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We work within an ecological model of practice, using the least intrusive inquiry approaches that are evidence-informed.

Educators use cyclic inquiry. They continually assess, plan, implement and review their approach to teaching, and supporting the well-being of, all mokopuna. Such inquiry supports educators to develop inclusive learning environments. Educators use a continuum of proactive responses that support intervening early in the life of the mokopuna when the need for support has been identified.

Te Tuapapa April 2022 v2

Overview of Te Tūāpapa

Te Tūāpapa is a robust evidence-informed approach. It provides a framework for identifying supports which increase in intensity, depending on the needs and the context.

Information gathered about the strengths, needs and progress of mokopuna supports collaborative decision making.

 

Te Tūāpapa Video

Download Te Tūāpapa Diagram (pdf 207 KB)

Te Tūāpapa enables practitioners to

  • intervene early

  • support developing universal, systemic responses within clusters, schools, kura and early learning services

  • support developing individualised approaches within educational contexts, where a specific need has been identified

  • use adaptation and differentiation for groups and individuals within settings.

Foundation for many New Zealand initiatives

The theory and principles of the tiered support model have driven many initiatives in New Zealand schools. Recent examples include:

  • Accelerated Learning in Mathematics (ALIM)
  • Accelerated Learning in Literacy (ALL)
  • Positive Behaviour for Learning (PB4L)
  • Oral Language and Literacy initiative (OLLi).

Using the tiered support approach supports mokopuna to develop the skills they need to participate, contribute, and succeed in their educational settings and the community.

Dynamic and integrated support

The three tiers of support are generally described as universal (Tier 1), targeted (Tier 2) and individualised (Tier 3). The model is designed to be dynamic and integrated, rather than a linear progression from one tier to the next. This means support can be tailored to the needs of each mokopuna and the context. Supports and interventions can be used from any of the three tiers at any time (alone or in combination). Generally, however, universal approaches will be the first step in responding to the diverse needs of mokopuna

Decisions about which supports and interventions to use are based on data gathered about the needs and progress of the mokopuna. Data will continually be reviewed and modified to reflect changing needs and the progress made.

Universal interventions and supports

Universal (Tier 1) practices and systems are designed to meet the needs of all mokopuna and staff, and are implemented across the whole education setting. The model acknowledges that positively impacting  the progress of a mokopuna requires high-quality, culturally responsive teaching, and for most mokopuna this will be enough.

Learning support practitioners partner with leaders and educators in education settings to help strengthen everyday teaching practices and environments.

Targeted interventions and supports

To progress, some mokopuna need additional early learning service or school supports, such as targeted groups (Tier 2).

Learning support practitioners partner with educators and whānau to identify needs and design support for mokopuna who require additional adaptation.

Individualised interventions and supports

Some mokopuna at times need additional assessment and support to help them progress (Tier 3).

Learning support practitioners partner with the adults around the mokopuna to share insights, solve problems, and strengthen natural supports in day-to-day environments.

Practices and systems organised across a continuum

Practitioners can offer value and expertise at all levels within Te Tūāpapa across the continuum of supports. This ranges from building universal supports within learning environments, to targeted and intensive interventions developed from specific assessments and planning for an individual mokopuna.

Practitioners work with the adults (eg, teaching teams), mokopuna and whānau to identify practices that will strengthen the participation and progress of all learners. How this works in practice will vary depending on the context. For example, RTLB work primarily with educators in the school setting, and may work with whānau directly, or indirectly through the educators. RTLB may also work with early learning educators to support transition to school. An Advisor On Deaf Children will work closely with the whānau of a new born baby identified with a hearing loss.

Working across the continuum can include

Identifying systemic patterns

Assessing the needs of mokopuna and identifying systemic patterns (for example, where there are several requests for supports around similar needs), so teams can work together to plan appropriate, evidence-informed intervention strategies.

Consulting collaboratively

Consulting continuously with an education setting about the goals and action plans for groups of mokopuna.

Developing processes

Collaborating in developing team processes (such as processes for data collection, monitoring and evaluation for mokopuna).

Designing evidence-informed processes

Designing evidence-informed approaches that best fit an education setting’s needs and resources.

Identifying professional learning opportunities

Identifying a team’s professional learning needs and providing training, or helping the team to get relevant training.

Planning professional learning opportunities

Working with teaching teams to plan and deliver professional learning for staff in target areas.

A proactive approach that supports early intervention

Strengthening early intervention is a priority for the Learning Support Action Plan. Intervening early, in ways that are whānau-centred and embedded into the daily life of mokopuna, will reduce the negative impact on learning and, for some, the need for more intensive intervention later. Te Tūāpapa offers ways to support the needs of mokopuna. These include preventative approaches like Incredible Years programmes, and other parent and educator initiatives that strengthen adult capability.

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Proactive practitioner roles and services within the Learning Support Delivery Model and pathway of support

Learning support practitioners can provide many roles and services, including:

Supporting smooth transitions

A transition can be moving from one education setting to another, moving from one learning space to another within an educational setting, or experiencing a change of educators, agencies or specialists. Mokopuna can also experience transitions in their home life, such as moving houses, whānau separations, or a new sibling.

Transitions in the lives of mokopuna can have a significant impact on learning and well-being. They can find it challenging to build new relationship with peers and educators, learn about new routines and environments, and find a sense of belonging. At the same time, such transitions provide opportunities for teams to collectively support progress and well-being.

Specialist staff working within He Pikorua understand the importance of supporting mokopuna as they move between educational environments.

Transitions within the Learning Support Delivery Model

The Learning Support Delivery Model is designed as a flexible, tiered system of support across the whole education pathway. It helps facilitate smooth transitions and continuity of learning. Practitioners work with early learning services, schools, Māori medium kura, and whānau to identify Te Matua, Te Kāhui and Te Arotahi areas for support.

Collaborating during transitions

Practitioners can offer coordinated and meaningful support through collaborative and facilitated partnerships with clusters of early learning services, schools and Māori medium kura enables. This support benefits many adults and mokopuna within the community and highlights opportunities for further growth and development.

Within this pathway of support, some mokopuna may still need specialist support. Learning support practitioners recognise that these needs will vary along the education pathway . ‘Point in time’ support needs the flexibility to enable mokopuna and the teams around them to check in and out as needs arise. For example, greater support may be needed during transitions between and within early learning services, schools and Māori medium kura.

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Facilitating transitions for individuals

We can facilitate and support smooth transitions at times that mokopuna may find challenging and emotional, such as when their established routines, relationships and supports may be changing. Transition should encompass a holistic and individualised approach, and be achieved through collaborative planning. Research into transition planning has found that proactively engaging parents to advocate for the needs and aspirations of children and young people helps to deliver successful outcomes. (Gillan & Coughlan, 2010).

The role of Learning Support Coordinators in early intervention and transition

Learning Support Coordinators (LSCs) can facilitate early intervention and smoother transitions for mokopuna. LSCs work alongside educators, practitioners, other specialist providers and whānau. Together they identify the needs the mokopuna may have for support on their education pathway, and develop ways to respond to those needs. Support includes providing access to tools, resources and guidance. LSCs help to strengthen educators’ capabilities to meet the diverse learning needs of mokopuna, and support educators so they don’t have to do this work on their own. LSCs may use a variety of screening tools and a standard learning support register to contribute to collaborative decision-making across a cluster.

Learning Support Coordinators – Education Conversation | Kōrero Mātauranga website

Other key facilitators of successful transitions include:

(Adapted from: Heslop et al, 2002)

Decision-making informed by data

Te Tūāpapa draws on many sources of information at each tier, supporting educators to better understand why a mokopuna may not be making expected progress. Sources could include:

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Example from practice of decision making informed by data

A local school engaged with a Speech and Language Therapist (SLT) and Special Education Adviser (SEA). The school staff were concerned with how they were managing the needs of all learners, with a number of mokopuna with communication, behaviour and other complex needs. The SLT, SEA and school worked together to use an inquiry approach to identify needs and priorities within the school – looking at both the needs of mokopuna and the educator’s knowledge and skills. The team identified behaviour and oral language and as a priority. The SLT became the lead worker for the project, supported by the SEA and others in team.

The inquiry led to a range of supports being provided to the school. PB4L School-wide practice was strengthened. All staff were upskilled to understand and recognise typical speech, language and communication development (Te Matua). The school was given advice and guidance on specific strategies for an individual mokopuna when needed, to build on the knowledge and skills the teachers had already gained – for example, modelling strategies for a specific speech sound (Te Arotahi).

He Pikorua Table Talker for print April 2022 v2 (pdf 1.8 MB)

Examples of flexible responses to need

Working at the level of systems

Supporting the early learning service, school or Māori medium kura as a whole system to effect positive change. For example, working with educators on whole-setting or classroom strategies to support communication, learning, behaviour or well-being. This work may involve strategic planning with a team of educators, and providing professional learning in staff meetings, or whole-day workshops. Long-term cultural change frameworks such as PB4L School-Wide or Restorative Practice may be used to support system-wide change. This work can be expanded to support a group of education settings across a cluster, including sharing of practice, resources and systems.

Providing advice and guidance

Collaboratively exploring and making sense of the concerns being raised, and using guided inquiry and problem-solving to reach a shared decision on strategies and approaches to try.

Modelling and demonstrating strategies

The learning support practitioner interacts directly with mokopuna while the adult who supports the mokopuna observes. Modelling the collaboratively agreed strategies can help others to develop the knowledge and confidence to use these strategies. 

Coaching

Skilled conversation encourages reflection and empowerment, and supports mokopuna and adults to ‘work it out for themselves’.

Facilitating workshops

Well-planned and facilitated active sessions provide interactive opportunities for a group of adults to learn together. Workshops are designed to strengthen participants’ knowledge, experiences and learning while sensitively challenging their assumptions and beliefs.

Top tip

Top tip

Information for whānau about transitions

Planning for transition should occur well in advance, wherever possible. Find key information for whānau about transitions on the Ministry of Education website, at the links below

Enrolling and starting your child at school – Parents website

Moving on from primary school – Parents website

Moving on to secondary school – Parents website