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Our Process Diagram
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Our Process for Requesting Support with RTLB

Identifying Needs

  • Schools follow their process for initial identification or concern or need by whānau, educators or health professionals. This may be based on concerns with learning, developmental, social-emotional needs and/or communication.

  • Schools are encouraged to reference the West Coast RTLB website www.westcoastrtlb.org and the Inclusive Language of Needs.

  • Teacher/kaiako initiates discussion with learners’ whānau/guardians and seeks ‘Initial verbal consent’  with whānau to further discuss needs.

 

Planning for Support

  • Schools are encouraged to engage in a mapping meeting with the liaison RTLB  to discuss needs using Te Tūāpapa as a guide.

  • Your Additional Needs Register and current school-wide initiatives is helpful information for this sense-making/prioritising phase.

  • Structured learning conversations eg: GROW, help us to group identified needs and opportunities for support

  • If a Request for Support (RfS) with RTLB is agreed as the best way forward, it is decided who the team is that will create the RfS. 

  • The liaison RTLB takes the identified needs to their practice team to decide who will partner with the school team to support the RfS (practice teams meet fortnightly).

 

Accessing Support

  • School lead (ideally) or RTLB contacts all team members to collaboratively write the RfS.

  • He Pikorua Whakawhanaungatanga reflective questions shape up the tikanga for the team.

  • The team create the RfS together, including clear goals for our work together and how we will measure impact/success of our work  - shared out for feedback before submitted.

  • Helpful information for the team to bring could include: current support plans, learning information, student/whānau voice.

  • RTLB submits RfS and it is processed within a week.

 

Actioning Support

  • Clarify the specific goal/s that will lead to the agreed outcomes and impact of our work together.

  • The team identifies the outcomes data (decide here what a 10/10 would look like and how you will know - impact measurement).

  • Using structured learning conversations eg: GROW, establish opportunities and anticipate challenges that will form the ‘HOW’ you will achieve impact in the RfS.

  • School follow their internal process for identifying additional needs.

  • Schools are encouraged to use our developing shared language in their registers.

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