# data[].attributes.body
1. Find the root cause to come out with the appropriate intervention to decrease the disruptive behaviour and improve his social interactions and peer relationships.

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1. Find out the possible reasons that trigger his outburst and find ways to reduce them
2. Close his learning gaps so that he can follow the lesson.
3. Might need cues to remind him to stay at his seat, e.g. cue cards and friends.
4. Changing the way instructions are given and more varied options that could help to engage Peter and other learners.
5. Differentiate the resources with tier-ed level of difficulty

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1. Use of data to understand the needs and profile of the students.
2. Understand what are the changes in the child life that might have led to the change in behaviour, e.g. sleep habits, family situation.
3. Are there subjects that Peter is coping better? We can facilitate sharing of good practices among teachers
4. Strengthen TSR.
5. Regular conversation among teachers to understand the class profile and the strategies that can cater to the needs of the class.
6. PTR - Prevent, Teach, Reinforce
7. Promote a inclusive and peer support culture

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1. Need to be sensitive in how we share personal info
2. Shifting our mindset from inclusive = SEN to inclusive = Embracing All Learners
3. Need more effort to DI

# data[].attributes.body
1. Identifying the root cause of his behaviour change
2. Managing and regulating his emotions
3. Reducing his frequency of outburst

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1. Is there a TSR issue?
2. Instructions can be differentiated
3. Change in his learning Environment, possible to check on his previous year teacher to gather some background information as it was noted only changes were observed this year.
4. Specific and clear instructions

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1. Using Restorative Practices and instilling Positive Edu
2. Tapping on their interest
3. Engage teachers  whom the child is comfortable with.
4. Information sharing from teachers from past year to current year. So that the current year teacher is aware of critical information about the child.
5. Specific SOPs that is practiced throughout the school

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1. Encourage his participation in lessons which will help in reducing disruptive behaviours.
2. To encourage better peer relationships and be accepted by them
3. Boost his confidence
4. Encourage him to follow set routines

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1. Seek to understand Peter.
2. Leverage on student's strengths / interest area to serve as an entry point to enhance TSR between teacher and student
3. Calm student using certain strategies (e.g draw)
4. Affirm whenever possible.

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1. Buying in from teachers
2. Reluctancy in Parents to follow routines that could be due to time constrains

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1. To pay attention during Math Lesson.
2. Be less disruptive.
3. To have a better working relationship with his peers.

# data[].attributes.body
Curriculum:
- provide sentence starters
- include more visuals (videos)
- Teacher demonstration (I do, we do, you do), pair work
- Use of Manipulatives

Instruction:
- Writing of instructions
- customise font size, providing more scaffolding, giving choices/bite-sized assignments
- use of online games; reading of instructions vs reading

Learning Environment:
- being mindful of child's seating arrangement
- buddy to support his learning
- establishing rules and routines in class (ice-creams sticks for turn taking)

# data[].attributes.body
Curriculum -
Instruction - Making Thinking Visible, differentiate process/product
Learning Environment -
Engage (Circle of Friends) peer support to provide prompts to Peter in class

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- Engaging a buddy / group of friends to provide support

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Teach students life skills (e.g how to interact with others, being respectful to others), pro-social behaviour

Tapping on peers who are closer to the student to support the student

Intentional mixed groupings

Refrain from using labels 'NA, NT, Exp' students

Student leadership programme open to all e.g not just students from the IP programme

Student breakfast sessions with YH/AYH - termly update by YH/AYH to form teachers about the students

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1. Regulate his emotions and behaviour (so that he is able to follow class routines).
2. Leverage his strengths, celebrate small successes.
3. Restore relationships with his peers.
4. Restore relationships with his teachers.

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1. To address the meltdown:
Engage him & helping him to calm

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1. Content knowledge: Recap prior knowledge (assuming that his issue are content gaps)
2. Relationships with teachers/peers:
- Strengthen relationship w his teachers, through celebrating small successes (e.g. what is going well in selected subjects).
-Leverage peer support, through assigning a peer buddy who can remind him on appropriate coping behaviour/actions (e.g. when angry, breath to 10).
3. Classroom routines and expectations:
- Enforce actions that students can take when they are sleepy, help them regulate behaviour (e.g. empower students to stand to the standing table when they are sleepy, coping mechanisms when they feel frustrated/angry)
-Class/school-wide routines for students to organise their completion of work.
4. Differentiated tasks: Assign differentiated task for him, to engage him and identify his areas of weaknesses. Completion of such tasks can also motivate him to strive more.
5. Individual routines: Create a customised structure for him to organise his completion of tasks and work. Partner parents to enforce such routines at home.

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- To find out his strengths so that we can leverage on them.
- To understand his frustrations and the causes of it - to better plan the strategies  (Understand the Functions of his behaviour first: Escape, Avert, Sensory, Tangible)
- To increase motivation to learn math
- To build stronger peer relationships
- To be more on task in class & in the completion of school work & stay in his seat
- To reduce the occurrences of outbursts

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1. Sleepy behaviour (impt to frame follow-up action as non- punitive)
- Move to corner to class to stand up
- Request for permission to go toilet to wash up

2. Organise learning for students
- Visual presentation of learning objectives, tasks and materials required so that students can see what is needed for each lesson

3. Checking for student understanding (celebrate student successes too!)
- Check-in or check-out quiz. Students who arrive early can complete the check-in quiz while they are waiting
- Differentiated questions depending on student readiness

4. Improving peer relationships
- Provide a circle of friends (COF) for students with social skills issues. AED(LBS) can help to facilitate the interactions btwn COF and the student; provide valuable feedback for the student to improve his/her behaviour.

5. Leverage STP-TIEs to enforce routines/strategies for at-risk students

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Look into disruptive behaviour, explore underlying causes and interventions to process behaviour and reduce frequency

To find out background in previous year

Explore why it usually happens during Mathematics class

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1. Seek to understand Peter's behavioral change. Talk to his parents, peers and other teachers to find out more about his behavior. Speak to his peers to encourage them to be empathetic towards Peter.

2.  Find out about his sleeping pattern, which may affect his emotions.

3. Help him with his emotional regulation.

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1. Get to know Peter first to find out his needs
2. Find out the reason behind his change in behaviour
3. Teach him about emotional regulation
4. Learning styles

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1. A need for intervention to regulate his behaviours and work to engage him during lessons.

2. To find out more if his behaviours are consistent across subjects and if there is any success stories (e.g., he did not exhibit this behaviour in certain subjects) so that we can leverage on his strengths. More importantly, to find out if there is any change in the structure and routines during the teaching and learning (e.g., change of teachers during transition year) to explore what is the root cause for his behaviours.

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1.  To identify the root cause of Peter being disruptive in class and minimise the disruptive frequency

2. To strengthen his relationship with his peers

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(2) INSTRUCTION
(i)
-Set basic rules / routines at the start of lesson
- Standardised set of rules / routines across subjects for Peter
(ii) Use of PDLD
(iii) Standardisation of learning materials, e.g. font size & layout, for Peter

(3) LEARNING ENVIRONMENT
- Identify the triggers for Peter's meltdowns

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1. Find out reasons for his outbursts
2. Establish routines (for all subject teachers, to reduce confusion for the child) - to be seated and on-task behaviour
3. Teach skills how he can manage his behaviours
4. Engage Peter and find out what behaviour that is urgent enough to be addressed first. Address one issue at one time. Be specific in issue to be addressed. (Address the social issues first)

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1. Set routines in class
2. Be specific in setting goal - Example: To reduce the number of Peter leaving his seat
3. Work on one goal at a time

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(2)Explore his interests and strengths in Mathematics to increase engagement
(2) Using more hands-on activities, manipulatives to engage Peter (or other modes of instruction to cater to his learning style(s))
(2) State clear instructions on activity sheets

(2) List high-frequency words

(3) Using visible lesson agendas in the classroom
(3) Allow Peter to make choices of the activities
(3) Teacher has to manage his expectations of Peter
(3) Different types of groupings (pair, group etc) and surround him with friends who are more "tolerant" (peer matching)
(3) Making resources accessible in the form of charts, posters and putting them up in the classroom environment
(3) Giving some movement breaks to physically stretch themselves

# data[].attributes.body
Curriculum: Introduce the concepts in manageable portions so that it will not be daunting or cause him to have outburst.

Pedagogy: Use of games and manipulatives (if he enjoys) that others will benefit from as well. Short breaks that will help him regulate emotions and for others to also create mind space for themselves.

Learning Environment:
Speak with the class about his needs and appeal to them to provide support and encouragement to him.
Have a cozy cool down corner in class
Involve him in the learning decisions

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A. Curriculum
i. Are students allowed different ways to present their learning?
ii. Whiteboards used to present answers for immediate feedback.
iii. Using Plickers to present answers. Leveraging on Technology.
B. Instruction
i. Provide different modes of instructions considering the senses.
ii. Allow for the student to be given bite size assignments to allow the student to attain success.
iii. Providing more wait time to complete assignments.
iv. Verbal instructions supported by it being written on the whiteboard for reference.
v. Lessons are broken up into shorter periods with AFL catered.
C. Learning Environment
i. Engaging the student in the lesson with an active role.
ii. Creating a safe learning environment for students to showcase their learning.

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1. Signposting tnstructions can be clear and guided for Peter, so that he can graspe instructions.

2. Tailor the assignments and separate it into smaller bite-sized assignments.

3. Find out his preferred learning styles.

4. Situate a peer whom he is familiar with to site beside him.

5. Find out and observe the TSR between Math teacher and Peter.

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1. To find out the root cause of the issue
2. To build up the support structure to support Peter in his learning
3. To identify common strategies
4. To observe Peter during other lessons and draw out his strengths and ways to engage him in a positive way
5. Check up on the background and support for Peter in primary school through cockpit and

Goals
1. To reduce behavioural disruption during Math lessons (reduce 1 time of behavioural disruption per month?)
2. To improve on social skills (esp SSR)

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Curriculum
- tweak content (differentiate task based on his readiness) to allow him to experience success
- Try to close the learning gaps as much as possible. Working together with the parents.

Instruction
- DI to cater to his needs
- customise lesson based on his learning styles

Learning Environment
- Encouragement from teacher and boost of morale when they experience success
- Pair him up with a buddy - inclusive and win-win for all
- Perhaps can check his learning progress - verbal instead of just written.

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Curriculum
- Shorter curriculum hours
- DI : Give him more simple task that is achievable or activities that can engage him

Instruction
- Understand the learning profile of Peter (Visual or audio?)
- A set of Cue card to remind Peter

Learning Environment
- Get him a buddy who can give him reminders
- Give the child some "time out" time or to give him some other distractors to stop him from outburst

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Who can you work with to Promote Inclusive Practices?
1. Teacher>YH/AYH>AED>CMT
2. TSN-Trained Staff deployed to buddy Teachers working with SEN Students.

# data[].attributes.body
Curriculum:
- Maybe there's a big gap in the learning.

Instruction:
- Pace of the instructions could be too fast for him and give him frustration.
- Instructions should be in step-by-step order. Videos and pictures could help with math visualisation too. Consider varying modes too.
- During HBL, the instructions given must be sequential, in bite size pieces - so that the students can follow independently.

Learning Env:
- Routines and expectations to help students focus. Acronyms that could help students remember better.
- Consider a behavioural contract for gradual release of responsibility
- Bring student to the front/middle of the class for better focus. Consider group/pair seating that might help with learning to bolster better peer relationships.

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Curriculum - Need to find out if his behaviour is exhibited only during Maths lesson or consistent across all subjects. Only by finding out the triggers etc., will we be better able to address the curriculum to support Peter.

Instruction - Have a positive classroom environment (e.g., 5A routines)

Learning Environment - Empower their peers during group work to influence Peter positively.

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1) Curriculum
- Work with parents

2) Instruction
- Parents to reinforce the expected behaviours at home
- Clear consequences to student before the start of the lesson

3) Environment
- Give purposeful movements
- Form teachers to do daily check in

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Allowing students to have movement breaks to "loosen up"

Put up a calming corner in the classroom for students encountering meltdowns: objects such as toys, pillow etc to soothe the child

Seek counsellor's help to conduct single-sessions with students

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1. having form teacher chats
2. Use the Ecological Framework to get information from all he stakeholders
3. Tap on the peer support leaders and Class leaders
4. Data driven decision making through social network survey/analysis (better pairing of friendship as additional layer of peer support)
5. Teach during lessons certain lifeskills (e.g., communication skills)

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1) Outburts: Set a SMART goal to reduce the number of outbursts per week (From 3x to 2x)
2) Increasing On-Task behaviours: Reduce number of questions assigned for homework and class assignments
3) Customize curriculum:
-Chunking for homework and class assignments
4)Instructions:
-Present instructions visually. Short, direct.
-Use of visual cues.
5)Environment:
-Seat him closer to the front.
-Use of visual cues / schedules.
5) Improve TSR:
-Offer affirmation and positive reinforcement to acknowledge his efforts; Catch him doing good!
-Catch him doing good: Explain / Define expected behaviours.
-Behaviour Management Plan: Defining behaviours and explaining possible consequences.
6) Buddy System:
-Peer-mediated approach for teaching of concepts / skills
-Distribute buddy duties amongst several reliable peers to lighten the load.

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1. Provide recognition and affirmation to the the child instead of scolding to change mindset of the other students as well.
Use right moment to praise the child.
2. Assigning a buddy to guide a him along helps the child to be more receptive and guided
3. Communicate regularly with the students so that they can open up and share something

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1. Peer Support
- Create a caring environment in the class and also to assign buddies who can understand and assist Peter

2. DI
- Differentiate so that everyone can still achieve the learning outcome.

3. Environment Factors
- Pick up the different cues that can trigger meltdowns

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Challenges
1. Teacher burnout can take place; school support from different committees / depts can chip in. It takes an entire village to raise a child

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Challenges
1. Parents of students whose peers have SEN. Having to explain the reason for certain provisions.
2. Understanding that the changes in behaviour takes time.

Facilitative Factors
1. Getting students involved to understand and provide suggestions to manage their peers.
2. Peer Support Leaders

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Strategies for inclusiveness:
- Availability of standing table in class for students who may need time out during lesson
- Assigned buddy to dyslexic students to guide / give reminders during lesson.
- Use of social network graph to identify influencer to help to positively influence the other students.
- Digital planner through online portal for student to do daily check-in on their mood & sleep pattern, which Form Teachers/SDT member have access. Those who are flagged out to have low mood / unhealthy sleep pattern, FT / YH can approach these students for a chat.
- AED (LBS) + CCA teachers will communicate & discuss on the SEN students and strategies to engage these students during CCA. CCA teachers will subsequently triangulate necessary information with coaches to ensure these students attend & benefit from CCA.

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- Set clear routines in class
- Daily check ins on his emotions and well-being
- Set clear consequences
- Reward system / Positive recognition
- Work with parents, gather more background information of the child

# data[].attributes.body
- Consider that TSR is the most important: so we should spend time getting to know the students' strengths / needs and as a teacher. and to reflect as a teacher, how can I create a positive environment for them?
- in building rapport, students must find that it helps and works for him.
- empowering the student to have better self-management. e.g. using a checklist with a ADHD student to stay focused.
- empowering peers to support the student and help to bring him back to task.
- to work with subject teachers and CCA teachers who know the child and what works with them.
- checklists and materials needed to be put on the board.

# data[].attributes.body
Safe environment - Put the child away from distractions.
Social stories - cards placed on tables

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Curriculum
1. Check in to find out his challenges and help him reflect about the impact of his behaviour on the learning environment

2. Enhance visual representation through the use of videos and  make thinking more visible (eg OAS approach: state the objectives, assessment, summary)

3. Chucking of key ideas

Instruction
1. Involve John in discussion, give him airtime, affirm him so that he is able to see himself as a valued member of the class.

2. Make instruction visible at all times

3. Make instruction shorts

Learning Environment
1. Provision of standing table for students to use when they are sleepy or need some movement to regulate themselves

2. Explicit teaching of emotions and help them understand acceptable behaviour and not-acceptable behaviour

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Facilitative Factors
1. Patient CMT who provide team support and good pointers

Challenges
1. Managing some of the students can be draining
2. Teacher perception and mindsets
3. Parents of students who are not particularly happy about certain behaviours by students with needs and having to appease them and appeal to them

# data[].attributes.body
1. Networking with school counsellor and subject teacher and to find out the student and to discuss strategies together.

2. Affirm students' strengths and to help them to focus on positive reinforcement instead of scolding them immediately.

3. Social network analysis of student - to analyse how is the student connected to his classmates in the class.

4. Engage relevant stakeholders: parents, peer support leaders and subject teachers to come up with an intervention plan. Form a SEN parent support group for parents to share strategies and resources.

5. Another strategy used in a school: 3-strike rule for a particular student who flouts the rules so there is a common approach/routine in managing him.

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Practices:
1. Regular communication between AED (LBS) with the respective Form Teachers & Subject Teachers to update on the status of SEN students and also share strategies to help these students.

# data[].attributes.body
1)Customize curriculum:
-Chunking for homework and class assignments
2)Instructions:
-Present instructions visually. Short, direct.
-Use of visual cues.
3)Environment:
-Seat him closer to the front.
-Use of visual cues / schedules.

# data[].attributes.body
1) Improve TSR:
-Offer affirmation and positive reinforcement to acknowledge his efforts; Catch him doing good!
-Catch him doing good: Explain / Define expected behaviours.
-Behaviour Management Plan: Defining behaviours and explaining possible consequences.
2) Buddy System:
-Peer-mediated approach for teaching of concepts / skills
-Distribute buddy duties amongst several reliable peers to lighten the load.