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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