A Proactive and Supportive Strategy to Reduce Discipline and Increase School Engagement

1. A Proactive and Supportive Strategy to Reduce Discipline and Increase School Engagement Peer to Peer Support

2. Because of challenges facing secondary schools such as high dropout rates, violence, and school failure, educators have proposed increasing the sense of community in schools so that positive relationships are promoted for all students (Schaps, 2003).

3. “Caring communities in which all participants share common purposes and ideals are advocated as a means of character and citizenship development and fostering a sense of tolerance, acceptance, and belonging among increasingly culturally, economically, and academically diverse school populations” (Hughes & Carter, 2008, p. 8-9).

4. Peer to Peer Support • Peer to peer support programs are an evidenced-based practice that can help proactively improve student engagement in the school community and teach social and problem solving skills. • Students are given an opportunity to actively participate in an organized program with meaningful activities and goals.

5. Impact of Peer to Peer Support Principals and staff that support peer to peer support programs in their building often observe changes in student behavior such as reductions in bullying and alienation and improved school climate.

6. Impact of Peer to Peer Support Students in schools where a principal supports preventive alternatives to suspension are 30 percent less likely to receive an out-of-school suspension, and more than 50 percent less likely to receive an expulsion (Skiba, Trachok, Chung, Baker, & Hughes, 2012).

7. Extensive research, published in the last two decades, has shown definitively that peer programs can have statistically significant effects on attitudes, norms, knowledge, behaviors, health, and achievement outcomes(Advocates for Youth).

8. A report on the 2005-2006 Maryland Department of Education’s Peer Buddy Project shows peer mentors gain skills in interpersonal communication, problem solving, reliability, behavior control, planning, and cooperation (Preston, 2007).

9. Dopp and Black (2004) showed that at risk high school students participating as mentors to their peers with disabilities displayed a heightened sense of responsibility, fewer behavior and attendance problems, and better academic performance.

10. “Educators, administrators, and parents sometimes raise concerns about the possible detrimental impact of peer support interventions on academic performance... Research suggests, however, that peers are not hampered academically by their support role… Although these studies collectively suggest that peer support strategies offer potential benefits for all participating students, they appear to be especiallypromising for students judged to be at-risk for course or school failure” (p. 287). Carter, E. W., & Kennedy, C. H. (2006). Promoting access to general curriculum using peer support strategies. Research & Practice for Persons with Severe Disabilities, 31(4), 284-292.

11. Upton Middle School • Peer supports are at-risk students • Outcomes for peer supports participating • GPA increase from 1.7 in 2006-2007 school year to 2.8 in the 2007-2008 school year with similar results in the following year. • 40% reduction in behaviors requiring disciplinary action

12. Proposal An existing evidence-based peer to peer support program that supports students with autism spectrum disorder will be expanded to include students at risk for suspension and expulsion. The program emphasizes problem solving, participation, and active engagement in the school community that results in behavior and academic success.

13. Evaluation of Benefits • A pilot assessment of the benefits to peers participating in the program is just starting with 6 schools currently running programs. Behaviors assessed will include: • behavior referrals • academic performance • school attendance • A similar assessment could be used to assess the proposed program that includes a broader population of students.

14. Peer to Peer in Michigan Peer to peer programs are underway in over 100 elementary and secondary school buildings in Michigan and could serve as demonstrations of the peer support practices. Multiple Programs have Won State Awards

15. The LINK program has the potential to establish a platform where ALL students and faculty come together to provide alternative solutions and approaches in education, that can genuinely address  the diversity in our schools and a sense of belonging for all learners.  Autism Program Team LeaderClawson Public Schools

16. Participating in Something that You Value or Care About will Greatly Increase… The Likelihood of Your Participation in Other Responsibilities You May Not Care About

17. Peer to Peer Support Program Promotes Participation Participation Increases Connection to the Program Connection to the Program Increases Responsibility to the Building Responsibility to the Building Decreases Behavioral Referrals and Attendance Issues

18. Triad for Peer to Peer Support Student with ASD Provides a Model for Student with ASD and At Risk Student At Risk Peer to Peer Student Peer to Peer Support Student

19. Connecting All Students

20. Peer to Peer Support Elementary Middle School High School Academic Settings Non-academic Settings Same-aged Peers Cross-aged Peers Case Conference

21. Peer to Peer Support This program emphasizes treating students with dignity, having a systematic problem solving approach, providing social learning opportunities, and acknowledging peers for their contributions to the building.

22. Teacher Attitudes Change • Adults participating in peer to peer programs view peers differently. • Peers take a position of value and competency

23. Pilot Sites Pilot sites will be selected from districts identified with disproportionate suspension and expulsion of African American students with IEPs. If the practice shows evidence of effectiveness, the program can be expanded to other school buildings. Saginaw Public Schools