The Resource Teachers: Learning and Behaviour (RTLB) Service are available to work alongside schools and kura to provide learning support when it is needed. They are specialist, itinerant kaiako or teachers who work across a number of schools and kura.  RTLB work with education providers and other agencies and service providers to identify local needs and resources, and plan support based on the evidence of what works, to best support children and young people to learn.

1. Teacher and School Support (Building Capability) • RTLB support teachers and schools to strengthen classroom practice and improve outcomes for all learners. • Upskilling Teachers • Suggest practical teaching strategies • Model inclusive classroom practices • Help adapt lesson plans for diverse learners • School-Wide Support • Support initiatives such as Positive Behaviour for Learning (PB4L) • Help improve school-wide systems and environments • Policy Development • Assist schools in developing policies for supporting students with additional needs 2. Individual and Group Support • RTLB work with students (usually Years 2–10) who need more support than a regular classroom programme provides. • Individual Education Plans (IEPs) • Help create personalised learning and behaviour goals • Assessments • Carry out screenings (e.g., for dyslexia indicators) • Conduct bilingual or other relevant assessments • Targeted Interventions • Work with small groups of students who have similar learning or behaviour needs 3. Collaboration and Transitions • RTLB act as a bridge between the school, home, and outside agencies. • Whānau Liaison • Ensure parents and caregivers are involved in planning and decision-making • Transition Support • Help students move smoothly between classes or schools (e.g., primary to secondary) • Connecting Services • Support referrals to more intensive services (e.g., Specialist Learning Support) when needs are complex or high

Expectations of the Liaison RTLB • Be visible within schools/kura to promote and develop positive, professional relationships • Support the schools/kura structures and systems for learning support • Provide and engage in regular professional communications (messages are clear and succinct) • Promote the RTLB service: a clear understanding of the role is communicated to all staff via a staff meeting • Be proactive in identifying and creating appropriate requests for service • Assist schools in making requests for support  • Assist schools with the use of Schoolgate • Support the school/kura in exploring strategies that best work in the tiered model • Promotion, support and monitoring of Six Bricks • ICS can be part of liaison case work – schools if requesting support with learning assistant plans, • Communicating with RTLB who are working cases in liaison schools to ensure there is timely case progression • Signposting to other support agencies that may need to be on board in supporting cases • Making requests (where appropriate) with MoE for possible co-working options • Engage actively in coaching/mentoring professional development provided through the cluster • Messaging to schools/kura reflects the decisions made within the Cluster are framed in a positive light • A key role is to support SENCO and liaisons are the primary contact

RTLB Referral Quick Steps 1. Check suitability Have a conversation with your Liaison RTLB. Ensure student is Y2 - 10 and concerns relate to learning, behaviour and/or learning and behaviour. 2. Clarify the concern (“why now?”) Briefly describe the issue, impact on learning, and desired outcome. 3. Gain whānau consent Explain the referral and obtain signed consent as required. 4. Gather key information Student details, strengths, relevant background, agency involvement. Strategies used, duration, and response to intervention. 5. Complete referral form Clear concerns explained which have led to the referral. 6. Submit (Liaison RTLB to review and then submit)