Responsibilities of a Peer to Peer Support Student

What is my job as a peer to peer support?

Specific Roles of the LINKS Stay with the student you are assigned Use the communication system provided Use the visual schedule provided Use the behavioral system provided Utilize the academic modifications provided Check with the adult if your student is absent Sign in/Sign out

How to Fill Out Daily Schedule Sheet Model Filling Out the Sheet Homework Yellow Folder Minutes Left in Class Point Left Appropriate LINK Comments

Mark’s Daily Schedule Sheet Date ____________________________________________________________________________________________________ Subject Homework Minutes in Class Points LINK Comments Staff Comment Chorus Yes No If yes, put in X X X Yellow Folder Current Events Yes No X X X Yellow Folder Computers Yes No Home Economics Yes No Math 8 Yes No X X X Yellow Folder

What Do I Write on the Daily Schedule? Write Down What the Student Did During the Class Write How Many Points Were Left in the Class Write How Many Minutes the Student was in Class Complete the Homework Section Put Homework in the Student’s Yellow Folder

How Else Can I Say the Student Did A Good Job? Finished Homework Listened to the Teacher Worked Hard in Class Stayed for the Entire Class Enjoyed Today’s Assignment Great Job Today Excellent Work Nice Job in Class Tried Hard Today Had Fun Today Finished all the Work Tried their Best Answered Questions Worked Well in Group

When and How Do I Fill Out the Homework Sheet? Only Fill Out the Homework Sheet if the Student with A.S.D. has homework If there is homework…Please fill out the homework sheet. Is there any textbook required please check the box and give the name of the textbook. Is there a handout? If there is a handout what do I do? Give all dates of projects and tests Give information when the projects are due

Student Information Sheet Students Schedule Homeroom Teacher Homeroom Number Locker # and Combination Peer to Peer Support Student Each Hour What Section of Lunch Peer to Peer Supports for Lunch

Dan's - 10th GRADE SCHEDULE 1ST SEMESTER -1994-95 CLASS HOUR ROOM# TEACHER LINK LANGUAGE ARTS 1ST 109 MR. KAUL T. HARMON & H.LOCHER MOL. BIOLOGY 2ND 311 MS. STEPHENS M. SEITZ & W. BEUTLER WORLD HISTORY 3RD 403 MR. GENSHAW M. LOUCKS & A. BOSCH SPANISH 111 4TH 417 MS. RUSOFSKI S. NABOYCHIK & M.GAY GEOMETRY 5TH 409 MR. MUCZYNSKI S. LABRIE & J. RICHARDSON SUPPORT 6TH 209 MR. SINISCHO T. BAILEY LOCKER NUMBER #: _ COMBINATION #: HOMEROOM#: 214 TEACHER: MS. MCMILLEN LUNCH ________________________ LUNCH LINKS DAY OF THE WEEK

Lunch Information Sheet Please fill out the Lunch Information Sheet each day when returning from lunch Please put the Lunch Information Sheet in the Blue Bin on the Teacher’s Desk Talk to the Teacher if you have any questions

Rules of the Peer to Peer Support Program

Behavioral System Everyday each peer to peer support student will be given a 1 for following the rules of the peer to peer support program If a peer to peer support student did not follow all the rules, he or she will be given a zero for that day If a peer to peer support student receives three zero’s in one semester they will be exited from the peer to peer support program

Checklist for Each Class Period Please read the checklist for the class period you are assigned Please refer to your posted checklist every day before you leave Please follow the checklist to ensure you have met your responsibility for that class period Please ask a teacher if you have any questions about the checklist for your hour

Things to Remember About Being a Peer to Peer Support Student A Lot of Information Was Shared Today…Don’t Worry The Staff Is Here to Help You Be Yourself…We Need You to Be Who You Are The Staff is Excited that You Are A Part of the Peer to Peer Support Program

Thank You…and Have Fun

Students with ASD must be Approachable Socially Appropriate Dress -Barbie Boots -Jelly Bean Behavioral Issues -Safety -Stereotypical behaviors Social Issues – Picking Nose, Spitting, etc.

Peer to Peer Support Training Staff Modeling – Gilbert Grape

Staff Modeling Doug and Brian Debbie and Terrance

Staff Have to Get Better at Modeling Appropriate Behavior Crisis Behavior – Do You Have a Plan (Fire Drill vs. Crisis Student Behavior) Professional Staff Managing Crisis Behavior… Students with ASD are always going to have Crisis Behavior….Staff must prepare

Emergency Evacuation Plan Systematic Response to Behavior Peer to Peer Support Students must know what to do and where to go in the event of significant behavior Must know and Practice Allen Drills

Participants Have a Peer to Peer Support Training Curriculum Power Point CD Changes Must Be Made to Individualize the Training to the Specific Needs of the Students with ASD in Your District or ISD

Sensitivity Awareness for Recruitment in K-12 Manual

LINK Training Curriculum Video Tape Teacher with Student Case Conferences

LINK Training Curriculum Case Conferences

Case Conference Information The purpose of Case Conferences was to Allow the Peer to Peer Support Students (PTPSS) access to other Students that were facing the dilemma they were facing PTPSS Drive what will be talked about at the meeting (This is not an adult led meeting…it is a student led meeting) Acknowledgment of what the PTPSS are doing to provide acceptance within the culture in the school they are attending

Permission Slip for Teachers to sign for the LINK Student to Attend the Case Conference

Permission slip For parents to sign for the LINK Student To attend the Case conference

LINK Case Conferences Weekly or Monthly Meetings Problem Solving Focus May Include the Person with ASD Teaching Support Strategies in the Case Conference that will Generalize to General Education Environment

Case Conference Information Sheet Each LINK Student fills out the sheet at the beginning of the case conference A staff member collects the sheets and determines if there are any patterns in the answers The information from the sheet generates the discussion using the board

Case Conference Mechanics and Outcomes Utilize meeting mechanics – always use the board Positives – Concerns – Brainstorming Information from the board is written on the Case Conference information sheet Copies are made for each Staff member, LINK student, student with ASD, and parent or guardian

Support Staff Roles Share the responsibility for case conferences Use expertise of disciplines Labor Intensive

Case Conference Student Example

Jonathan’s Case Conference Strategies to Utilize Review cafeteria schedule Dietary considerations Early dismissal, shorten time Remove variables - money, selection process Crisis person on-call Secondary: Observe, Inservice, VIP seating Idiosyncratic behavior

How to Support a Student with ASD During Senior Student Activities? Senior Prom Jessica Senior Skip Day Lisa Cap and Gown Mark Senior Walk Steven Senior Prom Dinner Cheryl Year Book Kelly All Night Party Kim Last Day of School Robert

LINK Program Training When Do You Find the Time ½ Day Inservice – Ist Day/Semester Support Staff – Field Trip Student By Student Case Conferences Monthly Case Conferences

New Pupil Accounting Rules for Peer to Peer Support November, 2012

New Pupil Accounting Rules for Peer to Peer Support (Including any Student with an IEP) November, 2012

Michigan Department of Education Pupil Accounting Manual November 2012 6B – 1 6B - PEER TO PEER ELECTIVE COURSE CREDIT PROGRAM Definition Peer to peer Course Credit Programs represent one model of 21st Century instructional design that incorporates applied (experiential) learning in a non-traditional manner.

Peer to Peer Elective Course Credit Program A peer to peer program is a strategy for providing ongoing support and modeling from one non-disabled pupil to a pupil with an individualized education program (IEP). It encompasses both the academic and social domains. benefits are derived by both pupils.

Peer to Peer Elective Course Credit Program Certified teachers at appropriate grade levels MUST be teachers assigned to an elective peer to peer course/credit program. Depending on the optional model(s) implemented, the teachers may be in special education or general education programs. Enrollment and pupil eligibility requirements

B) Models of Implementation of Peer to Peer Support Elective Courses

Model 1: Implementation of Peer to Peer Support General education elective taught by special education teacher who is general education certified in the grade level of the elective. Educational Environment Status: Special Education

Model 1 pt. 2 Implementation of Peer to Peer Support a. A pupil with an IEP is enrolled in a special education program. b. A general education peer to peer pupil is enrolled in a general education elective course and is receiving an elective course grade.

Model 1 pt. 3 Implementation of Peer to Peer Support c. The general education peer to peer pupil attends a special education program with the pupil with an IEP and is under the direction of a special education teacher for the class period. The general education peer to peer pupil reports to the special education peer to peer teacher for attendance and is graded as a peer to peer pupil by the peer to peer special education teacher.

Model 1 pt. 4 Implementation of Peer to Peer Support d. If there is more than one special education teacher, the peer to peer special education teacher will grade the peer to peer pupil in collaboration with the other special education teachers to whom the peer to peer pupil is assigned for that class period.

Model 1 pt. 5 Implementation of Peer to Peer Support e. The special education teacher (general education certified for the grade(s) the elective is offered) teaches a general education course called “peer to peer,” and serves as the teacher of record, provides training, facilitates case conferences, and gives the grade for the general education pupil in the elective course. Additional training and or case conferences between the peer to peer pupil and special education teacher may take place outside of the special education class to which the peer to peer pupil is assigned. Michigan Department of Education Pupil Accounting Manual November 2012 6B - 2

Model 2: Implementation of Peer to Peer Support General education elective for pupils with an IEP is taught by a peer to peer teacher certified in general education in the grade the elective is offered. Educational Environment Status: General Education Pupil with an IEP is enrolled in a general education content course (e.g. pre-algebra) and receiving instruction and a grade in the course.

Model 2 pt. 2 Implementation of Peer to Peer Support a. The general education peer to peer pupil is enrolled in a general education elective course and is receiving an elective course grade. b. The general education peer to peer pupil reports to the elective peer to peer teacher for attendance but then attends the general education content course with the pupil with an IEP.

Model 2 pt. 3 Implementation of Peer to Peer Support c. The peer to peer teacher teaches a general education course called “peer to peer,” and serves as the teacher of record, provides training, facilitates case conferences, and gives the grade for the general education pupils in the elective course. Supervision of the peer to peer pupil will be ongoing by the peer to peer teacher and in coordination with the general education teachers to whom the peer to peer pupil is assigned for that class period. d. Additional training and or case conferences between the peer to peer pupil and elective teacher may take place outside of the general education class to which the peer to peer pupil is assigned.

Model 3: Implementation of Peer to Peer Support General education elective for pupils with an IEP taught by general education teacher who is also teaching a general education content course. Exception: A general education teacher will instruct, assess and assign grades for two separate inter-related courses at the same time. One is a general education content course in which the pupil with an IEP is enrolled and the other is the general education peer to peer elective that the general education pupil is taking. Educational Environment Status: General Education Pupil with an IEP is enrolled in a general education content course (e.g. pre-algebra) and receiving instruction and a grade in the course.

Model 3 pt. 2 Implementation of Peer to Peer Support a. The general education peer to peer pupil is enrolled in a general education elective course and is receiving an elective course grade. b. The general education peer to peer pupil reports to the general teacher who is both the peer to peer teacher and general education teacher for attendance in the general education content course with the pupil with an IEP.

Model 3 pt. 3 Implementation of Peer to Peer Support c. The general education teacher teaches a general education course called “peer to peer,” and serves as the teacher of record, provides training, facilitates case conferences, and gives the grade for the general education pupil in the elective course. At the same time, the general education teacher is teaching the content course in which the pupil with an IEP is enrolled. Additional training and or case conferences between the peer to peer pupil and general education teacher may take place outside of the general education class to which the peer to peer pupil is assigned. Michigan Department of Education Pupil Accounting Manual November 2012 6B - 3

Model 4: Implementation of Peer to Peer Support General education elective for pupils with an IEP taught by special education teacher who is also teaching a special education program. Exception: Required -- A special education teacher will instruct, assess and assign grades for two separate inter-related courses at the same time. One is the special education program in which the pupil with an IEP is enrolled and the other is the general education peer to peer elective that the general education pupil is taking. Educational Environment Status: Special Education.

Model 4 pt. 2 Implementation of Peer to Peer Support a. The pupil with an IEP is enrolled in a special education program and receives instruction in that program. b. The general education peer to peer pupil is enrolled in a general education elective course and is receiving elective course grade. c. The general education peer to peer pupil reports to the special education teacher for attendance and attends the special education program with the pupil with an IEP.

Model 4 pt. 3 Implementation of Peer to Peer Support d. Special education teacher teaches a general education course called “peer to peer,” and serves as the teacher of record, provides training, facilitates case conferences, and gives the grade for the general education pupil in the elective course, which is delivered in the special education class. The special education teacher is teaching the special education program at the same time. Additional training and or case conferences between the peer to peer pupil and special education teacher may take place outside of the general education class to which the peer to peer pupil is assigned.

C) Requirement for Counting in Membership  Pupil must be enrolled in grades 6-12  Curriculum is approved by the local board of education  Instructional objectives are established by the approved peer-to-peer support curricular content  Pupil is provided a course syllabus

C) Requirement for Counting in Membership  The peer to peer teacher must provide lesson plans and the grading criteria for each peer to peer course/credit  Daily attendance for participating pupils is recorded by the teacher  Pupil assessment and grading is completed by the teacher of record  Pupil meets all other enrollment and pupil eligibility requirements

Peer to Peer Pupil Accounting Cheat Sheet Peer to Peer Programs can be Implemented with any Student with an IEP Below are 4 models of how to implement your Peer to Peer Support Program as a General Education Elective. Model 1: General Elective Special Education Teacher – General Education Certified in the Grade Level of the Elective Educational Environment: Special Education TEACHER OF RECORD-SPECIAL ED TEACHER Attendance Provides Training Facilitates Case Conferences Gives Grades for Peer to Peer Student STUDENT WITH IEP – SPECIAL ED CLASS PEER TO PEER STUDENT – GENERAL ED ELECTIVE Supports Student with IEP in the Special Ed Classroom Report to Special Ed Teacher for Attendance

Model 2: General Education Elective Peer to Peer Support Teacher – Certified in the Grade Level of the Elective Educational Environment: General Education TEACHER OF RECORD – PEER TO PEER TEACHER Attendance Provides Training Facilitates Case Conferences Gives Grades for the Peer to Peer Student Supervision – Coordinated with General Ed Teacher of Pupil with the IEP   STUDENT WITH IEP – GENERAL ED CONTENT COURSE PEER TO PEER STUDENT – GENERAL ED ELECTIVE Supports Student with IEP in the General Education Classroom Reports to Peer to Peer Teacher for Attendance

Model 3: General Education Elective – General Ed Teacher – Also Teaching General Ed Content Course Educational Environment: General Education Exception: General Ed Teacher will Instruct, Assess, and Assign Grades for Two Separate Inter-related Courses at the Same Time TEACHER OF RECORD – GENERAL ED TEACHER Attendance Provides Training Facilitates Case Conferences Gives Grades for the Peer to Peer Student   General Ed Teacher is also teaching the content course STUDENT WITH IEP – GENERAL ED CONTENT COURSE PEER TO PEER STUDENT – GENERAL ED ELECTIVE Supports Student with IEP in the General Education Classroom Reports to General Ed Teacher for Attendance

Model 4: General Education Elective Special Ed Teacher – Also Teaching Special Education Program Educational Environment: Special Education Exception: Special Ed Teacher will Instruct, Assess, and Assign Grades for Two Separate Inter-related Courses at the Same Time TEACHER OF RECORD – SPECIAL ED TEACHER Attendance Provides Training Facilitates Case Conferences Gives Grades for the Peer to Peer Student   Special Ed Teacher is also teaching the special education program STUDENT WITH IEP – SPECIAL EDUCATION PROGRAM RECEIVING INSTRUCTION PEER TO PEER STUDENT – GENERAL ED ELECTIVE Support Student with IEP in the Special Education Program Reports to Special Ed Teacher for Attendance

Additional training between the peer to peer student and teacher of record may take place outside of the peer to peer elective class to which the peer to peer student is assigned Additional Case Conferences between the peer to peer student, student with an IEP and teacher of record may take place outside of the peer to peer elective class the peer to peer student is assigned Requirements for Counting in Membership Student is enrolled in Grades 6-12 Curriculum approved by Local Board of Education Instructional Objectives are established by the approved Peer to Peer support curricular content Student is provided a course syllabus The Peer to Peer teacher must provide lesson plans and the grading criteria for each Peer to Peer course / credit Daily Attendance for participating students is recorded by the teacher of record Student assessment and grading is completed by the teacher of record Student meets all other enrollment and pupil eligibility requirements

Draft Document for Proposal for Elective Course

Curriculum

Curriculum – Three Options Autism Internet Modules Historically used Thorough content Ready to Use Developed for Professionals START P2P Curriculum Engaging Content Age Appropriate Aligned with AIM Modules Develop Your Own Tons of resources “out there” Can tailor to your specific needs Time consuming

Autism Internet Modules Option #1 Autism Internet Modules (AIM)

Curriculum Levels Level 1 – Basic – 8 Modules (6th-12th Grade) Level 2 – Intermediate – 9 Modules (6th-12th Grade) Level 3 – Advanced 1 – 11 Modules (9th-12th Grade) Level 4 – Advanced 2 – 10 Modules (9th-12th Grade)

Flexibility In the Curriculum 6th – 12th Grade Students in Different Grades at Same Level Entry Point - Level 1 – Basic Regardless of Grade of Peer to Peer Support Student 6th, 7th and 8th Graders – Level 3 and 4 with Permission Only On-Line or Direct Instruction

Specific Example A 12th Grade Peer to Peer Support Student in their 1st Semester of the program would enter the curriculum at Level 1 – Basic and may complete the following On-Line Modules: 1. About Autism Spectrum Disorder 2. Recognizing Autism – Assessment for Identification 3. Peer Mediated Instruction 4. Prompting 5. Reinforcement Restricted Patterns of Behavior Interests and Activities Many teachers are using the post-test of each module to help determine the grade for the class.

Specific Example Two 7th Grade Peer to Peer Support Students are in the same hour. Student A - 3rd Semester Student B - 1st Semester Student A is Level 2 – Intermediate – On-Line Student B is Level 1 – Basic – On-Line Teacher of record must track the level of each peer to peer support student in each class

START Online Curriculum Option #2 START Online Curriculum Big Idea Accesses online course on own time (supports student during one hour) < 30 minutes per week Meets with Teacher of Record and/or Peer Coordinator monthly Case Conferences Live Lessons (PPTs developed)

Overview of START P2P Curriculum Six Semesters of Content Developed Moodle/Google Classroom OR Face to Face

Overview of START P2P Curriculum (cont.) Students learn through Videos Articles Websites Students are assessed via: Forum Journal entry Quizzes Final Project Teacher input surveys

Overview of START P2P Curriculum (cont.) Syllabus Week by Week Lesson Plans All assignments Power Point Presentations for Face to Face Lessons One Pager “Expectations” explanations Teacher input forms for assessing LINK students Case Conference “Think Sheets” Grading Rubrics Data Collection tools; surveys

SEMESTER ONE Week Title Content Assignments 1 2 3 4 5 6 7 8 Peer to Peer Overview – Your Role! Syllabus LINK Promises Video - Olivet Football Pretest 2 About Autism Spectrum Disorder Video – Just Like You – Autism 3 Peer Mediated Instruction Article – We Teach By Our Own Example Video – EUPISD LINKS 4 Interests, Activities, and Restricted Patterns of Behavior Video – Kick of Hope Article – Strengths and Challenges 5 Social Deficits Quick Read – Social Deficits 6 Article – Autism 7 Quick Read – Peer-isms Video – Jason McElwain 8 Language and Communication Video – I Am Carley Quick Read – Language and Communication

Semester At a Glance

I want… Access to the Moodle Course? Contact Jana Benjamin: benjamj1@gvsu.edu Access to the Course Materials? START Website: gvsu.edu/autismcenter RCN RCN Updates & Meetings Fall Leadership Day 2016 – “Peer to Peer Online Course Update”

What About The Curriculum for Other Disability Areas Yea…START Has That

We simply eliminated the ASD specific information…. In year two of the direct instruction/online Moodle Course, we have covered all disability areas…