Operating standards and procedures#

The following operating standards and procedures (OSPs) for RTLB highlights specific service delivery phases that set out the shared expectations for how all Ministry of Education services should be delivered consistently across New Zealand.

They do not incorporate practice standards, but set expectations for:

• consistency: learners, families, schools and kura experience the service in a similar way no matter where or how accessed
• timeliness: services are delivered quickly and efficiently
• user-centered: services are delivered with the learners’ needs and experience at the centre
• accessibility: services are delivered in ways that removes barriers for users.

Phase 1: Inquiry#

This is the initial identification of concern or need by whānau, educators or health professionals. 

This may be based on concerns with learning, developmental, social-emotional needs and/or communication.

Operating standards#

1. All learners enrolled in state and state integrated schools and Charter schools, should have access to support from the RTLB service. This includes students in Te Kura, Alternative Education (AE) and Activity Centre (AC) settings but does not typically include Specialist Schools.
2. RTLB must collaborate with the Ministry and other providers to address system-level needs.
3. RTLB are not expected to provide services to international fee-paying students as they are not resourced to do so.
4. RTLB service maintain up-to-date, publicly accessible service information on their designated platforms, including types of support available, and contact details.
5. RTLB service ensure request for support guidance is clearly communicated to all cluster schools, including timelines, required documentation, and consent processes.
6. RTLB service provide regular updates and reminders to schools about how to access RTLB support, including any changes to pathways or processes.
7. All RTLB service information is consistent with practice and operating standards in the Funding Agreement and reviewed annually for accuracy.

Phase 2: Application#

The process of formally requesting support following the identification of a need.

Operating standards#

1. Formal requests for support must be submitted through the RTLB database within 7 working days, once the need is confirmed in consultation with the liaison role, and consent is granted.
2. All requests for support must include:
   1. consent from all team members – including the learner’s parents or legal guardians and the school – for tailored work, as well as consent for statistical and/or research purposes in line with the Privacy Act 2020.
   2. Information regarding learner’s current context:
      1. An early intervention learner plan if learner is currently supported through Early Intervention Service.
      2. Any other relevant information (for example, current support strategies, interventions, learning data).
      3. Intended outcome of the service and the impact they want to see.
3. The Liaison role is responsible for checking that the request for support documentation has the required information for RTLB to understand the outcome and impact of support needed.
4. All information included in the request for support must be shared with the team involved in the request for support (including if applicable, the learner’s parents or legal guardians).

Notes

Learning support specialists varies across all schools. It can include leadership, SENCO, LSC, senior teachers, deans, syndicate leaders, etc tailored to the cluster school’s contextual environment.

A learner plan informs the learner’s strategies, aspirations, daily routines, goals and sets next steps for ongoing support. The development of the learner plan is described in further detail in the Early Intervention Service operating standards and procedures.

Phase 3: Assessment#

The evaluation of the request to determine the most suitable support pathway. This is to ensure decisions are equitable, informed and aligned to meeting learner needs.

Operating standards#

1. Each submitted request for support must be subject to a quality assurance process to ensure completeness and accuracy prior to inclusion in allocation meetings.
2. Allocation meetings for request for support and learning support funding applications are held at least fortnightly. Allocation decisions take account of RTLB capacity, cluster school priorities and equitable service provision.
3. All requests for supports must be allocated to an RTLB and communicated to the cluster school, within 10 working days after the allocation meeting.

Phase 4: Delivery#

The implementation of support services to provide effective, and timely support to meet learner needs.

Operating standards#

Scope of support

RTLB must provide universal, targeted, and individualised support for individual learners, groups of learners, individual schools, and groups of schools. In some cases, this requires RTLB working directly with learners if support is requested by the school to develop sustainable solutions for the school, learner, and their families. This does not replace the change in practice.

Focus areas

1. RTLB must focus primarily on Years 2 to 10, with flexibility to work outside these levels by exception.
2. RTLB must plan support for learners at key transition points collaboratively across schools, year levels, language settings, and services.
3. RTLB must provide responsive and effective service in secondary settings, including alternative education and Teen Parent Units.

Collaboration and planning

1. RTLB must engage with schools, key stakeholders, and families within 7 working days of a request for support (RFS) being assigned.
2. RTLB must develop a collaborative plan within 5 weeks of initial engagement, outlining roles, responsibilities, and intended outcomes.
3. RTLB must ensure plans include clear roles and responsibilities to confirm shared understanding.

Assessment and screening

1. RTLB must support SENCO or LSC with diagnostic assessments (for example, dyslexia indicators) in Years 2 to 10 when required. These assessments must inform educational planning and are not formal diagnoses.
2. RTLB must conduct timely screening assessments for dyslexia indicators in Years 2 to 10.
3. RTLB must ensure timely bilingual assessments for eligible learners in Years 2 to 13.

Specialist programmes and initiatives

1. RTLB must plan and deliver Incredible Years and Incredible Years Autism programmes in collaboration with the Ministry, meeting fidelity and accreditation standards.
2. RTLB must support PB4L School-Wide implementation in partnership with the Ministry and schools.
3. RTLB must participate in Intensive Wraparound Support and Residential Support Services and may act as lead worker.

Additional responsibilities

1. RTLB must assist schools to identify and track Student Achievement Component (SAC) accommodations in line with NZQA guidelines.
2. RTLB must actively support schools in completing Gateway Education Profiles as part of the Gateway Assessment process, prioritising children entering state care.

Monitoring and closure

1. RTLB must monitor progress, initiate closure planning when goals are met, and ensure a sustainability plan is agreed with the school before case closure.

Compliance

1. RTLB must align provision with Government priorities in the funding agreement and must adhere to national practice standards.

Record keeping

1. RTLB must maintain accurate and timely records in the CMS, ensuring all case notes, plans, and updates are entered within agreed timeframes to support transparency, accountability, and continuity of service.

Phase 5: Monitor#

The ongoing oversight of RTLB service delivery and outcomes

Operating standards#

1. RTLB must ensure that request for support are not automatically closed unnecessarily at the end of the school year.
2. RTLB and the Ministry must share data and take collective responsibility for supporting all learners with identified needs, including those recorded in registers. Closure evaluation must be sent to the team members involved in the Request for Support. Gathering whānau voice is an integral part of RTLB Practice. RTLB will engage in authentic and respectful kōrero with whānau at appropriate points in the process.
3. The RTLB service must use agreed approaches for measuring and recording service impacts and outcomes.   Outcomes must be assessed to meet requirements as set out in the funding agreement.
4. The RTLB service must have systems in place to evaluate service quality and impact at a cluster level.

Additional elements within the RTLB service#

The following processes are outside of the scope of the service delivery, however, are key aspects of the RTLB service.

Escalation of concerns and risks#

This process outlines how RTLB address concerns, resolve disagreements, and seek higher-level guidance within the RTLB service. It is specifically for managing internal disputes and decision-making challenges and not for handling child protection or safety disclosures.

Procedure

The RTLB service will:

• respond professionally when teacher raises concerns
• seek clarification and develop shared problem solving
• document steps taken to address initial concern
• escalate concern in accordance with lead school policy and procedure.

Records and documentation#

Accurate, secure and legal standards for maintaining data and documentation to support service delivery, evaluation and accountability.

Procedure

The RTLB service:

• must maintain accurate timely records of all documentation related to the request for support in the national RTLB database
• review documentation within requests for support for consistency and completeness
• provide feedback and support to RTLB where needed
• check storage and managing RTLB case data meets privacy and data standards
• maintain legal requirements for retention and secure storage of records
• keep all operational documentation until all reporting actions have been completed by school.
• check that the destruction process for all closed files meet privacy requirements.

Professional learning#

Ongoing development to ensure high-quality effective RTLB practice.

Procedure

• RTLB must attain the Postgraduate Diploma in Specialist Teaching within 4 years of appointment.
• The Ministry support newly appointed RTLB, and those who have not previously accessed RTLB study awards, to attain the qualification.
• All RTLB engage in regular professional learning and supervision to enhance their practice and uphold service-wide standards.
• RTLB must undertake professional development aligned to cluster priorities, the RTLB Practice Framework, and identified learning needs.
• The service fosters a culture of continuous improvement through structured PLD, shared inquiry, peer collaboration, and critical reflection.
• Cluster wide systems must ensure consistency of practice, moderation, and alignment with Ministry practice expectations.
• Practice Leaders and the Cluster Manager are responsible for ensuring that professional learning priorities are aligned with service needs and national priorities.
• RTLB must maintain a current Practising Certificate and participate in annual Professional Growth Cycle (PGC) processes in line with Teaching Council requirements.

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