Example on completed SNA 1: Language & reading barriers to learningSUPPORT NEEDS ASSESSMENT FORM(SNA)SNA 1 & 2: SCHOOL LEVELSurname and names of learnerDOB: 2001/04/16ID No. 014165LURITS/CEMIS No. JM/00014Name of school:The Gateway SchoolEMIS No.: 251090CONFIDENTIALThis is a confidential document that must be kept in the LearnerProfile

SUPPORT NEEDS ASSESSMENT (SNA 1 & 2)(School-Level Intervention)Both SNA 1 and 2 must be completed at school levelA Learner Profile, SNA 1 and SNA 2 will be required when support is requested from the District-basedSupport Team (DBST).SNA 1: ASSESSMENT AND INTERVENTION BY TEACHERTo be completed by the class teacher and/or subject teachers if the learner is taught by morethan one teacher. To be completed if the Learner Profile or Screening Report or teacher observation orparent interview shows that a learner has additional support needs. Captures information that will be needed when support is requested from the Schoolbased Support Team (SBST) by the teacher concerned.1. AREAS OF CONCERNDescribe your concern about the learner.Susan struggles to read. Reading comprehension and spelling very poorWhen did you become aware of this?23 January 2020.How did you become aware of this – own observation or was it reported?She provides wrong answers during written assessment. Reading comprehension poor e.g.answering of questions very poor and wrongHow is this observation currently affecting the learner’s learning and development? Describe.She is under-performing and is sometimes reluctant to participate in activitiesComplete the following table with regard to the learner’s scholastic profile (informationextracted from Learner Profile)YEAR2017181720192020

ed)NUMBER OF2SCHOOLS ATTENDEDHas any disability been diagnosed by a healthcare professional? No(as captured in the Medical and Health Assessment Form [Annexure D])If Yes, complete the following and attach reports.NoHealth-care ProfessionalDate of assessmentSummary of results2. STRENGTHS AND NEEDS OF THE LEARNERIndicate the strengths and needs of the learner by completing the sections below.2.1 Communication:- The learner's ability to understand what other people are saying as well as to express him/herself in a waythat other people understand – receptive and expressive languageStrengthsNeeds/At risk factorsSupport neededUnderstands & speaks language ofinstruction.Can follow instructions that are given.orallyReading and spelling of words arepoorReading, spelling, soundsVocabulary sufficient50

2.2 Learning:-The learner's ability to participate satisfactorily on grade level regarding subject content and assessmentStrengthsNeeds/At risk factorsSupport neededLoves to participate in oraldiscussions.Words, letters, and soundrecognition poorReading comprehension poor,reads slowlySound and letter recognition.Reading skills and writing of words,letters, sounds & vowels2.3 Behaviour and social competence:-The learner's ability to interact and work with other learners, as well as follow classroom routinesStrengthsNeeds/At risk factorsSupport neededESocial skills well developed. She ispopular amongst girlsBecomes stressful during readingand writing activitiesReading skills, word recognition, vowels andsounds2.4 Health, wellness and personal care:-The learner's physical appearance (looking healthy, clean, well-fed), emotional well-being and healthstatus (consult School Health Screening Report/Road to Health Card)StrengthsNeeds/At risk factorsSupport neededPhysical appearance well takencare of. Good looking girl2.5 Classroom and school:-Factors within the classroom and school environment (policies, ethos, attitudes, skills, resources,safety, etc.) that are impacting on the learner's effective participation in the learning process andprogrammes offered at the schoolStrengthsNeeds/At risk factorsSupport neededLikes role-play activities. Goodverbal reasoningPrefer drawing rather than writingor reading. Displays lack of interestin writing activitiesStrengthening of sounds, sightwords and word attack skills51

2.6 Family, home and community situation:- Factors that may be impacting on the learner’s ability to achieve satisfactorily at school (e.g. familystructure, family stability, biological parents, siblings, other significant adults, orphan, child-headedhousehold, number of schools attended, homeless, in foster care, refugee, immigrant, substance abuse,domestic violence, divorce, neglect, disabled/ill parents, poverty-stricken home background)StrengthsNeeds/At risk factorsSupport neededPositive home circumstances.Supportive parents.Change schools frequently, due tofather’s work circumstances.Strengthening of learning gaps with regard to reading and spelling3TEACHER INTERVENTIONS/SUPPORT3.1 Curriculum Intervention:What curriculum interventions have you as teacher implemented to address your concerns?3.1.1 Comment on/explain how the curriculum content has been differentiated, e.g. taking intoaccount that every learner should have access to the grade level teaching and assessment best suited tohis/her needs. Have the learner’s needs been met by a differentiated curriculum? Have the learner’sabilities determined what is expected of him/her without discrimination? Etc.SuccessesChallengesInformal assessment was mostly orally done. Listeningskills used to assess comprehension. Drawing allowedto explain concepts.Word recognition, sight words, vowels and soundsneeded to be strengthened. She is an under- achieverdue to poor spelling and slow reading skills. Thisbecame visible during formal assessment.52

3.1.2 Comment on how teaching methods have been adapted/differentiated, e.g. how classroommanagement has been changed to accommodate learners working at different levels of knowledge; howactivities have been modified to ensure that they are meaningful; how a range of graded materials hasbeen used (how material has been modified to allow for a learner’s disability, for instance)53

presentation has been modified (e.g. by using pictures/pictures with descriptions/explanations, etc.)SuccessesChallengesPicture discussions, telling news of the day, problemsolving skills were used to enhance vocabulary andabstract thinking.Lost interest in reading activities; poor comprehension3.1.3 Comment on how the assessment has been modified, e.g. by organising the learner’s tasks,using different methods of assessment, without compromising the curriculum standards.SuccessesChallengesDrawing and strong oral skills used to assessknowledge.Quality of reading and spelling do not present ability oflearner.3.2What interventions have you as a teacher implemented in the learningenvironment(classroom/school) to address your observations and concerns about the learner?Comment, for example, on how the following have been modified: classroom management (e.g. culture/classrules/attitudes/awareness of disabilities); playground management, e.g. buddy system.SuccessesChallengesBuddy system and group work.She is reluctant to participate in any reading or writingactivities3.3Comment on how the physical environment has been modified/adaptedE.g. the seating arrangement of the learner has been changed to limit distractions, use of flexible grouping(s) toaccommodate learner, the environment has been made wheelchair-friendly.54

SuccessesChallengesRelies a lot on support from peersMix groups. She acts as a leader and obtain supportfrom peers to address reading barriers.3.4Any additional comments that you want to make about the barrier(s) to learning experienced bythe learner, the support/interventions provided and continuing challenges that are experienced.SuccessesChallengesStrong abilities, leadership and communication skills.Reading and spelling barriers my lead to lack of selfconfidence and under-performance3.5What additional support/intervention do you as a teacher require from the School-based SupportTeam (skills, resources, knowledge about curriculum differentiation (both in teaching andassessing)?SuccessesChallengesComprehensive support to address reading andspelling barriers.Application for accommodations and concessions onlyduring formal assessmentAccommodations over a long period, may hamperdevelopment of reading and spelling skills. Learnerhas to acquire the basic skills while she is still in thelower grades3.6Date20193.7Schedule/Log of consultation(s) with: Parent/Legal Guardian/Caregiver/Learner himself orherself.PurposeRegular feedback to parent. Parents weeklyinformed on learning activities where support isneededOutcomeExcellent parental involvement.Views expressed by Parent/Legal Guardian/Caregiver/Learner during the consultation(s):55

Role playerTeacher/ManagerParent/LegalCaregiverLearner (ifapplicable)Initials and surname of person (print)Signature .Head mentTeamDATrecommendation(markappropriateblock with an ‘X’Learner must be retained inthe current grade in theflowing yearLearner needsadditional support inthe following yearSchool Stamp56Date

SNA 2: ASSESSMENT AND INTERVENTION BY SCHOOL-BASEDSUPPORT TEAM (SBST)To be completed by the SBST in consultation with the teacherTo be completed when requesting support from the DBST by the school1. REVIEWSBST reviews the information provided by the teacher: Section 1, supporting documents, verbalreporting.1.1YES1.2YESDoes the SBST agree with the teacher’s identification of the learner’s barrier(s) to learning,strengths and needs/challenges? If not, provide comments:XNOComments:Does the SBST agree with the teacher’s support to deal with the barrier(s) to learning? Ifnot, provide comments or suggest alternative support:XNOComments:57


3. INDIVIDUAL SUPPORT PLAN (COMPLETED BY CLASS TEACHER AND SBST)List the area(s) in which the support needs to be provided: Communication; Learning; Behaviour and social competence; Health, Wellness andpersonal care; Classroom and school; Family, home and community; Teacher development/training, etc. (See SNA1)Area(s)TargetStrategy ofResponsibleinto beinterventionpersonwhichachieved(If the learner needs concessions, or is an immigrant who needsexemptions, use Annexure BIf a medical condition must be investigated by a medical or otherspecialist, use Annexure D)supportTimeframeReview date(to assessachievementof the target)neededand socialcompetenceControlhis Discover his strong and weak points Techniques on how to manage his temperClass teacher Ms. GWattelFirst schoolterm JanMarch 2018 26 March To be discussed atnext SBST meeting Discuss in Life Skills sexuality program about negative influenceof pornography and the effect on self-respect. Too make healthy choices Working as a team with teachers, mother and Social worker( School Based) A one-on-one discussion won’t be as fruit full as amultidisciplinary approach. Ms. G Wattel will boost his self- confidence by assigning specialtasks to . Mr. J Pretorius will be teaching boys as a group on making ofpositive and responsible decisions Dr. Kempen (school principal) suggested that Ms. A Hamilton(school sister) to contact the parent with regards to schedulingan appointment at a neurologist and psychologist to evaluateWinton’s medication and frame of mind.Mr. J Pretorius LifeSkills SexualityEducationFirst schoolterm JanMarch 2018*26 March To be discussed atnext SBST meetingSocial worker schoolbased Ms. R deClerqFirst schoolterm Jan –March 2018#28 March To be discussed atnext SBST meetingPrincipalAndSchool sisterAnd mother Ms. AKrugerFirst schoolterm Jan –March 201828 March To be discussed atnext SBST meetingtemper.Improvehisself-imageLife SkillssexualityprogramSelf-esteemand selfconfidenceCultivatingrespect forselfBuild selfesteem rprogress made inachievingtarget(s)isBehaviourComment on

FORM DBE 120REQUEST FOR SUPPORT FROM THE DISTRICT-BASED SUPPORTTEAM (DBST), BY SBSTTo be completed by the SBST only when requesting support from the DBSTCopies of Learner Profile, SNA1 and 2 and all other relevant supporting documents must be submitted.Provide reasons and motivation why support is needed from the DBST:Complains by the community where he is staying, , is being raised. tends to bevery aggressive to the community members indiscriminating who it is: it could be young, old anybody. The parents of an eleven year old child, , made a court case for assaultagainst . It was withdrawn after the child was too traumatized to go on with it.State what support is needed from the DBST:Physiological assessment on to see in which way he could be helped to cope with hisaggression.Initials and surname of SBST Coordinator (print)J PretoriusSignaturePARENT/LEGAL CAREGIVER SUPPORTS REQUEST FOR DBSTASSISTANCEComment:Initials and surname of parent/legal caregiver (print)YesSignaturePRINCIPAL’S PROFESSIONAL JUDGEMENT ON REQUEST FORSUPPORT FROM DBSTRequest supportedReason for decision and recommendationInitials and surname of principal (print)Date:Signature*Attach this form in front of the SNA 1 and 2 booklet when submitting to the DBSTNODate:YesNODate:

EMIS No.: 251090 CONFIDENTIAL This is a confidential document that must be kept Profile in the Learner . SUPPORT NEEDS ASSESSMENT (SNA 1 & 2) . March 2018 28 March To be d