Peer 2 Peer Programs Changing Lives in Michigan

Peer 2 Peer ProgramsChanging Lives in Michigan RCN Fall Leadership Day November 4, 2013

Demographics • Population decline • Poverty • High Unemployment rate • Crime index 86% higher than Mi. avg. • Schools closing / Students relocated • Multiple administrative/leadership change • ALL STUDENTS ARE AT RISK

Saginaw Public Schools • Arthur Hill High School • Saginaw High School • Saginaw Arts and Sciences Academy

Overview: • Foundation of Peer Programming • Peer Mentoring Program at SHS • General education classes • Student sharing of roles and experiences • Outcomes • Panel Discussion

Saginaw High School • 750 students • Students with autism • new to the school • 3rd year of Peer Education Program

Individuals with Disabilities Act (2004) • Almost 30 years of research and experience has demonstrated that the education of children with disabilities can be made more effective by-- • (A) having highexpectations for such children and ensuring their access to the general education curriculum in the regular classroom, to the maximum extent possible, in order to-- • (i) meet developmental goals and, to the maximum extent possible, the challenging expectations that have been established for all children; and • (ii) be prepared to lead productive and independent adult lives, to the maximum extent possible; Rigor Relationships Relevance

Erik Carter Research Rigor Relationships Relevance

What do you currently have going on in your building that brings peers together? “You can observe a lot by watching.” Yogi Berra TA question?

Peer Education Program • High School Elective • 4th and 6th hour – 45 students enrolled • Partnership between GE/SE • RTI approach

Struggling Freshman • Transition to High School can be challenging • SHS data showed that 9th grade group experienced higher rates of academic failure, disciplinary problems, and truancy than upper grades • In 2009 SHS moved to a more inclusive model of including students with disabilities in General Education Classrooms, with a push in model for support as opposed to a pull out

Transition Trouble • Failure was rampant for incoming freshmen • End of the first term approximately 78% of the freshmen had failing grades in core classes • Behavioral referrals increased and students were skipping classes

How to get Freshman better positioned for Graduation? • Research documented the value of P2P support • Cross-age peer mentoring contributes to • mutual benefit to both peer mentor and mentee

2013 Data • Behavioral referrals are down and graduation rates up 75% • 31% increase in freshmen core academic success with passing grades • 9thgraders are REQUESTING MENTORS • Upper classmen are asking how they can become a MENTEE’s

A smooth transition… Peer Mentor LINK

Peers What’s the connection? • Evidence Based • Peers help share and shape the vision • Peers have greater social knowledge than adults (hidden curriculum) • Peers don’t see roadblocks - Possibilitarians

Meeting to Recruit • Example Questions for Prospective LINKS • How well do you already know ______? • What interests you most about becoming a peer support? • What expectations do you have? • Why do you think it takes to be an effective peer support? • Are there aspects of the experience you are worried about? • What school and community activities are you involved in? • What experiences have you had that you feel would make you a good peer support? • What questions do you have about becoming a peer support? • What do you hope to gain from this experience? • Have you ever received support from your classmates? Describe the experience

Communication is KEY!

School year 2012/13 – Royce moves up to SHS • Background • 9th grade student with ASD • Limited exposure to General Education Curriculum • Segregated classrooms lower grades • Moved around multiple times to different classrooms and teachers

General EducationWhatdoes it LOOK like? Culture of the class: • Student Learning • Behavior • Sense of belonging all students

Differentiated Instruction • Learning about the needs of the student(s) • How to support/what’s your role? • Role of the LINKS • Has it changed the culture of your class?

LINK Round TableSHS name for Case Conferences • Weekly or Monthly Meetings • Problem Solving Focus • Never had a meeting without Royce • Teaching Support Strategies in the Round Table that will Generalize to GE Environment

Using the Board… • What’s working? • Takes notes • Writing equations • Students want to work with Royce • Runs at lunch • Independent at breakfast – lunch - locker

Using the Board…. • What is Challenging? • Is leaving class early • Struggling in math • How to build more social with after school activities • Homecoming?

1st Round Table - TOP 5 questions LINKS asked…no prompting! • Tell me my role in class? Who does what? • What does Royce do after school and on weekends. How can we get him more involved? • He needs a girlfriend – who’s going to work on that? • What is he going to do for a job when he graduates? • How is he suppose to be independent and a High School student, if adults are always helping him in ways he does not need help?

LINKISMS Ism:a suffix added to the end of a word to indicate that the word represents a specific belief, practice, system, or philosophy.

SHS PANEL

Peer 2 Peer Programs Changing Lives in Michigan