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K - What elements or strategies in the implementation are currently working well?

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K - What elements or strategies in the implementation are currently working well?

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role playing is helpful as a visual and they learn better with more engagement.

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I - What parts of the implementation should be changed or adjusted to match students learning needs? 

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I - What parts of the implementation should be changed or adjusted to match students learning needs? 

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improve on slides:

have lesser words

perspective thinking slide to be more for teachers’ reference/notes

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S - How can we create more opportunities for students to practise and generalise skills across different settings?

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S - How can we create more opportunities for students to practise and generalise skills across different settings?

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to have more authentic settings for them to practice, like SCOs, transferring learning to home settings to reinforce what is taught in school.

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S - Is there anything in the current implementation that feels like a barrier to the teachers/students?

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S - Is there anything in the current implementation that feels like a barrier to the teachers/students?

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K - What elements or strategies in the implementation are currently working well?

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K - What elements or strategies in the implementation are currently working well?

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K - What elements or strategies in the implementation are currently working well?

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K - What elements or strategies in the implementation are currently working well?

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It is specific in the criteria and assessment. Streamlined expectation. Future readiness.

Video peer modelling to show students the steps through peers

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K - use and aligning of curriculum with second step materials on the platform. 

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K - use and aligning of curriculum with second step materials on the platform. 

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The videos and materials are well-made. it is easy to understand.

KH

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I - What parts of the implementation should be changed or adjusted to match students learning needs? 

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I - What parts of the implementation should be changed or adjusted to match students learning needs? 

# data[].attributes.headline
I - What parts of the implementation should be changed or adjusted to match students learning needs? 

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I - What parts of the implementation should be changed or adjusted to match students learning needs? 

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Assessment should not be done on a particular week but as a whole. This is because on the particular week of assessment the student might have displayed unfavorable behaviours and may get marked down but he/she might have been consistent every other day. I believe teachers can scaffold the teaching of SSP still, but assessment should be done as a whole to be more accurate of the results collected. Assessment could be done as a whole during end of semesters/terms. Judgement is based from week 1-9

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Most of the videos are based on American grade, we may need to break it down, scaffold and relate it to local culture and context

KH

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S - How can we create more opportunities for students to practise and generalise skills across different settings?

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S - How can we create more opportunities for students to practise and generalise skills across different settings?

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S - How can we create more opportunities for students to practise and generalise skills across different settings?

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S - How can we create more opportunities for students to practise and generalise skills across different settings?

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Through reinforcement and practice at home. To convey the same message to parents at home and implement it from school to home. Collaboration with parents is crucial.

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S - start relating Second Step to real life settings by practising it during outings/learning journeys

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S - start relating Second Step to real life settings by practising it during outings/learning journeys

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Use the skills taught in Second Step and show pictures of the platform during the outings and remind them of the skills or lessons they have learnt.

KH

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S - Is there anything in the current implementation that feels like a barrier to the teachers/students?

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S - Is there anything in the current implementation that feels like a barrier to the teachers/students?

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S - Is there anything in the current implementation that feels like a barrier to the teachers/students?

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S - Is there anything in the current implementation that feels like a barrier to the teachers/students?

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SSP scores can be biased due to teacher's perception of a particular student. One teacher might feel different from another. To find out ways to be more generalized and fair scoring. Students may also exhibit different behaviours in different classes/subjects. For example, they might have good on seat behaviors during maths and task avoidance in english.

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Moderation in level - some times the SSP outcome and criteria can be subjective to each teacher or class

need to clarify and go through with teachers on what are the things to look out for

Lack of school wide reward or consequence system

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time constraint especially when there are projects to be completed.

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K - Teachers reviewing and recaping the SWP during meetings. This helps to remind them to teach and relate it back to students behaviour

Keep to the exisiting timeline of SWP observation.

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Provision of resources like lesson plans allow for systematic implementation.

Lessons are structured with a standardised routine across different lessons.

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I - how to sync SWP with IEP goals. or link to IEP goals. that is relatable to student.

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K - Structured, systematic approach of approaching a range of SE topics. Provides a lesson guide, teachers’ script to help with lesson delivery

I - Content are gravitated heavily to an US/Westernised context which make it irrelevant or foreign to our students.

S - Modify / extend activities to role play to local context or authentic setting to practice the desired SE skill

S - very discussion heavy in nature which can be very challenging to our varied students’ learning profiles. Activities can be very challenging cognitively to our students. Teachers will need to further scaffold so make it assessable to students.

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PBIS

P3 - Slides are clear and easy to understand

Teaching videos are useful

VE - we have VE PBIS resources that are contextualized

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S - SCO , ILJ

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K-interactive and engaging slides, lesson materials are ready for use

I- localised context, need age appropriate resources, alternative options for non-verbal students

S- incorporate second step across learning domains and settings

S- alignment of content may not be age appropriate (eg pri 5 unable to grasp grade 2 second step because it is too abstract)

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I - the lessons on PBIS sets the expectations and the use of holotracker app motivates students to do well. 

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I - the lessons on PBIS sets the expectations and the use of holotracker app motivates students to do well. 

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S - redesign the spreadsheet to make it more accessible for instructors and teachers.

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K- Keep the rating scale for SWP as it is comprehensive in grading the student.

I- FT/subject teachers to spend more time educating students on the improtance of SWP and how to improve in areas of SWP.

S- Use SCO platform to allow students to practice and generalise skills they have learnt

S- Communicating and bringing awareness to parents about the expectations of SWP

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make the words simple and understandable for younger students e.g. good hygiene -> clean or dirty

students are reminded weekly during assembly time

have a school wide reward system or consequence system for reinforcing and follow through

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The brain builder part is really helpful in getting the students to focus.

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Insufficient scaffolding to support students with higher needs in discussions.

Provision of a greater variety of approaches beyond photo discussions

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K-The exercise will help them to get focused.

The topics are well expressed.

I-Barrier

Students with short concentration need more video illustration to get them engaged.

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Keep

Brain Building Activity

Clear Lesson Delivery

Engaging for Students

Role-Playing Acitivities/Scenarios

Improve

Tailored support/individualised learning for students with ASD to understand and read social cues

Enhance/build upon Emotional Vocabulary

Create culturally inclusive content, as situations may not be relatable in Singapore's context

Adoptability of programme at home

Start

Helping students to break down social/emotional cues, delving deeper into each emotion, and tailor them into each individuals experience to better relate it to them.

Stop

Having students figure out the 'Why' before they are taught about the feelings, as it may lead to inaccurate interpretations on the matter.

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K - Explicit teaching, personalized PPT, role-play, perspective taking, GRR

I - Sharing of customized resources

S - Sharing PBIS with parents to reinforce

S - Time constraint

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slides are too wordy - students cannot follow (must be mindful of our students’ profile)

To create more visual aids or short videos to illustrate the behaviour

Tracking tool for students and teachers

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Resources might not be able to resonate with local students.

Resources might not address the pressing issues of our sped students.

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Keep - the video modelling and storytelling is good to engage the younger students like Primary 1.

Improve - time duration, incorporate more role-playing, extension of activities: relatable content and activity in replacement of worksheets.

Start- aligned it with PBIS values bu categorizing the second steps lesson to fit into the different PBIS core values.

Stop - using SEL period as a non-priorty subject.

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Brain builder is useful to get the students to focus.

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Brain builder is useful to get the students to focus.

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Create a routine with class everyday.

eg. after recess, make it a routine to check neatness of attire with the help of mirror for all students in class

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Add on role play?

Allocate pockets of time in the future for students to apply their learning.

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Create more opportunities

to reinforce and help students apply PBIS concepts during whole level activities

During work attachment, reinforce PBIS concepts in authentic settings