Supplementary Supports Inventory/Directory

Student Support: Positive Behaviour for Learning (PB4L) Intensive Wraparound Service

Design Elements

Design Elements / Description
Target for support (strengths and needs) / The small number of students with highly complex social, behavioural learning needs or complex needs linked to intellectual impairment. Children are referred to the service because they are really struggling to stay at school and learn.
Expected Outcomes / The IWS supports children and young people to:
·  learn new skills and ways of behaving
·  stay at or return to their local school
·  behave in a positive and social way
·  enjoy a successful home and school life.
What data is used to support access decision? / The Ministry of Education lead worker or the Resource Teacher Learning and Behaviour (RTLB) involved with the student pulls together an application including the student’s background, current situation, and unmet needs.
The Ministry of Education district manager reviews the application to ensure all avenues of local support have been exhausted and that this level of service is provided to students with the highest needs in the district.
A regional prioritisation panel decides which students are referred to the service.
An analysis report is completed by IWS psychologist, together with the lead worker, which is used to develop the student’s plan.
Delivery design (who, how long, interactions) / Once a student is referred, their needs are assessed by a specialist psychologist (the IWS facilitator). The IWS facilitator develops an individual plan in discussion with the student and the people who support them.
The plan sets out all the things that everyone will do to help the student succeed. It may include:
·  professional development and training for a student’s classroom teacher to help the teacher learn new teaching and behaviour
·  management strategies
·  additional resources in the classroom to provide learning support for the student
·  specialist support for the student and those people involved in supporting them
·  the development of specific strategies that parents, family and whānau, and teachers can learn to support the student
·  the student spending some time in a residential special school.
How will the support contribute to classroom practice (Tier1) and school capability? / IWS provides an opportunity to improve the skills, knowledge and expertise of schools and communities who help and support students with complex behaviour, social and education needs.
How will the support contribute to building educationally powerful relationships with parents, whānau/family, hapu, iwi and community? / IWS gives students the support they need while based in their local community.
Parents and whānau have the opportunity to contribute to their child’s IWS plan and may receive support as part of the plan, for example, a parenting programme.
How is support monitored and measured in terms of outcomes? / 1.  Each individual plan has objectives that are monitored continuously.
2.  Each six months a milestone report is undertaken in consultation with student, family/caregivers and school.
3.  An outcome evaluation is currently being piloted.
What needs to be sustained? / Students’ positive engagement with school and community.
Details on websites / http://www.minedu.govt.nz/intensivewraparoundservice

Roles and responsibilities for the support

What are the conditions for successful delivery?

Provider / School / System/MoE
IWS Psychologists works with the student, their school, their families/whānau and others involved with the child to develop a comprehensive individualised plan. / The Board of Trustees is responsible for ensuring that the student receives the services required by the plan. / MoE manage the funding and are responsible for implementation, monitoring, and review of the plan while the student continues to need support.

SSI: PB4L Intensive Wraparound Service

Found on http://nzcurriculum.tki.org.nz/System-of-support

5/08/13

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