Our Process for Requesting Support with RTLB

Identifying Needs

• Led by the school, with support from the liaison RTLB

• The school follows its usual process when a learning, developmental, social-emotional or communication need is identified by whānau, educators or health professionals.

• Schools can refer to the West Coast RTLB website and the Inclusive Language of Needs document for guidance.

• Before discussing an individual learner with RTLB, the teacher/kaiako informs the learner’s whānau or guardians and obtains initial verbal consent.

• This ensures there are no surprises for whānau. At this stage, the discussion is between professionals and is intended to explore possible support options. It does not mean the learner will become an RTLB case or receive direct RTLB support.

 

Planning Support

• Led by the school and liaison RTLB

• The school and liaison RTLB are encouraged to hold a mapping meeting to discuss the identified needs, using Te Tūāpapa as a guide.

• The school’s Additional Needs Register and information about current school-wide initiatives can support this sense-making and prioritisation.

• Structured learning conversations, such as GROW, help the school and RTLB understand and group the identified needs and consider where RTLB support may add value.

• If RTLB involvement may be appropriate, the liaison RTLB discusses the identified needs with their practice team. Practice teams meet fortnightly and decide who is best placed to work alongside the school.

 

Accessing RTLB Support

• If a Request for Support (RfS) is agreed as the best way forward, an RTLB connects with the key teacher or teachers.

• Together, they confirm the most appropriate layer of Te Tūāpapa:

• Tailored: an individual mokopuna or a small group of mokopuna

• Targeted: an individual teacher or class

• Universal: a whole school, a group of classes or a group of schools

• Establish the team that will be responsible for the mahi

• The team agrees who needs to be involved and develops the RfS together. The request includes:

  • clear purpose for our work together

  • current reality for the identified need: strengths, sticking points, learning and existing supports.

  • aspirations/perspectives of everyone involved

  • collaborative team aim

  • what the team expects to be different as a result of the partnership

• The draft RfS is shared with the team for feedback before it is submitted.

• Once the need has been confirmed and informed consent obtained, the RTLB enters the RfS into the RTLB database within seven days.

• Allocation meetings are held weekly. The school is advised of the allocated RTLB within 10 days of the allocation meeting.

 

Putting Support into Action

• The team uses the He Pikorua reflective questions to guide how members will work together, throughout the partnership

• The team agrees on:

  • the overall aim of the work

  • the specific goals that will lead to the desired outcomes

  • what moderate and significant impact will look like

  • the information or evidence that will show whether progress is being made

  • what successful achievement of the goal would look like

• Everyone has access and can add into the Collaborative Action Plan

• Using structured learning conversations, such as GROW, the team identifies opportunities and anticipates challenges. This forms the action plan for progressing towards the goals in the RfS.

• Regular check-ins help the team monitor progress, respond to changing needs and keep the work on track.

• At mana motuhake, the team reflects on the overall impact of the work, identifies the strategies that supported progress and agrees on how these will be sustained.

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For more, see He Pikorua Learning Partnership Pathway

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