1. 2012 National PBIS Leadership Forum Hyatt Regency O’Hare Rosemont Illinois Community/School Partnerships for Tier 3 Wraparound Implementation Session A12 | October 18, 2012 | 10:00am – 11:15am Lucille Eber, Illinois PBIS Network Carol Ewen, Missoula County Public Schools Conan Green, Children’s Mental Health Bureau

2. Context At least twice as many youth need high levels of support for emotional/behavioral needs than currently identified as EBD. Nationally, youth who are identified as EBD have experienced very poor outcomes. Behavior support for students with emotional/behavioral challenges is not just a “Special Education” issue. Prevention-based systems, with capacity to scale-up and provide effective interventions for those youth with or at-risk of EBD are being developed and implemented in schools. Schools can’t do it alone…partnerships with communities are needed to ensure success.

3. We Know the Practices that Work… Proactive, strength-based; “set kids up” to experience success High rates of consistent, supported instruction; teach/practice/reinforce Predictable and consistent environments Know unique “why?” for each student/problem Contextual fit: Strategic use of natural supports, and settings Careful monitoring of data over time with ongoing revisions to guide incremental improvements in quality of life

4. We Know the System Features Needed to Support the Effective Practices… A Team unique to each individual child & family – Blend the family/natural supports with the school representatives who know the child best A defined Meeting Process – Meet frequently and use data – Develop, implement, review range of interventions Facilitator Role – Bringing team together – Blending perspectives; guiding consensus – Systematic use of data (strengths and needs)

5. 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 Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT

6. Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems SIMEO Tools: HSC-T, RD-T, EI-T Check-in/ Check-out Individualized Check- In/Check-Out, Groups & Mentoring (ex. CnC) Brief Functional Behavioral Assessment/ Behavior Intervention Planning (FBA/BIP) Complex FBA/BIP Wraparound ODRs, 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 Positive Behavior Interventions & Supports: A Response to Intervention (RtI) Model Illinois PBIS Network, Revised Aug.,2009 Adapted from T. Scott, 2004 Tier 2/ Secondary Tier 3/ Tertiary Intervention Assessment

7. 1982 Unclaimed Children (Jane Knitzer) SOC needed to be seamless continuum, community-based and culturally relevant 1983 CASSP: Technical Assistance plan to develop SOC 1986 System of Care (Stroul & Freidman) History Called for collaboration & community-based services Resulted in increments of service development (i.e. case mgmt, respite, day treatment, in-home supports) But not a coordinated system or continuum Did not indicate practices needed for a SOC

8. 1989-1993 RWJ Projects 27 states and local communities introduced managed care effected state systems in some places (i.e. KY, NC) History (cont.) 1992-present Comprehensive Community Mental Health Services for Children & Their Families Program 85 states local tribes & territories Decrease use of restrictive placements while increasing access, satisfaction, and youth/family outcomes Systemic change across systems Development of state & community structures

9. Wraparound: A SOC Tool Emerged from practitioners struggling to implement SOC (grassroots) Keep/bring youth home Flexible, creative, non-categorical Natural support networks Community-based Unconditional-Commit to “stay the course” Let family voice guide service development Non-traditional supports and services

10. What is Wraparound? Wraparound is a process for developing family-centered teams and plans that are strength and needs based –(not deficit based) –across multiple settings and life domains.

11. Implementing Wraparound: Key Elements Needed for Success Engaging 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

12. individual students built upon strengths voice, priorities of youth and family based on unique youth and family needs culturally relevant teams and plans plans include natural supports traditional and non-traditional interventions multiple life domains unconditional Features of Wraparound

13. Unique Fit Wraparound plans should be uniquely designed to fit individual students needs as opposed to making a student fit into existing services or a prescribed program.

14. Life Domain Areas to Consider Physical Needs/Living Situation Family/Attachment Safety Socialization Cultural/Spiritual Emotional/ Psychological Health Educational/ Vocational Legal

15. 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

16. What’s New in Wraparound? Skill set specificity Focus on intervention design/effectiveness Integration with school-wide PBS Phases to guide implementation/supervision Data-based decision-making Integrity/fidelity assessment (WIT) Tools to guide teams: –Home School Community –Education Information Tool

17. Wraparound Skill Sets 1.Identifying “big” needs (quality of life indicators) “Student needs to feel others respect him” 2.Establish voice/ownership 3.Reframe blame 4.Recognize/prevent teams’ becoming immobilized by “setting events” 5.Getting to interventions that actually work 6.Integrate data-based decision-making into complex process (home-school-community)

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

19. Can wraparound teams use data-based decision- making to prioritize needs, design strategies, & monitor progress of the child/family team? Data-Based Decision-Making and Wraparound more efficient teams, meetings, and plans? less reactive (emotion-based) actions? more strategic actions? more effective outcomes? longer-term commitment to maintain success?

20. Jacob Poor school attendance Tardiness Refusal to participate in 2 nd grade classroom activities. Did work independently in office/partial school days. Previous hospitalization (Bipolar Disorder?) Retention – currently repeating 2 nd grade year Failing Grades

21. “Jacob” Home/School/Community Tool Getting to Strengths & Needs at Baseline

22. Integrating Wraparound in Montana 2012 Carol Ewen, M.A., MCPS RTI Coordinator Conan Green, MSW, State Wraparound Coordinator, CMHB National Consultants: Lucille Eber Dr. John VanDenBerg

23. Philosophical approach Wraparound is, by definition, an integration process. It is defined by working in multiple community domains to support healthy development of children, adults and families. Montana’s goal is to ensure that any family receiving wraparound support have only one integrated plan. OPI and CMHB (Children’s Mental health Bureau) are working hand in hand to ensure that this goal is met.

24. How we Got Here… High Fidelity Wraparound was introduced through the PRTF Waiver in 2008. In (2009) CMHB implemented HF Wrap training to support the development of: – HF Wraparound Facilitators – Coaches – Peer to Peer Support – Wraparound Process Mentors

25. Being in the Right Place at the Right Time In 2011 OPI Grant selected two school pilot sites to participate in Integrated Systems Framework (ISF)Project ISF Project introduced school Wraparound for Tier 3 school interventions OPI and CMHB recognized the need to integrate approaches and clarify

26. Putting it all together State commissioned Eber and VanDenBerg to design a crosswalk and layout a foundation for integrated practice. OPI contracted with school staff to present PBIS and School Wraparound at state HF Wraparound trainings CMHB funded State HF Wraparound Coordinator to support school Wraparound implementation

27. Creating a Unified Approach

28. Ingredients for Collaborative Work Trusting Relationships between State Department staff Vertical and Horizontal Communication Channels Passionate Innovators Open Minds Child and Family Centered Approach

29. State Departments…

30. Activity Identify your State/District Strengths and Needs for community school-collaboration

31. Integrating Practice In Missoula HF Wraparound staff and school based PBIS staff initiated a process to ensure that crosswalk comes to fruition. Let’s look at how this will be implemented.

32. Creating Common Commitments in Missoula CMHBOPI/Pilot Site Free HF Wrap 101 trainings for school staff -texts and workbooks along with support in credentialing Free PBIS/Wrap presentation in HF Wrap 101 Monthly Facilitator Coaching for both school and community staff Free PBIS training for Peer to Peer Coach and HF Wrap facilitators “Hands on” site specific training in cross walk implementation Develop HF/School Wraparound model through crosswalk (paper work, process) Access to CMHB Peer to Peer CoachDevelop referral process for Peer to Peer Coaches and parents in need of support

33. Creating Sustainable Coordinated Practices

34. Increasing Parent & Family Involvement School based wraparound teams have access to and understand role of the Peer to Peer supports. The Peer to Peer Coach works with pilot site staff to increase parent involvement. School staff assist Peer to Peer Coach in identifying and involving parents – Supporting the development of Peer to Peers within the schools offers parents more opportunities to be involved in multiple domains within the Wraparound process.

35. BENFITS of Collaboration Support for wraparound staff in schools on individualized interventions for children in need of wraparound. Access to consultation and implementation of high fidelity wraparound process. State Wraparound Coordinator available to MBI coaches for skill building and trouble-shooting MBI coaches available to State Coordinator for skill building

36. Benefits… Cross training community and school based wraparound coaches and staff Ongoing assistance in development of Tier 3 wraparound interventions by a State HF Wraparound Coordinator (credentialed as a national wraparound mentor) Consultation on planning, functional behavior assessments, and crisis planning from the high fidelity wraparound curriculum

37. Benefits… An integrated agreement to blend the wraparound plan if receiving both community and school supports. Flexibility and support to ensure consistent functional behavior assessments and crisis plans across domains. Getting the best of both worlds (i.e. Strengths, Needs, and Culture Discoveries and Home School Community Tool).

38. Program Strengths…

39. Activity What facilitator strengths do each training model foster? What are needs facilitators might have based on training model?

40. Thank you!