1. Peer to Peer “LINKS” Online/Hybrid Curriculum Presented by Carrie Carr – Autism Consultant; Eastern Upper Peninsula ISD Meghan McLeod – Autism Consultant; Marquette Alger RESA START Fall Leadership Day November 2, 2015

2. Rationale for Curriculum Development  History of “for credit” programs  Ready to Use Online Class  Engaging Content  Age Appropriate  Aligned with Autism Internet Modules

3. Logistics  Teacher of Record  Building Coordinator, if necessary  Course Content - Moodle  Face to Face lessons  Case Conferences

4. Peer Expectations  Support Student with IEP at least one hour per day in his or her class.  Access course content on own time  Read/Watch Forum Journal entry Content Reflection Final Project

5. Resources Available  Syllabus  Week by Week Lesson Plans/Content Overview  All assignments  Power Points for 3 Face to Face Lessons  Expectations  Classroom Teacher  Building Coordinator  Input forms  Case Conference Think Sheet  Grading Rubric  Data Collection Tools; surveys

6. Specific Content – Year 1; Semester 1

8. Peer To Peer Hybrid Class Scoring Rubric 3 (100%) 2 (85%) 1 (70%) 0 (0%) Content Reflection Response(s) indicated that student had engaged fully with the weeks content (e.g. read article, watched video). Response(s) were generally on target indicating that the student had minimally engaged with the week’s content. Student responded, but it wasn’t evident that the student had engaged with the content. Assignment was not completed. Forum Responses Forum response thoughtful and thorough using at least five (or more) sentences. The student also responded to another student’s forum. Forum response somewhat thorough using less than five sentences. Or, forum response was thoughtful and thorough, but the student did not respond to another student’s forum. Forum response was minimal with less than three sentences. The student did not respond to another student’s forum. No forum response was completed. Journal Entries Entry was on topic, relevant, and thoughtful involving personal connections with your Peer using five (or more) sentences. Entry was on topic, but minimally thoughtful using less than five sentences. Entry was complete but wasn’t indicative of insightfulness or personal connections made with Peer. No journal reflection was completed. Interaction, Communication, Modeling, and Initiative Building Coordinator and Teacher Input Surveys were all scored with 4’s and 5’s Building Coordinator and Teacher Input Surveys had one or more 3’s Building Coordinator and Teacher Input Surveys had one or more 2s Building Coordinator and Teacher Input Surveys had one or more 1’s Final Project Project is on topic and demonstrates considerable learning. Significant effort was put into final product. Project is on topic and demonstrates adequate learning. Moderate effort was put into final product. Project is on topic, but demonstrates minimal learning. Insufficient effort was put into final product. No Project submitted.