Building Capacity at the State, District & Building for Wraparound at Tier 3

Ami Flammini, IL PBIS NetworkMaura Burns, Frost Middle School

In this session

Team developmentData based decision makingDescribe the Wraparound ProcessFamily engagementFidelity checks using datAn experienced wraparound facilitator

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

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

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

SCHOOL-WIDE POSITIVE BEHAVIOR

SUPPORT

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

PositiveBehaviorSupport

OUTCOMES

Social Competence &Academic Achievement ٭

Adapted from “What is a systems Approach in school-wide PBS?”OSEP Technical Assistance onPositive Behavioral Interventions andSupports. Accessed at http://www.Pbis.org/schoolwide.htm

Description of Tier 3 Interventions

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 2009Adapted from T. Scott, 2004

Tier 2/Secondary

Tier 3/Tertiary

Inte

rven

tio

nAssessm

en

t

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)

Team development

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

UniversalTeam

Universal Support

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

Student-Specific TeamsWraparound 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.

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.

Process Data based decision making

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

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”)

System Response Options Total # of Students in Category for Time Period: List date at top of column & total # of youth in each box

Date: Date: Date: Date: Date: 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

Outcome Data based decision making

Data-Based Decision-Making

Student outcome data is used :a) To identify youth in need of support and to identify

appropriate interventionb) For on-going progress-monitoring of response to

interventionc) To transition youth out of interventions at the

appropriate time

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

Data Used to Progress-Monitor Tertiary

DPR (Daily Progress Report) points earned each day (data entered into Excel or SWIS)

Office Discipline ReferralsSuspensionsAttendanceTardiesFollow-up questionnaire for teachers, family

member, or student who made referralRecommendation: SIMEO (Student Information

Management of Educational Outcomes)

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

Wrap Process

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.

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

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)

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.

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).

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

                                             

Wraparound Case Study “Ozzie” cont.

Getting to Strengths and Needs at Baseline

Using Data and Voice & Choice

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

Family engagement

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.

Establish Family Voice & Ownership

Communicate differently…

No blaming, no shamingStart with strengthsFamily’s needs are priorityListen to their story before the meetingValidate their perspective

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?”

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.

Fidelity checks using data

Checking for Fidelity

Tier 3 Systems TeamThe Wrap-Around Integrity Tool

Wraparound ExampleDistrict

PerspectiveBuilding Example

Questions

Ami.flammini@pbisillinois.org

www.pbisillinois.org