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Our role in setting the RTLB priorities#
We set the RTLB priorities in collaboration with the RTLB executive as part of the funding agreement renewal process. This ensures the service is aligned with Government priorities and supports the collection of evidence data to understand the improvement in learner outcomes.
We will work with the RTLB executive to determine how these priorities are implemented and communicated.
RTLB service expectations#
Your RTLB lead school board must use RTLB funding only for the purposes of the RTLB service.
The RTLB service will work alongside schools, kura and teachers to strengthen inclusive classroom practice, and build teacher capability so that learners can achieve their goals.
The RTLB service provides support and interventions to schools, kura, teachers, learners and their whānau within your cluster that includes:
- modelling effective practices, strategies and techniques
- collaborating with local agencies to provide timely access to support
- supporting transitions for learners
- undertaking appropriate screening and data-gathering processes to inform interventions without conducting diagnostic assessments, and
- delivering evidence-based support and interventions.
Legislation requirements#
All legislative obligations in the funding agreement must be complied with.
Service delivery agreement#
Each RTLB service must have an agreement in place with every school within their cluster, confirming ways of working. A consistent template will be developed for use by cluster managers and will be reviewed annually or when required if changes occur.
Agreements must align with Government priorities, the funding agreement, national operating standards and national operating procedures
Where a school in your cluster declines to sign, record each engagement attempt, contact your regional office and continue support where possible.
Collaborative plan#
Where a collaborative plan is being delivered for a learner, the service must remain active until agreed goals are being met or it is collaboratively agreed that support is no longer needed.
Supports must not close based on the school calendar. If the learners’ goals are still in progress at the end of the school year (Term 4), support must continue and remain open into the following year to ensure continuity of support.
All support closure decisions must be evidence-based and collaboratively agreed.
Informed consent forms#
RTLB clusters must include a clause in their informed consent forms with an option for opting out of the collection of anonymised data used for evaluation and statistical purposes. The clause that is required to be included will be in your lead school board’s funding agreement. This will be reviewed in mid 2026, to understand how many families choose not to opt in.
RTLB’s role in Early Intervention Service#
These expectations apply to the RTLB service in the transitional year in 2026 while new learning support specialists are being recruited and embedded to support the extension of the Early Intervention Service (EIS) and increase the number of Learning Support Coordinators (LSC).
How RTLB will work alongside the Early Intervention Service
RTLB must work with the Ministry of Education learning support specialists to maintain a continuity of learning support for schools and kura while the extension of the Early Intervention Service and the learning support coordinators are being implemented.
This includes:
- Continued support for learners in Year 0 and Year 1 who are already receiving RTLB support in 2026 to avoid unnecessary transitions. RTLB, learning support specialists and schools may collectively decide on a transition plan in 2026 where it is in the best interest of the learner.
- When RTLB are already supporting teachers and learners in Years 0 to 1, this work should continue.
- Cluster managers, service managers and school-based teams are encouraged to work together to plan and deliver supports that best address the presenting needs of children. Considerations should centre around what’s best for the learner and include:
- collaborating to provide the support learners and schools need most
- keeping supports consistent, clear and well connected for learners and teachers.
Transition process from EIS to RTLB service
RTLB must work alongside the EIS, schools and kura to support learners with ongoing needs to transition into RTLB support for Year 2.
When support is progressed, a formal transition process from the EIS to the RTLB service must be in place, guided by national practice standards.
More information
The factsheet below includes more information on what is required for the RTLB service in the transitional year in 2026.
