Pupil Accounting Rules

Peer to Peer Support Expands in MichiganChanges to the Pupil Accounting Manual

Evidence Based Practices: Social Skills and Peer Mediated Instruction

and Intervention“Peer mediated instruction and interventionhas been shown to have positive effects onacademic, interpersonal and personal-social

development and may be the largest andmost empirically supported type of social

intervention for learners with ASD”(Bass & Mulick, 2007; Maheady, Harper & Mailette, 2001;

McConnell, 2002)

What Does This Research Mean To

Us?

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

A) 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, cont.

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,

cont.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

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 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: 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: 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 1: Implementation of Peer to Peer

Support

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 Education 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

Reports to Special Ed Teacher for Attendance

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: 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: 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 2: Implementation of Peer to Peer Support

Model 2: General Education ElectivePeer to Peer Support Teacher – Certified in the Grade Level of the ElectiveEducational Environment: General EducationTEACHER 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

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: 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: 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 3: Implementation of Peer to Peer Support

Model 3: General Education Elective –General Ed Teacher – Also Teaching General Ed Content CourseEducational Environment: General EducationException: General Ed Teacher will Instruct, Assess, and Assign Grades for Two Separate Inter-related Courses at the Same TimeTEACHER 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

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: 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: 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.

Model 4: Implementation of Peer to Peer Support

Model 4: General Education Elective Special Ed Teacher – Also Teaching Special Education ProgramEducational Environment: Special EducationException: Special Ed Teacher will Instruct, Assess, and Assign Grades for Two Separate Inter-related Courses at the Same TimeTEACHER 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

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

Haslett High School LINKS Course Syllabus 2013/2014

LINKS/Peer to Peer Course Syllabus 2013/2014

Staff Names: Lisa Basore – basorelr@haslett.k12.mi.us – 517/927-5475 Denise Applegate – applegdm@haslett.k12.mi.us – 517/449-5681 Haslett High School: 517/339-8249

The purpose of the LINKS/Peer to Peer support class is to provide opportunities for general education students to learn to relate to people with different needs and develop an increased understanding of individual differences. LINKS are matched with a student with special needs and asked to model and

reinforce socialization and independence skills. “Students with adequate social skills are more likely to have positive outcomes, while significant social difficulties place the person at risk for developing later problem behaviors (Koegel, Koegel, & Surrat, 1992) and interfere with the development of

peer relationships.”

Course Description: LINKS is an accredited class that pairs a student with special needs with a LINK for one scheduled class hour each day. This class focuses on assisting special needs students with socialization, independence, age appropriate behavior, and life skills. The class teaches general information about autism facts, behavior, myths, and stereotypes. Our goal is to spread awareness not only to students in the LINKS course but the whole community. The student enrolled in LINKS will be a mentor, role model, and friend to a student with a special need. In this role, the LINK student will be with their assigned ASD student a minimum of one class period per day. In addition to being a mentor, role model, and friend, they will assist the student in such things as appropriate classroom behavior, organization of assignments and supplies, and focusing on what the teacher is saying. The LINK student will attend LINK Staffings to discuss the progress of their student, and contribute ideas on how to more effectively help the ASD student progress toward his/her goals. Course Objectives: To promote, cultivate and nurture independence, appropriate social behavior and life skills for life in and beyond high school. The LINK course assists students in their consideration of a career in the Human Services Career Pathway. Teachers, Psychologists, Speech Therapists, Occupational Therapists, Social Workers, and many more occupations will increasingly work professionally with individuals identified as having a variety of special needs. LINKS is a course that enables the student to make a difference in another person’s life. In addition to the academic content of the course, there is ample time to apply what you are learning as you become involved in the life of another student. Many previous LINK students have said that this has been one of the most rewarding and fulfilling classes they have taken at Haslett High School.

LINK Syllabus And Grading Procedure Sault Area High School 2012

Teacher: Tiffinny Blore Email: tblore@eup.k12.mi.us Room: 608 LINK students will receive a letter grade this semester based on performance in several areas. LINK students will be graded on the following criteria:

Keeping accurate attendance records Reporting absences Daily journaling Developing rapport with ASD student Communication with student, classroom teacher, coordinator and other staff involved in

this program Attending and participating in case conferences (4 or more) Attending and participating in occasional lunchtime general meetings (3 per semester) Reading and writing reflection papers on related topics Modeling appropriate learning strategies Modeling appropriate social behavior Initiative Final Exam Grade: Culminating Project

Topics, Key Concepts, and Units of Study: The Basics of Autism Spectrum Disorders; Recognizing Autism; Peer Mediated Instruction; Prompting; Reinforcement; Restricted Patterns of Behavior, Interests, & Activities; Picture Exchange Communication System; Language and Communication. Materials Needed: pencil/pen, paper, 3-ring notebook, netbook Types of Evaluation and Assessment: Daily attendance, participation in assigned meetings, completion of reports as required, journaling on the class blog, posts on the class blog, final exam, positive interactions with staff and students at Sault Area High School, being a good role model, being a good mentor, bonding indicators such as time spent with student with ASD and interaction with student with ASD.

Course Syllabus Grand Ledge High School

Trimester Course Syllabus 2009-2010

Name of Course:LINKS Trimester: X1 X 2 X 3

Teacher Name: Paul Miller -- Now working with GVSU/START Grand Ledge High School: Office - (517) 925-5815 Teacher’s Direct Phone Number: 517-455-7104 (Home) Contact Times: Throughout the school day Email: millerp@glps.k12.mi.us Purpose/Course Description: The student enrolled in LINKS will be a mentor, role model, and friend to an ASD student. In this role, the LINK student will be with their assigned ASD student a minimum of one class period per day, except for “Training Day”. In addition to being a mentor, role model, and friend, they will assist the ASD student in such things as appropriate classroom behavior, organization of assignments and supplies, and focusing on what the teacher is saying. The LINK student will attend LINK Staffings to discuss the progress of their ASD student, and contribute ideas on how to more effectively help the ASD student progress toward his/her goals. During a normal school week, the LINK student will be attending a LINK training class one day of the week where you will learn more about the autism spectrum, as well as methods/techniques for working with ASD students. There will be assignments that will be worked on the remainder of the week, as well as tests, quizzes, midterms, and final exams. Much of this will be done online with Blackboard and the LINKS Make a Difference website/blog. Four days out of the week LINK students will be with their assigned ASD student during their LINK class. Computer use: If a student does not have access to the internet at home, the Library computers should be accessed to complete assignments. If the student has difficulty accessing a computer at the Library, every effort will be made to provide access to the internet in the LINK room. The student is expected to initiate contact with Mr. Miller if he/she is having difficulty completing assignments due to lack of access to a computer with internet connection.

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

C) Requirement for Counting in Membership

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

Peer to Peer Approximately 200

Formalized Peer to Peer Support Programs Across

Michigan…Many More that START Does Not

Know

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 Education 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

Reports to Special Ed Teacher for Attendance

Model 2: General Education ElectivePeer to Peer Support Teacher – Certified in the Grade Level of the ElectiveEducational Environment: General EducationTEACHER 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 CourseEducational Environment: General EducationException: General Ed Teacher will Instruct, Assess, and Assign Grades for Two Separate Inter-related Courses at the Same TimeTEACHER 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 ProgramEducational Environment: Special EducationException: Special Ed Teacher will Instruct, Assess, and Assign Grades for Two Separate Inter-related Courses at the Same TimeTEACHER 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

Peer to Peer Support Curriculum

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

Directions for Use of Internet Training Modules

These directions apply to the use of the internet training modules for training LINKS. Computers with internet connection will be necessary. If internet connection is not available, the instructor should go to Directions and Ideas for Direct Instruction.

1. Open the document: “Internet Module Master Planning Document 2.4”

2. Note that this is a listing of currently available internet modules for training LINKS. There are four levels of difficulty which are arranged in a suggested order. The LINK instructor should use their own discretion as to which modules are used and how they are assigned. Pupil Accounting has no instructions or guidelines in this area, which allows for maximum individuality and creativity for the LINK instructor.

3. Decide which module you would like to select. The very first module in Level 1 is unique. The direction below will take you to a module developed by the Indiana Resource Center for Autism. All remaining internet training modules will take you to AIM – Autism Internet Modules.

4. Roll the cursor over that title, depress your control key (PC), or the command key (Mac) and the cursor will turn to a hand. Right click.

5. You will now see a web page titled AIM – Autism Internet Modules

6. Use of these modules requires you to register (create username and password – be sure to save these)

7. Once registered and/or when you enter these in the future, it will take you to a page titled: Module Navigator

8. Scroll down to alphabetical list of all current and upcoming modules, and click on this

9. Locate the title of the training module you are looking for and click on that title

10. You now should be on the training module you are seeking. LINK students can now read/listen to the introduction, read the summary, and click on the arrow at the bottom directing them to the next page. In some modules, there is a pre-test the student should take, click on submit and view their score. Go back to the training module, read the material, and take the post-test. Click on submit, receive your score, and turn this in to your LINK instructor as directed by them.

D i r e c t i o n s a n d I d e a s f o r D i r e c t I n s t r u c t i o n P a g e | 1

Directions and Ideas for Direct Instruction

What Is Meant By “Direct Instruction”?

Direct instruction most often takes place in a traditional classroom. The students meet for a regularly scheduled class period throughout the semester or trimester, with one or more teachers instructing on a topic. Direct instruction most often has hard copies of textbooks and/or handouts that the student is able to read from. Direct instruction can be supplemented with informational articles, videos, special speakers, etc.

The instructor that wishes to teach using a traditional approach like direct instruction will find all necessary materials on the START CD and on the START website - http://www.gvsu.edu/autismcenter. Once you are on this website, click on “Peer To Peer Supports” and you will see both the Internet modules and the Direct Instruction Modules. Using the “Internet Module Master Planning Document” as a suggested guide, the instructor will decide at what level/module will be the starting point for the class.

Next, the instructor will find the “hard copy” corresponding to the title on the “Master Planning Document”. For example, if the class is a beginning class, with most or all of the students having little or no knowledge about ASD, a look at the “Master Planning Document shows Level 1 has a beginning training module “Characteristics of ASD”. The instructor would go to the folder titled “Level 1 Basic Training”, open the folder and click on “Characteristics of ASD”. This is a MS Word document that can be printed, copied, and handed out to the students to work from.

The instructor would then teach from this document, keeping the class together at the same pace. The advantage of this approach is that students may ask questions which will allow the instructor to answer them fully and even allow for classroom discussion.

The instructor may also print out extra articles to read, show relevant videos, or even assign research on a related topic which can be found in the “Video and Other Internet Resources” folder. All of these resources are located on the CD and the GVSU/START website. There will be a quiz at the end of the training unit for the students to take.

Note: The START website will be updated regularly as new training modules become available. Please plan to check back periodically.

When the instructor is confident that all students have mastered the material, the next training unit in Level 1 may be printed out and taught in a similar fashion, and so on.

Comprehensive CurriculumAnd Resources

For LINK Programs

Paul Miller, Ed.S.

Internet Module Master Planning Document 2.4 (Suggested Sequence) 12/19/11

Level 1 Level 2 Level 3 Level 4

Grade Level 6-12 (Basic)

Grade Level 6-12 (Intermediate)

Grade Level 9-12 (Advanced 1)

Grade Level 11-12 (Advanced 2)

1. About Autism Spectrum

Disorders 1. Rules and Routines 1. Self-Management 1. Social Supports for Transition-

aged individuals 2. Recognizing Autism –

Assessment For Identification 2. Transitioning between activities 2. Overview of Social Skills 2. Structured work systems &

Activity Organizations 3. Peer Mediated Instruction 3. Antecedent –Based activities 3. Home Base 3. Task Analysis 4. Prompting 4. Functional Communication 4. Assessment for Identification 4. Structured Teaching 5. Reinforcement 5. Supporting successful completion of

Homework 5. Sensory Differences 5. Speech Generating Devices

6. Restricted Patterns of Behavior,

Interests, & Activities 6. Response Intervention / Redirection 6. Social Narratives 6. Preparing Individuals for

Employment 7. Picture Exchange

Communication System 7. Visual Support 7. Time Delay 7. Customized Employment

8. Language and Communication 8. Naturalistic Intervention 8. Differential Reinforcement 8. Parent-Implemented Intervention

9. Extinction 9. The Incredible 5-Point scale 9. Computer-Aided Instruction 10. Strategies For Teaching

Functional Skills (10 Lessons) 10. Discrete Trial Training

11. The Employee with Autism

LINK Curriculum

Internet Modules: Roll over title, control/click, enter password, scroll down, select title from Alpha list and click. The “Master Planning” document is a suggested sequential approach to these internet modules. Direct Instruction: Mirror-image of internet modules available for printing on START CD and web page: http://www.gvsu.edu/autismcenter/

Articles: Download from START CD, print for students, or go to millep@edublogs.org, click on “Posts”. Many newer articles on helpingeducators.edublogs.org Copy any articles you want and use in your classroom.

Quizzes/Tests: Included with each module. 80% mastery level

Daily Journals: Submit via website as shown here: “LINKS Make A Difference” (sample) Contact Paul Miller for assistance in developing a similar website for your LINK class

Case Conferences: Meeting with all LINKS assigned to the same ASD student – Board Work

Specific ExampleA 6th Grade Peer to Peer Support Student in their 1st semester of the program would enter the curriculum at Level 1 – Basic and only complete:

1. About Autism Spectrum Disorders

6. Restricted Patterns of Behavior Interests and Activities.

• This is because of the developmental level of the student.

• The teacher use materials from the two modules and provide direct instruction rather than online option

• Many teachers are using the post-test of each module to help determine the grade for the class.

Specific ExampleA 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

6. 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 ExampleTwo 7th Grade Peer to Peer Support Students are in the same hour. Student A - 3rd Semester Student B - 1st SemesterStudent A is Level 2 – Intermediate – On-LineStudent B is Level 1 – Basic – On-Line

Teacher of record must track the level of each peer to peer support student in each class

Elementary Peer to Peer Support Programs

It’s All About Understanding The Elementary School Schedule for

Students in Cross Categorical and Autistic Programs

Elementary Schedule• Organized into Three Parts:

– AM – Lunch and Recess– PM

• Integration Opportunities Organized Around AM or PM

• Specials – Cross Age Peers for Specials Opposite Integration Opportunity

AM Schedule 9:00 - 11:40 Kindergarten: Amy and Robert 1st Grade: Theo and Wendell 2nd Grade: Mark and Ryan

Lunch/Recess 11:40 - 1:00

PM Schedule 1:00 - 3:40 3rd Grade: Dan and Russell 4th Grade: Brian and Eric 5th Grade: Emily and Greg

Lower Elementary Lunch

11:40 - 12:20

Robert Amy Cross Age Support

Wendell Theo Same Age Support

Mark Ryan Same Age Support

Lower Elementary Recess

12:20 - 1:00

Robert Amy Cross Age Support

Wendell Theo Same Age Support

Mark Ryan Same Age Support

Upper Elementary Lunch

12:20 – 1:00

Dan Russell Same Age Support

Brian Eric Same Age Support

Emily Greg Same Age Support

Upper Elementary Recess

11:40 – 12:20

Dan Russell Same Age Support

Brian Eric Same Age Support

Emily Greg Same Age Support

Lower Elementary Integration

AM Schedule

Student’s Names and Grades: Kindergarten: Amy and Robert 1st Grade: Theo and Wendell 2nd Grade: Mark an Ryan

Upper Elementary Integration

PM Schedule

Student’s Names and Grades: 3rd Grade: Dan and Russell 4th Grade: Brian and Eric 5th Grade: Greg and Emily

Grade Level Special Times

Kindergarten PE M/W 1:00 Music Th 3:00 Art: F 10:00

2nd PE M/W 10:00 Music Th 10:30 Art F 3:00

4th PE M/W 9:30 Music Th 11:00 Art F 10:30

1st PE M/W 2:00 Music Th 10:00 Art F 2:30

3rd PE M/W 2:30 Music Th 2:00 Art F 2:00

5th PE M/W 10:30 Music Th 2:30 Art F 9:30

Physical Education Music Art

Non-Integration Special Time PM

M/W – K Robert/Amy 1:00 Cross Age Support M/W – 1st Grade Theo/Wendell 2:00 Cross Age Support

Th – K Robert/Amy 3:00 Cross Age Support

F -1st Grade Theo/Wendell 2:30 Cross Age Support F – 2nd Grade Mark/Ryan 3:00 Cross Age Support

Non-Integration Special Time AM

M/W – 4th Grade Brian/Eric 9:30 Cross Age Support M/W – 5th Grade Emily/Greg 10:30 Cross Age Support

Th – 4th Grade Brian/Eric 11:00 Cross Age Support

F – 4th Grade Brian/Eric 10:30 Cross Age Support F – 5th Grade Emily/Greg 9:30 Cross Age Support

How Schedule Works

•6 students with ASD at the Lower Elementary Level •6 students with ASD at the Upper Elementary Level •50% of day Integration into General Ed Classroom•Lunch, Recess and Opposite Integration Specials•Student with ASD may additional time with his grade

level peers with support from Cross Aged Peers.

Example of 1st Grade Student with ASD Integrated Full Day

Example of a Student with ASD Integrated ½ Day 4th Grade

What if Student with ASD is Integrated Full Day in General Education

• The Younger the Student with ASD (Kindergarten and 1st Grade) more utilization of Cross Aged Peers

• Utilize Cross Aged Peers – Middle and High School Peers and Alternative Education Peers for Specials, Academic Instruction, Lunch and Recess– Middle, High and Alternative Peers will be scheduled

everyday by class period (i.e. everyday 2nd hour)– Must have a check in/check out procedure from building

to building

What if Student with ASD is Integrated Full Day in General Education

• The Younger the Student with ASD (Kindergarten and 1st Grade)

• Utilize Same Aged Peers – Rotation of Peer to Peer Support Students– Two Peers Monday – Lunch– Two Different Peers Monday – Recess– Same for Rest of the Week– Total of 20 peer to peer supports during the week for

one student for Lunch and Recess

What if Student with ASD is Integrated Full Day in General Education

• The Younger the Student with ASD (Kindergarten and 1st Grade) more utilization of Cross Aged Peers

• Utilize Cross Aged Peers – 3rd, 4th and 5th Graders– Lunch Recess– Academic Instruction – Teacher Permission Only– Specials – Teacher Permission Only

What if Student with ASD is Integrated Full Day in General Education

• 2nd, 3rd, 4th and 5th Grade Student with ASD (Can also use Cross Age Peer to Peer Supports)

• Utilize Same Aged Peers – Rotation of Peer to Peer Support Students– Two Peers Monday – Lunch– Two Different Peers Monday – Recess– Total of 20 peer to peer supports during the week for

one student for Lunch and Recess– Specials – Rotation with Support of Specials Teacher– Academics – Rotation with Support of G.E. Teacher

Get Creative in Scheduling!• Use alternate as primary and primary as alternate• Rotate…Rotate…Rotate• Use Peer to Peer Supports from one class for one

support time (Arrival/Departure)(Recess)• Down Time in General Education Classrooms• Talk to Principal and General Education Teachers• Make this part of school culture• GO GET KIDS…GO GET KIDS…GO GET KIDS