to ensure that every family in miblsi participating schools in kalamazoo county has access to...
TRANSCRIPT
To ensure that every family in MiBLSi participating schools in Kalamazoo County has access to information, support, and services to be able to guide their children toward academic and behavioral success.
• The international Office of Special Education Programs (OSEP) Technical Assistance Center for PBIS recognizes the absolutely vital importance of involving families whenever developing a system of Positive Behavior Support
• Parents vary in how much they presently are involved in their children’s education.
• Parents are most concerned about their children’s success in school.
• Students need multiple sources of support to succeed in school and in their communities.
• Teachers and administrators may be initially hesitant to increase family involvement.
• Teachers and administrators need in-service, pre-service, and advanced education on partnerships with families
• Wraparound can be integrated into Positive Behavior Support Systems, Data & Practices in the schools.
• Schools must reach out in order to involve all families.
Family, school, and the larger community all influence children’s learning and therefore need to be integrated into a comprehensive, school-wide plan for student success.
• A PROCESS, not a service or a collection of services.
• A way to identify and address the BIG NEEDS of a student that contribute to the exhibition of a variety of observable behaviors (safety, belonging, feeling understood, feeling competent, mastering skills, etc.)
• A way to help staff better UNDERSTAND why a student behaves a certain way so that effective INTERVENTIONS and SUPPORTS can be developed and COORDINATED.
• Family Voice & Choice• Team Based • Natural Supports • Collaborative• Community-based • Culturally Competent• Individualized • Strengths-based • Persistence • Outcome based
• PBS and Wraparound principles can be integrated into every planning meeting regarding a student…both pre-IEP and during IEPs
• Whether a student has general or special education services
• Family and youth/child perspectives are intentionally elicited and prioritized during interactions and planning with students and families.
• The school staff LISTEN and TRANSLATE the student & family’s story into action to meet BIG NEEDS.
• The school planning is grounded in family members’ perspectives and the team strives to provide options and choices such that the plan reflects student & family values and preferences.
• The team listened to Scott tell his story.
• The team reflected back to Scott how he was feeling and what he was concerned about.
• The school staff determined what it would look like if things were going well for Scott, from his perspective.
“I felt like the principal understood me”
The wraparound team consists of individuals agreed upon by the family and committed to them through informal, formal, and community support and service relationships.
Scott ran his own meeting
• Scott ran his own meeting
• The staff treated Scott like an equal partner
• The team actively seeks out and encourages the full participation of team members drawn from family members’ networks of interpersonal and community relationships.
• The wraparound plan reflects activities and interventions that draw on sources of natural support.
• The school staff included Scott and his family in a conversation, not just a “meeting”.
• The school staff immediately linked Scott to natural supports in the school by calling some students down to meet him and play basketball and by introducing him to Miss. J
• “I felt more welcome because I met kids”• “I felt less stressed because Miss J was• going to meet me”
• Team members work cooperatively and share responsibility for developing, implementing, monitoring and evaluating a single wraparound plan.
• The plan reflects a blending of team members’ perspectives, mandates, and resources.
• The plan guides and coordinates each team member’s work towards meeting the team’s goals.
• The school staff negotiated a system for behavior support.
The wraparound team implements service and support strategies that take place in the most inclusive, most responsive, most accessible, and least restrictive settings possible; and that safely promote child and family integration into home and community life.
• The school staff created an environment that helped Scott feel comfortable staying in school.
“I went to school the next day”
The wraparound process demonstrates respect for and builds on the values, preferences, beliefs, culture, and identity of the child/youth and family, and their community.
“I felt like the principal understood me”
• To achieve the goals laid out in the wraparound plan, the team develops and implements a customized set of strategies, supports, and services
• Strong INDIVIDUALIZED BEHAVIORAL SUPPORTS are integrated into the plan once big needs are identified.
• The plan is integrated into a strong SCHOOLWIDE SYSTEM OF POSITIVE BEHAVIOR SUPPORT
• Behavioral supports & strategies were selected based on the function of Scott’s behavior (his “big needs”)
• Red hand when having trouble• Teacher gave signal I could leave• I went to Mr. Green or Ms. J’s room• I would get help with what I was struggling with • I would go back to my class• He had a mentor
• The wraparound process and the wraparound plan identify, build on, and enhance the capabilities, knowledge, skills, and assets of the child and family, their community, and other team members
• Scott was praised for handling his anger well
• I LOVE your kid. He is one of my all-time favorites, and I will never forget him. He is so much fun, and so interesting and knowledgeable, and I don’t know who can’t see that.”
Despite challenges, the team persists in working toward the goals included in the wraparound plan until the team reaches agreement that a formal wraparound process is no longer required.
• As the year progressed, Scott knew the adults were trying to understand and help instead of “get him in trouble
• The team ties the goals and strategies of the wraparound plan to observable or measurable indicators of success, monitors progress in terms of these indicators, and revises the plan accordingly
• DATA is collected and used to determine the effectiveness of the support and behavioral strategies selected.
• PBIS Illinios Tools: – Home, School, Community Tool– Wraparound Integrity Tool– Family Satisfaction Tool– Youth Satisfaction Tool
• LISTEN, LISTEN, LISTEN
• “SEEK FIRST TO UNDERSTAND”
• ASK: “WHAT WOULD LIFE LOOK LIKE IF IT WERE GOING REALLY WELL?”
• BUILD ON REAL STRENGTHS…SUPPORTS, SKILLS, RESOURCES not just arbitrary attributes
• Identify “Big Needs” (Widen your lens)
• Remember that “Big Needs”…– Will meet multiple behavioral functions– There’s ALWAYS more than one way to meet
them– It might take time to get them met
(Persistence!)
