Supplementary Supports Inventory/Directory
Student Support: Positive Behaviour for Learning (PB4L) Intensive
Wraparound Service
Design Elements
Design Elements
Target for support
(strengths and needs)
Description
Expected Outcomes
 increased student participation, engagement and achievement
 decrease of anti-social behaviour

positively engaging with school and community
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.
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.
What data is used to
support access
decision?
Delivery design (who,
how long, interactions)
The Intensive Wraparound Service (IWS) to meet the needs of students
in years 3-10 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.
The service:
How will the support
contribute to
classroom practice
(Tier1) and school
capability?
Fidelity elements eg
small groups, one on
one, timing, etc
How is support
monitored and
measured in terms of
outcomes?
What needs to be
sustained?
Details on websites

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

provides the child with a personalised plan designed to meet
their specific needs

provides the resources to support this.
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.
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
Students positive engagement with school and community
http://www.minedu.govt.nz/NZEducation/EducationPolicies/
SpecialEducation/OurWorkProgramme/PositiveBehaviourForLearning.aspx
http://pb4l.tki.org.nz/
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Roles and responsibilities for the support
What are the conditions for successful delivery?
Provider
School
IWS Psychologists works with The Board of Trustees is
the student, their school, their responsible for ensuring that
families/whānau and others
the student receives the
involved with the child to
services required by the plan
develop a comprehensive
individualised plan.
System/MoE
MoE manage the funding and
are responsible for
implementation, monitoring
and review of the plan while
the student continues to need
support
Scope and Size
System wide
How many people
facilitate/lead the
support?
How many
teachers/students does
the support work with in
New Zealand annually?
What is the reach of the
support in terms of
regions? ie where does it
operate?
Who funds the support?
Who manages the
support?
How is the support
accessed? (process)
How is the support or
programme described to
schools?
Description
Regional Prioritisation panels will make the decision as to which
students receive IWS
IWS Psychologist works with a maximum of ten students.
The service is provided nationally to a maximum of 220 students at
any given time.
As above
National MoE
National MoE
Lead Workers (either MoE or RTLB) who are working with student
make a recommendation to the local MoE District office that will then
refer it to the Regional Prioritisation Panel for final decision.
A memorandum of understanding is agreed and signed by the MoE,
the school and any other agencies (e.g. CYFs) involved with the
student.
Monitoring, evaluations and improvement
System/provider
What data is provided
for system monitoring?
Description
Pre and post data is collected annually on:
 Attendance
 Stand-downs, suspensions and expulsions
 Classroom integration
 Perceived effectiveness (teachers, parents, students and MoE
staff)
Has the support been
evaluated? When and
what are the key
findings?
An analysis of administrative and programme monitoring data (output
report) for 2011 has been completed. This confirmed an increase in
attendance and a vast improvement in classroom integration. Standdowns, suspensions and expulsions decreased and perceived
effectiveness was ‘much better than expected’.
IWS Psychologists work with lead workers (MoE and RTLB) teachers
and communities to implement wraparound plans
How does the support
train its
facilitators/teachers?
(PLD, manuals. Tools)
How is their
effectiveness of
facilitators/ teachers
monitored?
What issues do the
sector or support report
as issues about delivery
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and access?
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