Common use of Service Priorities Clause in Contracts

Service Priorities. In line with the Education and Training Act 2020 and Government priorities – the National Education Learning Priorities (NELP), Ka Hikitia - Ka Hāpaitia and Tau Mai Te Reo, the Action Plan for Pacific Education 2020-2030, the Learning Support Action Plan 2019-2025 (LSAP) and Delivery Model (LSDM), and the Attendance and Engagement Strategy 2022 – the Board will ensure the RTLB cluster includes the following priorities. Within each priority attention should be given to noticing and responding to neurodiversity. NELP priorities inform RTLB service provision, planning and reporting NELP priorities are reflected in strategic planning and reporting Implementing Ka Hikitia - Ka Hāpaitia3 and Tau Mai Te Reo4 Ka Hikitia priorities are reflected in practice and in planning and reporting for each cluster and this is strengthened by contributions from Ngā Pouwhirinakitanga to clusters. Ākonga Māori in English and Kaupapa Māori and Māori medium learning settings access RTLB support Implementing the Refresh of the Action Plan for Pacific Education 2020 – 20305. Pacific Education Action Plan shifts are reflected in strategic planning and reporting in ways that reflect the needs of Pacific learners in each cluster including support for the work of Tautai Work to support capability building and inclusive practices within Te Tūāpapa o He Pikorua RTLB’s work with Ministry staff to actively lead, promote, and support inclusive practices in all their work with cluster schools and kura and community networks. RTLB continue to deliver high quality Incredible Years Teacher and Autism programmes. RTLB’s support teacher capability in the areas of inclusive practices and universal design for learning. Work undertaken responds to local requests and priorities and is agreed by each cluster so overall workloads and responsivity can be maintained. He Pikorua results in practice shifts across RTLB and Ministry staff6 Collaborative work to implement He Pikorua and to support practice shifts for RTLB and Ministry staff. Practice shifts collectively strengthen the provision of flexible, tailored and responsive learning support within Te Tūāpapa He Pikorua and the LSDM. Develop and implement He Pikorua outcome indicators across RTLB and Ministry services to understand practice shifts in each service. Develop and use shared or aligned RTLB/Ministry/cross cluster processes including an outcomes framework, service access, service review, consent and privacy, and complaints processes.

Service Priorities. In line with the Education and Training Act 2020 and Government priorities – the National Education Learning Priorities (NELP), Ka Hikitia - Ka Hāpaitia and Tau Mai Te Reo, the Action Plan for Pacific Education 2020-2020- 2030, the Learning Support Action Plan 2019-2025 (LSAP) and Learning Support Delivery Model (LSDM), and the Attendance and Engagement Strategy 2022 ) – the Board will ensure the RTLB cluster includes the following priorities. Within each priority attention should be given to noticing priorities in their service planning and responding to neurodiversityreporting. NELP priorities inform RTLB service provision, planning and reporting NELP priorities are reflected in future strategic planning and reporting Implementing Ka Hikitia - Ka Hāpaitia3 Hāpaitia5 and Tau Mai Te Reo4 Reo6 Ka Hikitia priorities are reflected in practice and in planning and reporting for each cluster All clusters support and this is strengthened by contributions benefit from the expertise of RTLB who belong to Ngā Pouwhirinakitanga Powhirinakitanga, to clusters. Ākonga build the knowledge of all RTLBs 5 Ka Hikitia – Ka Hāpaitia – Education in New Zealand 6 Tau Mai Te Reo – Education in New Zealand and strengthen kaupapa Māori approaches to learning support in English and Kaupapa Māori and Māori English medium learning settings access RTLB support settings. Implementing the Refresh of the Action Plan for Pacific Education 2020 – 2030520237. Pacific Education Action Plan shifts Outcomes are reflected in future strategic planning and reporting in ways that reflect the needs of Pacific learners in each cluster including support for the work of Tautai cluster. Work to support capability building and inclusive practices within Te Tūāpapa o He Pikorua and a tiered model of support. RTLB’s work with Ministry staff to actively lead, promote, promote and support inclusive practices in all their work with cluster schools and kura and community networks. RTLB continue to deliver high quality Incredible Years Teacher and Autism programmes. RTLB’s support teacher capability in the areas of inclusive practices and universal design for learning. Work undertaken responds to local requests and priorities and is agreed by each cluster so overall workloads and responsivity can be maintained. He Pikorua results in practice shifts across RTLB and Ministry staff6 staff8 to improve service flexibility and responsivity. Collaborative work to implement He Pikorua and to support practice shifts for RTLB and Ministry staff. Practice shifts collectively strengthen the provision of flexible, tailored flexible and responsive learning support within Te Tūāpapa He Pikorua a tiered system of universal, targeted and individual support, within the LSDM. Develop and implement He Pikorua outcome indicators across RTLB and Ministry services to understand practice shifts in each service. Develop and use implement a common RTLB and Ministry outcomes framework with shared measurement tools, so that we have a more coherent picture of the impact of learning support service delivery for ākonga, families, whānau and schools. Clusters actively manage workloads and avoid or aligned minimise wait times. Work together focusing on improving wellbeing and behaviour supports across the system Schools and Kura are confident in the support provided to respond to wellbeing and behaviour needs. RTLB/, the Ministry/cross cluster processes including an outcomes framework, service accessschools and kura collaborate to strengthen the range of supports that respond to wellbeing and behaviour needs within the given scope of each service. RTLB support transitions into school and 9 out of school, service review, consent and privacynot just years 0-10 Flexible decisions are made so RTLB support can be available for ākonga transitioning into school, and complaints processesfrom Year 10 when RTLB support typically ends. RTLB support students who are at risk of disengaging10 RTLB support students who are at risk of disengaging including those who learn in Alternative Education settings and Activity Centres. Learning support register, ▇▇ ▇▇▇▇ and sLSR data use and planning for increased system responsivity11 RTLB contribute to effective use of data by supporting schools and kura and clusters as they use data to set shared priorities and respond to identified needs.