INTENSIVE LEVEL WRAPAROUND Administrative Overview April

Congratulations & Welcome to Tier 3!

VTPBiS Steps for Adopting Intensive Level ExplorationReadinessSU Team Admin Overview Complete BAT & Readiness Checklist Facilitator Training Implementation & Coaching Training Data Systems Revise & Refine 3

Today’s Agenda and Learning Objectives 3. Plan next steps Identify facilitatorsParticipate BEST SI& Follow-up support 2. Explore readiness and implementation Examine systemsReview practicesUnderstand data 1. What is wraparound? Consider your experienceReview Intensive Level Wrap 4

BEST Expectations Be present Engage with others Support each other Team solutions

Training Materials: USB & Website USB Includes: 1.PowerPoint 2.Planning Tools 6

Think about a student… 7 What was positive or successful about her/his individualized supports?

1. WHAT IS WRAPAROUND? 8

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. 9

Wraparound Principles - Activity Voice & choice Natural supports Team-basedCollaboration Strengths- based Community- based Culturally Competent Individualized Unconditional Outcomes- based 10

Four Phases of Wraparound 1. Engagement & Team Preparation Orient family, stabilize crises, assess strengths & needs, form vision, identify team members 2. Planning Hold initial meeting(s), orient team, create plan focusing on “Big Needs”, identify services & supports 3. Implementation Hold regular meeting, implement plan, review progress, revise plan 4. Transition Define when vision / goals have been met, “unwrap” celebration, follow up with familiy 11

12 Planning process used by A team of people Who come together Around family strengths/needs To create a unique plan of interventions & supports Based upon a process of unconditional care – no blame, no shame Set of services One or two time meeting Special education evaluation Just counselor meeting with family or student Only for families and students we judge as “workable” Flexible funds Wraparound ISWraparound 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 13

How is wraparound similar and different from typical individualized service delivery in your school? 14

2. EXPLORE READINESS & IMPLEMENTATION Practices SystemsData 15

Outcomes Supporting Decision Making Systems Supporting Staff Behavior Practices Supporting Student Behavior OUTCOMES 16

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. 17 Mixed outcomes Alone Sustainable outcomes Supported

Positively impacting Schools, Families & Communities Intensive/Tertiary Prevention Targeted/Secondary Prevention Universal/Primary Prevention Positive Cognitive/ Academic Supports (PCAS) Positive Physical/Health Supports (PPHS) Positive Emotional/ Behavior Supports (PEBS) Family Community School 18

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 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 1Tier 2Tier 3 SU/District School Student 19

SU/District School Student 20

SU/District Leadership Team Responsibilities Systems Communication Resource allocation Resource coordination Personnel prep Leadership Data collection & review Other Practices Continuum Evidence-based Matched to student & family needs Home, school, & community Family support Data Outcomes Needs / gaps Fidelity monitoring Progress monitoring Implementation review 21

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 22

The Dream Team 23 PBIS Coordinator Special education Mental health Principals Wrap Facilitators Family Rep Regular education

Old Approach  New Approach Each school works out their own plan with Mental Health (MH) agency; A MH counselor is housed in a school building 1 day a week to “see” students; No data to decide on or monitor interventions; Hoping interventions are working; but not sure. SU has a plan for integrating MH at all buildings (based on community & school data); MH person participates in teams at all 3 levels; MH person leads small groups based on data; MH person co-facilitates FBA/BIP or wrap individual teams for students. 24 Why we need Mental Health partners

Why we need family partners Provides family voice Identifies system gaps Raises hot topics May be liaison with families Keeps the team honest 25 Parent or family member of a child who received intensive level supports who:

Administrators Need to… Know what the practices look like when implemented with fidelity; Be active/visible on teams; Be “hands on” with the first few intensive level plans; Apply high-level problem-solving skills troubleshooting systems level issues. 26

Stages of Implementation Exploration Installation Initial Implementation Full Implementation Innovation Sustainability Implementation of an “innovation” (PBIS Wraparound) occurs in stages Fixsen, Naoom, Blase, Friedman, & Wallace, years 27

Focus of Supervisory Union/District: Intensive Level System Components at Installation Stage (1 st year) 1. SU/District Leadership Team to assure efficient and effective allocation of resources to meet the needs of students with most complex needs. 2. Building based intensive level (systems) planning team to monitor progress of intensive plans and address challenges at building level. 3. Coaching from supervisory union and state level coaches. 4. Facilitators identified and “positioned” to facilitate teams and plans for 1-3% of students. 5. Comprehensive training and technical assistance plan. 6. Data system/tools to be integrated into practices. 28

Focus of Supervisory Union/District at Sustainability Stage (in 3-5 years): 1. Representative SU/District Leadership Team with integrated Intensive level focus meets regularly 2. SU Coordinator (Coach) serves across all schools 3. All buildings have monthly Targeted Systems, Intensive Systems & Student Problem Solving Team mtgs. 4. All buildings serve 1-3 % of students in Wraparound 5. District/SU policies/procedures are modified 6. Specific strategies exist for blending related initiatives

30 Activity: Complete Page 1 VTPBiS Readiness Checklist

31 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 32

A day in the life of a wraparound facilitator 33

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) 34

Systems Supporting Staff Behavior Practices Supporting Student Behavior OUTCOMES Data Supporting Decision Making 35

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. 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. Check-in/Check-out Individualized CICO Brief FBA/BIP Complex FBA/BIP Wraparound Social/Academic Instructional Groups School & Class-wide expectations & supports 36 Who doesn’t need wraparound?

IMPLEMENTATION OF TIER 1 SWPBIS BAT Questions 1, 2, & 3 38 REVIEW:

Tier 1: Benchmarks for Advanced Tiers BAT ItemRating 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 39

TIER 2 TARGETED INTERVENTIONS Descriptions and Examples… 40

Targeted Interventions Based on Functions of Behavior Check-In/Check-Out Adult Mentoring Programs Access Adult Attention/Support: Social Skills Instruction Peer Mentoring Self-Monitoring with Peer Support (function: academic task escape) Access Peer Attention/Support: Organization/Homework planning support Homework completion club Tutoring Academic Skills Support 41

Inventory of Existing Targeted Interventions 42 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! 43

ACTIVITY: What are your targeted interventions? Share two with your leadership team. 44

TIER 1& 2 SUPPORTS BAT: 1-3 Tier 1 BAT: 4-6 Commitment BAT: Tier 2 Systems ACTIVITY: 45

Implementation & Eval of Tier 2 CICO BAT Questions REVIEW: 46

INTENSIVE LEVEL INTERVENTIONS Descriptions and Examples… 47

Functional Behavioral Assessment / Behavior Intervention Program (FBA/BIP) Foundation of all intensive level interventions Behavior support is the redesign of environments, not the redesign of individuals. Positive behavior support plans define changes in the behavior of those who will implement the plan. A behavior support plan describes what we will do differently. 48

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. TriggerBehavior Consequence Function 49

TIER 3 ASSESSMENT & PLAN DEVELOPMENT BAT Questions 44 to 53 Don’t fill out, but review. 50

Choosing Appropriate Intensive Practice FBA/BIPWraparound Adults not engaged Risk of placement change Multiple needs No wraparound criteria present Focus on 1-2 behaviors Brief FBA/BIP not successful 51

Systems Supporting Staff Behavior Practices Supporting Student Behavior OUTCOMES Data/ Outcomes Supporting Decision Making 52

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 53

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 54

Using ODRs for Decision Making IFFOCUS ON More than 5% of students receive 5 or more office referrals Targeted / classroom supports Less than 5% students with 10 or more office referrals Less than 5% students continue rate of referrals after receiving targeted group settings Small number of students destabilizing overall functioning of school Intensive supports 55

ACTIVITY: Share your school or SU office disciplinary referral data with your team. What does the data tell you about need for targeted & intensive supports? 56

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. 57

TIER 2 & 3 STUDENT IDENTIFICATION BAT Questions 7-12 ACTIVITY: 58

Wraparound Specific Data Tools Student Disposition Tool 2.0 SD-T 2 Home/School/Community Tool 2.1 HSC-T 2 Education Information Tool 2.0 EI-T 2 Wraparound Integrity Tool 2.0 WIT 2 Evaluation -> SIMEO II Tools 59

60 High strength Low strength Low need High need

Other Student Data 61

Systematic Information Management of Education Outcomes (SIMEO II) On-line data collection system with graphing capability VTPBiS provides training to intensive level schools 62

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 63

3. PLAN NEXT STEPS 64

Intensive Level PBIS 1. Systems Team based problem solving (District, 3 tiers) Data-based decision making system (e.g., SIMEO II) Sustainability focus (redefining roles, district data review, etc. ) FTE allocated for facilitators including time for PD 2. Data Data used for engagement and action planning with team Data tools are strengths/needs based Multiple perspectives and settings captured in data Show small increments of change at team meetings 3. Practices Youth having access to all levels of SWPBS FBA/BIP is essential skill set for implementers Engagement and team development are critical elements Team facilitation is essential skill set (for complex FBA/BIP & wrap) Assess/monitor fidelity with families 65

VTPBiS Steps for Adopting Intensive Level ExplorationReadinessSU Team Admin Overview Complete BAT & Readiness Checklist Facilitator Training Implementation & Coaching Training Data Systems Revise & Refine 66 Admin Overview

Next Steps Identify facilitators for BEST SI strand Complete Readiness Checklist Complete BAT Schedule 2-4 SU/District team meetings What else? 67

Wraparound Facilitator Training How 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? 68

Resources Jesse Suter: , Your State TA or Implementation Coach Vermont PBIS: Illinois PBIS: New Hampshire PBIS: National Wraparound Initiative 69