1. THE ROLE OF THE DISTRICT BASED SUPPORT TEAM IN THE IMPLIMENTATION OF THE SIAS POLICY AND ENSURING A NETWORK OF SUPPORT

2. SIAS Policy mandated structure
Introduction
SIAS Policy mandated structure
Provide a holistic approach ito support provisioning to all schools and learners in the district
Functional DBST
Monthly meetings
Year plan of activities
Sub-committees for programmatic delivery (e.g. SIAS, Admissions to Special Schools, Accommodations)
Circuit managers role critical to functional DBST:
Link between school, educator, learners and district support via DBST

3. S I A What happens? Documents
School ( SBST) screens for additional support needs not being met by current plan of action
SNA 1 & 2 I
School ( SBST) identifies its additional support needs in order to be able to support a learner/ group of learners, and applies for additional support
SNA 1 & 2
DBE 120 A
DBST assesses the request for additional support.
What support is required
What has the school done so far
what resources are available in the ward/ circuits/ districts
where and how can the required support be given
what is in the best interest of the learners
DBE120,
SNA3,
DBE121,
DBE122,
DBE123a,
DBE123b,
DBE124,
DBE125
DBST plans, budgets and facilitates the development / provisioning of the identified support needs.
Topic 7: Implementing SIAS: SNA3: District level
Unit 5: the process of SIAS

4. SUPPORT PATHWAY CLASSROOM INTERVENTION (SNA1)
TEACHER/ PARENT/ GUARDIAN/HEALTH PRACTITIONER
IDENTIFIES LEARNER AS EXPERIENCING BARRIERS TO LEARNING
CLASSROOM INTERVENTION (SNA1)
PARENT & LEARNER INVOLVEMENT
SCHOOL-BASED SUPPORT TEAM (SBST) (SNA2) ISP
LEARNING SUPPORT
Daily / twice weekly / once-off
ADDITIONAL CLASS TEACHER INTERVENTION
OTHER
e.g. School Nurse
PROVINCIAL BASED SUPPORT TEAM (PBST)
DISTRICT-BASED SUPPORT TEAM (DBST) (SNA3)
PARENT & LEARNER INVOLVEMENT
LOW LEVEL SUPPORT
MODERATE LEVEL SUPPORT
HIGH LEVEL SUPPORT

5. SUPPORT PATHWAY (continued)
LOW LEVEL SUPPORT
MODERATE LEVEL SUPPORT
HIGH LEVEL SUPPORT
DIFFERENTIATED ASSESSMENT: CONCESSIONS, STRADDLING, EDUCATION SPECIFIC ASSISTIVE DEVICES
APPLICATION: SPECIAL SCHOOL RESOURCE CENTRE
LEARNER & PARENTAL CONSENT
SIFTING/REVIEW MEETINGS
PROVINCIAL
DISTRICT
DISTRICT
SPECIAL SCHOOL/SSRC REPRESENTATIVE
PROVINCIAL WAITING LIST
Support in Mainstream (ISP+)
SPECIAL SCHOOL PLACEMENT
School / FSS
Psychologist
Therapist
Learning Support
Social Worker
LEARNER & PARENTAL CONSENT
TEACHER SUPPORT
LEARNER SUPPORT

6. Implementing and monitoring issues
The DBST should respond to requests for additional support within three weeks.
Once a package of support is decided on, it might not be possible to implement it immediately, so support provision needs to be carefully planned and organised
In the interim, the learner should continue to attend the closest full service school or ordinary school and the DBST must support the institution in addressing the barrier as much as possible

7. Implementing and monitoring issues (cont.)
The DBST should regularly review:
The effectiveness of the provisioning arrangements (material and human resources)
Whether relevant training has taken place
Whether effective feedback and liaison is being conducted with the parents
Whether support has been effectively administered and is effective.
To this end, the SBST must submit annual progress reports in accordance with their ongoing school-based monitoring through the SBST.

8. SIAS as a support planning tool for the district
Whilst SIAS is a processing tool to identify individual school, learner and teacher support needs, it also:
Assists schools to work out and make provision for all additional support needs.
Assists the DBST to determine support requirements for the school, circuit and district as a whole and plan and budget for their most effective delivery.
All completed SNA3 documents will assist districts to know the support needs for the area. Regular analysis of these documents should form part of DBST meetings.