Elective Course Proposal
Peer to Peer Support (LINKS)
District Name: _______________________________
Name of Course: Peer to Peer Support (LINKS)
Course Description: Peer to peer Course Credit Programs represents one
model of 21st Century instructional design that incorporates applied
(experiential) learning in a non-traditional manner. 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. (Michigan
Department of Education, Pupil Accounting Manual, November, 2012)
Department: 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.
Models of Implementation of Peer to Peer Support Elective Courses:
Model 1:
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
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Model 2:
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:
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
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Model 4:
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
What Model will the District Use: _____________________________
Peer to Peer Support Responsibilities: The Peer to Peer Support Student is
assigned to the program 5 days a week during their scheduled class period.
He/she follows the same schedule for one semester or trimester. The primary
responsibility of a Peer to Peer Support Student is to model age appropriate
behavior for the student with the I.E.P. The Peer to Peer Support Student may
provide peer support to his/her assigned student in the areas of organization,
social skills, and academics during the scheduled class period. The LINKS
student is expected to participate in training, follow school and classroom
expectations, journal daily, complete a semester-end project, and will participate
in case-conferences throughout the semester. Peer to Peer Support Students
receive ½ elective credit after successfully completing a semester of participation
as a peer to peer support.
Who can be a Peer to Peer Support Student? Students interested in being
a Peer to Peer Support Student select Peer to Peer Support as an elective during
the scheduling process. Peers will be selected on a first come/first serve basis
through availability of placement in the program. The ultimate goal is to have a
cross-section of students representing a variety of personalities and skills serving
as peer to peer supports which better represents the microcosm of communities
at large. This means that LINK students may be high-achieving students (honors
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students), general classroom students, students with mild disabilities, or students
who are at-risk due to their academic or behavioral needs (e.g., alternative
education students). This allows the student with an I.E.P. the experience of
diversity needed for successful participation in adult life.
“For low-achieving students in particular…the opportunity to practice [academic
strategies] through teaching them to others, may also promote increased
engagement and learning. Students more readily acquire academic content
when they must explain it to others and are responsible for ensuring another’s
learning” (Carter & Kennedy, 2006, p. 287).
Benefits: The Peer to Peer Support Program provides many opportunities for
general education students, as well as the students with an I.E.P. Students learn
to relate to people with different needs and develop an increased understanding
of individual differences. Encouraging student responsibility is also an added
benefit of the program.
Diversity is present in every public school district in our nation. We support and
celebrate diversity through a variety of instructional support programs, including
specialized program for students with disabilities.
IDEIA (2004) requires that local school districts consider ‘portability of supports
and services’ that appropriately and routinely support individual students with
disabilities in less restrictive environments. This mandate does not minimize the
need for individual educational plans or supports required by students with
disabilities to meet goals and objectives. It does recognize that exposure to
legitimate curriculum enhances learning for all students. A commitment to
implement this law requires a fresh look at how placement decisions for students
with disabilities are made.
Students enrolled in the Peer to Peer Support Program work collaboratively with
a student (or students) with an I.E.P. on common goals. Peer to Peer students
act as peer models and mentors, not caregivers, teachers, or substitute
paraprofessionals. They participate alongside the student with an I.E.P. to
support active engagement and understanding of the expectations in the
instructional environment. As such, participation and modeling is valued as an
important and valid instructional variable for the student with the I.E.P. Of
additional importance is that a strong predictor in whether a student will or will
not model another is similarity to the model. In this way, same and cross-age
peers serve as better models than adults.
The reciprocal benefits to the Peer to Peer Support students are numerous and
include the use of the Peer to Peer Support Curriculum. Applied as part of a
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participation model, the curriculum offers opportunities for the learning and
application of skills that promote responsibility, collaboration, leadership, and
empathy, among others. The planned sequence of activities in the curriculum
supports LINK students in becoming better problem solvers and communicators
who are able to successfully interact with a wide variety of people. Further
benefits include increased attendance and grades and decreased behavioral
referrals for students who are participate as LINKS.
Curriculum: Description of the Curriculum
There are four levels in the curriculum for Peer to Peer Support Students. Each
level contains multiple AIM Modules on the characteristics of students with ASD
and strategies that work with students with ASD. The modules are organized
into levels with each level progressively more difficult than the previous one.
Level 1 (Basic) and Level 2 (Intermediate) are designed to meet the needs of
Peer to Peer Support Students in Grades 6th = 12th. Level 3 (Advanced 1) and
Level 4 (Advanced 2) contain modules considered to have more difficult concepts
and are designed to meet the needs of Peer to Peer Support Students in Grades
9th - 12th grade, although Peer to Peer Support Students in 6th - 8th Grade could
take modules in Level 3 and 4 with instructor permission.
The organization of these levels of curricula provide a single point of entry for a
first time peer to peer support student regardless of their grade. The curriculum
can be taught in a direct instruction format or can also be used as an online
class. Below are the instructions for teaching using either format.
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Directions for Teaching the Peer to Peer Support Curriculum using
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 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.
1. Using the “Internet Module Master Planning Document” as a suggested
guide, decide what level/module will be the starting point for the class.
2. 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 as 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.
3. 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
GVSU/START website. There is a quiz at the end of each 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.
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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.
Directions for Teaching the Peer to Peer Support Curriculum Online:
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 the 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
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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.
Course Syllabus: Whether you choose to implement online or direct instruction
teaching modules, a course syllabus must be provided to each student schedule
for Peer to Peer Support. Below is an example syllabus.
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 and reporting absences
 Daily journaling and reading and writing reflection papers on related topics
 Developing rapport with ASD student and demonstrating initiative
 Communication with student, classroom teacher, coordinator and other staff involved in
this program
 Attending and participating in case conferences (4 or more) and occasional lunchtime
general meetings (3 per semester)
 Modeling appropriate learning strategies and social behavior
 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.
______________________District Proposed Syllabus below
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.
Assignment Expectations: All assignments are to be original to the student, complete, and in
the form expected by the teacher. Assignments are expected to reflect the best possible effort by
the student.
Grading:
Attendance 15% of Grade
Links are required to maintain attendance sheets on a daily basis .
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Reporting Absences 10% of Grade
The students with whom the LINKS work will come to rely on the LINKs help. If the LINK is
absent, the ASD student may have a difficult time managing his/her class work and behavior.
Good attendance is critical! If a LINK student must be absent due to illness or emergency, he
must call and report absence before 7:30 am every day of the absence.
Journaling 20% of Grade
Journaling/attendance sheets are for the LINK students to write their observations of the student
with whom they are working.
Reflection Papers based on Assigned Reading 15% of Grade
As a part of ongoing training, articles regarding ASD or other related topics will be assigned.
Reflection papers will be required assignments in response to these articles. Expect some of this
reading and writing to be done as part of the technology inclusion program being used at SAHS.
Tests and Quizzes 15% of Grade
Developing Rapport, Communication, Modeling and Initiative 25% of Grade
 Forming a relationship and Communication
 Initiative refers to being able to observe, think ahead, and take an appropriate action
 Attending lunch meetings and meeting deadlines
Grading Scale:
93-100
90-92
87-89
83-86
80-82
77-79
A
AB+
B
BC+
73-76
70-72
67-69
63-66
60-62
0-59
C
CD+
D
DE
Final Exam Grade: Final Project
LINKs students will be expected to complete a project that is related to and reflects the LINKs
experience and what they LINK has learned. Instructions and perimeters will be given at least 5
weeks before the end of the semester
Project must focus on one or more of the following:
1. What LINK has learned about himself as an individual
2. How the LINK grew as an individual because of the LINK experience
3. What the LINK has learned about the student with whom he worked
4. What LINK has learned about the specific disability of the student with whom he worked
A variety of mediums are suggested but each project must be approved by the coordinator.
Poster
Poetry
Journal
Photography
Painting/Sketches
Scrapbook
PowerPoint Presentation
Videotape
Personal Journal
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District Proposed Syllabus Attached
Course Catalog Description:
This program is designed for general education students interested in learning
about students with I.E.P.’s, and about individual students within ____________
School District. The students work together in an integrated, positive fashion, to
promote socialization, independence and strong friendship bonds that last
throughout high school and beyond.
“LINKS is about creating connections within a diverse group of students and
ensuring that all students are acknowledged for what makes them different and
what makes them and all of us the same.”
Potential activities may include; attending general or special education class with
an identified peer, attending LINKS scheduled meetings, 1:1 meetings with
LINKS coordinator, curriculum materials.
This is a general elective course that awards credit as approved by the Michigan
Department of Education and a grade to general education student.
Prerequisite: Approval of Instructor
___________________ District Proposed Course Catalog Description
Below:
What funds, if any, will be used to initiate this course?
___ District
___ Grant
___ Other
Describe how the funds will be used: ______________________
Staff preparation:
START Two Day Peer to Peer Support Training
Observation of other Peer to Peer Support Programs
START Leadership Day and other update trainings
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