RTLB SERVICE | Rtlbcluster9

The RTLB Service

What RTLB do

Resource Teachers: Learning and Behaviour (RTLB) are funded to work together with teachers and schools to support the achievement of students in Years 1-10 with learning and/or behaviour difficulties. They have a particular focus on supporting Māori and Pasifika students and children and young people moving into state care. RTLB support and up-skill teachers to better meet the needs of students within an inclusive education system.

The Request for Support Process

There are seven types of referrals:

Universal - Individual School; Project; Group of Schools
Targeted - Group of Students
Individualised - Individual Student
Gateway
Transition

The requests for support are strengths-based meaning the RTLB works on the strengths of the child/teacher. The request is initiated by the class teacher or SENCo/LSC with the Liaison RTLB. The school must show that what they have undertaken with the child/teacher has not worked and further support is needed before the RTLB will accept the request.

The request for support process ensures there is equitable access to the RTLB service for all students. For those who meet the criteria to receive a service, RTLB will:

• summarise the information provided

• note questions that require further information

• ensure parents, family/whänau have provided informed consent for involvement

• when possible, ensure the young person has provided informed consent.

The request is then presented to RTLB management who decide to accept it and if so will allocate the appropriate RTLB to work the case. If the request is accepted then it will be entered into the database and then allocated. However, if it is not accepted/declined or put on hold then the SENCo/LSC has an opportunity to attend the next available referral intake meeting to present their case. This is not mandatory, but it is expected that the Liaison RTLB will inform and support their SENCO.

The database is a formal means of making referrals and learning support applications (LSF), however, it is expected that the liaison RTLB will have had a discussion around the referral before it is entered with the SENCO/school.

In order to get consistency, the goals of each case will all be based on the key competencies outlined in the NZ Curriculum and will follow the RTLB practice framework as outlined in the He Pikorua

Tiered Support Model

The tiered support model (also known as the Response to Intervention model) is a robust evidence-informed approach. It provides a framework for identifying supports which increase in intensity, depending on the needs and the context.

Data gathered about the needs and progress of the mokopuna supports the decisions.

Overview of Te Tūāpapa

Te Tūāpapa is a robust evidence-informed approach. It provides a framework for identifying supports which increase in intensity, depending on the needs and the context.

Information gathered about the strengths, needs and progress of mokopuna supports collaborative decision making.

He Pikorua Website

Schoolgate Database