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Outcomes reporting

In the course of their work RTLB make a difference for students, teachers, schools and whānau/parents. Outcomes data collected at case, cluster and national level provides evidence of the positive impact of RTLB work.

Having a big picture view of the outcomes of RTLB work helps clusters make wise choices about how best to support teachers and learners and helps inform future practice.

A nationally consistent outcomes framework enables RTLB to use credible and useful data when reporting to whānau/parents, families, teachers, schools, clusters, the Ministry of Education and other relevant stakeholders.

Focus areas for RTLB cases

RTLB cases respond to requests for support for:

  • individual students
  • groups of students
  • school systems and inclusive practices.

RTLB indicate one or more of the following focus areas for each case:

Learning:

  • Participation - Tātaritanga
  • Learning Achievement – Whaiwāhitanga

Behaviour:

  • Managing Self – Rangatiratanga
  • Relating to Others – Manaakitanga

Case outcome measures 

For every case, RTLB use rubrics or scaled indicators to measure key outcomes of their work. Outcomes are measured and recorded for:

  • student achievement
  • teacher perception
  • home/school partnerships
  • quality of service.

Note: this data should not be used in isolation for appraisal purposes.

Student achievement outcome measures

For each case, at least one of the four student achievement outcomes is measured:

  • Participation
  • Learning achievement
  • Managing self
  • Relating to others.

Only those student achievement outcomes that are relevant to a case or that have been a focus of the work are measured.

The collaborative team agrees to the measures using an overall team judgement (OTmJ).

The measures are recorded twice: 1. at the start of RTLB involvement; and 2. at case closure.

Participation         
Learning Achievement       
Managing Self         
Relating to Others         

Teacher perception outcome measure

At the start of RTLB involvement (at the initial meeting) and at case closure (at the review meeting) feedback is gained from teachers to determine their level of confidence to meet the student’s needs and in sustaining inclusive practice. The pre and post data is used as evidence that teachers have the confidence, knowledge and skill to meet the needs of diverse learner/s in inclusive learning environments.

The measure is recorded twice: 1. at the start of RTLB involvement; and 2. at case closure

 

Home/School parnership outcome measure

At the start of RTLB involvement (at the initial meeting) and at case closure (at the review meeting) feedback is gained from teachers and whānau/parents to gauge the strength of the connection between home and school, and the extent to which the partnership supports student learning.

Quality of service outcome measures

At case closure a judgement is made about the quality of service being provided by RTLB, in particular:

  • whether RTLB have worked in a nationally consistent way, in accordance with the RTLB practice sequence
  • whether each step of the practice sequence is supported by robust evidence.

There are two measures that show the quality of the service provided by the RTLB:

  • fidelity to the practice sequence
  • strength of evidence.

Both outcomes are measured.  Each measure is recorded once, at case closure.

Fidelity to the practice sequence 
Strength of evidence

The RTLB uses self, practice leader or peer case review in accordance with cluster procedures to gauge the strength of supporting evidence used at each step of the practice sequence.

Note: Decisions about procedures for case review are made at cluster level.

Who makes these outcomes decisions?

  • For student outcomes decisions will be an overall team judgement (OTmJ) made by the collaborative team that has been involved in the case.
  • For teacher perception, information will be gained in discussions between the RTLB and teacher/s at the start of the case and at case closure.
  • For Home/School Partnerships this could be made as a team, or could be made bythe RTLB if the situation is sensitive.
  • Decisions about quality of service are made with a colleague or practice leader or by self-review, according to cluster procedures.

Project outcomes measures

As well as measuring the outcomes of case work, RTLB also record the outcomes of cluster-generated projects. Cluster-generated projects are in-house pieces of work such as research or resource development. Projects do not follow the practice sequence.

At the conclusion of a project, the cluster records those outcomes that have occurred as a result of the project:

  • project has been formally shared with other RTLB or other relevant professionals
  • project has developed an RTLB intervention for use in schools
  • project has influenced quality RTLB practice
  • project has influenced quality RTLB service provision
  • project has led to system or process efficiencies.

Project outcomes are not measured using a rubric or 1-10 scale.

Closed but incomplete RTLB cases

When cases are closed and incomplete, RTLB indicate the reason for case closure:

  • student no longer enrolled
  • student excluded
  • consent withdrawn
  • agreement (by collaborative team) to close
  • referred on to:
    • Ministry of Education Severe Behaviour Service
    • ORS
    • other agency.

                                                     

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