Integrating Wraparound into

1
Module 12 Using the Wraparound Process In
Alternative Education Settings Lucille Eber Ed.D
Session 3 Integrating Wraparound into
Alternative Education Settings
2
Wraparound as a Component of a School-wide
Positive Behavior Support System
Are elements of wraparound consistent with
approaches used in (alternative) schools for
all kids?

• Proactive?
• Strength-based?
• Culturally relevant?
• Team-based?
• Family centered?
• Voice, ownership?
• Natural supports?

3
Designing School-Wide Systems for Student Success
1-5
1-5
5-10
5-10
80-90
80-90
Source www.pbis.org
4
Wraparound works best within a proactive school
environment.

• The focus is on what we want to see from
  students
• Data is used to define needs and strategies
• A team focuses on how to rearrange the
  environment
• to make positive behavior more likely to occur

5
School-based Wraparoundin IL Schools
Implementing School-wide systems of PBIS

• IL schools at full implementation of school-wide
  PBIS
• implement wraparound for individual students with
  
• complex needs at
• a higher frequency
• and with greater effectiveness

than schools not yet at full implementation of
PBIS
Source IL PBIS 02-03 Progress Report
(www.ebdnetwork-il.org)
6
t 11.11 (335) plt .0001
t 2.30 (27) p lt .03
N223
N38
N223
N38
N17
N17
N169
N169
Source IL PBIS 02-03 Progress Report
(www.ebdnetwork-il.org)
7
Critical Shifts in Thinking Practice
Implementation school-wide as well as with
individual students requires

• From To
• Focus on deficits Focus on strengths
• Focus on problems Focus on needs

8
Critical Shifts in Thinking Practice

• From To
• Professional centered student/family centered
• Assignment of services Individualized
  planning

9
Identifying Students in Need of Individualized
Wraparound Planning Process

• First, ensure universal (i.e for all students)
  components are
• proactive and consistently applied
• identify and build on strengths of all students
  daily
• proactively involve family/student voice and
  choice
• include community-supports (natural and relevant
  agencies)
• are culturally relevant

Criteria to Consider for identifying individuals
for wrap

• Proactive strategies being used school-wide are
  not enough
• Needs at home and community as well as at school
• Multiple life domains (3 or more)
• Involvement with 2 or more agencies
• Other family members need connections with
  community-based supports
• Other??

10
Building Capacity for Using Individualized
WraparoundPlanning in Schools

• Identify and train team facilitators
• Ongoing practice refinement and skill
  development
• Review data around outcomes of teams and plans
• Establish full-continuum of PBIS in schools
• Build interagency and community partnerships

See Handout 3.1