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Educational Wraparound

The wraparound process is based on individualized, needs-driven planning and services. It is not a program or a type of service. It is a value base and an unconditional commitment to create services on a “one student at a time” basis to support normalized and inclusive options for students with complex needs.

An individualized plan is developed by a child and family team consisting of the people who know the student best.

This plan is needs-driven rather than service-driven. Services are not based on a categorical model but on specific needs of the student, family, and teacher.

The plan is based on needs identified by the family.

The plan is based on teacher expectations.

The plan is strengths-based. Human services have traditionally relied on the deficit model, focusing on pathology. Positive reframing to assets and skills is a key element in all individualized planning.

The plan is focused on normalization. Normalized needs are those basic human needs that all persons (of like age, sex, culture) have.

The team makes a commitment to unconditional care. Services and interventions are changed to meet the needs of the student rather than refer the student to another setting.

Academic and support services are created to meet the unique needs of the student. Though many plans rely on blending and reshaping categorical services, teams have the capacity to create individualized supports and activities.

Services are based in natural school environments. Restrictive settings are accessed only for brief periods of stabilization.

Services are culturally competent. The composition of the team ensures a fit with the person’s culture and community.

Planning and services are comprehensive, addressing needs in three or more life domain areas. These life domains are family, living situation, vocational, educational, social/recreational, psychological/emotional, medical, legal, and safety/crisis.

Outcome measures are identified and measured often, and these outcomes are generated by parent and teacher expectations.

Phases of Educational Wraparound

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  Phase I: Team Development
  Phase II: Initial Plan Development
  Phase III: Plan Implementation and Refinement


Student Action Plan and Progress Update (continued from Phase 1)



Wraparound Integrity Tool (continued from Phase 1)

Home School Community Tool (continued from Phase 1)


         (HSCT Monitoring Form - optional)

  Phase IV: Plan Completion and Transition




Wraparound Integrity Tool (continued from Phase 1)

Tier 3 Student Discharge Form

Student Disposition Tool

Additional Resources

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  Progress Monitoring

For all interventions, progress monitoring must occur on a continued basis, and regular data review should occur. Progress monitoring is to be completed in Infinite Campus weekly, and data review is most easily completed using Infinite Campus or Data Dashboard reports. It is recommended that schools use a version of daily progress report for use with their progress monitoring for all interventions. For a Tier 3 intervention, the student’s individual goals may be adjusted.

  Crisis Plans

Implementing behavior interventions at Tiers 2 and 3 sometimes require staff to ensure that there is a plan in place for addressing crisis behaviors with students while ensuring safety and dignity for all. Administrators, building intervention team, and support staff who are planning and implementing behavior interventions may use the Student Safety/Crisis Plan template below to create an individualized crisis/safety plan.

This plan may be incorporated in the Student Action Plan for Educational Wraparound or Youth Action Group Plan for RENEW. Behavior Assessment Intervention Plan (BAIP) can also be supported with a crisis/safety plan. A plan can also be created to provide support to student and staff during the assessment phases of the FBA/BIP, RENEW, or Wraparound.

Creating Crisis/Safety Plans is a PowerPoint that reviews the suggested procedures. Please feel free to use it for professional development.

  MPS Educational Wraparound Examples
  Optional Resources

Tier 3 Support Contacts


Jane Audette

School Social Worker

Phone: 414-475-8117



Shashina Robinson

School Psychologist

Phone: 414-475-8118



Angie Lucas Foley

School Psychologist

Phone: 414-475-8118



Director of the Department of Research, Assessment, and Data:

Dr. Melanie Stewart
Phone: 414-475-8751


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