intensive level wraparound day 3
TRANSCRIPT
INTENSIVE LEVEL WRAPAROUND
Day 3
Today’s Agenda:
• Checking in on the systems planning • Engaging Key Players • Practice with Wraparound Tools • Getting to Real Needs (Big Needs)
BEST Expectations Be present
Engage with others
Support each other
Team solutions
(Tiny) Community of Practice
Wraparound Principles in
Action
Working Smarter /
Not Harder
Low-Tech Resources
High-Tech Resources
Systems Planning
• How’s it going? • BAT? • VTPBiS Action Plan? • Other action plans? • Universal Screening Steps to Readiness? • http://pbisvermont.pbworks.com
Individualized Teams at the Intensive Level
• Are unique to an individual child & family • Task facilitator with engaging family and bringing team together • Blend the family’s supports with the school representatives who know the child best • Designed to improve quality of life as defined by the youth/family (i.e., “BIG Needs”) • Meet frequently • Identify, develop & review interventions
Who Benefits from Intensive Supports?
• Youth with needs across home, school, & community
• Youth with needs in multiple life domains
• The adults in youth’s life who are not effectively engaged in comprehensive planning
WRAPPING BACK TO WRAPAROUND
Wraparound is: An ongoing 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
Wraparound is Not: • A set of services
• A one or two time meeting
• A special education evaluation
• An individual counselor who links with the family or student
• Only for families and students we judge as “workable”
• The presence of flexible funds
QUICK Reflection: Similarities/Differences with your
past experiences/knowledge of wraparound?
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
Wraparound Principles
Voice & choice
Natural supports Collaboration Community-
based
Culturally Competent Team-based Individualized Strengths-
based
Unconditional Outcomes-based
Student
Physical
Family
Safety
Socialization
Cultural Emotional
Education
Job
Legal
Life Domains
Voice to Engagement
• WE have to ask the youth/family how they will know if thing are getting better…
• Family has to define ‘success’ for the team
• If they define progress/success, as well as strengths and needs, then they are likely to be engaged in the interventions.
DATA
SYSTEMS
PRACTICES
Big Needs
Strengths
Engagement
Satisfaction
Experiences of success
Access, Engagement, & commitment to
services/supports
REDUCTIONS IN: • Disciplinary problems • Need for restrictive placements
IMPROVED: • Needs met; team-identified outcomes • Emotional & behavioral functioning • Academic performance • Stable living situation • Supportive relationships
Social supports, Self-efficacy, Coping &
Problem-solving
Services are a better fit
Better coordination
OUTCOMES Short-Term Mid-Term Long-Term WRAPAROUND
ACTIVITY # 8 How is wraparound similar and different from typical service delivery in your school / district? Use worksheet to answer questions
Tier 3 Student Action Plan Illinois PBIS Network
Tier 3/ Student Action Plan & Progress Update
Illinois PBIS Network, 2009 Revised December 2009 1
Purpose: This document is a working record of the team structure and plan of support for each individual student receiving tier-3 support. This document should be shared and updated at every individual student team meeting to ensure that: a) changes and progress are recorded, b) interventions are agreed upon by all team members and c) teams are accountable for ongoing progress monitoring. If information is stated clearly, the plan can also be shared with others who may be supporting this student in the future. Team facilitators are encouraged to document all components clearly. Clarity of actions and decisions (rather than length) makes the written plan useful to the student and his/her team currently as well as in the future. Student: ________________________ School: __________________________ School Contact: _______________________ Grade: _______________________ Age: _________ SIMEO ID#: ___________________________
Student Intervention History
Check interventions that the student has received. Include start date and end date; if not applicable indicate N/A OR data not available-only if intervention has just begun:
Simple Secondary Interventions (CICO)
Social/Academic
Instructional Groups
Simple Secondary Interventions with
Individual Features(CnC)
Brief Function-Based Behavior Plan
Complex/Multiple-Life -Domain FBA/BIP Wraparound Support
Start Date End Date Start Date End Date Start Date End Date Start Date End Date Start Date End Date Start Date End Date
Pre Data Post Data Pre Data Post Data Pre Data Post data Pre Data Post Data Pre Data Post Data Pre Data Pre Data
ACTIVITY #9 Review Activity #9 Worksheet Student Intervention History
Team Members Illinois PBIS Network Tier 3/ Student Action Plan & Progress Update
Illinois PBIS Network, 2009 Revised December 2009 3
SECTION 1: Team Development/Sign-In Sheet
Youth/Student: ______________ Parent Guardian: _______________ Facilitators: ______________
Date of 1st Meeting: ________2nd___________3rd______________4th_____________5th_____________
6th____________7th____________8th_____________9th____________ 10th____________ ***set meeting date before ending current meeting***
CONFIDENTIALITY AND ATTENDANCE: I agree to honor the rights and privacy of any persons discussed in this meeting. I agree not to divulge any information regarding any family, person, or agency, which may be referred to in the course of this meeting.
Team members present today: Relationship/Role Team members not present today:
Check here if release of Information have been signed. Yes No
AGENDA for Wraparound Meeting:
Introductions by role First meeting develop mission statement, big need (review) Review strengths, add other strengths Update progress Priorities for today’s meeting Action plan: who, what, by when? Next meeting date
ACTIVITY #10 Review Activity #10 Worksheet Assessing Team Composition
Activity #10 Continued • Was the activity hard/easy? • Did you know their roles and goals? • Did any roles not seem to match job titles? • Any overlap among roles? Multiple roles? Unclear roles? • Did you identify natural supports that should be on the team?
Activity #10 Continued
What questions would you ask the student and family to ensure their team is based on the values of wraparound?
Phase I: Engagement & Team Development
Wraparound Facilitator: • Meets with family & stakeholders • Gathers perspectives on strengths & needs • Assesses for safety & risk • Provides or arranges stabilization response if safety is
compromised • Explains the wraparound process • Identifies, invites & orients Child & Family Team members • Completes strengths summaries & inventories • Arranges initial wraparound planning meeting
Phase I: Engagement & Team Development
• Prepare for wraparound meetings through individual conversations with core team members. This is a critical first step.
• The first contact/s with the family should feel different than being invited to a meeting.
• Gather information for a rich strength profile (this will be a valuable tool for action planning).
ACTIVITY #11 1. Find a partner 2. Decide who will be parent and who will be the
wraparound facilitator 3. Facilitator: introduce wraparound, answer
questions, listen for their story, and strengths 4. Switch roles
Points to Remember About Engaging Families • Apply RtI to Family Engagement: don’t keep doing what hasn’t worked so far • 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 or a form) with the family, getting their trust and permission before talking with others.
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 • Reframe into strengths • Normalizing experiences & responses
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.
Team Time – Day 3
• Complete Benchmarks of Advanced Tiers (BAT) • VTPBiS Action Plan for Intensive Level • What are your goals and action steps for… • School-wide Family Engagement? • Identifying wraparound facilitators? • Identifying families appropriate for wraparound? • Identifying natural supports and other team members? • Introducing wraparound? • Using data for engagement?