Target for support (strengths and needs)
The Intensive Wraparound Service (IWS) is to meet the needs of students who have significant complex social, behavioural learning needs or complex needs linked to intellectual impairment. This service sits under the umbrella of the Positive Behaviour for Learning Action Plan.
- Increased student participation, engagement, and achievement.
- Decrease of anti-social behaviour.
- Positively engaging with school and community.
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?
An assessment report is completed by the lead worker, which is then referred to the Regional Prioritisation Panel.
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)
IWS will enable this group of students to have their needs met through the development and implementation of a comprehensive individualised plan. Funding will support an individual student’s plan for up to three years, in their home, school, and local community, and may include a period of support from a residential special school where that is seen as needed.
- is focused on giving all students (receiving a service) the opportunity and support they need to live at home and learn and achieve at their local school, and may include a period of support from a residential special school where that is seen as needed
- provides the child with a personalised plan designed to meet their specific needs
- provides the necessary resources.
How will the support contribute to classroom practice (Tier 1) 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?
Positive Behaviour for Learning (PB4L) provides programmes and initiatives for parents, teachers, and schools across the country to support children and young people and help develop safe and caring environments where positive behaviour and learning thrive.
How is support monitored and measured in terms of outcomes?
- Each individual plan has objectives that are monitored continuously.
- Each six months a milestone report is undertaken in consultation with student, family/caregivers, and school.
- An outcome evaluation is currently being piloted.
What needs to be sustained?
Students' positive engagement with school and community.
Roles and responsibilities for the support
What are the conditions for successful delivery?
IWS psychologist 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.
Updated on: 13 Nov 2012
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