Getting Ready for Tier 3 Practices
Footer
1
v11.12.25
UPDATED 02/28/24
www.midwestpbis.org
@midwestpbis
In partnership with
All youth achieve social - emotional - behavioral and academic success.
Our Vision
Collaborate with adults to create a safe, equitable, consistent, and positive learning environment for all youth.
Our Mission
In 2014, the Midwest PBIS Network organized as a team of national experts to build upon the work of the former Illinois PBIS Network. The team provides local technical assistance resources, serves as a hub of the Center on PBIS for seven states, and supports federal research and grant projects including a Model Demonstration on integrating Mental Health through increasing family-school-community partnerships. �
Learn more about us, the Center on PBIS, and the empirical evidence of PBIS at www.midwestpbis2.org/home/about-us
ABOUT
MIDWEST
PBIS
NETWORK
Materials for Today
4
Today’s Objectives
Footer
5
Tier 3 Implementation
6
Student Support Team
Practices
Systems
Tier 3 Systems
Practices
Student
Support
Team
Day 1
Today
Connecting Back
Footer
7
Tier 3 Leadership & Systems Workbook�Activity 4: Tier 3 Systems Case Study
Individually read the Tier 3 Systems Installation – Case Study
As a team, compare and contrast your current systems.
Tier 3 Leadership & Systems Workbook�Activity 5: Readiness Checklists
As a district team, discuss and complete the District Readiness Checklist.
Utilize the Building Readiness Checklist with any schools you believe are ready for Tier 3.
Group Discussion
Footer
10
Purpose and Outcomes Slide
Purpose:
Examine your current systems
and practices using the
10 Principles of PCP
Outcomes:
11
10 Principles of Wraparound
Adapted by the MWPBIS Network from WI standardized the 10 principles in 2004 2008–Revised persistent to unconditional
10 Principles Guide ALL �Tier 3 Implementation
Footer
13
Student Support Team
Practices
Systems
Tier 3 Systems
Practices
Student
Support
Team
Let’s watch a video on the 10 principles of Wrap
If preferred, you can access the 10 Principles of Wraparound document for note taking.
Tier 3 Readiness
Principles
2. Team-Based: The Person-Centered Planning team consists of individuals, agreed upon by the family or through mandates, who are committed to them through either informal or formal community support and service relationships.
Tier 3 Readiness
Principles
3. Natural Supports: The team actively seeks out and encourages the full participation of team members drawn from family members’ networks of interpersonal and community relationships. The Person-Centered plan reflects activities and interventions that draw on sources of natural support.
4. Collaborative: Team members work cooperatively and share responsibility for developing, implementing, monitoring and evaluating a single Person-Centered Plan. The plan reflects a blending of team members’ perspectives, mandates, and available resources. The plan guides and coordinates each team member’s contribution towards meeting the team’s (and family’s) goals.
Tier 3 Readiness
Principles
5. Community Based: The Person-Centered Planning 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.
6. Culturally Competent: The Person-Centered Planning process demonstrates respect for and builds upon the values, preferences, beliefs, culture and identity of the child/youth and family and their community.
Tier 3 Readiness
Principles
7. Individualized: To achieve goals laid out in the Person-Center Plan, the team develops and implements a customized set of strategies, supports and services unique to the youth and family’s identified needs.
8. Strengths-Based: The Person-Centered Planning process and the Person-Centered Plan identify, build upon and enhance the capabilities, knowledge, skills and assets of the child and family, their community, and their team members.
Tier 3 Readiness
Principles
9. Unconditional Care and Belonging: Despite challenges, the team persists in working toward the goals voiced by the family and youth and ensuring they experience appreciation, validation, acceptance, and fair treatment in their environment. The team meets until the team reaches agreement that a formal Person-Centered process is no longer required.�
If you get lost, always come back to these�10 principles!
Source: Belonging Through a Culture of Dignity, Cobb & Krownapple, 2019
Tier 3 Readiness
Group Discussion
Team Activity�Activity 6: 10 Principles of Wraparound
The 10 Principles of Wraparound is an option for taking team notes.
Mapping TFI to Principles
Footer
22
10 Principles
Activity
23
TFI | Component |
3.1 | Team Composition |
3.2 | Team Operating Procedures |
3.3 | Screening |
3.4 | Student Support Team |
3.5 | Staffing |
3.6 | Student/Family/Community Involvement |
3.7 | Professional Development |
3.8 | Quality of Life Indicators |
3.9 | Academic, Social, Physical Indicators |
3.10 | Hypothesis Statement |
3.11 | Comprehensive Support |
3.12 | Formal and Natural Supports |
3.13 | Access to Tier I and Tier II |
3.14 | Data System |
3.15 | Data-Based Decision Making |
3.16 | Level of Use |
3.17 | Annual Evaluation |
Team Activity:
1) Assess the indicated TFI Tier 3 Items
2) Keep the suggested Principles in mind as your assess each item
3) Document scores and notes in Workbook
3.4 Student Support Team
Feature | Possible Data Sources | Scoring Criteria |
Student Support Team: For each individual student support plan, a uniquely constructed team exists (with input/approval from student/family about who is on the team) to design, implement, monitor, and adapt the student-specific support plan. |
| 0 = Individual student support teams do not exist for all students who need them. 1 = Individual student support teams exist, but are not uniquely designed with input from student/family and/or team membership has partial connection to strengths and needs. 2 = Individual student support teams exist, are uniquely designed with active input/approval from student/family (with a clear link of team membership to student strengths and needs), and meet regularly to review progress data. |
1. Family Voice and Choice
2. Team Based
7. Individualized
3.6 Student/Family/Community Involvement
Feature | Possible Data Sources | Scoring Criteria |
Student/Family/Community Involvement: Tier 3 team has district contact person(s) with access to external support agencies and resources for planning and implementing non-school-based interventions (e.g., intensive mental health) as needed. |
| 0 = District contact person is not established. 1 = District contact person established with external agencies, OR resources are available and documented in support plans. 2 = District contact person established with external agencies, AND resources are available and documented in support plans. |
5. Community Based
3.8 Quality of Life Indicators
Feature | Possible Data Sources | Scoring Criteria |
Quality of Life Indicators: Assessment includes student strengths and identification of student/family preferences for individualized support options to meet their stated needs across life domains (e.g., academics, health, career, social). |
| 0 = Quality of life needs/ goals and strengths are not defined, or there are no Tier 3 support plans. 1 = Strengths and larger quality of life needs and related goals are defined but not by student/family, or quality of life needs are not reflected in the plan. 2 = All plans document strengths and quality of life needs and related goals defined by the student/family. |
7. Individualized
8. Strengths Based
3.9 Academic, Social, and Physical Indicators
Feature | Possible Data Sources | Scoring Criteria |
Academic, Social, and Physical Indicators: Assessment data are available for academic (e.g., reading, math, writing), behavioral (e.g., attendance, functional behavioral assessment, suspension/expulsion), medical, and mental health strengths and needs, across life domains where relevant. |
| 0 = Student assessment is subjective or done without formal data sources, or there are no Tier 3 support plans. 1 = Plans include some but not all relevant life-domain information (medical, mental health, behavioral, academic). 2 = All plans include medical, mental health information and complete academic data where appropriate. |
7. Individualized
8. Strengths Based
3.10 Hypothesis Statement
Feature | Possible Data Sources | Scoring Criteria |
Hypothesis Statement: Behavior support plans include a hypothesis statement, including (a) operational description of problem behavior, (b) identification of context where problem behavior is most likely, and (c) maintaining reinforcers (e.g., behavioral function) in this context. |
| 0 = No plans include a hypothesis statement with all three components, or there are no Tier 3 support plans. 1 = One or two plans include a hypothesis statement with all three components. 2 = All plans include a hypothesis statement with all three components. |
3.11 Comprehensive Support
Feature | Possible Data Sources | Scoring Criteria |
Comprehensive Support: Behavior support plans include or consider (a) prevention strategies, (b) teaching strategies, (c) strategies for removing rewards for problem behavior, (d) specific rewards for desired behavior, (e) safety elements where needed, (f) a systematic process for assessing fidelity and impact, and (g) the action plan for putting the support plan in place. |
| 0 = No plans include all seven core support plan features, or there are no Tier 3 support plans. 1 = One or two plans include all seven core support plan features. 2 = All plans include all seven core support plan features. |
3. Natural Supports
6. Culturally Competent
7. Individualized
3.12 Formal and Natural Supports
Feature | Possible Data Sources | Scoring Criteria |
Natural and Formal Supports: Behavior Support Plan(s) requiring extensive and coordinated support (e.g., person centered planning, wraparound, RENEW) documents quality of life strengths and needs to be completed by formal (e.g., school/district personnel) and natural (e.g., family, friends) supporters. |
| 0 = Plan does not include specific actions, or there are no plans with extensive support. 1 = Plan includes specific actions, but they are not related to the quality of life needs and/or do not include natural supports. 2 = Plan includes specific actions, linked logically to the quality of life needs, and they include natural supports. |
3. Natural Supports
4. Collaborative
6. Culturally Competent
3.13 Access to Tier 1 and Tier 2 Support
Feature | Possible Data Sources | Scoring Criteria |
Access to Tier 1 and Tier 2 Support: Students receiving Tier 3 supports have access to, and are included in, available Tier 1 and Tier 2 supports. |
| 0 = Individual student support plans do not mention Tier 1 and/or Tier 2 supports, or there are no Tier 3 support plans. 1 = Individual supports include some access to Tier 1 and/or Tier 2 supports. 2 = Tier 3 supports include full access to any appropriate Tier 1 and Tier 2 supports and document how access will occur. |
3. Natural Supports
4. Collaborative
3.15 Data-based Decision Making
Feature | Possible Data Sources | Scoring Criteria |
Data-based Decision Making: Each student’s individual support team meets at least monthly (or more frequently if needed) and uses data to modify the support plan to improve fidelity of plan implementation and impact on quality of life, academic, and behavior outcomes. |
| 0 = Student individual support teams do not review plans or use data. 1 = Each student’s individual support team reviews plan, but fidelity and outcome data are not both used for decision making or not all teams review plans. 2 = Each student’s individual support team continuously monitors data and reviews the plan at least monthly, using both fidelity and outcome data for decision making. |
10. Outcome Based
Group Discussion
High ---- Medium ---- Low
Purpose and Outcomes Slide
Purpose:
Discuss Person Centered Planning
as a process
Outcomes:
34
INDIVIDUAL REFLECTION
Write down what you know (think you know) about person-centered planning.
Person Centered Planning
RENEW
Essential Lifestyle Planning
Wraparound
PATH
MAP
Circles of Support
Person-Center Planning�
Person-Center Planning is a PROCESS for supporting youth and families with complex needs.
The Person-Center Planning process is a key component on the continuum of a school wide system of PBIS
Tier 3 Readiness
Person-Center Planning�
Implementing Person-Centered Planning: Voices of Experience Volume II
John O’Brien & Connie Llyle O’Brien (Inclusion Press)
Tier 3 Readiness
The Origins of Person-Centered Planning
- Emerged in the 1970’s
- Response to traditional, institutional-focused services
- Key influences:
• Normalization principle (1960s Scandinavia)
• Deinstitutionalization and community integration
Development
- Influenced by self-advocacy movements (1970s-80s)
- Demand for respect, autonomy, and inclusion
- Development of formal tools:
-MAPs (Making Action Plans)
-PATH (Planning Alternative Tomorrows with Hope)
-Personal Futures Planning
Expansion and Modern Applications�1990s onward
- Recognized as a best practice (1990s onward)
- Integrated into policies like:
- IDEA (Individuals with Disabilities Education Act)
-Medicaid HCBS waivers
-Broader adoption: elder care, mental health, chronic illness
- Ongoing evolution: technology and cultural inclusivity
Contributors and Leaders in Person Centered Planning
John VanDenBerg, Ph.D.
One of the original pioneers of the Wraparound concept.
Contributed his early work on developing the principles and practices that would guide Wraparound.
Lucille Eber, Ed.D.
A leader in school-based Wraparound and PBIS.
Focused on integrating Wraparound principles within educational systems.
Advocated for connecting schools with mental health supports.
Beth Stroul, M.Ed.
A prominent advocate in the systems of care movement.
Brought expertise in policy and systems development, ensuring Wraparound aligned with broader systems of care.
Connie Lyle O’Brien and John O’Brien
Advocates for person-centered planning.
Contributed insights into strengths-based and family-driven care that influenced the foundational Wraparound principles.
Karl Dennis
Founder of the Kaleidoscope program in Chicago.
His work demonstrated the efficacy of unconditional care and community-based services, influencing the Wraparound philosophy.
Person Centered Planning is NOT
A set of services; mentoring, therapy, tutoring
An IEP meeting
A one or two time meeting made up of professionals who decide what a youth/family needs
Any one individual who connects with the family or youth
Only for families and youths we judge as “workable” or “likeable”
The presence of flexible funds
Tier 3 Readiness
Person Centered Planning IS
An ongoing, family-centered planning process that is:
Collaborative: A team of people working together.
Strength-Based: Grounded in the family’s strengths and needs.
Individualized: Creates a unique plan of interventions and supports.
Inclusive: Driven by the principle, “Nothing about me without me.”
Compassionate: Guided by unconditional care (No Blame, No Shame).
Tier 3 Readiness
Case Management vs.�Person Centered Planning
Case Management
Person Centered Planning Facilitation
You know when you are doing case management if you are the only one with a to-do list and the team includes only you and the family and youth.
Person-Centered Planning�Phases / Steps
Tier 3 Readiness
This is a common process for implementing person-centered planning.
Getting Ready
Meeting
Taking Action
Checking In
Taking Action
The PATH & MAPS Handbook
Person-Centered Ways to Build Community
John O’Brien, Jack Pearpoint & Lynda Kahn(Inclusion Press)
Tier 3 Readiness
Check Point
How is what you knew (thought you knew) holding true?
What is feeling the same? Different?
What would you adjust in your understanding of Person Centered Planning?
Purpose and Outcome
Purpose:
Differentiate between three different Person Centered Planning practices
Outcomes
Tier 3 Readiness
Person Centered Planning
RENEW
Essential Lifestyle Planning
Wraparound
PATH
MAP
Circles of Support
Tier 3 Readiness
Key Elements of the Wraparound Process
National Wraparound Implementation Center
https://www.nwic.org/_files/ugd/272564_2b46097ee7e149018a0fdd33a4b54121.pdf
Who might benefit from Wraparound?
Footer
52
HERE IS AN EXAMPLE OF THE PHASES (process)FOLLOWED IN WRAPAROUND
Youth/family referred for Tertiary Level Services and Supports
Phase 1:
1. Engagement
&
2. Team Preparation
Phase 2:�
Initial Plan�Development
Phase 3:
Implementation and Monitoring of Plan
Phase 4:
Transition
Tier 3 Readiness
Engagement�Goal of Phase I
Goals: What we want to happen
Begin preparing the family for transition (Phase 4)
Phase 1:
1. Engagement
&
2. Team Preparation
Key activity within the Engagement Phase�Coffee Chats
Phase 1:
1. Engagement
&
2. Team Preparation
Phase 1�Team Preparation
How is Person Centered Planning Different than other meetings schools have with families?
Phase 1:
1. Engagement
&
2. Team Preparation
Family Strengths�Example
(Rob)
Phase 1:
1. Engagement
&
2. Team Preparation
Example of Prioritized Needs
accepted at home
Phase 1:
1. Engagement
&
2. Team Preparation
Phase 2�Plan Development
59
Phase 2:�
Initial Plan�Development
Example – Wraparound Action Plan
60
NEEDS | STRENGTHS | OUTCOMES | STRATEGIES (What, By Whom, By When) |
He needs to feel capable academically. | He has strong auditory and verbal skills. He has great background knowledge on many topics. He has a good memory. | Increase in academic achievement
| •Special Ed Teacher will review academic interventions – 11/20/2021 •Social Worker will practice Math Facts with him – 12/10/2021 (2 times per week) •Classroom Teacher will create multi-sensory reading activities – 02/06/2023 •He will take Spelling Pretests with Social Worker and then practice words he misses – 04/04/2023 (on Mondays) •Classroom Teacher will teach mom multi-sensory activities to do with him over summer – 06/2023 •Social Worker and mom will create a daily schedule for summer reading work – 06/2023 •Mom will work with him on multi-sensory activities over summer – 5 days per week, 15 minutes a day |
What principles do you notice guiding this action plan?
Phase 2:�
Initial Plan�Development
Example – Wraparound Action Plan
61
NEEDS | STRENGTHS | OUTCOMES | STRATEGIES (What, By Whom, By When) |
He needs to feel accepted at home.
| Mom sees the value in him feeling accepted at home. He cares what family members think about him and wants to spend time with them. | Decrease in negative interactions with siblings and with his uncle.
Increase on survey: “feels that he belongs” and “feels accepted” | •Mom will intervene when family members tease/make fun of him – 11/20/2021 ongoing •Mom will drive him to dad’s work to have dinner with dad – 11/20/2021 ongoing (2-3 times per month) •Mom and dad got him paints for Christmas – 12/20/2021 •Mom is looking into having some family members move out – 03/22/2023 •Mom and dad got him an Easter basket – 03/31/2023 •Uncle will take him fishing – 04/04/2023 |
Phase 2:�
Initial Plan�Development
OUTCOMES BASED
Eric Bruns, Vice-Chairperson of NWI
Common error in wraparound is the lack of measurable outcomes-if we can’t measure it, we don’t know if we have achieved it .
Phase 3:
Implementation and Monitoring of Plan
Expert Data Recommendations
Soon, K., Suter, J. C., Linkous, O., Davis, C. A., & Bruns, E. J. (2025). Adapting Community-Based Wraparound for Use as an Intensive Intervention in Schools. Journal of Positive Behavior Interventions, 10983007251335916.
Phase 3:
Implementation and Monitoring of Plan
Organizing School-Based Wraparound through PBIS Framework
Systems (Policies, procedures, and processes)
Practices (Effective strategies and supports)
Data (Informed decision-making and accountability)
64
Soon, K., Suter, J. C., Linkous, O., Davis, C. A., & Bruns, E. J. (2025). Adapting Community-Based Wraparound for Use as an Intensive Intervention in Schools. Journal of Positive Behavior Interventions, 10983007251335916.
Video Examples
PATH
“PATH asks: What can happen because of you and your allies that will make your life better and build your community?”
The PATH & MAPS Handbook
Person-Centered Ways to Build Community
John O’Brien, Jack Pearpoint & Lynda Kahn(Inclusion Press)
https://inclusion.com/path-maps-and-person-centered-planning/path/
Tier 3 Readiness
PATH
“PATH is for finding ways to a better life. It aims at action agreements to pursue strategies that focus people toward futures that matter to them. It supports people to identify and commit to projects that require courageous, cooperative, creative effort.”
The PATH & MAPS Handbook
Person-Centered Ways to Build Community
John O’Brien, Jack Pearpoint & Lynda Kahn(Inclusion Press)
Tier 3 Readiness
PATH
“PATH asks: What can happen because of you and your allies that will make your life better and build your community?”
The PATH & MAPS Handbook
Person-Centered Ways to Build Community
John O’Brien, Jack Pearpoint & Lynda Kahn(Inclusion Press)
Tier 3 Readiness
Key Elements of PATH
https://inclusive-solutions.com/training/path-person-centred-planning-in-action/
Tier 3 Readiness
Video Examples
Video Examples
What are the components of MAP?
https://inclusion.com/path-maps-and-person-centered-planning/
Tier 3 Readiness
MAPS
“MAPS is for threshold moments. These are times when life’s changes call for new responses and it is good to re-tell focus people’s stories in order to affirm their goals, clarify what is necessary for those goals to be well received, and make action agreements that will lead to better opportunities.”
The PATH & MAPS Handbook
Person-Centered Ways to Build Community
John O’Brien, Jack Pearpoint & Lynda Kahn(Inclusion Press)
Tier 3 Readiness
MAPS
“MAPS asks: What gifts can you bring that express your highest potential and build your community?”
The PATH & MAPS Handbook
Person-Centered Ways to Build Community
John O’Brien, Jack Pearpoint & Lynda Kahn(Inclusion Press)
Tier 3 Readiness
Key Elements of MAP
MAP
https://inclusive-solutions-school.teachable.com/p/making-action-plans-maps
Tier 3 Readiness
Video Examples
PCP Pop Quiz
Footer
79
Responses:
Team Activity
80
Activity
THINK:
Write your ”elevator speech” you will take back to your district/school to describe to others Person Centered Planning.
PAIR:
Partner up with someone and read your ”elevator speech” (Random Breakout Room)
SHARE:
3 share-outs with the group
THE ROLE OF THE FACILITATOR & Training
Tier 3 Readiness
Purpose and Outcomes
Purpose:
Identify potential facilitators for Person Centered Planning within your district/school
83
Outcomes:
Finding the Right People
Footer
84
Wraparound Facilitator
- Family-centered and strengths-based approach.
- Builds a team around the family, leveraging natural and formal supports.
- Focuses on empowerment and long-term solutions.
Bruns et al., 2010; Walker & Matarese, 2011
This work helps us find our edge of growth.
“I have been a school social worker my entire career and I can honestly say this has been the most rewarding work I have done.”
Tier 3 Readiness
The Tier 3 Facilitator Role
Tier 3 Readiness
The Tier 3 Facilitator Role
�
Facilitators must value the 10 Principles!
Tier 3 Readiness
Tier 3 Facilitator Checklist
With Wraparound it is fair to assume that:
With MAP/PATH
Quite Possibly the Most Important Information to Remember when identifying facilitators!
�
Tier 3 Readiness
Wraparound Facilitator Training
4 hour Modules
3 hour Modules
93
Individual Reflection
Facilitator Checklist
(7-10 minutes)
Team Activity
Facilitator Checklist
Group Discussion�Making Time to Do the Work
How much time would you estimate your staff is spending supporting students with Tier 3 needs on a weekly basis?
You are likely already spending this amount of time with youth who have Tier 3 needs. PCP will allow you to use that time differently.
96
Next Steps
Training Options
Footer
97
Wraparound Facilitator Training
4 hour Modules
3 hour Modules
98
Team Next Steps
Participants:
Please complete the Evaluation after each training
(2 options to complete - pick one!)
OR
https://forms.gle/fHxNohBm1tLTxrWJ9