Appendix 5: RTLB Synthesis Rubric

Continuum

Operates according to requirements

1 Minimal

  • Cluster not operating in accordance with RTLB policy.
  • Cluster processes for the allocation of funding not clear or easy to track.
  • Operational document of policies and procedures is not up to date or complete.

2 Limited

  • Cluster operates according to some RTLB policy (not in all areas of governance and management).
  • Processes for allocation of funding exist but not easy to track/follow.
  • Operational document is being developed.

3 Sound

  • Cluster operates in accordance with most RTLB policy.
  • Cluster has transparent processes for the allocation of funding on a needs basis in accordance with cluster policy.
  • Operational document is complete and current.

4 Very good

  • Cluster has an operational document of policies and procedures that is clear and is well used to guide operations.
  • Cluster operates in accordance with all RTLB policy.
  • Funding allocation processes are well known to all involved and are used for the provision of the RTLB service in accordance with Ministry of Education and cluster policy.

Internal evaluation (self review), planning and reporting. Focus on improvement and outcomes for learners

1 Minimal

  • Cluster planning and reporting is limited or non-existent.
  • Very limited or no internal evaluation.
  • No reporting to the Ministry of Education.
  • No monitoring, evaluation or reporting of outcomes.
  • The cluster lacks the capability and capacity to monitor and evaluate its performance (service provision, RTLB practice and learner outcomes).

2 Limited

  • Cluster planning and reporting undertaken in a superficial way.
  • There is evidence of some annual planning.
  • Some evidence of reporting to Ministry of Education.
  • Limited monitoring, evaluation and reporting of outcomes.
  • The cluster has limited capacity and capability to monitor and evaluate its performance (service provision, RTLB practice and learner outcomes).

3 Sound

  • Cluster has a planning and reporting cycle incorporating evidence-based internal evaluation.
  • Most of the objectives of the Annual Plan are met.
  • Ministry of Education reporting requirements are met.
  • Some evidence of monitoring, evaluation and reporting of outcomes- may be early stage or developing.
  • The cluster is developing its capacity and capability to monitor and evaluate its performance (service provision, RTLB practice and learner outcomes).

4 Very Good

  • Cluster has a robust planning and reporting cycle that is informed by evidence-based internal evaluation.
  • The objectives of the Annual Plan are met.
  • The planning and reporting process leads to innovative and improved practice.
  • Ministry of Education reporting requirements are fully met.
  • Evidence of robust monitoring, evaluation and reporting of outcomes.
  • The cluster has a high level of capacity and capability to monitor and evaluate its performance (service provision, RTLB practice and learner outcomes).

Access to service

1 Minimal

  • Not clear whether referrals are managed to ensure equitable access for all students with learning or behavioural difficulties.
  • Evidence of inequitable access.
  • The processes for supporting students with HLNs is not evident/the cluster is not supporting students according to the MOE guidelines.
  • The cluster is not involved in Special Assessment Conditions (SAC)

2 Limited

  • Referral processes that are in place are the pre-transformation processes with some adjustments.
  • These need to be refined and a cluster-wide referral process established.
  • Some evidence of issues regarding access to service.
  • The cluster supports students with HLNs but does not have a consistent approach.
  • Limited involvement in Special Assessment Conditions (SAC)

3 Sound

  • Cluster has referral processes that are known and followed to ensure equitable access for all students with learning or behavioural difficulties.
  • The service provision for HLN students is evident.
  • The cluster is involved in Special Assessment Conditions (SAC)

4 Very Good

  • Referral processes are well known, understood, followed and easy to access.
  • Principals affirm and endorse the high standard of practice applied to the referral process.
  • Cluster schools/kura know how and when to access the service.
  • Cluster schools/kura have equitable access to the full range of RTLB services and funding.
  • Cluster has established a clear and consistent process for supporting HLN students in line with the HLN Guidelines.
  • The cluster is fully involved in Special Assessment Conditions (SAC)

Personnel management and professional support

1 Minimal

  • Systems for appointment and performance management, including professional supervision and appraisal are out of date and do not guide/reflect practice.
  • Minimal opportunities for RTLB to undertake professional learning.
  • Minimal collegial support and mentoring.

2 Limited

  • Systems for RTLB appointment and performance management, including professional supervision and appraisal are not fully developed.
  • Some support and encouragement for professional learning.
  • Collegial support and mentoring evident but not cluster wide or formalised.

3 Sound

  • Cluster has sound systems for RTLB appointment and performance management, including professional supervision and appraisal.
  • Cluster encourages continuing professional learning to improve practice and ensure a diverse RTLB skill base to meet students’ individual needs.
  • Cluster values collegial support and provides mentoring when needed.

4 Very Good

  • Cluster has high quality systems for appointment and performance management, including professional supervision and appraisal.
  • Cluster actively seeks continuing professional learning based on current research to improve practice and ensure a diverse skill base to meet students’ individual needs.
  • Cluster values collegial support and provides mentoring. RTLBs actively seek feedback about their practice.

Professional Relationships

1 Minimal

  • Poor relationships at all levels.
  • RTLB do not work collaboratively with MOE or other agencies.

2 Limited

  • Relationships exist but not always professional, trusting and respectful.
  • Ad hoc approach to collaboration with MOE and other agencies.

3 Sound

  • Professional, trusting and respectful relationships generally evident.
  • Work underway to develop a collaborative working relationship with MOE and other agencies

4 Very Good

  • Cluster actively promotes professional, trusting and respectful relationships at all levels.
  • Cluster schools value the relationship they have with the RTLB service.

Collaboration with MOE “Seamless Provision of Service”

1 Minimal 

  • MOE and RTLB have no established relationship.

2 Limited

  • MoE and RTLB are working towards establishing a collaborative relationship.

3 Sound

  • MoE and RTLB consult to improve student outcomes.
  • Transition processes between services are in place.
  • Some collaboration on joint projects.

4 Very Good

  • Cluster has RTLB that work proactively with MoE and other agencies to provide a seamless, flexible service for students with learning or behavioural difficulties.
  • Seamless inter-professional practice is evident through a seamless request for support pathway and sound transition processes.
  • MOE and RTLB work collaboratively to improve student outcomes.
  • MOE and RTLB work effectively on joint projects.=

Communication

1 Minimal

  • Poor communication in the cluster.

2 Limited

  • Communication issues evident at some levels of the cluster.

3 Sound

  • Generally good communication but could improve clarity and openness.
  • Plans are in place to improve communication.

4 Very Good

  • Cluster communicates regularly, with clarity and openness.
  • Communications are timely.
  • There is genuine collaboration and regular communication with Ministry Learning Support Managers, RTLB staff, cluster schools, ECE services, iwi, and community agencies.

Leadership

1 Minimal

  • Lack of leadership in the cluster.
  • No Cluster Manager appointed.
  • No Practice Leaders appointed.
  • Minimal involvement of Lead School in governance and management.
  • Limited communication with cluster schools/kura (principals and BoTs)
  • Limited understanding of RTLB role or the cluster planning (Strategic and Annual).
  • Little or no progress made in the transformation of the service.
  • The Lead School is BoT is not informed about the work of the cluster and the impact of this work.

2 Limited

  • Leadership in some aspects of the cluster.
  • A Cluster Manager has been appointed.
  • Some Practice Leaders have been appointed.
  • Lead School demonstrates some aspects of governance and management in line with MOE policy and the Funding and Service Agreement.
  • Some evidence of transformation of service.
  • There is some level of communication with schools/kura (principals and BoTs) but this could be developed further.
  • Some shared understanding of RTLB role and cluster planning (Strategic and Annual).
  • The Lead School BoT has some knowledge about the work of the cluster and the impact of this work.

3 Sound

  • Cluster has good professional leadership.
  • The Cluster Manager demonstrates sound management of the cluster in collaboration with the Lead School Principal.
  • Practice Leaders demonstrate good leadership in improving RTLB practice in collaboration with the Cluster Manager.
  • The Lead School demonstrates sound governance and management in line with the MOE policy and the Funding and Service Agreement.
  • Sound evidence of transformation of service.
  • Active and regular communication with communication with schools/kura (principals and BoTs) who have a shared understanding of the RTLB role and the cluster planning (Strategic and Annual).
  • The Lead School BoT has some knowledge about the work of the cluster and the impact of this work.

4 Very Good

  • Cluster has strong professional leadership.
  • The Cluster Manager demonstrates effective management of the cluster.
  • Practice Leaders are effective leaders, impacting positively on RTLB practice in collaboration with the Cluster Manager.
  • The Lead School BoT demonstrates effective governance and management and follows the MOE policy and the Funding and Service Agreement.
  • The transformation of RTLB service is progressing well.
  • Effective and regular communication with cluster principals and cluster BOT who are well informed of the RTLB role and cluster planning (Strategic and Annual).
  • The Lead School BoT is knowledgeable and well informed about the work of the cluster and the impact of this work.

Improved Student Outcomes

1 Minimal

  • Minimal or no evidence of outcomes of RTLB interventions/practice.

2 Limited

  • Some evidence of outcomes of RTLB interventions/practice but this is limited.

3 Sound

  • Cluster is able to demonstrate the outcomes of RTLB interventions/practice for most students.

4 Very Good

  • Cluster focuses on improving outcomes for all students, with a particular focus on Māori and Pacific students and those at risk of underachievement.
  • The cluster is able to provide evidence that RTLB interventions/practice and support achieve improved outcomes for all learners accessing the service.