Example on completed SNA 1: Language & reading barriers to learning

SUPPORT NEEDS ASSESSMENT FORM

(SNA)

SNA 1 & 2: SCHOOL LEVEL

Surname and names of learner DOB: 2001/04/16

ID No. 014165
LURITS/CEMIS No. JM/00014

Name of school: EMIS No.: 251090

The Gateway School

CONFIDENTIAL
This is a confidential document that must be kept in the Learner
Profile
 SUPPORT NEEDS ASSESSMENT (SNA 1 & 2)
(School-Level Intervention)

Both SNA 1 and 2 must be completed at school level

A Learner Profile, SNA 1 and SNA 2 will be required when support is requested from the District-based
Support Team (DBST).

SNA 1: ASSESSMENT AND INTERVENTION BY TEACHER

To be completed by the class teacher and/or subject teachers if the learner is taught by more
than one teacher.
• To be completed if the Learner Profile or Screening Report or teacher observation or
parent interview shows that a learner has additional support needs.
• Captures information that will be needed when support is requested from the School-
based Support Team (SBST) by the teacher concerned.

1. AREAS OF CONCERN
Describe your concern about the learner.

Susan struggles to read. Reading comprehension and spelling very poor

When 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 wrong

How is this observation currently affecting the learner’s learning and development? Describe.

She is under-performing and is sometimes reluctant to participate in activities

Complete the following table with regard to the learner’s scholastic profile (information
extracted from Learner Profile)
YEAR 2017 1817 2019 2020
 GRADE 1 2 3 4
RESULT pass pass pass
(Pass/more
time/progressed)

NUMBER OF 2
SCHOOLS ATTENDED

Has 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.No

Health-care Professional Date of assessment Summary of results

2. STRENGTHS AND NEEDS OF THE LEARNER

Indicate 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 way
that other people understand – receptive and expressive language
Strengths Needs/At risk factors Support needed
Understands & speaks language of Reading and spelling of words are Reading, spelling, sounds
instruction. poor
Can follow instructions that are given.
orally
Vocabulary sufficient

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 2.2 Learning:
-
The learner's ability to participate satisfactorily on grade level regarding subject content and assessment

Strengths Needs/At risk factors Support needed

Loves to participate in oral Words, letters, and sound Sound and letter recognition.
discussions. recognition poor Reading skills and writing of words,
Reading comprehension poor, letters, sounds & vowels
reads slowly

2.3 Behaviour and social competence:

- The learner's ability to interact and work with other learners, as well as follow classroom routines
Strengths Needs/At risk factors Support needed
E
Social skills well developed. She is Becomes stressful during reading Reading skills, word recognition, vowels and
sounds
popular amongst girls and writing activities

2.4 Health, wellness and personal care:

- The learner's physical appearance (looking healthy, clean, well-fed), emotional well-being and health
status (consult School Health Screening Report/Road to Health Card)
Strengths Needs/At risk factors Support needed

Physical appearance well taken

care of. Good looking girl

2.5 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 and
programmes offered at the school

Strengths Needs/At risk factors Support needed

Likes role-play activities. Good Prefer drawing rather than writing Strengthening of sounds, sight
verbal reasoning or reading. Displays lack of interest words and word attack skills
in writing activities

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 2.6 Family, home and community situation:
- Factors that may be impacting on the learner’s ability to achieve satisfactorily at school (e.g. family
structure, family stability, biological parents, siblings, other significant adults, orphan, child-headed
household, number of schools attended, homeless, in foster care, refugee, immigrant, substance abuse,
domestic violence, divorce, neglect, disabled/ill parents, poverty-stricken home background)

Strengths Needs/At risk factors Support needed

Positive home circumstances. Change schools frequently, due to Strengthening of learning gaps -
Supportive parents. father’s work circumstances. with regard to reading and spelling

3 TEACHER INTERVENTIONS/SUPPORT
3.1 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 into
account that every learner should have access to the grade level teaching and assessment best suited to
his/her needs. Have the learner’s needs been met by a differentiated curriculum? Have the learner’s
abilities determined what is expected of him/her without discrimination? Etc.

Successes Challenges

Informal assessment was mostly orally done. Listening Word recognition, sight words, vowels and sounds
skills used to assess comprehension. Drawing allowed needed to be strengthened. She is an under- achiever
to explain concepts. due to poor spelling and slow reading skills. This
became visible during formal assessment.

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

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presentation has been modified (e.g. by using pictures/pictures with descriptions/explanations, etc.)

Successes Challenges

Picture discussions, telling news of the day, problem Lost interest in reading activities; poor comprehension
solving skills were used to enhance vocabulary and
abstract thinking.

3.1.3 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.
Successes Challenges

Drawing and strong oral skills used to assess Quality of reading and spelling do not present ability of
knowledge. learner.

3.2 What interventions have you as a teacher implemented in the learning environment
(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/class
rules/attitudes/awareness of disabilities); playground management, e.g. buddy system.

Successes Challenges

Buddy system and group work. She is reluctant to participate in any reading or writing
activities

3.3 Comment on how the physical environment has been modified/adapted

E.g. the seating arrangement of the learner has been changed to limit distractions, use of flexible grouping(s) to
accommodate learner, the environment has been made wheelchair-friendly.

54
Successes Challenges

Relies a lot on support from peers

Mix groups. She acts as a leader and obtain support
from peers to address reading barriers.

3.4 Any additional comments that you want to make about the barrier(s) to learning experienced by
the learner, the support/interventions provided and continuing challenges that are experienced.

Successes Challenges

Strong abilities, leadership and communication skills. Reading and spelling barriers my lead to lack of self-
confidence and under-performance

3.5 What additional support/intervention do you as a teacher require from the School-based Support
Team (skills, resources, knowledge about curriculum differentiation (both in teaching and
assessing)?

Successes Challenges

Comprehensive support to address reading and Accommodations over a long period, may hamper
spelling barriers. development of reading and spelling skills. Learner
Application for accommodations and concessions only has to acquire the basic skills while she is still in the
during formal assessment lower grades

3.6 Schedule/Log of consultation(s) with: Parent/Legal Guardian/Caregiver/Learner himself or

herself.
Date Purpose Outcome
2019 Regular feedback to parent. Parents weekly Excellent parental involvement.
informed on learning activities where support is
needed

3.7 Views expressed by Parent/Legal Guardian/Caregiver/Learner during the consultation(s):

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 Role player Initials and surname of person (print) Signature Date

Teacher/ ………………
Manager
Parent/Legal
Caregiver
Learner (if ……………….
applicable)
Head of
department

SBST
coordinator

Principal

District
assessment
Team

DAT Learner must be retained in

recommendation Learner needs the current grade in the
(mark additional support in flowing year
appropriate the following year
block with an ‘X’

School Stamp

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SNA 2: ASSESSMENT AND INTERVENTION BY SCHOOL-BASED
SUPPORT TEAM (SBST)

To be completed by the SBST in consultation with the teacher

To be completed when requesting support from the DBST by the school

1. REVIEW
SBST reviews the information provided by the teacher: Section 1, supporting documents, verbal
reporting.
1.1 Does the SBST agree with the teacher’s identification of the learner’s barrier(s) to learning,
strengths and needs/challenges? If not, provide comments:
YES X NO Comments:

1.2 Does the SBST agree with the teacher’s support to deal with the barrier(s) to learning? If
not, provide comments or suggest alternative support:
YES X NO Comments:

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2. SUMMARY OF IDENTIFIED BARRIERS TO LEARNING AND
SUPPORT THAT WAS/IS/WILL BE PROVIDED BY SBST

58
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 and
personal care; Classroom and school; Family, home and community; Teacher development/training, etc. (See SNA1)

Area(s) Target Strategy of Responsible Time Review date

frame Comment on
in to be intervention person (to assess
(If the learner needs concessions, or is an immigrant who needs
progress made in
which achieved achievement
exemptions, use Annexure B
If a medical condition must be investigated by a medical or other achieving
support of the target)
specialist, use Annexure D)
target(s)
is
needed
Behaviour • Discover his strong and weak points Class teacher Ms. G First school •26 March
Control his Wattel term Jan- •To be discussed at
and social • Techniques on how to manage his temper
temper. March 2018 next SBST meeting
competence
Improve his
self-image
Life Skills • Discuss in Life Skills sexuality program about negative influence Mr. J Pretorius Life First school *26 March
Cultivating Skills Sexuality term Jan- •To be discussed at
sexuality of pornography and the effect on self-respect.
respect for • Too make healthy choices Education March 2018 next SBST meeting
program
self • Working as a team with teachers, mother and Social worker
( School Based)
Self-esteem • A one-on-one discussion won’t be as fruit full as a Social worker school First school #28 March
Build self- based Ms. R de term Jan – •To be discussed at
and self multidisciplinary approach.
esteem and • Ms. G Wattel will boost his self- confidence by assigning special Clerq March 2018 next SBST meeting
confidence
self tasks to ………….
• Mr. J Pretorius will be teaching boys as a group on making of
confidence
positive and responsible decisions
Social • Dr. Kempen (school principal) suggested that Ms. A Hamilton Principal First school 28 March
Behaviour And term Jan – •To be discussed at
emotional (school sister) to contact the parent with regards to scheduling
an appointment at a neurologist and psychologist to evaluate School sister March 2018 next SBST meeting
competence Winton’s medication and frame of mind. And mother Ms. A
Kruger
 FORM DBE 120
REQUEST FOR SUPPORT FROM THE DISTRICT-BASED SUPPORT
TEAM (DBST), BY SBST
To be completed by the SBST only when requesting support from the DBST
Copies 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 be
very 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 assault
against ………………. 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 his
aggression.

Initials and surname of SBST Coordinator (print) Signature Date:

J Pretorius

PARENT/LEGAL CAREGIVER SUPPORTS REQUEST FOR DBST Yes NO

ASSISTANCE
Comment:

Initials and surname of parent/legal caregiver (print) Signature Date:

PRINCIPAL’S PROFESSIONAL JUDGEMENT ON REQUEST FOR Yes NO

SUPPORT FROM DBST
Request supported
Reason for decision and recommendation

Initials and surname of principal (print) Signature Date:

*Attach this form in front of the SNA 1 and 2 booklet when submitting to the DBST