SIAS policy and procedure

The below section highlights the important elements and factors related to the implementation of the SIAS policy and procedures.

SMT 1: We have workshops, the HoDs have attended workshops with regards to how to implement it. Then we at a staff meeting or a separate special meeting, we have an SBST, or an SAT meeting, where we take the educators step by step (L34-36) … step by step through the form and how to fill it … an exemplar form of how a form would be filled in (L37-38). The HoD checks it to see if there’s any things that are missing or anything that needs to be added and then from there once everything has been checked, everything has been finalised then it is submitted to the department (L40-41).

SMT 3: Um yes, we had workshops on how to fill in the SNA form, what to do, with the SNA, but so we had workshops (L22).

SMT 1: When it comes to the SIAS policies, we do implement according to the way the department has instructed us (L17). Our directive comes from the department (L51).

SMT 1: SIAS specifically, we discussed … the HoDs have received training with regards to the exact policy. So they deal with the sections where it applies to the educator and how they are going to implement it because there are certain aspects where the just the HoD has to deal with regards to submission (L61-63). So what’s not relevant to them, we do not discuss (L65).

SMT 3 stated that as an SMT, they had to attend training and felt equipped for that reason to carry it out: “Well I had to go for how many weeks on a Saturday. Ja so ja” (L36).

SMT 1: We usually fill in the SIAS document, if we are sending it onto district and we need a LSEN number (L174). The child is still not coping we are now going to fill in the SIAS document to send it to the parents to fill in so that you guys can also see what's going on (L177-178).

SMT 3: … and then we’ll after that try and check and see that the teachers apply whatever policy (L20).

SMT 2: Implementing the policy, if the teacher maybe sees that there’s a challenge from this child and then you refer the child to that particular teacher, they would assess for the emotional behaviour and everything, then they fill out the form, then is it would be appropriate, it’s easier, it would be easier (L53-55).

SMT 1: Once the SIAS forms are filled in, we send it and the psychologist has done the testing and he's recommended that the child be placed in an LSEN class, we send the documentation with the SIAS documents with the report from the psychologist to the district requesting an LSEN number (L268-270).

SMT 5: We discuss things, we decide on a strategy and then we will implement (L7-8).

SMT 5: … then we’ll start the system with them with SNA 1 and having interviews with parents, getting parents to give us permission to have them tested first by (psychologist name) (L413-414).

From the above, there is an indication that the process followed when implementing SIAS is as follows: The policy is received from district, the HoDs are then trained in the policy.

The policy is discussed in a staff meeting. Teachers are trained in the use of the policy.

They are then taken through the policy step by step, including how to complete the forms.

The HoD is responsible for inspecting the teachers to make sure they carry out the policy correctly. The SIAS form is then completed, and the form is sent to district. The policy

and procedure are put in place to apply for an LSEN number for learners. There needs to be a clear indication from the history of a learner that they are struggling and are not coping in their current placement. The school also has a psychologist on site and once the district gives the approval, the assessment is administered, and if need be, he can give the recommendation that a learner needs an LSEN number and alternative placement. What is important to note is that this process needs to be done with the support of the parents. The parents will be called in and asked to sign to accept that the child needs an assessment. The final recommendations also need to be signed off by the parents.

SMT 5: And at the end of the day, there is a very good purpose and the amount of paperwork attached to it could be a problem (L16) … sort of puts people off and I always worry that a teacher who’s not fond of paperwork … might not write down a child with a problem, because SNA 1, SNA 2 and then going further (L17-18). Most policy is that instead of minimising the paperwork, minimising the admin, they actually maximising in most cases and that’s what frightens teacher off, the amount of paperwork I have to do, whereas if we could do it less paperwork, and more action (L22-24).

SMT 2: … and we go into all the challenges that we have in the policy. And if there is a challenge as well that one does not understand, we go to the other one and ask, what does this mean in the policy? (L114-115). … every teacher in our school to follow policy document. So whereby they have if we have a challenge, then we reflect back to the policy, in setting papers you go back to the policy, also the time to move on (L61-62).

SMT 5: That to me is policy everything, so policy-driven, that policy gets in the way of the doing (L33). … problem, but it was initiated because of policy, it was expected in policy (L39)^. The policy often gets in the way of teaching and learning (L40-41).

The expectations are way too high. And we're doing our best, but it is fighting a losing battle (L43).

SMT 1: The form changed … what they required from us documentation … they changed their requirements (L73-74). So you will know exactly what you need to have ready to fill in this document and then in the next breath, hang on a minute, we actually changed it a little bit so now you have to go back (L227-229).

SMT 5: We will submit to district. They come back then often the LSEN number is assigned to the child and that’s when the problems start. Parents talk to other people and they refuse (L417-418).

SMT 5: It wasn’t so done so don’t ask me to come down on the child like a ton of bricks … If you'd followed the process, three years later we would have helped this child (L215-216).

One of the major challenges that the SMT faces when implementing the SIAS policy and procedure relates to the awareness of the amount of paperwork and time it requires. The feeling of the SMT is that teachers are in a situation where there is a paperwork overload.

Some SMT members are therefore concerned that this challenge has the potential to deter teachers from completing the paperwork and having the appropriate track record and support given to a specific learner (which some SMT members have experienced from teachers under them). The feeling is that less paperwork will bring about more action. In the case of the SIAS policy, it is even felt that the policy itself may actually be getting in the way of the actual purpose of the policy, of which the process is to identify, assess and offer mediation for all learners within the schooling system (DoBE, 2014).

Additionally, some SMT members stated that the document is constantly changing, leaving the SMT and staff frustrated. They are also given varying interpretations of what is required. There is a breakdown with regards to policy, because parents are not supportive, or teachers do not follow through.

SMT 5: Make sure that they’re aware of their policy (L58) … question policy. You can’t just follow everything blindly (L61) … have training, in service training. We have lots of informal discussions, we have formal discussions (L64-65). We do, I know my policy (L72).

SMT 1: … and all the educators that are under me or that I deal with know that I do things by the book and they would then in turn do the same thing (L94-95).

SMT 5: SIAS, we're very … involved here (L26).

SMT 1: We have a very positive approach to the whole SIAS thing (L199).

SMT 5: They know that if a child has a problem and we follow the SIAS process, that there’s a very strong chance that that child will be helped (L198-199).

SMT 5: Strengths are the fact there is a written report of a child’s progress, a problem is stated, what could possibly be done and that to me is excellent (L277 -278).

SMT 2: … you try and motivate and show the bigger picture (L131-132). The bottom line would be all it starts with a teacher in a classroom. You have this policy, and you discuss the policy, and say, this is how we should implement the policy in a meeting, this is how the policy should be implemented. And these are the things that you need to look at, in every child, especially those who need support. These are the things that you need to get in the particular meeting and then teachers would ask questions. What if the child is behaving like this and that? (L267-271) which relates to open discussion.

The SMT felt what was vital to the effective implementation of the SIAS policy was not following the policy blindly, but rather to include the teachers in open discussions, thus having in-house training and support. It is important to understand that SIAS is a process that requires a great deal of involvement. It is also key that the teachers buy into the process and understand that once the process is followed, the learners will receive the support they need.

SMT 5: … if they give permission. Yeah, we explain the system, explain how it works. And then after that, if we've done all the forms the DBE and SNA forms, we will submit to district. They come back then often the LSEN number is assigned to the child and that’s when the problems start. Parents talk to other people and they refuse (L416-418). So that child remains in mainstream (L419). They give us a letter stating that the parents have to sign … given the opportunity of your child being placed in LSEN … teachers can't spend all their time on a LSEN learner (L420-422).

SMT 5: What's happening with that child in the interim, he's been forced to stay in mainstream (L264-265).

SMT 1: The information through, through the department and recommendations made that the child is an LSEN learner or the child needs to go to a school that is not a mainstream school, then we have the struggle, because even though the parents gave us permission for the child to be tested and all those things, when the final results come, they are not really keen to send their child to an LSEN school (L23-26).

SMT 2: … we can call parents, we explain to parents because they don’t understand some of the parents the policy … We sit down and explain every step of what we are going to do and what does an LSEN number mean and how will this help the child (L393-396).

SMT 5: … it’s left for nine months but also, I can't do the work, I can’t do the work.

You know, we ask teachers please don't be horrible, please don’t be personal, but

some teachers do. But some children you don't need to say anything, the fact that you read back your marks to me because we can't always have the book. So, they read back their marks. What do the other children do, they laugh, they mock and it’s nine months. It's not the child’s fault (L266-269).

Children are lost in the process because of the delays (i.e., the waiting period associated with getting an LSEN number) and because parents do not always acknowledge the value of putting learners in an LSEN class. As a result, their self-esteem suffers in a mainstream class as the other learners laugh at them because they are not performing optimally.

Policy forms an important part of any structure of the school. There is a requirement to oversee the implementation of policy and focus on the nitty-gritty details of policy (Harvard Graduate School of Education, 2011). The Harvard Graduate School of Education (2011) highlights the importance of implementing a framework for the implementation of policy.

Policy by its nature is known as a process of reform and change (Viennet & Pont, 2017).

The policies that are implemented within the school revolve around the SMT’s personal needs at school, as well as the SIAS policy. These policies have a certain structure and format.

There seems to be some confusion revolving around this policy. It could be related to the fact that different information has been given to the school or the challenges with regards to training. There are aspects of the SIAS policy that have not been clarified by the department, which has filtered down. It influences how the process is being carried out, which is why communication and deliverology are important (Viennet & Pont, 2017).

Viennet and Pont (2017) outlined a process that SMTs can use to assist in the process of policy implementation. Firstly, to decide on the goals of a policy and then implement the policy and see what you can learn from the policy, then refine the policy and adapt it where necessary. These last two steps are repeated until the policy achieves its desired result. What is interesting about this approach is that this is not just the view SMTs should have, but also the district. Policy should not be implemented and never be corrected (Viennet & Pont, 2017). Part of policy implementation is the realisation that there are challenges that occur. The main challenges generally revolve around socio-economic aspects, governance ad strategies, organisational principles, and operational practices

and procedures (Viennet & Pont, 2017). This is an important aspect to rectify, to make sure that implementation is correct and to ensure the teachers and SMT members know what they are doing, what they need to do and that everybody is on the same page. Part of policy implementation is to involve the stakeholders in a meaningful engagement (Viennet & Pont, 2017).

From the above discussion, it is clear that for the SIAS policy and procedures to have the maximum impact on learners, these need to be understood and accepted by the SMT as their perception influences all the stakeholders in the school.