INTENSIVE LEVEL WRAPAROUND Administrative Overview April 2013 1.
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Transcript of INTENSIVE LEVEL WRAPAROUND Administrative Overview April 2013 1.
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INTENSIVE LEVEL
WRAPAROUNDAdministrative OverviewApril 2013
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Congratulations & Welcome to Tier 3!
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VTPBiS Steps for Adopting Intensive Level
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Today’s Agenda and Learning Objectives
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BEST Expectations
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Training Materials:USB & Website
www.pbisvermont.org
USB Includes:1. PowerPoint2. Planning Tools
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Think about a student…
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What was positive or
successful about her/his
individualized supports?
What was positive or
successful about her/his
individualized supports?
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1. What is wraparound?
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What is wraparound? • Team-based process that engages students and families to lead their own teams
• Teams create plans that meet unique needs & strengths of students with complex needs and their families
• Teams meet regularly and as long as needed to achieve student & family goals.
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Wraparound Principles - Activity
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Four Phases of Wraparound
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Wraparound IS
Wraparound IS NOT
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Who benefits from wraparound?• Youth with needs in home, school, and community
• Youth with needs in multiple domains
• Families not engaged
• Staff through coordination
• Schools through climate change
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How is wraparound similar and different
from typical individualized service
delivery in your school?
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2. Explore readiness & implementation
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Outcomes
SupportingDecision Making
Systems
SupportingStaff Behavior
Practices
Supporting Student Behavior
OUTCOMES
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Lessons Learned• PBIS Intensive level interventions require system of support at both the school and SU/District.
• New interventions (innovations) require changes in system structures.
• Success at any level of the pyramid is dependent on fidelity of implementation at all levels of the pyramid.
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SU/District Universal:
•Coordinates implementation•Ensures access to resources•Reviews data across
SU/District Targeted/Intensive:•Secures resources•Focuses on student outcomes•Focuses on Fidelity of Implementation measures across the district/SU
SU/District Targeted/Intensive:•Secures resources•Focuses on student outcomes•Focuses on Fidelity of Implementation measures across the district/SU
School Universal:•Plans and implements 6 school components of PBIS
Student Targeted:•Matches students to interventions•Evaluates & Monitors Student Progress
Student Targeted:•Matches students to interventions•Evaluates & Monitors Student Progress
Student Intensive:•Completes FBA/BIP •Provides intervention•Uses data•Facilitate wraparound
Student Intensive:•Completes FBA/BIP •Provides intervention•Uses data•Facilitate wraparound
School Targeted/Intensive:•Creates procedures for referral, screening and evaluation•Communicates with staff and families
School Targeted/Intensive:•Creates procedures for referral, screening and evaluation•Communicates with staff and families
Tier 1 Tier 2 Tier 3S
U/D
istr
ict
Sch
ool
Stu
den
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SU/District Leadership Team Responsibilities
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SU/District Wraparound Team Expectations• “Meet” 2-4 times per year to:
• Summarize student outcomes (overall, not individually)
• Review progress of system to support Wraparound
• Assess efficiency and effectiveness of school/community resources that support Wraparound
• Identify systems and resource gaps • Other
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The Dream Team
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Stages of Implementation
Implementation of an “innovation” (PBIS Wraparound) occurs in stages
Fixsen, Naoom, Blase, Friedman, & Wallace, 2005
2-4 years
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Activity:Complete Page 1 VTPBiS Readiness
Checklist
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Activity:Complete page 2 of VTPBiS Readiness
Checklist.
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Wraparound Hinges on the Facilitator• Has experience working with children with complex needs
• Able to engage families
• Collaborates with natural supports & professionals
• Follows wraparound process & principles
• Uses data
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Targeted/Intensive Level Skill Sets • Understands the conflict cycle and uses de-escalation strategies (Life Space Crisis Intervention)
• Develops FBAs and BIPs• Uses effective engagement strategies with students, families and teams
• Develops targeted interventions function-based.• Familiar with academic modifications and accommodations
• Integrates data-based decision-making into comprehensive processes (home-school-community)
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Systems
SupportingStaff Behavior
Practices
Supporting Student Behavior
OUTCOMES
Data
SupportingDecision Making
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SW-PBIS Supports for All Students
1-5%
5-15%
80-90%
Targeted Supports – Provided to students determined to be “at-risk” of emotional and behavioral challenges.
Targeted Supports – Provided to students determined to be “at-risk” of emotional and behavioral challenges.
Intensive Supports – Individualized interventions provided to students with most complex emotional and behavioral needs.
Intensive Supports – Individualized interventions provided to students with most complex emotional and behavioral needs.
Universal Supports – Supports provided to all students. Expectations are taught, reinforced, and monitored in all settings.
Universal Supports – Supports provided to all students. Expectations are taught, reinforced, and monitored in all settings.
Check-in/Check-out
Individualized CICO
Brief FBA/BIP
Complex FBA/BIP
Wraparound
Social/Academic Instructional
Groups
School & Class-wide expectations &
supports
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Who doesn’t need
wraparound?
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Tier 1: Benchmarks for Advanced Tiers
BAT Item Rating
1. Tier 1/Universal intervention is in place as measured by scores on the SET, BoQ, TIC, or PIC.
2 Fully in place
2. Team members agree that SWPBIS is in place and is implemented consistently by teachers and staff.
2 Fully in place
3. A data system is in place for documenting office discipline referrals.
2 Fully in place
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TIER 2 TARGETED INTERVENTIONS
Descriptions and Examples…
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Targeted Interventions Based on Functions of Behavior
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Inventory of Existing Targeted Interventions
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Reminder:
Perhaps complete or review at BEST SI
during team time
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Check-In/Check-Out (CICO)
Default targeted intervention. WHY?•Most students receive multiple ODRs for peer or adult attention.•Evidence indicates CICO is effective practice for reducing acting out behavior related to attention seeking.
Schools must have strong CICO in place!
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Tier 1& 2 SUPPORTSBAT: 1-3 Tier 1BAT: 4-6 CommitmentBAT: 13-17 Tier 2 Systems
ACTIVITY:
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Implementation & Eval of Tier 2 CICOBAT Questions 18-31
REVIEW:
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INTENSIVE LEVEL INTERVENTIONS
Descriptions and Examples…
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FBA “BIG IDEAS”• FBA is a problem solving process – a way to think about behavior systematically.
• FBA identifies the events that reliably predict and maintain problem behavior.
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Tier 3 ASSESSMENT & PLAN DEVELOPMENTBAT Questions 44 to 53Don’t fill out, but review.
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Choosing Appropriate Intensive Practice
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Systems
SupportingStaff Behavior
Practices
Supporting Student Behavior
OUTCOMES
Data/Outcomes
SupportingDecision Making
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Why we collect data
“Take time to remind each other of the progress and journey the team has been on with the student and family....tell the story.”- Addison Northeast SU
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Types of Data• Individual students
• Behavioral (ODRs, discipline, screening, assessment)• Academic (Grades, GPA, testing)• Strengths (connected to goals)• Needs (connected to goals)• Fidelity (specific to intervention strategies)
• Systems Level Data Tools• Readiness Checklists (VTPBiS Steps to Readiness)• Fidelity & Implementation (Benchmarks of Advanced Tiers)
• Outcomes & Progress Monitoring
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Consider Universal Screening
Why Screen for Behavior? Kauffman (2001)
• To find students whose problems are not immediately obvious (internalizers) and identify problems with a high degree of accuracy.
• Early identification leads to early intervention
• Schools that implement Universal Screening select interventions based on results of rating scales on the screening tools. This is effective and efficient.
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Tier 2 & 3 Student identificationBAT Questions 7-12
ACTIVITY:
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Wraparound Specific Data Tools
http://www.pbisillinois.org Evaluation -> SIMEO II Tools
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High strength
Low strength
Low need
High need
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Other Student Data
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Systematic Information Management of Education Outcomes (SIMEO II)• On-line data collection system with graphing capability
• VTPBiS provides training to intensive level schools
http://www.pbisillinois.org/
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Individual Student Intervention System (ISIS)• Add-on for SWIS • Individual student file format
• Upload documents (e.g., assessments, plans)
• Define measures to monitor progress
• Coordinated calendar of events, activities for plan
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https://www.pbisapps.org
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3. Plan next steps
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VTPBiS Steps for Adopting Intensive Level
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Next Steps
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Wraparound Facilitator TrainingHow to run wraparound teams including:•Engaging with families•Forming a team •Developing and implementing plan•Collecting and using data •Collaborating with school and community supports
Who from your school(s) should be there?
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Resources• Jesse Suter: 802-656-1130, [email protected]
• Your State TA or Implementation Coach• Vermont PBIS: www.pbisvermont.org • Illinois PBIS: www.pbisillinois.org • New Hampshire PBIS: http://www.nhcebis.seresc.net/pbis_nh
• National Wraparound Initiative http://www.nwi.pdx.edu/
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