Integrating the Wraparound Process in
Alternative Education Setting

| Understanding | Essential Questions | Knowledge and Skills |

Introduction to the wraparound Module

The material contained in this module is intended to provide information about the wraparound philosophy and process and how to integrate wraparound into alternative education settings. The wraparound process is typically used to develop teams and plans for individual students with comprehensive needs across settings and life domains. However, this module also includes information on how to integrate the features of wraparound as a universal program component that would affect all students in alternative educational settings and their families.

This module is designed for faculty providing coursework and staff development opportunities for educators and other professionals working with students in alternative education settings and their families. The content and activities are intended to provide information and create practice opportunities for professionals as they design and implement strategies to increase the successful functioning of youth in alternative educational settings at home, school and in the community.

Assuming some professionals (students) enrolled in this course actually work in alternative education settings, activities can be applied directly with youth in alternative education settings and their families. Role play activities are also provided for students not able to practice wraparound skills directly with youth and families in alternative education programs. University faculty using this module will need to make choices and modifications of activities based on the experiences and opportunities for practice that are available to the students enrolled.

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Understanding the Wraparound Module

The Wraparound process is a tool for building constructive relationships and support networks around youth with multifarious challenges, their families, teachers, and other caregivers. A key element in this process is families (including the student) and professionals reaching consensus on outcomes they want to achieve. Use of this strength-based teaming process can increase the likelihood that appropriate supports and interventions, including research-based behavioral and instructional interventions are effectively implemented. For example, having natural support persons as part of the team (i.e. extended family members, friends, mentors, etc) can increase the likelihood that the student and/or family follow through with interventions and activities developed through the team process.

Why Use Wraparound for Youth in Alternative Educational Settings?

Students typically are placed in Alternative Education settings as a result of failed attempts to educate them successfully in their neighborhood school. Although some students come to alternative education settings due to a single incident that has resulted in suspension or expulsion from school (i.e. a weapons or drug incident), many of these students have a long history of school failure both socially and academically. Therefore these students tend to have a range of complex needs across home, school and community. Some have been identified for Special Education services and some are or have been involved with other agencies such as juvenile justice, child welfare or mental health. However, many of these students have struggled for many years with unidentified and/or unmet needs that require educational, mental health, and social supports and services. Therefore, these students often require approaches that engage not just the student, but their family, friends and other people connected to the student and their daily living environment outside of school.

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1. What is wraparound, why is wraparound used and how has it been used with youth and families?

2. What are the key features of wraparound that distinguish it from other service delivery approaches that use an individualized team process?

3. How does wraparound connect or fit with alternative education and how can the features of wraparound be integrated at a school-wide level for all students enrolled in alternative education settings?

4. What are the steps of the process to developing an effective wraparound team and plan for an individual student/family?

5. What skill sets are required for professionals to be effective wraparound facilitators? What are the challenges involved with wraparound and what are the elements of successful wraparound?

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Teachers will:

1. demonstrate an understanding of the history and development of the wraparound process by assessing components of the service system currently in place in their community for students with multiple needs across home, school and community.

2. compare and contrast the key features of wraparound with traditional approaches for planning interventions for students with complex needs in their school system or community.

3. select features of wraparound to integrate into an alternative education program in their community and design strategies to implement these components at a school-wide (universal) level to effect all students enrolled.

4. practice the steps of developing an individualized wraparound team and plan for a student with needs across home, school and community.

5. identify challenges they anticipate in implementing the wraparound process in alternative education settings and propose strategies to ensure effective implementation.

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