Wraparound Training

Module One

UPDATED 10/18/24

The Midwest PBIS Network (MWPBIS) is a non-profit organization of education and human services leaders advancing systems change in youth-serving settings.

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Our primary charge is to function as a hub of the Center on PBIS, a national technical assistance partnership funded from the U.S. Department of Education.

ABOUT MIDWEST PBIS NETWORK

The Center's model of capacity building emphasizes a cascade of implementation to assist state departments of education in the installation, fidelity, outcomes, and sustainability of PBIS. We encourage you to also access local technical assistance from your state and region. 

Expectations

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Finding the Materials

Tier 3 Intervention Facilitator Materials

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CREDIT

• Dr. Lucille Eber

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• Ami Flammini & Sheri Luecking

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• National Wraparound Initiative

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Disclaimer

• We are living in an unprecedented time.

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• We must keep everything in the context of our world, country, state, city, community, school.

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• We all come from different backgrounds, have different belief systems, viewpoints.

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• IMPLEMENTING WRAPAROUND IS CHALLENGING! Show yourself and families GRACE.

Thought Partner Concept

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This Photo by Unknown Author is licensed under CC BY

A Thought Partners is someone who…

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• Challenges your thinking.

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• Causes you to modify or change your paradigms, assumptions or actions

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• Has information or a way of thinking that provokes you to innovate or otherwise leads to value creation in your business, career or life.

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THOUGHT PARTNERS

Like Me

• I need a cup of coffee to start my morning.
• I have at least one pet who thinks they run my household.
• My role at school is:
• Teacher
• Clinician (social worker, counselor, school psychologist, interventionist)
• Administrator
• Other
• I had a previous career before coming to the field of education.
• I participated in the Tier 3 Leadership & Systems training series.
• I am more of a “big picture” person than a ”details” person.
• I have facilitated a school-family meeting (e.g., IEP meeting, problem solving meeting).
• I know what it feels like to sit in a meeting where I felt judged, unheard, or overwhelmed.
• I have been a part of or facilitated wraparound in the past.
• I have a family member or friend who has navigated mental health or social service systems.
• I am here because I want to improve our support for children and families.

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�OVERVIEW of TRAINING

Learning Targets

• Learn the format for the eight-module wraparound facilitator training.

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• Know the expectations for participation during the training.

Notes about this Interactive Series

Engagement

Overall Objectives for the Module Series

EIGHT MODULES (28 Hours of Training)

Four Hour Modules

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January 13, 2026

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January 14, 2026

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January 22, 2026

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February 27, 2026

Three Hour Modules

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March 5, 2026

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April 9, 2026

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April 29, 2026

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May 14, 2026

SEVEN MODULES (25 Hours of Training)

Thought Partner Activity

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Person-Centered Planning

Learning Targets

• Learn the origins of person-centered planning.

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• Understand there are multiple types of person-centered planning.

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• Know this training is focused on facilitating wraparound.

The Origins of Person-Centered Planning

Development

Expansion and Modern Applications

Person Centered Planning

PATH

MAP

Circles of Support

PATH

“PATH asks: What can happen because of you and your allies that will make your life better and build your community?”

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The PATH & MAPS Handbook

Person-Centered Ways to Build Community

John O’Brien, Jack Pearpoint & Lynda Kahn(Inclusion Press)

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Key Elements of PATH

PATH

“PATH asks: What can happen because of you and your allies that will make your life better and build your community?”

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The PATH & MAPS Handbook

Person-Centered Ways to Build Community

John O’Brien, Jack Pearpoint & Lynda Kahn(Inclusion Press)

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https://inclusion.com/path-maps-and-person-centered-planning/path/

https://inclusive-solutions.com/training/path-person-centred-planning-in-action/

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)

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Key Elements of MAP

What are the components of MAP?

https://inclusion.com/path-maps-and-person-centered-planning/

MAP

• https://inclusive-solutions-school.teachable.com/p/making-action-plans-maps

https://inclusive-solutions-school.teachable.com/p/making-action-plans-maps

Our focus in this training will be wraparound.

Learning Targets

• Learn the origins of wraparound.

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• Understand the role of the National Wraparound Initiative.

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• Be able to communicate the difference between a program and a process.

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Wraparound

Wraparound is a family-centered, community-based approach designed to support children and youth with complex emotional and behavioral needs. It emphasizes:

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• Individualized care
• Family-driven planning
• Collaboration across systems
• Strengths-based solutions

NWI Defition of Wraparound

1. Read Silently

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2) Reflect

• How is wraparound similar to how we currently support families in our school?
• What is different about wraparound?

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3) Share

Waterfall in chat – Type in chat and HOLD to press enter

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4) Discuss

Overview of Wraparound

Listen for:

• Why wraparound?

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• What is wraparound?

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• Evidence for wrapround

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• What is needed to get outcomes with wraparound?

Wraparound as an Evidence-Based Practice

READ: THE HISTORY OF WRAPAROUND NWI HISTORY OF WRAPAROUND��VOICE SHARE: ONE REFLECTION FROM THE READING��

Lucille Eber: School-Based Wraparound

National Wraparound Initiative (NWI)

NATIONAL WRAPAROUND INITIATIVE WEBSITE

Evolution and Legacy of Wraparound

Wraparound IS

Wraparound is NOT

Wraparound: A Process, Not a Program

Bruns et al., 2010; National Wraparound Initiative, 2022

Programs Are Prescriptive; Wraparound Is Individualized

Bruns & Walker, 2008; National Wraparound Initiative, 2022

If we mislabel and treat as a program…

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• Undermine its purpose
• Inaccurate Expectations
• May limit flexibility and reduce fidelity.

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Bruns et al., 2010; Walker & Matarese, 2011

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Pause and Reflect: What does calling something a program imply?

Wraparound: Process vs. Service

PROCESS

• Philosophy: Family-driven, youth-centered, and collaborative.
• Holistic framework integrating multiple supports and services.
• Focus on care coordination and individualized planning.

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SERVICE

• Seen as a billable care coordination program.
• Defined roles with measurable outcomes.
• Simplified for families and stakeholders as tangible support.

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Reconciling Wraparound as a�Process vs. Service

Possible differences between organizations offering Wraparound

The Process is Completed in Four Phases

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ENGAGEMENT WITH INDIVIDUAL YOUTH AND FAMILY

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TEAM PREP

YOUTH, FAMILY &

TEAM

DEVELOP A PLAN

IMPLEMENT &

MONITOR PLAN

TRANSITION

STUDENT & FAMILY ALWAYS DRIVE THE BUS

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NOT ABOUT ME WITHOUT ME

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Life Domains�

• Residence
• Family
• Social
• Educational/Vocational
• Emotional/Psychological
• Safety
• Legal
• Medical
• Cultural/Spiritual

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HOME

SCHOOL

3

It Always includes a TEAM� identified by youth and family

WRAP

TEAM

TIER 3 INTERVENTIONS ARE�Highly Individualized

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IMPLEMENTED ONE STUDENT AT A TIME

Art versus Science �

• We can teach you the science and we want you to experience the art.�
• Be willing to be vulnerable, share your authentic self.
• Be a good listener.
• Be willing to really practice, not just talk about the practice, but do the practice.
• Let’s function from our best non-judgemental selves.

Thought Partner Activity

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Wraparound within MTSS Framework

Learning Targets

• Know the basic concept of MTSS.

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• Understand where wraparound fits within the MTSS framework.

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• Be able to describe the concept of layering interventions.

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Shared Characteristics of RTI and PBIS represent the Core Features of MTSS

Overview: Virtual Tier I Team Training

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1. Team based leadership and coordination
2. Evaluation of implementation fidelity
3. Three-Tiered Continuum of evidence-based practices
4. Continuous data-based progress monitoring and decision-making
5. Comprehensive universal screening (for systemic and early access)
6. On-going professional development including coaching with local content expertise

McIntosh, K.& Goodman, S. (2016). Integrated Multi-Tiered Systems of Support: Blending RTI and PBIS. New York: Guilford Press.

• Specific academic assessments and interventions
• Use of published curricula selected by school or district
• Use of direct assessment of skills
• Periodic assessment through benchmarking periods
• Focus on grade-level teaming
• Described in IDEA as special education eligibility determination approach

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• Focus on teaming
• Scientifically based �interventions
• Instruction as prevention
• Tiered continuum of supports with increasing intensity based on need
• Regular screening for early intervention
• Use of a problem-solving model and data-based decision rules
• Emphasis on improving quality of implementation
• Embedded into school improvement plan

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• Specific social behavior assessments and interventions
• Use of free materials that are adapted to fit the school’s context
• Use of indirect assessment of behavior
• Continuous assessment of social behavior with existing data sources
• Focus on schoolwide teaming
• Described in IDEA as schoolwide prevention and individual intervention approach

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Academic RTI

Schoolwide PBIS

Core Features of MTSS

Updated 2-21-19 Midwest PBIS Network

1. Team based leadership and coordination
2. Evaluation of implementation fidelity
3. Three-Tiered Continuum of evidence-based practices
4. Continuous data-based progress monitoring and decision-making
5. Comprehensive universal screening (for systemic and early access)
6. On-going professional development including coaching with local content expertise

Midwest PBIS Network 10-19-21. Adapted from: McIntosh, K.& Goodman, S. (2016). Integrated Multi-Tiered Systems of Support: Blending RTI and PBIS. New York: Guilford Press.

Systems

1. Team-based leadership and coordination

6. Professional development, coaching, �and content expertise

Data

2. Evaluation of fidelity

4. Progress monitoring

5. Universal screening

Practices

3. Three-tiered continuum of culturally relevant evidence-based interventions

PBIS is the social-emotional-behavioral �Multi-Tiered System of Supports (MTSS) Framework

Organizing School-Based Wraparound through PBIS Framework

Systems (Policies, procedures, and processes)

• Team-based structures
• Clear roles and responsibilities
• Collaboration across educators, families, and community partners

Practices (Effective strategies and supports)

• Individualized interventions
• Family engagement practices
• Classroom supports and positive behavior strategies

Data (Informed decision-making and accountability)

• Ongoing fidelity monitoring
• Outcome tracking
• Using data to guide team decisions

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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.

History of Tiered Framework

• Professor of Special Education at University of Oregon
• Assisted local school district in better allocation of resources
• Help the education field shift from “remediation” to “prevention”
• Using 3-tiered prevention model

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https://sites.ed.gov/osers/2017/01/a-continuum-of-support-for-all/

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Primary Prevention:

School-/Classroom-

Wide Systems for

All youths,

Staff, & Settings

Secondary Prevention:

Specialized Group

Systems for youths with At-Risk Behavior

Tertiary Prevention:

Specialized

Individualized

Systems for youths with High-Risk Behavior

~80% of youths

~15%

~5%

SCHOOL-WIDE

POSITIVE BEHAVIOR

SUPPORT:

• Youth
• Staff
• Families

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Research on PBIS

Updated 9-30-22a

When Implementing Positive Behavioral Interventions and Supports (PBIS) with Fidelity

The PBIS framework is supported by research spanning decades (Center on PBIS, 2020)¹. Study after study confirms the positive impact on improving student and school outcomes. The evaluation brief, "Is School-wide Positive Behavior Support an Evidence-based Practice?” (2020)² and the article "Examining the Evidence Base for School-wide Positive Behavior Support” (2010)³ each lay out some of the research and provide additional resources to explore the topic further.

WHERE ARE WE IN THE TRIANGLE?

Tier 3/Tertiary Interventions 1-5%

• Individual youths
• Assessment-based
• High intensity

1-5% Tier 3/Tertiary Interventions

• Individual youths
• Assessment-based
• Intense, durable procedures

Tier 2/Secondary Interventions 5-15%

• Some youths (at-risk)
• High efficiency
• Rapid response
• Small group interventions
• Some individualizing

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5-15 Tier 2/Secondary Interventions

• Some youths (at-risk)
• High efficiency
• Rapid response
• Small group interventions
• Some individualizing

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Tier 1/Universal Interventions 80-90%

• All youths
• Preventive, proactive

Academic Systems

Behavioral Systems

80- 90% Tier 1/Universal Interventions

• All settings, all youths
• Preventive, proactive

TIER 2

Supports

Groups

Sample - Continuum of Supports

ALL �SETTINGS

General Ed

Special Ed

Community

TIER 1

Supports

Common Expectations

Rules and Routines

Acknowledging Expectations

Responding to Inappropriate Behavior

Trauma-Informed Classroom Practices

Check-in Check-Out (CICO)

Modified CICO

Executive Functioning Skills Group

Additional Assessment & Individual Student Problem Solving Process

TIER 3

Supports

TF-CBT

CBT

Person Centered Planning

Pro Social Skills Group

Teaching Expectations

Daily Emotional Check-in

Problem Solving Skills Group

TIER 2

Complex Supports

Anger Management Group

Coping Cat

CBITS

FBA-BIP

Layering Supports�

• As youth start with tier 2 interventions and may not experience success, layering additional interventions is important�
• A youth could be in Check In Check Out (CICO), in Continuum of Groups (COGs), have a FBA-BIP and also be involved in wrap.�
• OR, youths could start with wrap, then the team/school would make sure the youth had access to lower-level interventions as a part of the wrap plan�
• Tier 3 wrap youth action plan builds on lower-level interventions as a part of the comprehensive wraparound plan

Thought Partner Activity

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CONVERSATIONS & TEAMING

AT TIER THREE

Learning Targets

Know the two different types of teams needed at Tier 3.

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Identify at least two different types of data used at Tier 3.

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TWO �DIFFERENT TEAMS AT TIER THREE

• Tier Three Systems Team/Conversation

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• Individual Youth and Family Team

The Tier 3 Systems Team �(or Systems Conversation)

• Focus: Systemic challenges, intervention fidelity, resource allocation.

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• Alternative term: “Systems Conversation” can be used because what is MOST important is that you are having a Tier 3 systems conversation!

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• Ensures consistent and effective implementation of Tier 3 practices across the school.

Engages with school, family, and community to develop, implement, and progress monitor the core PBIS features of culturally responsive school-wide & classroom supports for students and staff:

• Commitment to positive school climate
• SEB Curriculum development and alignment
• Professional Dev and Coaching
• Data Systems for monitoring, evaluating, and dissemination

Uses data to select and progress monitor targeted intervention fidelity and effectiveness. Addresses systems barriers to implementation.

Necessary Team Conversations in a 3-Tiered System of Support

Tier 2

Tier 1

Members (functions) include: Administrator, Tier 2 Coach, clinician, intervention coordinators, family, community, mental health partners

Members (functions) include: Administrator, Tier 1 Coach, staff, student, family, community, mental health partners

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Uses a team problem solving process (e.g., TIPS) to analyze the frequency, intensity, duration, and function of individual student data to match intervention to student need

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Uses data to progress monitor individualized intervention fidelity and effectiveness. Addresses systems barriers to implementation.

Tier 3

SEB Support

DRAFT Rev 9/12/23 MWPBIS

PBIS as the Interconnected Systems Framework

Continuum of Practices/ Interventions

Systems

Members (functions) include: Administrator, Tier 3 Coach, clinician, intervention coordinators and/or facilitators, family, community, mental health partners

Members (functions) include: Administrator, Tier 2 Coach, Tier 3 Coach, Intervention Coordinators, clinician, staff voice, specific parent/caregiver and student, mental health partners

Student’s Individual Support Teams

Student’s Individual Support Teams

Student’s Individual Support Teams

Instruction of skills, norms, and routines that model the SEB Expectations

Feedback and Acknowledgement System

System for Responding to Challenging Behavior

CICO

Modified CICO

SEB Skills Groups

Continuum of SEB Groups / Complex SEB Groups

Individualized SEB Intervention

FBA-BIP

Person Centered Planning

Systems

Systems

Tier 2 / Tier 3 System Conversation(s)

Purpose: To install and monitor implementation of targeted and/or intensive interventions

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Functions:

1. Select, modify, de-select evidence-based interventions matched to student need*
2. Monitoring fidelity and effectiveness of interventions in place
3. Address system barriers to implementation

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*ideally identifying from a district selected continuum of interventions

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Tier 3 Systems Team Composition Slide

Roles Needed

• Team leader / Tier 3 Coach
• Administrator
• Intervention Facilitators
• Individualized Mental Health Intervention
• FBA-BIP
• Person Centered Planning
• Family representative
• Student representative
• Community partner(s)*

Who might this be?

• Special Education Teachers
• Mental Health Agency partners
• Social Workers
• Psychologists
• School counselors
• Interventionist

Tier 3 Systems Team

Tier 3 team has a coordinator

• Connected with external agencies
• Resources are available and documented in support plans

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Meets at least monthly

• Uses regular meeting format/agenda, minutes, defined roles
• Has a current action plan
• Attendance of members is at or above 80%

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Five functions

• applied behavioral expertise
• administrative authority
• multi-agency supports expertise
• knowledge of students
• knowledge about the operations

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The Tier 3 Systems Team (Conversation)

• Is responsible for determining criteria for who will receive Tier 3 interventions.

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• Making sure 1-5% of youth are receiving Tier 3 interventions.

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• Monitoring if Tier 3 interventions are being done with fidelity.

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• Determining what training and coaching supports are needed.

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• Addressing systems obstacles.

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The Tier 3 Systems Team�MONITORS FIDELITY

• Fidelity of the Facilitation of the Process
• Did the facilitator do Wrap/RENEW as it was intended to be done?

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• Fidelity of the Plan being Implemented
• Was the plan implemented as it was created/intended to be?

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• Fidelity of our Overall Plans in our Building
• Are we supporting 1-5% of our youth, and are 70% responding to the intervention?

Tier 2 / Tier 3 Tracking Tool

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Is there a team reviewing this data for Tier 2? Tier 3?

Wrap Integrity Tool

Pause and Take a Look

Tier 3 System Barriers�Common Tier 3 System Conversations

• Relying on wraparound instead of placing students in more restrictive settings?�
• Allow for meetings after hours with a team?�
• What comes off of people’s current plates so they can devote the time needed to do effective facilitation?

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• Who will facilitate? What is their role?

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• Handle discipline for students who need to be in school to receive this intervention process?

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• Balance meeting students SEB and academic needs?

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SCENARIO ACTIVITY

During a Tier 3 systems team meeting, facilitators are providing updates on the progress of the wraparound process. One facilitator expresses frustration, saying, “I feel like wraparound isn’t working. I’m putting in so much effort, but the family isn’t responding to emails, phone calls, or texts. It feels like I’m working harder than they are, and it’s making me question whether this process works with families who seem disengaged or uninterested in their child’s school success.”�

Another team member asks if the facilitator has tried a home visit to connect with the family. The facilitator replies, “I haven’t because the district has a policy that social workers can’t conduct home visits alone, and honestly, I just feel like this isn’t working.”

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What is one system barrier in this scenario?

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How might a team approach remove this barrier?

Tier 3 Wraparound �Always includes a TEAM� identified by youth and family

WRAP

TEAM

Individualized Student Team

• Formed through processes like FBA-BIP or Person-Centered Planning (PCP). In Wraparound, this individualized team is identified by the youth and family. EVERY. TIME.

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• Tailored to meet the specific needs, goals, and circumstances of individual students.

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• Ensures personalized support for intensive intervention.

Why Both Teams Matter

Partner Activity

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EXAMPLES of �Criteria for Identifying Youth for Tier 3

Identifying Youth through School or District Priorities

Systems Response Tool

Warning – Keeping Students in Instruction

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Remember we are going to be supporting students with high needs. It is likely they are on the verge of change in placement.

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What system obstacles might we need to consider to avoid change in placement?

Partner Activity

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Follow-Up Tasks

Questions & Responses

• What questions do you have?

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katie.pohlman@midwestpbis.org

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