support needs assessment form 2 (sna 2) including the … · 2019. 8. 28. · the sna 2 form •to...

SUPPORT NEEDS ASSESSMENT FORM 2 (SNA 2) including the Individual Support Plan (ISP)in the Screening, Identification, Assessment and Support Policy (SIAS)

• Screening and identification of learning support needsSTAGE 1

• Addressing barriers to learning at school levelSTAGE 2

• Addressing barriers to learning at district levelSTAGE 3TH

E SI

AS S

TAG

ES O

F SU

PPO

RT

Teacher intervention: curriculum, classroom

management

Referral to SBST for consultative individual

support planning

Teacher individual intervention plan

SNA 2

Screening: Teacher

concerned about learner

Identification of real barriers to

learning / learning needs

SNA 1 –Part 1 & 2

Learner Profile

Referral to DBST if necessary

DBST support Intervention

plan

SNA 3 Form DBE 120

SNA 1 –Part 1 & 2 & 3

Screening: Teacher

concerned about learner

Identification of real barriers to

learning / learning needs

Teacher intervention: curriculum, classroom

management

Referral to SBST for consultative individual

support planning

Teacher individual intervention plan

SNA 2

SNA 1 –Part 1 & 2

Learner Profile

SNA 1 –Part 1 & 2 & 3

• Addressing barriers to learning at school levelSTAGE 2

• Addressing barriers to learning at school levelSTAGE 2

• 1st Step – Teacher In-class interventionDifferentiation of the curriculum, teaching methods, learning environment, assessment, LTSM

• 2nd Step – Referral to SBST for additional support

THE SNA 2 FORM

• To be completed by the SBST in consultation with the class teacher

• Includes the Individual Support Plan – a school level intervention plan

• SNA 2 is completed once the class teacher has tried in class interventions and feels the learner needs additional support that can only be provided at school level and has referred the case to the SBST

THE SNA 2 FORM

• Section 1 – ReviewThe SBST must review the teacher’s assessment of the learner as well as all the interventions she has used up to this pointIf the SBST does not agree they must provide their assessment and suggestions for support• Section 2 – Summary of barriers to learningHere a summary of support from the SBST must also be given

THE SNA 2 FORM

• Section 3 – The individual support plan (ISP)

Benefits: § Focuses on individual support needs § Establishes defined and reviewable targets§ Looks at the support capacity of parents, the

school and the broader community

Parents

Teacher

SBST

Permanent as well as co-opted members with expertise relating to particular learning needs

Learner

The role players

COMPONENTS OF THE ISP

Ø Area of intervention e.g. behaviour & social competence, communication, teacher training

Ø Target to be achieved

Ø Strategies of intervention

Ø Responsible person(s)

Ø Timeframe / review date

Ø Report on progress made / review

Planning intervention strategies to achieve goals / targets

Targets must be:S - specificM - measurableA - agreed upon, achievableR - realistic, reasonable, rewardingT - time-bound

ISP

Area of intervention

Long Term goal

Short Term Target

(Next Step)

Short Term Target

(Next Step)

ISP - Thabo

Communication – unable to speak clearly and delayed language

Long Term goal 1 –improve speech so

Thabo is easily understood

Short Term target –improved

pronunciation of common words

Long Term goal 2 –improve vocabulary and comprehension

to Grade level

Short Term target- Learn 3 new

words per week

Short Term target- To be able to recount a simple everyday story

Planning intervention strategiesto achieve goals

Short term target:

Improved pronunciation

of common words

Referral to SpeechTherapist

Repetition and practice of 5 common words per week

Discussion with parents to support speech development at home

REFERRAL TO THE DBST

• Should the SBST feel that the learner requires support that can only be provided by the District they will complete FORM DBE 120 and refer the case to the District Based Support Team (DBST)

• Additional support could mean: training, specialised equipment or other LTSM, expertise or therapeutic support not available at school level

The DBST will complete a plan of action and evaluate:• The existing resources or support available to

the learner and the school• The additional support that is still required• What is available within the province or district

that could reasonably be made available at school level

NB: Placement at a Special School is only considered once all other options for supporting a learner at his/her local school have been explored.

• Addressing barriers to learning at district levelSTAGE 3

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