1. Building Capacity at the State, District & Building for Wraparound at Tier 3 Ami Flammini, IL PBIS Network Maura Burns, Frost Middle School

2. In this session  Team development  Data based decision making  Describe the Wraparound Process  Family engagement  Fidelity checks using dat  An experienced wraparound facilitator

3. 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) Model Academic Systems Behavioral Systems Illinois PBIS Network, Revised May 15, 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

4. 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

5. SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior Positive Behavior Support OUTCOMES Social Competence & Academic Achievement ٭ Adapted from “What is a systems Approach in school-wide PBS?” OSEP Technical Assistance on Positive Behavioral Interventions and Supports. Accessed at http://www.http://www Pbis.org/schoolwide.htm

6. Description of Tier 3 Interventions

7. 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 May 2009 Adapted from T. Scott, 2004 Tier 2/ Secondary Tier 3/ Tertiary Intervention Assessment

8. Deciding Which Tertiary Level Intervention is Most Appropriate Complex FBA/BIP (T200): Brief FBA/BIP was not successful AND NONE of Wraparound criteria are present Wraparound (T300+) : Youth with multiple needs across home, school, community & life domains Youth at-risk for change of placement The adults in youth’s life are not effectively engaged in comprehensive planning (i.e. adults not getting along well)

9. Team development

10. 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 Universal Team Universal Support

11. Teaming at Tier 3 Tertiary Systems Planning ‘conversation’  Monitors effectiveness of Complex FBA/BIP & Wraparound supports  Review data in aggregate to make decisions on improvements to the interventions themselves  Students are NOT discussed Individual Student Teams  FBA/BIP Team per student  Wraparound Team per student

12. Student-Specific Teams  Wraparound Team:  Family of child and all relevant stakeholders invited by family. Wrap facilitators are trained to effectively engage families so that they will see that these teams are created by and for the family, and therefore will want to have a team and actively participate. School staff involved are informed that their presence is uniquely important for this youth and invited to participate.  Individual Youth FBA/BIP Team:  Like the wraparound team, this team is uniquely created for each individual child in need of comprehensive planning and the families are critical members of the team. All relevant individuals/staff are invited.

13. Tertiary Systems Planning Team Mtg Agenda For Complex FBA/BIP and Wraparound: # of youth in interventions (record on TT)?  Number of youth responding (record on TT)? * Consider Wrap OR use of WIT for all youth not responding  Number of new youth potentially entering intervention? If less than 70% of youth are responding to any of the interventions, the Tertiary Systems Team should review the integrity of the intervention and make adjustments as needed.

14. Process Data based decision making

15. Data-Based Decision-Making Intervention integrity or process data is used:  To monitor the effectiveness of the intervention itself  To make decisions regarding the continuum/menu of interventions/supports  This data is monitored by the Secondary Systems Team

17. Systems-Response Tool “Finding” Students in Need of Tertiary Supports Records the “system’s response” to youth behavior/circumstance Administrators and team members need to find the #s of youth that meet each criteria  Using the tool IS engaging in a ‘systems-reflection’  Prevents the hiding or mis-labeling of youth (ex. “We don’t have any kids that need Wraparound”)

18. System Response Options Total # of Students in Category for Time Period: List date at top of column & total # of youth in each box Date: A. Students being monitored by Secondary Systems Team (ex. CICO, CnC, FBA/BIP) B. Students being monitored by Tertiary Systems Team (ex. Complex FBA/BIP, Wraparound) C. Students being considered for Special Education Testing D. Students with Special Education process in progress (being tested, placement being considered, etc.) E. Students that were tested and did not qualify for Special Education F. Students suspended on one occasion G. Students suspended on two or more separate occasions H. Students placed (or at risk of placed) in separate setting or “Safe School” (ex. Alternative to suspension program) I. Students in Special Education setting, out-of-home school J. Students in “short-term” restrictive placement in clinical setting (hospitalization) K. Students with expulsion hearing in progress L. Students expelled

19. Outcome Data based decision making

20. Data-Based Decision-Making Student outcome data is used : a) To identify youth in need of support and to identify appropriate intervention b) For on-going progress-monitoring of response to intervention c) To transition youth out of interventions at the appropriate time

21. Data Used to Identify Youth in Need of Tertiary Support Universal Data by Student (ODR’s, # of absences, # of ISS or OSS) Universal Screening Data – SSBD, etc. Request by Family Member, Teacher or Student Recommended referral to Tertiary Systems Team from Secondary Problem Solving team after Brief FBA/BIP was not successful

22. Data Used to Progress-Monitor Tertiary  DPR (Daily Progress Report) points earned each day (data entered into Excel or SWIS)  Office Discipline Referrals  Suspensions  Attendance  Tardies  Follow-up questionnaire for teachers, family member, or student who made referral  Recommendation: SIMEO (Student Information Management of Educational Outcomes)

23. Recommended Time-Frames for Data Review Tertiary Interventions:  Student outcome data:  Intervention facilitators to review individual student data at least weekly  Process data (Intervention effectiveness):  Student aggregate data should be reviewed at least once a month by Tertiary Systems Team

24. Wrap Process

25. 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.

26.  used with individual students  plans reflect voice, priorities of youth and family  based on unique youth and family needs  culturally relevant teams and plans  plans include natural supports  built upon youth, family and provider strengths  uses traditional and non-traditional interventions  encompasses multiple life domains  unconditional - if the plan doesn’t work, change the plan Features of Wraparound

27. Deciding Which Tertiary Level Intervention is Most Appropriate Complex FBA/BIP (T200): Brief FBA/BIP was not successful AND NONE of Wraparound criteria are present Wraparound (T300+) : Youth with multiple needs across home, school, community & life domains Youth at-risk for change of placement The adults in youth’s life are not effectively engaged in comprehensive planning (i.e. adults not getting along well)

28. Function The purpose/reason for demonstrating a specific type of behavior within a specific context/routine. Specific behaviors have been strengthened by consistent reinforcement. Family voice is not necessary to identify function of behavior in the school setting. Once Function is correctly identified, putting a plan in place can produce rapid behavior change. This can be accomplished in a single meeting. Big Need The underlying reason preventing successful experiences/interactions in multiple settings/contexts/routines When a big quality of life need is unmet, it impacts perception/judgment, often resulting in chronic problem behavior. Family voice is necessary to identify the Big Need for the school setting. Once Big Need is identified, it takes a while to achieve and involves action planning across multiple life domains. Meeting the big need always involves multiple Child & Family Team meetings.

29. Function Function is identified through structured interviews focusing on the problem behavior, antecedents, consequences, and setting events Focus is on developing function-based support plan (replacement behavior, antecedent, consequence, and setting event supports). When achieved, situations improve for the youth or those engaged with the youth on a regular basis (e.g., the family, the teacher). Big Need Big needs are identified through open-ended conversation and use of SIMEO tools with those engaged with the youth on a regular basis. Big Need statements motivate a family to participate on the team (know we are working on something ‘bigger’ than specific behaviors). If met, the need will improve quality of life for the youth or those engaged with the youth on a regular basis (e.g., the family, the teacher).

30. SIMEO Database 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

31. Wraparound Case Study “Ozzie” cont. Getting to Strengths and Needs at Baseline Using Data and Voice & Choice

32. Educational Information Tool (EI-T) Example of School Behavior Data Line Graph

33. Family engagement

34. Points to Remember about Engaging Families  Apply RtI to Family Engagement: don’t keep doing what hasn’t worked up  If engagement didn’t happen, how would you change your approach to effectively engage?  professionals don’t get to choose or judge how families raise their kids.  Always start with a conversation ( not a meeting) with the family, getting their trust and permission before talking with others.

35. Establish Family Voice & Ownership  Communicate differently…  No blaming, no shaming  Start with strengths  Family’s needs are priority  Listen to their story before the meeting  Validate their perspective

36. Examples of Opening Questions to Assist in Initial Conversations  “Please tell me about your child…”  “What will it look like when life is better?”  “What is your hope, dream, vision of success with your/this child/family?”

37. Checking for Family Voice & Ownership Family chooses team members Team meets when & where family is comfortable Family (including the youth) feels like it is their meeting and their plan instead of feeling like they are attending a meeting the school or agency is having about them.

38. Fidelity checks using data

39. Checking for Fidelity Tier 3 Systems Team The Wrap-Around Integrity Tool

40. Wraparound Example District Perspective Building Example

41. Questions Ami.flammini@pbisillinois.org www.pbisillinois.org