Ma te huruhuru ka rere te manu

What We Do


The RTLB team follow an evidenced based practice sequence. Please click on each stage for more detail.
School Process prior to making RTLB request for support.
  • An ongoing learning or behaviour need has been identified by the school
  • An adapted learning or learning plan is developed, documented, implemented and reviewed by the school.
  • Parents / Whānau have been informed and support the plan
  • Review of the plan indicates ongoing support is required
Making a request for support
  • The school makes a request for support using the Schoolgate site - click here to access
  • The Request for Support Form (RSF) is completed in full
  • The reviewed adapted learning / behaviour plan is attached
  • Parent / Guardian consent is attached
  • The school can contact the Cluster Manager at any time to talk through request for support that have been made
Allocation Process
  • The RTLB leadership team review all RSF
  • RFS are prioritised and placed on the waiting list if the criteria are met
  • The RTLB team meet monthly to prioritise and allocate RSF
  • An email is generated and sent to the school accepting the RSF and notifying the school which team member has been allocated the case
Entry Meeting
  • RTLB will contact the school to arrange an initial meeting
  • RTLB will explain the role of the RTLB and agreement reached regarding service provision
  • The RTLB will clarify teacher concerns
  • A service agreement will be completed outlining key tasks for all including preferred pathways for on-going communication
  • Agreement will be reached on what data will be collected, how this will be done, who will do what and what exit (or closure) will look like.
  • The RTLB will arrange an entry meeting with parents/ whānau
Data Collection
  • Data is collected as negotiated to clarify concerns and needs
  • Data collected includes ecological (classroom environment, whānau, student voice) academic, behavioural
  • Ensure that authentic voice is sought from ākonga / whānau / kura / hāpori
  • Consider cultural, academic and social strengths
  • There will be multiple sources of data gathered
Data Analysis
  • The RTLB will organise and evaluate gathered data
  • Identify the contextual factors influencing ākonga learning
  • Identify, define and prioritise key treads
  • Develop shared hypotheses
  • Keep clear records about the analysis
Goal setting and planning (Access to Learning Support Funding)
In this step, the collaborative team will draw on the data and the analysis to

  • Identify, define, prioritise and agree on outcomes
  • Set Specific, measurable, achievable, realistic, time frame goals targeted at meeting agreed outcomes
  • Co-construct a collaborative action plan (CAP) with all stakeholders
  • Inclusive strategies will be defined that are strengths and evidenced based
  • Contextual relevance and how the learning can be generalised and sustained will be discussed.

If resourcing is needed to support the CAP

  • The RTLB applies for Learning Support Funding (LSF) following the cluster process
  • RTLB Leadership team consider all LSF applications and approve or seek further information if necessary
  • Once the LSF has been approved, the school will be notified by a Schoolgate generated email requesting an invoice be sent to NCRTLB
  • The school generates an invoice for the agreed amount
  • It is the schools responsibility to use the funding as it was intended
  • The collaborative team review the success of the plan on completion of the intervention.
Implementation and monitoring
All team members contribute to and support the implementation of the agreed plan.
Implementation should;
  • Use a culturally responsive approach
  • Occur in the context of the environment
  • Promote inclusiveness
  • Be timely
  • Be faithful to the agreed plan
  • Have progress against set goals regularly recorded
  • Identify and address any barriers to successful implementation as they arise.
  • Include a plan for team review of the planned goals and strategies
Review, reflect and refine (Monitoring)
Regular collaborative team monitoring will occur to ensure on-going evaluation of effectiveness and fidelity of implementation. This ensures adherence to the plan and allows for agreed adaptions to be made, if needed.

Factors that could be monitored include

  • Effectiveness / movement towards the attainment of agreed goals and outcomes
  • Quality of delivery
  • Cultural responsiveness
  • Timelines of delivery
  • Impact of the service on Māori and Pasifikia achievement
  • Generalisation and sustainability of learning
  • Modifications needed
  • Appropriateness of implementation
  • Resourcing
  • The strategies and interventions used.
Outcomes Reporting and Closure
The team reviews the intervention and considers whether outcomes were achieved. If not achieved, the team may decide to cycle back to earlier steps in the sequence, e.g. data analysis. Celebrations and barriers to success are noted. This process helps

  • Build the practice knowledge of the RTLB and other team members
  • Inform future interventions
  • Identify performance gaps
  • Identify service provision gaps (if any)

The RFS may close when

  • The collaborative team agrees the intervention has led to the agreed outcomes; or
  • It is identified that other pathways need to be explored (referred on)
  • The student is no longer enrolled
  • Parent consent has been withdrawn

Our Values

Manaakitanga

Whanaungatanga

Kotahitanga

Support and Respect

Strong Relationships

Collaboration