The Wraparound Process as a TertiaryTier 3 Intervention - PowerPoint PPT Presentation

Title: The Wraparound Process as a TertiaryTier 3 Intervention


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The Wraparound Process as a Tertiary/Tier 3
Intervention

• Diane McDonald
• Technical Assistance Coordinator, Illinois PBIS
  Network
• Omar Castillo
• Principal, Lukancic Middle School
• Kathy Batistich
• Student Resource Team Leader, Lukancic Middle
  School
• Joan Noonan
• Counselor, Lukancic Middle School

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Session Overview

• This session will describe the process of
  wraparound building a child and family team,
  identifying strengths and needs of the child and
  family, developing an action plan, and using data
  to guide the wrap team. Participants will learn
  the four phases of wraparound and become familiar
  with the Wraparound Integrity Tool (WIT).

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Positive Behavior Interventions SupportsA
Response to Intervention (RtI) Model

• Tier 2/Secondary
• Tier 3/
• Tertiary

Small Group Interventions (CICO, SSI, etc)
ODRs, Attendance, Tardies, Grades, DIBELS, etc.
Group Interventions with Individualized Focus
(CnC, etc)
Daily Progress Report (DPR) (Behavior and
Academic Goals)

Simple Individual Interventions (Simple FBA/BIP,
Schedule/ Curriculum Changes, etc)
Competing Behavior Pathway, Functional
Assessment Interview, Scatter Plots, etc.

Multiple-Domain FBA/BIP

SIMEO Tools HSC-T, RD-T, EI-T
Wraparound
Illinois PBIS Network, Revised May 15,
2008 Adapted from T. Scott, 2004
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What Do we Know about the Tertiary Level

• Requires real talent and skills (Rob Horner)
• Applies Art (of engagement) and Science (of
  interventions)
• Needs to happen sooner for many
  students/families
• Gets tougher with each system failure
• Requires thinking differently with kids and
  families
• Is easier in schools proficient with school-wide
  PBIS
• Includes system/practice/data components

L. Eber 2005
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Planning at the Tertiary Level
Individualized Planning
Supports Across Multiple Life Domains
The Art of Engagement Family Voice Blending
Perspectives
Science of Interventions Data-Based
Decision-making via FBA SIMEO
Team-Building Home, School and Community
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WHAT IS WRAPAROUND?

• PROCESS NOT A SERVICE
• Wraparound is a commitment to create services and
  supports on a one kid at a time basis for youth
  with complex needs and their families.
• Wraparound is an important component of PBIS
• Wraparound integrates community supports
• Basic Hypothesis If the needs of a child and
  family are met, it is likely that the child and
  family will have a good, or at least improved
  life.

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Wraparound

• used with individual youth
• plans reflect voice, priorities of youth and
  family
• based on unique youth and family needs
• culturally relevant teams and plans
• built upon youth, family and provider strengths
• uses traditional and non-traditional
  interventions
• encompasses multiple life domains
• resources are blended must be flexible
• services are planned, implemented, and evaluated
  by a team
• team supports youth, family and providers
• unconditional - if the plan doesnt work, change
  the plan

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Needs based interventions will

• Change the environment around the situation
  rather than waiting for the person with the unmet
  need to do the changing
• Help build skills for the child and the childs
  supporters (family, teachers, neighbors,
  relatives, etc.)
• Access existing resources when there is fit,
  avoid existing resources when there is not

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Important to Remember

• A wrap plan would be an addition to universal
  and secondary interventions.
• Sometimes a secondary intervention can be enough.

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Why do Wraparound?

• Provide support to children and families
  experiencing difficulties in home, school and/or
  community
• Access full range of supports in the life of the
  child and family
• Surround the child and family with a TEAM
• Utilizes data to guide decision making
• Provide supports and services to deflect children
  and families from more intensive services or more
  restrictive placements.

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Life Domain Areas

• Educational
• Physical needs/living situation
• Family attachment
• Safety
• Socialization
• Cultural/spiritual
• Emotional/psychological
• Health
• Legal

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Wraparound Made Simple

• Identify a child (at risk? data?)
• Get commitment from child and family
• Who is on your team?
• Find the strengths
• Identify and prioritize needs
• Put together an ACTION plan (data??)
• Implement
• Follow up, change plan as needed, celebrate
  successes

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Four Phases of Wraparound Implementation
Wraparound Integrity Tool (WIT)

• Phase I Team Preparation
• Get people ready to be a team
• Complete strengths/needs chats (baseline data)
• Phase II Initial Plan Development
• Hold initial planning meetings (integrate data)
• Develop a team culture (use data to establish
  voice)
• Phase III Plan Implementation Refinement
• Hold team meetings to review plans (ongoing data
  collection and use)
• Modify, adapt adjust team plan (based on data)
• Phase IV Plan Completion Transition
• Define good enough (Data-based decision-making)
• Unwrap

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Data-based Decision-making

• Can teams use data to prioritize needs, design
  strategies, monitor progress of the
  child/family team?

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

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Tertiary Supports at Lukancic Middle School

• PBIS Summer Leadership Conference
• Omar Castillo, Principal
• Kathy Batistich, Student Resource Team Leader
• Joan Noonan, Counselor

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Lukancic Middle School

• 4th Year as a PBIS School
• 75 Staff Members
• 600 Students
• 49 White
• 14 Black
• 30 Hispanic
• 3 Multi-Racial
• 44 Low-income

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Communication

• PBIS at all Staff Meetings
• Regular Team Meetings
• Communication between the three tier teams
• PBIS at all Institute Days
• PBIS Dean Quarterly Information
• PBIS Celebrations

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Administrator Support

• Principal and Assistant Principal on PBIS Teams
• Both on Universal Team
• Both on Secondary Team
• Principal on Secondary Behavioral Team
• Assistant Principal on Secondary Academic Team
• Principal on Tertiary Team

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The Tertiary Level of the triangle
85
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Something we just DO!
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• The focus of the Tertiary Team is all about
• L-I-N-K-I-N-G
• FAMILIES, TEACHERS, CAREGIVERS, and SERVICE
  PROVIDERS into one consistently developed and
  carefully monitored service plan.

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• As a result of the Tertiary Approach, we can
  help students be successful by developing an
  individualized, comprehensive plan that crosses
  home, school, and community.

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The students at the Tertiary Level of
intervention often qualify for WRAPAROUND
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Who qualifies for WRAPAROUND?

• Students whose needs are sudden or have continued
  over time despite interventions.
• Students who participate in special or regular
  education.

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• WRAPAROUND is also used when a students
  emotional needs are high, yet there is a lack of
  parental buy-in with the student and/or with the
  school.

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• In order to engage families, it is important
  to allow parents to choose a meeting location
  that feels good, safe, and non-threatening to
  them.

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• Once the family identifies the WRAPAROUND Team,
  individualized plans can be made to promote the
  students success.

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• After needs are identified and a plan is
  developed, DATA is collected in order to measure
  the success of the interventions.
• Data includes grades, ODRs, ISS, OSS
  Attendance

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• From that data, we can see what needs must still
  be met along with the progress of the student.
• This data can be shared and celebrated during
  Team meetings.
• Parents can feel listened to, students can
  belong, and educators can ignite the flames of
  success!

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Lucy

• Lucy presented in 6th grade as an average student
  but was often involved in middle school drama.
• She received 1 ODR for fighting and was suspended
  
• Counselor met with Lucy on an individual basis
  and developed a relationship with a family.

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Lucy continued

• By 7th grade, Lucy grades are sliding and has 11
  referrals for theft, disrespect, obscenities,
  aggressive behavior, insubordination, disruption
  in classroom, tardies, chronic misbehavior.
• Interventions team meetings, individual
  counseling, parent conferences, phone calls home,
  cease and desist contract, family was seeking
  outside psychiatric care for Lucy

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Lucy continued

• By 8th grade, Lucy returned to school having been
  hospitalized for mental health issues.
• Family was overwhelmed financially and
  emotionally
• Parents did not want psychiatric diagnosis
  disclosed to staff.

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Reason for Referral to Tertiary

• Suffering from visual, auditory and tactile
  hallucinations which impacted Lucys ability to
  stay in class.
• Lucy was vomiting throughout the building and
  using multiple physical complaints to avoid
  class.
• Lucy was provoking other students and initiating
  fights leading to suspension from school.

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Function of Behavior

• Attention from peers and staff
• Desire to fit in and make friends
• Avoidance of classes particularly Math and
• P.E.
• Big Need Lucy needs to feel safe, successful
  and fit in at school.

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Lucys Strengths

• Lucy has a strong desire to succeed academically.
• Lucy enjoys spending time with staff members.
• Lucy is very close with her family.
• Lucy is very kind and compassionate
• Lucy has strong social skills and likes to help

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Who are the team members

• Student
• Parents
• School Nurse
• Assistant Principal
• Teacher
• Guidance Counselor
• School Psychologist
• Student Resource Team Leader

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Interventions

• Journal
• BR breaks splash face, drink of water, rubber
  band snap to cope with hallucinations.
• Picked 2 go to people in the building (teacher,
  school psychologist)
• Monitor schedule to avoid a certain student
• Tutoring
• Knitting Group

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SIMEO Graph
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Transition to High School

• Met social worker and guidance counselor at the
  high school.
• Developed a transition plan
• Small group tour of the high school
• Presented her MAP to the high school team (hopes,
  dreams, aspirations)
• Continue in smaller setting to start

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Lessons learned

• Labeling can be counterproductive
• Not to enable students behavior while still
  providing support.
• More developed secondary interventions needed
• I want you to do something!

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Contact Information

• Lukancic Middle School
• Valley View 365U School District
• 725 Normantown Road
• Romeoville, IL 60440
• (815)886-2216
• (815)886-2264 Fax
• Omar Castillo castilloo_at_vvsd.org
• Joan Noonan noonanjl_at_vvsd.org
• Kathleen Batistich- batistichkm_at_vvsd.org