Peer Tutor

1. Peer Tutor Jana Crawford & Andrea Parker Special Ed. Teachers

2. Welcome New Peer Tutors • Take one of each paper(s) • Find your Peer tutor training packet and quiz • Read through the packet and complete the quiz • Sit quietly when you are finished

3. 1. What are the ABC’s of Behavior Management and define each one. • A= Antecedent, anything that happens BEFORE the behavior • B= Behavior, the actual behavior • C= Consequence, whatever happens AFTER the behavior occurs; could be positive or negative

4. 2. Define what an advocate does. • An advocate is a person that will plead the cause of another • Peer tutors should strive to “stick up” for students with disabilities • Influence those that don’t understand disabilities • Help students with disabilities fit in with the “regular” population by teaching them how to act appropriately; Be honest with them

5. 3. List Basic Prompts • N= no prompt; do nothing • I= indirect (verbal); “What do you need to do next?” • D= direct (verbal); “You need to…” • G= gestural (+verbal); “You need to…” with a gesture • M= modeling (+verbal); “Do this…” Show them • P= physical (+verbal); “Let me show you…” hand over hand help

6. Prompt Hierarchy • It’s important to start at the “top” with a “No prompt” and then follow the hierarchy down • Give the students as much independence as possible • Refrain from jumping in to do it for them, this inhibits their learning! • Take Time! A lot of time…they need it!

7. 4. What is People First Language? • Respect people with disabilities by referring to the PERSON first, then the disability • Example: “Kevin is a person with autism”. • Non-example: “That downs kid is really cute”.

8. About Respect… • We do NOT say the word “Retarded”, it is demeaning to people with disabilities • We don’t talk about students in front of them, as if they are not in the room • We need to be student-focused…refrain from carrying on personal conversations with aides or other tutors • Respect confidentiality with any information or activity that you may experience in the classroom

9. 5. What is a reinforcer? • Anything that makes a behavior (good or bad) INCREASE • Can be positive or negative • Praise, candy, attention (positive) • Escape, avoid, postpone (negative) • Can sometimes be hard to detect what is reinforcing to a student for bad behavior

10. 6. What grade must you receive to remain a peer tutor? • A “C” or better • It’s not hard to get a “C” in this class • If you have an attendance problem, this may not be the class for you

11. 7. What are the 4 steps used in a correction procedure? • Model- Show the student how to do it the correct way. Don’t say “No” to the student, it stops their attention. • Prompt- Ask the student to do what you just did. Don’t forget to say “good job” when they do it correctly. • Distract- Talk to them about something unrelated to the activity • Repeat- Prompt them again to see if they remember. If they get it wrong, repeat this process.

12. Correction Procedure- Example • “Point to orange”- student points to yellow • Model- “This is orange”- teacher points to the orange • Prompt- “Point to orange”- student points to orange- “good job” • Distract- “I really like your hair today” • Repeat- “Point to orange”- student points to orange- “that’s right!”

13. 8. What is the purpose of collecting data? • So that we can see if the programs are working for the students • We are legally responsible to show progress (IEPs) • For “proof” that we did something with the student • Document time spent with the student

14. 9. What are your 2 major responsibilities as a peer tutor? • Show up!! • Attendance is VERY important. If you are not here, it messes everything up and the student doesn’t receive the help that they need. • Be an advocate and friend • The student look up to you and they look forward to seeing you. They consider you to be their “friends”. Don’t let them down! Be an example!

15. 10. Why is your daily attendance so critical? • Your grade LARGELY depends on it • When you aren’t here: • We scramble to find help for students • The students feel like you didn’t like them enough to come • The students don’t get the help that they need

16. Course Disclosure Please find your “course disclosure” in your folders

17. Course Description/ Objectives This is a class designed to teach you how to work with people with disabilities. Objectives: • To attend and participate in arranged social activities with students • To know what an IEP is and its significance • To understand the goal of special education • To work with students with disabilities • To become an advocate for persons w/ disabilities

18. Some great Benefits of this Class: • You get to make friends! • You get to see life from another perspective; how other people live. When you do this, your problems don’t seem so big anymore. • Career sampling- Special Education is a great field to consider. You get to try it out for a semester!

19. Your Grade: 5 things • A “socialization” activity • Two evaluations • Attendance • A weekly record-keeping score • Signed disclosure statement and end of semester “letter”

20. Socialization Activity • You must participate in one activity for each quarter; You will do TWO during the semester • An activity is defined as: spending at least one hour interacting with a student in a social setting outside of class time

21. Socialization Activity • After School Ideas: • Basketball game • Dances • Rec. Center • Board games at your house • To the movies • Bowling

22. Socialization Activity • In School Activity Ideas: • Field Trips • Information is listed on door to “peer tutor room” • Sign up in room 266 (following instructions) • Lunch • Must do two if you are only staying 30 minutes. • Assemblies

23. Socialization Activity • Think about inviting the students to do things with you and your friends • Have them come and sit with YOU at lunch time • Have them come and sit with YOU at the assemblies These are things that you can do EVERY DAY to make a difference in their lives, why no do it?

24. Socialization Activity • Before the activity: • Fill out a “planning” form- an example is in your folder- turn it in to your teacher • After the activity: • Complete a “summary” form- an example is in your folder- turn it in to your teacher

25. Evaluations • Two evaluations will be conducted by a teacher or teacher aide (which ever is working directly with you) • Mid term eval • Final eval

26. Attendance • You will receive a weekly attendance score based on percentage. It is a LARGE portion of your grade!

27. If you are going to be absent: • Call your teacher: • Andrea Parker: 402-4319 • Jana Crawford: 402-4361 Just leave a message if no one answers

28. Record Keeping • A big part of your job is taking data on a DAILY basis. • Sometimes your data will be numerical • Others might have written summaries • All-or-nothing grade DAILY

29. Disclosure Statement • Please sign the attached signature page indicating that you’ve read and understand the disclosure statement. • Have your parent do it too! • Turn it in!

30. End of Semester Letter • You’ll write a letter to your student reflecting the experience that you’ve had as a peer tutor • Be positive! The students will receive these in their yearbooks at the end of the year • Be creative! You can include pictures if you would like.

31. Computer grades may be deceiving… Because so much of the scoring is done towards the end of the term, parents accessing their student’s scores through the district Grade book computer system may no get an accurate picture of their student’s final grade…

32. Citizenship Grades • “H”- Outstanding contribution • “S”- slacked off in one area, but an overall good tutor • “N”- slacked off in a couple areas and needs some improvement • “U”- slacked off a bunch • 4 tardies • 3 uncleared absences • 2 un-notified absences • 1 truancy

33. Any Questions? Don’t be afraid to ask your assigned teacher!

34. Please sit tight for your student(s) assignment and any other information that we might have for you. Thanks!