supports if necessary• Written crisis plan that details who & how to

contact individuals• Follow up phone numbers for team members• Formal Discharge Plan detailing strengths &

interventions that were successful & those that weren’t

• Disposition form

4

IL FULL EVAUATION OF WRAPAROUND (FEW) 2-Year PILOT

(FY03 AND FY04) Purpose:

1. Structure for integrating data-based decision-making into the wraparound process

2. Evaluate progress/outcomes of students with intensive-level needs (1-5%) in IL schools

FY03 >> 12 kids with 2 or more data points all in PBIS schools, data not used by teams; data usedin training facilitators

Fy04 >> Virtual system, 28 kids entered, 11 with 2 or more data points; data used with some teams; training of facilitators continues

FY 2003 IL AGGREGATE WRAP EVALUATION

• Student Referral Form• Education Information Form• Youth and Family Checklist

(strengths/needs checklist)

• Parent Satisfaction• Youth Satisfaction


• 11 students with data

• 11 students with baseline and time 2• 9 students with time 2 and time 3• 7 students with time 3 and time 4

FY 2003 EBDAGGREGATE WRAP EVALUATION

Typical Student

-Caucasian male-10 years of age

-5th grade, Special Education Student-Primary Diagnoses of “Multiple Disabilities”

-Referred for Social Skills, Academics, Behavior, Emotions-Home Placement Not “At-Risk”; Not in DCFS Care

-School Placement at Risk of Failure

FY 2003 ILAGGREGATE WRAP EVALUATION

EDUCATION FORMImproved findings: Baseline to 3 Months

-Appropriate behavior with peers-Appropriate behavior with adults

-Participates in extracurricular activities-Academic performance

-Performance commensurate with abilities


No change or slight decrease: Baseline to 3 Months

-Pays attention in class-Works independently

-Attends school-Completes homework

-Participates in classroom discussions

5

FY 2003 Aggregate AnalysisYouth and Family Checklist: Home

1

1.5

2

2.5

3

3.5

4

Baseline Time 2 Time 3Home- Emotional Functioning

FY 2003 Aggregate AnalysisYouth and Family Checklist: School

1

1.5

2

2.5

3

3.5

4

Baseline Time 2 Time 3School-Behavioral Functioning

FY 2003 Aggregate AnalysisHigh Risk Behaviors

1

1.5

2

Baseline Time 2 Time 3Verbal Abuse Threatening Mood Swings


1

1.5

2

2.5

Baseline Time 2 Time 3 Time4Behaviors Supports Academic Supports

YOUTH AND FAMILY CHECKLIST Emotional Functioning:School

Data from three points in time (12-02 to 06-03)

0

1

2

3

4

baseline 3 months 6 months

controls anger feels they belongknows when to ask for help handles disagreementsresponds like other youth in emotional situations

Strength: High

Strength: Somewhat

Need: Somewhat

Need: High

YOUTH AND FAMILY CHECKLISTBehavioral Functioning: Home/Family

0

1

2

3

4

baseline 5 months 7 monyhs

seeks appropriate attention follows rules controls self cares for personal safety participates in activities

Strength: High

Strength: Somewhat

Need: Somewhat

Need: High

6

YOUTH AND FAMILY CHECKLISTBehavioral Functioning: School

0

1

2

3

4

baseline 5 months 7 months

seeks appropriate attention follows rules controls self cares for personal safety participates in activities

Strength: High

Strength: Somewhat

Need: Somewhat

Need: High


• Student Referral Form• Education Information Form• Youth and Family Checklist

• Parent Satisfaction• Youth Satisfaction

• Student Disposition Form

FY 2004 EBD NETWORKFULL EVALUATION REFERRAL SUMMARY

Length of Time in Program

Number of Months

14.012.010.08.06.04.02.0

Length of Time in Full Wrap

Num

ber o

f Stu

dent

s

10

8

6

4

2

0

Std. Dev = 2.61 Mean = 6.9

N = 28.001

7

9

5

4

2


Students in PBIS Schools

FY 2004 EBD Network


N=28

Is this student in a PBIS school?

YesNo

Num

ber o

f Stu

dent

s

25

20

15

10

5

0

19

9



FY 2004 EBD Network Full Evaluation

Students in Special Education

N=28


yesNo

Num

ber o

f Stu

dent

s

20

15

10

5

0

18

10


Students by Age

Age of Students Served

18.016.014.012.010.08.06.0


Students Served by Age

Num

ber o

f Stu

dent

s

10

8

6

4

2

0

Std. Dev = 2.97 Mean = 11.0

N = 27.00

7


Students by Grade

Grade

14.012.010.08.06.04.02.0


Students Served by Grade

Num

ber o

f Stu

dent

s

10

8

6

4

2

0

Std. Dev = 3.17 Mean = 6.1

N = 27.00


Students by Gender


Students by Gender

N=28

Gender

MaleFemale

Num

ber o

f Stu

dent

s

30

25

20

15

10

5

0

23

5


Students by Race


Students Served by Race

N=28

Race

HispanicAfrican AmericanCaucasian

Num

ber o

f Stu

dent

s

14

12

10

8

6

4

2

0

88

12


Students by Primary Caretaker

FY 2004 EBD Network

Role of Student's Primary Caretaker

N=28

Role of Caretaker

OtherFoster CareFatherMother

Freq

uenc

y

30

25

20

15

10

5

0 22

23


Students by Primary Language


Student and Caretaker Primary Language

N=28

Missing Data=3

Primary Language Spoken

HispanicEnglish

Num

ber o

f Stu

dent

s

30

25

20

15

10

5

0

24


Students by Primary Disability


Students by Primary Disability

Primary Disability

No Disability

Autism

Developmental Delay

Multiple Disabilitie

Health Impairm

ent

Emotional Disturb

Speech & Language

Specific Learning

Mental Retardation

Num

ber o

f Stu

dent

s

10

8

6

4

2

0

65

111

9

12

1

8


Students by Top Reasons for Referral

FY 2004 EBD Network Full EvaluationTop Ten Risk Factors Contributing to Referrals

10

11

12

16

17

17

21

23

11

6

0 5 10 15 20 25 30

Housing Diff iculties

Financial Hardship

Mental Health-Child

Poor Peer Relations

Academic Performance

Parent/Child Relations

Limited Family Support

Poor Social Skills

Emotional Needs

Child Behavior

Number of StudentsPresenting with Risk Factor

Yes


Students by Environments at Risk

FY 2004-EBD Full Eval Referral StudentsPercent of Placements at Risk

21% (6)

64% (18)

32% (9)32% (9)

0153045607590

Home School Community No PlacementsAt-Risk

Percent

Placements At-Risk

A Preliminary Look at FY04 Student Outcome

> Eleven (11) students with 2 data points during FY04 ….

EBD FULL WRAP EVALUATION SUMMARY

STUDENT DEMOGRAPHICS (N=11)11 YOUTH TOTAL (8 in PBIS schools)

• 9 North

• 1 Chicago

• 1 Central

• 10 MALE

• 1 FEMALE

• 5 CAUCASIAN

• 3 AFRICAN-AMERICAN

• 3 HISPANIC/LATINO

• 5 YOUTH under 10 yrs

• 6 YOUTH over 10 yrs

• 10 live w/ mother (only)

• 54% (6) in SP. Ed.

• 36% (4) diagnosed ED

FY04 IL FEW Study

Percent of Placements At-Risk (n=11)

8

42 2

32

0

6

02468

10

Scho o l H o me C o mmunity N oP lacement

A t -R isk

Num

ber o

f Stu

dent

s

Baseline 3 Months

EBD Full Eval Wrap Students Assessment of Academic Performance

3.09

2.55

1

2

3

4

5

Baseline Three Months

9

EBD Full Eval Wrap Students Assessment of Behavioral Functioning : School

2.171.89

1

2

3

4



NEED FOR BEHAVIORAL AND ACADEMIC SUPPORT

FY 2004-4th Qtr StudentsNeed for Additional Classroom Services

7062

45

84

30

45

60

75

90


Perc

ent

Academic Behavioral


CLASSROOM BEHAVIOR ASSESSMENT

EBD Full Eval Wrap Students Assessment of Classroom Functioning

2.772.42

1

2

3

4



EMOTIONAL ASSESSMENT: HOME

EBD Full Eval Wrap Students Assessment of Emotional Functioning: Home

2.221.77

1

2

3

4



EMOTIONAL AND BEHAVIORAL ASSESSMENT: COMMUNITY

EBD Full Eval Wrap Students Emotional and Behavioral Functioning: Community

2.25

1.64

2.39

1.91

1

2

3

4


Emotional Behavioral


HIGH RISK BEHAVIORS ASSESSMENT

EBD Full Eval Wrap Students Assessment of High Risk Behaviors

1.491.79

1.611.91

1

2

3

4


Oppostional Verbal Aggression

10

EBD FULL WRAP EVALUATION SUMMARYPARENT SATISFACTION

EBD Full Eval Wrap Students Assessment of Parent Satisfaction

3.78

2.92

1

2

3

4



YOUTH SATISFACTION

EBD Full Eval Wrap Students Assessment of Youth Satisfaction

3.53

1.96

12

3

45


Full Evaluation Wrap ProcessEvaluation Overview

FY 2003 and FY 2004

combined analysis22 students with two or more data points

Full Evaluation Wrap ProcessStudent Demographics: PBIS School

Enrollment of Students

Full Evaluation Wrap Process


N=22

Youths in PBIS Schools

YesNo

Freq

uenc

y

20

10

0

17

5

Full Evaluation Wrap ProcessStudent Demographics: Special Education

Enrollment of Students



N=22

Is student in Special Education?

yesNo

Freq

uenc

y

16

14

12

10

8

6

4

2

0

15

7

Full Evaluation Wrap ProcessStudent Demographics: Special Education Students

by Primary Disability


Student's by Primary Disability

N=22

Students Primary Disability

No DisabilityAutism

Multiple DisabilitieHealth Impairment

Emotional DisturbancSpecif ic Learning

Freq

uenc

y

7

6

5

4

3

2

1

0

55

4

1

6

1

11

Full Evaluation Wrap ProcessStudent Demographics: Most Commonly Identified

Risk Factors Related to Referral

17 1715

1312

11

0

5

10

15

20

Students

Social Skills EmotionalNeeds

BehavioralNeeds

Family Conflict AcademicNeeds

FamilyResources

Most Common Risk Factors of Students Involved in Wrap

Full Evaluation Wrap ProcessStudent Demographics: Most Commonly Identified

High Risk Behaviors

1615 15

12

87

02468

10121416

Students

Oppostional Lying Verbal Abuse Aggression Danger to others Mood/Thought

Most Common Risk Behaviors Displayed

Full Evaluation Wrap Process 03-04 combined (n=22)Outcome Data Analysis:

Reduction in High Risk Behaviors

Presence of High Risk Behaviors

1.5

1.9

1.4

1.7

1.5

1.21

1.11.21.31.41.51.61.71.81.9

2

Mean: Baseline Mean: 3 Months

Oppositional (P<.001) Verbal Abuse (P<.01)Lying (P<.01)

NO

YES

Full Evaluation Wrap Process03-04 combined

(n=22) Outcome Data Analysis:Increase in Social Functioning of Students

Social Functioning of Students: N=22

2.82.52.3

2.2

1

1.5

2

2.5

3

3.5

4


Home (P<.07) School (P<.50)

High Strength

Somewhat Strength

Somewhat of a Need

High Need

Full Evaluation Wrap Process03-04 combined (n=22)Outcome Data Analysis:Increase in Emotional Functioning of Students

Emotional Functioning of Students: N=22

2.41.92

1.7

1

1.5

2

2.5

3

3.5

4



High Strength

Somewhat Strength

Somewhat of a Need

High Need

Full Evaluation Wrap Process03-04 combined (n=22) Outcome Data Analysis:Increase in Behavioral Functioning of Students

Behavioral Functioning of Students: N=22

2.52.22.25

2

1

1.5

2

2.5

3

3.5

4



High Strength

Somewhat Strength

Somewhat of a Need

High Need

12

Full Evaluation Wrap Process03-04 (n=22) Outcome Data Analysis:

Classroom Behavior and Academic Achievement

Classroom Behavior and Academic Achievement

2.812.542.95

2.42

1

1.5

2

2.5

3

3.5

4


Behavior (P<.03) Academics (P<.02)

Above Average

Poor/Failing

Below Average

Excellent

Full Evaluation Wrap Process03-04 combined (n=22) Outcome Data Analysis:

Need for More Behavioral and Academic Assistance

Need for More Academic and Behavioral Assistance

1.5

1.9

1.6

1.4

11.11.21.31.41.51.61.71.81.9

2


Behavior (P<.05) Academic (P<.16)

NO

YES

Full Evaluation Wrap Process03-04 combined (n==22) Outcome Data Analysis:

Parent and Youth Satisfaction

Satisfaction of Parents and Youths: N=22

3.73

2.94 3.52

2.41

11.5

22.5

33.5

4


Parent (P<.000) Youth (P<.000)

Highly Satisfied

Highly Dissatisfied

Full Evaluation Wrap Process03-04 combined (n=22) Correlational Associations/Relationships

Between Variables

Longer Length of Time in Program Significantly Associated with:

• Students attending PBIS Schools (.475)• Increase in Positive Classroom Behavior

(.431)• Decrease in High Risk School Behaviors

(-.783)• Increase in Positive Social Functioning in

School (.545)• Increases in Positive Behavioral

Functioning at Home (.492)

Students Attending PBIS Schools Significantly Associated with:

• Decrease in High Risk School Behaviors(-.478)

• Increase in Positive Classroom Behavior (.545)

• Increases in Positive Health/Safety Functioning in Home (.424)

Can individual child/family teams use data-based decision-making to prioritize needs, design strategies, & monitor progress of the child/family team?

Big Question ?

more efficient teams, meetings, and plans?less reactive (emotion-based) actions? more strategic actions?more effective outcomes?longer-term commitment to maintain success?

Wraparound Case Study“Carlos”

Reason for Referral for Comprehensive Wraparound Plan (Nov. 03)

• Behavior difficulties• Academic difficulties• Emotional needs• Social skills needs

13

Wraparound Case Study “Carlos” cont.

Reason for Referral cont.

• Impaired family relationships• Impaired peer relationships• Family support needs• Mental health needs (depression)


Student Baseline Information

• Repeated seventh grade• General ed classroom 100% of day• Failing academics (GPA 0 – 59%)• 6 or more detentions• 2 – 5 in-school suspensions

Wraparound Case Study “Carlos” cont.Classroom Functioning

From three points in time(11/03 – 06/04)

Wraparound Case Study “Carlos” cont.Classroom Functioning

From three points in time(11/03 – 06/04)

Question: Student Completes Assignments

Wraparound Case Study “Carlos” cont.Strengths Sustained at Six Months

(11/03 – 06/04)


(11/03 – 06/04)Question: BEHAVIORAL: Pays attention to directions

14

Wraparound Case Study “Carlos” cont.Strength Sustained at Six Months

(11/03 – 06/04)Works independently

Wraparound Case Study “Carlos” cont.Need Becomes Strength at Six Months

(11/03 – 06/04)Has enough to do (age-appropriate activities)


Ongoing Needs/Six Months(11/03 – 06/04)


Ongoing Needs/Six Months(11/03 – 06/04)


Academic Performance

• Carlos experienced considerable academic improvement one year from first data point.

• What trend is seen in academic performance from baseline to 5th data point?

• At fourteen months, Carlos has had no detentions, suspensions or expulsions.

Wraparound Case Study “Carlos” cont.Classroom Functioning From five points in time

(11/03 – 2/05)

15


(11/03 – 02/05)


(11/03 – 02/05)Question: Student Completes Assignments

Wraparound Case Study “Carlos” cont.Strength Sustained 2nd Year

(11/03 – 02/05)Question: BEHAVIORAL: Works independently


Ongoing Needs 2nd Year(11/03 – 02/05)


Ongoing Needs 2nd Year(11/03 – 02/05)Question: EMOTIONAL FUNCTIONING: Responds

like other youth to emotional situations

Wraparound Case Study “Carlos” cont.Strength Sustained 2nd Year

(11/03 – 02/05)Question: BEHAVIORAL: Works independently

16

Wraparound Case Study “Carlos” cont.Strengths Gained 2nd Year

(11/03 – 02/05)

Wraparound Case Study “Carlos” cont.Strengths Gained 2nd Year

(11/03 – 02/05)

Wraparound Case Study “Carlos” cont.Need Becomes Strength 2nd Year

(11/03 – 02/05)Question: SOCIAL RELATIONSHIPS: Is accepted by other children

Challenges and Next Steps:

Wider accessTechnology RefinementFidelity Measurements (used by teams)

Facilitator Practice PatternsTraining refinement (data-based decision-making)

For a complete report on the 2-year Full Evaluation of Wraparound (FEW) pilot, see Appendix K (pages 127-152) of

FY04 Progress Report of the Illinois PBIS Project

at

www.ebdnetwork-il.org

Wraparound Case Study “Carlos” cont.Supports and Interventions cont.

Three Months• Managing anger is a significant issue for Carlos.

He has been working with Youth in Crisis to develop effective coping skills.

Six Months• Youth in Crisis was an existing school program

and not tailored specific enough to Carlos. The team will examine interventions better suited to meet his individual needs. (What data offers ideas for tailoring interventions to achieve this outcome with Carols?


Three Months• Carlos’ therapist is locating summer programs

with fun physical activities to help Carlos control his weight and spend less time exposed to domestic problems at home. (Change in use of MH personnel)

Six Months• The team has recommended an outdoor

summer job program organized by the community police department.

17


Three Months• Natural supports are being explored through the

family’s church.Six Months• Carlos has re-established a relationship with his

paternal grand-father and will visit his grandparents in Mexico. Mom supports grandfather in becoming a positive male role model, staying connected by letters and phone.


Three Months• Mom is concerned with Carlos’

aggressive outbursts at home, especially toward his sister

Six Months• The team assisted mom with developing

a safety plan for the family at home.


Supports and Interventions

Three Months• Carlos performs better in school with fewer

teachers. Carlos was moved to a classroom that offered one teacher for all subjects and improved his academics.

Six Months• Ratings in academics were slightly lower by the

3rd data? It was reported he was receiving less one to one support from his teacher.


Three Months• Relationships have a strong impact on Carlos.

(What data indicates this as a strength?• Carlos is attending a social skills group to improve

his relationships with peers.(Is it effective?)Six months• Carlos can demonstrate positive interactions with

peers when he feels respected by the adult providing supervision. (How can this data be used?)


Fourteen Months• Safe Schools social worker began making home

visits (Why is this important?)• Mom has noticed Carlos has improved

relationship with sister. (What does this change suggest for Carlos?)

• Carlos respite worker who has gottenhim focused on better eating habits and exercise (How does this help Carlos?)


Fourteen Months• The team realized home-based services were

essential. (How does this support Best Practice ?)

• Carlos is failing some classes this quarter for not completing homework. However, he refuses to participate in the homework club. (How can the team assist Carlos with improving school performance?)

18


Fourteen Months• Carlos continues having difficulty

controlling his anger but can identify his role in reacting to situations (How did the team address medication issues?)

Wraparound Case Study “Carlos” cont.Youth Satisfaction Measures

(11/03 – 02/05

Wraparound Case Study “Carlos” cont.Student Disposition at

5th Data Point

Issues attained to satisfaction of team:• Attendance• Domestic Violence• Exhausted Resources• Medical Needs


5th Data Point

Issues partially attained or resolved:• Child’s Mental Health• Parent’s Mental Health• Financial Hardship• Academic Performance• Isolation• Parent Child Relationship


5th Data Point

Issues partially attained or resolved:• Emotional Needs• Peer Relationships• Social Skills• Multiple Agencies• Family Supports

Wraparound Case Study “Carlos” cont.Ongoing Supports/2nd Year

• Youth Mentor• Family Counseling• Parent Counseling• Parent Supports• Social Skills Assistance

19

See www.ebdnetwork-il.org

For FY04 IL PBIS End of Year Progress Report and

February 2005 ISBE EBD/PBISUpdate Newsletter for complete reports