Tier 3 PBIS SchoolBased Wraparound Wayne RESA 2019

Tier 3 PBIS School-Based Wraparound Wayne RESA 2019 -20 Chris Mc. Evoy mcevoyc@resa. net Kayrl Reynoso reynosk@resa. net

Wraparound within a PBIS System The wraparound approach is a critical part of the SW-PBIS system as it offers a means for a school to succeed with the 12% of students whose needs have become so complex that an FBA/BIP process is not enough. https: //www. pbis. org/school/tertiary-level/wraparound

Tier 3 Wraparound Intensive Positive Behavior Support “The team-based wraparound process is recommended for students with intensive and comprehensive needs to ensure that the efforts of families, teachers, other caregivers and service providers are linked through one consistently implemented and carefully monitored plan. ” Lucille Eber The Art and Science of Wraparound, 2003

Criteria for Tier 3 Wrap-around ØComplex, dangerous, or highly disruptive behavior. ØBehavior threatens student’s placement. ØStudents at the highest risk for exclusion, suspension, expulsion.

What is Tier 3 Wrap-around? ØIntensive On-going Process ØInformed by Functional Behavior Assessment ØTier 3 Behavior Support Plan ØExpanded Team-based Collaboration Ø Parents, educators, agency representatives, therapists, friends, courts, etc. Ø Participants understand the wraparound process ØRegularly scheduled planning and review meetings – monthly to bi-monthly

Effective Wrap Plans Lucille Eber ØPurpose is to effect positive change for the youth and family. ØIncludes practical, realistic strategies in school and at home. ØStrategies are firmly grounded in an understanding of the “why” of the behavior. (FBA) ØAddresses who will do what to achieve desired change. ØUses natural supports e. g. , relatives, friends, etc.

Strength-building Activities Lucille Eber ØUse strategies designed to enhance strengths, talents, interests, or positive relationships. ØFamilies and schools naturally create strength-building activities for “typical” kids. ØWhen students have significant behavioral challenges families and schools are often stressed and their focus is often on surviving each other’s reactions to problems. Therefore, typical strength-building activities don’t usually occur. ØWraparound teams focus on creating strength-based opportunities as a means to build resilience and to protect from further failure.

Wraparound Team Lucille Eber The wraparound team creates a context where effective behavioral and other interventions are more likely to have the desired results. This happens by building a motivated team of people who are close to the student and work together through a solution-focused approach.

Wraparound Strength-based Assess the resources & needs of every situation Involve outside agencies & advocates The team should include individuals with expertise in behavior intervention and working with parents. Problem-solving at each wrap meeting

What’s different? Opportunity exists for creating consistency across environments More heads at the table More knowledge of the child More ideas More frequent review of data and active problem-solving Wider range of interventions More support/guidance provided to the family

What Wrap-Around is Not A series of reactive meetings. An IEP Team Meeting

Wrap-around Mechanics Build on tier 2 interventions Start every meeting with a review of the data � CICO summary � Incident reports; referrals, suspensions � Grades � Attendance Keep a tight agenda Be solution-focused Written notes distributed by e-mail Identified Team Member to guide the process

Wraparound Implementation Checklist q School has a list of various community-based supports and contacts readily available. q School has administrative and district level support for wraparound implementation. q Regular times have been scheduled for wraparound meetings. q Criteria has been established for nominating students for wraparound intervention. q A wraparound facilitator has been identified. q Meeting mechanics have been developed.

Four Phases of Wraparound https: //www. pbis. org/school/tertiary-level/wraparound Phase 1 - Engagement and Team Preparation 1. Facilitator works with the family, student, and teachers to build trust and ownership in the process. 2. Have an “initial conversation” – family tells their story. Begin process of building a relationship and a team. 3. Establish an understanding of the process and what to expect. 4. Seek information about team members, strengths, big needs.

Four Phases of Wraparound https: //www. pbis. org/school/tertiary-level/wraparound Phase Two – Initial Plan Development 1. Data is reviewed. 2. Strengths and big needs are prioritized. 3. Brainstorm strategies to increase strengths and meet needs. 4. Strategies are developed and roles for all team members are clarified. 5. A safety plan is developed if needed.

Four Phases of Wraparound https: //www. pbis. org/school/tertiary-level/wraparound Phase Three – Ongoing Plan Implementation & Refinement 1. Data-based progress monitoring is used to review initial plans and revise interventions as necessary. 2. Facilitator ensures regular meeting schedule, data collection, and review of results to inform the team when things are or are not working.

Four Phases of Wraparound https: //www. pbis. org/school/tertiary-level/wraparound Phase Four – Transition from Wraparound 1. The formal point at which frequent/regular meetings are not needed. 2. Review accomplishments and develop a transition plan.

Wraparound References Ø The Art and Science of Wraparound: completing the continuum of schoolwide behavioral support. (2003) by Lucille Eber. The Forum on Education, Indiana University Ø Eber, L. , Hyde, K. , Suter, J. C. (2011). Integrating wraparound into a schoolwide system of positive behavior supports. Journal of Child and Family Studies, 20. 6, 782. Ø Scott, T. M. , & Eber, L. (2003). Functional assessment and wraparound as systemic school processes: primary, secondary, and tertiary systems examples. Journal of Positive Behavior Interventions, 5. 3, 131.