18 Feb SNA 1 2 School Level
18 Feb SNA 1 2 School Level
18 Feb SNA 1 2 School Level
CONFIDENTIAL
This is a confidential document that must be kept in the Learner
Profile
SUPPORT NEEDS ASSESSMENT (SNA 1 & 2)
(School-Level Intervention)
A Learner Profile, SNA 1 and SNA 2 will be required when support is requested from the District-based
Support Team (DBST).
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.
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.
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
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
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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)
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
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Successes Challenges
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
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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
School Stamp
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SNA 2: ASSESSMENT AND INTERVENTION BY SCHOOL-BASED
SUPPORT TEAM (SBST)
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
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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)
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.
*Attach this form in front of the SNA 1 and 2 booklet when submitting to the DBST