10/20/13 1 + Peer Collaboration: Supports Students, Stops Bullying Karen Brothers, Kristin Masters, Megan Burton, Erin Canaday, Ron DeMuesy, Dr. Steve Kucinski + peercollaboration.net Program Overview + Definition of Peer Collaboration Peer tutoring for academic and employability skills Peer support for social skills practice Peer support for field trips that encourage promote community involvement Peer support for intense needs that will allow a student to access the curriculum in the least restrictive environment with a friend’s help. Peer support in learning to build friendships Peer support for students who are new English Speakers
Karen Brothers, Kristin Masters, Megan Burton, Erin Canaday, Ron DeMuesy, Dr. Steve Kucinski
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peercollaboration.net
Program Overview
+Definition of Peer Collaboration
Peer tutoring for academic and employability skills
Peer support for social skills practice
Peer support for field trips that encourage promote community involvement
Peer support for intense needs that will allow a student to access the curriculum in the least restrictive environment with a friend’s help.
Peer support in learning to build friendships
Peer support for students who are new English Speakers
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+Program Philosophy
By fostering long lasting peer relationships, students are more likely to be invested in the academic and entire educational process, and this in turn will increase student achievement due to a stronger personal connection to the school community.
+Is Peer Collaboration needed at my school?
Talk with teachers to see if they need extra support for classroom environment or specific students.
Talk with Intervention Specialists to see if they need inclusion classroom support or student support with individualized instruction in resource room, work study, lunch, study hall or for socialization.
Talk with ELL teachers about their needs both in and out of the classroom.
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Peer Collaboration at Coffman High School
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+Peer Collaboration- Within Coffman High School In five years has grown from 20 participants to 220 participants
52 teachers hosting peer collaborators
The program places peers in classrooms to support both social and academic needs of students in: General education and inclusion classrooms (including 27 course offerings) Resource Room, OGT Prep, and Academic Skills Center (19 classes) Elective classrooms (16 course offerings) SLC/Individualized learning and social skills classrooms (10 classes) Work study experience (21 classes) English Language Learner classrooms (14 classes) Lunch
Students who participate in the Peer Collaboration course choose to receive a elective credit or community service hours.
+Peer Collaboration- Within Coffman High School In five years has grown from 20 participants to 220 participants
The program places typically developing peers to support both social and academic needs of students in: general education core classrooms study halls special education classrooms elective classrooms work study experiences lunch Extra curricular activities such as sports and clubs ELL classes
Students who participate in the Peer Collaboration course choose to receive a elective credit or community service hours.
Peer initiated outings and friendship development.
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Peer Collaboration Outcomes
+Peer Collaboration Outcomes For Special Education Students
When included special education students become members of inclusive classroom communities, they construct a relatively confident, hopeful sense of themselves as legitimate participants in the mainstream of school culture (Fitch, 2003)
Research has found that the more time spent in general education classes, the more likely it is that students with disabilities are accepted (Smoot, 2011).
+Peer Collaboration Outcomes For Guidance Counselors
Academic Development
Acquire Skills for Improving Learning
Achieve School Success Relate School to Life Experiences
Career Development
Develop Employment Readiness Identify Career Goals Apply Skills to Achieve Career Goals
Peer collaboration is a way for guidance counselors to disseminate and teach ASCA Model goals and 21st century skills in a manner that is embedded throughout the school day and provides genuine learning experiences.
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+Peer Collaboration Outcomes For General Education Students
The research on peer mentoring programs, while limited, has noted indirect positive outcomes related to: attitude and academic improvements (Strader &
Gagnepain, 2000)
decline in drop out rate(Strader & Gagnepain, 2000)
progress in self esteem, self-control and problem solving (Dopp & Block, 2004)
+Peer Collaboration Outcomes For General Education Students
Key Question: To what extent do general education students gain 21st Century skills from participating in a peer collaboration program?
Our research
Attempted to quantify gains
Likert Survey of 23 questions Related to Acquisition of 21st Century Skills (Trilling & Fadel, 2009) completed by teachers two times during the 2011-2012 School year.
Two groups: Random Sophomore Students (control) and Sophomore Peer Collaborators (experimental group)
+Results-Gains Made by Each Group
Student prompts others to participate
Student conducts him/herself in a respectable, professional manner
Student provides assistance to others without doing it for them
Student connects ideas during classroom discussions
Student is comfortable interacting with the differences of others (i.e., cultural, social, political, gender, religious, ability level, etc.)
Student uses feedback to guide future actions
Student helps motivate others (i.e., gives positive feedback to others)
Student is willing to listen to constructive criticism
Student completes and submits assignments on time
Student completes tasks without direct oversight
Student prompts others to participate
Student conducts him/herself in a respectable, professional manner
Student provides assistance to others without doing it for them
Peer Collaborators Random Students
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+Peer Collaboration-Indirect Outcomes
Decrease in Bullying-Potential Explanations Peer Collaborators are in all environments across the school.
Allow students to learn about each other, will reduce the fear and negative stereotypes ant may exist. Differences are celebrated rather than separated.
Natural friendships occur and friends support one another.
Peer Collaborators may be having an impact preventing bullying for those kids who may not be identified as special education, but in some ways are marginalized based on other factors.
Students who are meeting ASCA model goals/21st Century skills are much less likely to bully.
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Peer Collaboration Outcomes- Student Reflections
+Peer Collaboration Outcomes For General Education Students
Peer collaboration has affected me in so many ways. Now I try to help everyone and I look out for people more if they are struggling. I have also noticed that I am no longer afraid or embarrassed to help someone out. I think that I am becoming a more accepting and understanding person as well, instead of being annoyed with people or upset with them, I take a second and say to myself, "Just calm down, you don't know what's going on in their life so why don't you just help them.”
As an academic student, peer collaboration has helped me because I tell myself the same things I tell the other students when they are upset while doing classwork or taking a test, and it helps me to calm down and work towards the main goal.
Libby Jobe Dublin Coffman High School
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+Peer Collaboration Outcomes For General Education Students
If one were to walk down the halls of Dublin Coffman they'd see differences in the students, but I don't. They way I view people is by their personality. I do not notice skin color, height, religion, or even their academic skills. I wish that everyone got the opportunity to join Peer Collaboration and understand one thing; everyone is one in the same.
Alexis Godshall Dublin Coffman High School
The Peer Collaboration program has a dramatic impact on the environment in Coffman. Anyone who has ever been a peer or anyone who has interacted with a Peer is just so open and friendly. Coffman has just become such an open and accepting place because of the Peer Collaboration program. Megan Yaroma Dublin Coffman High School
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Starting Your Program
+Tips to a starting a successful program…
Start small
Get admin on board
Start a school wide club, make activities accessible to every student
Look to join/participate in functions that are already established at your school and in the community
Start by inviting selected peers, ask the teachers
Make it an elective course at the middle and high school levels
Supply training
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+References
Fitch, F. (2003). Inclusion, Exclusion, and Ideology: Special Education Students' Changing Sense of Self. Urban Review, 35(3), 233-252.
Smoot, S. L. (2011). An Outcome Measure for Social Goals of Inclusion. Rural Special Education Quarterly, 30(1), 6-13.
Trilling, B. & Fadel, C. (2009) 21Century Skills. Learning for Life in Our Times. John Wiley & Sons, Inc. San Francisco, CA
+Contact Information: www.peercollaboration.net Gmail:[email protected] Karen Brothers- School Counselor
