Academic Mentoring and Peer Coaching

Orientation and Training Project Panther LIFE:

Panther Learning Is For Everyone

Diana Valle-Riestra (FIU)

Jill Brookner (M-DCPS)

Lily de Moya (Parent to Parent)

Rene Sierra (M-DCPS)

Credo for Support http://www.youtube.com/watch?v=SKCxwDF-SrI

Project Panther LIFE: Panther Learning Is For Everyone

To provide students with intellectual disabilities (ID) an inclusive, integrated postsecondary program with an individualized, person-centered curricula based on student needs, strengths, and interests that will lead to increased knowledge and skills gained through access and participation in postsecondary education and on campus experiences at Florida International University (FIU).

Panther LIFE Principle Objectives

The recruitment, preparation, and retention of 8 students with ID that meet eligibility criteria.

Initial and ongoing advising and support through academic mentoring, peer coaching, faculty advising, and job coaching.

The development of self-determination and self-advocacy skills.

The development and generalization of independent living skills in the community.

Panther LIFE Principle Objectives (Con’t) The ongoing evaluation of the program.

The successful completion and potential for paid employability.

Provide families with information, educational training, peer to peer learning, support, and resources to assist them through the transition process.

Need for Panther LIFE Attainment of postsecondary education creates opportunities in the labor market for individuals with and without disabilities, including higher earnings, better benefits, and more opportunities for career advancement. Yet, students with disabilities are still not accessing and participating in postsecondary education compared to their non-disabled peers.

To ensure that high school students with disabilities have access to and can transition and participate in postsecondary education and related experiences.

To achieve meaningful employment following program completion.

System of Supports through Collaborative Partnerships

FIU

Access to courses and university facilities

Participation in campus activities & events

Academic mentors, peer coaches, & faculty advisors

M-DCPS

Project Coordinator & Assistant

Transition Specialist

Job coaching

Travel training

Parent to Parent of Miami, Inc.

Family/Student Seminars

Educational Support Specialist

Training & Resources

Program of Study & Key Features

Fall 2011

Common core course (audit)

Family/Student Seminars A & B

Spring 2012

Common core course (audit)

Elective course (if appropriate; audit)

Family/Student Seminar C

Online Academic & Transition Curricula

2-semester Supervised Employment Internship

Career Development Seminars

Definition: Intellectual Disability (ID)

(IDEA, 2004)

“…significantly sub-average general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child’s educational performance.” [34 CFR §300.8(c)(6)]

Intellectual functioning as measured by IQ below 70 (range 70-75)

Individuals with ID may have difficulties in:

Understanding complex information.

Using logical thinking to plan ideas and solve problems.

Following directions and instructions, particularly those which involve multiple steps or complex information.

Using sound judgment and abstract thinking.

Skills Related to Adaptive Behavior

Functional academic skills

Communication skills

Physical development & personal care

Social interaction skills

Community living skills

Career development/work experience

Preferred Learning Styles Auditory

Spoken language is the preferred way of taking in and responding to information.

Visual Visual information (e.g., printed word, concept maps, graphic organizers, charts, environmental cues) are needed for ease of learning.

Kinesthetic Hands-on activity and receiving feedback from physical sensations are important and helpful in facilitating learning and in demonstrating mastery of skills.

Giving Instructions Repeat and simplify instructions.

Write oral instructions down and always keep in one place.

Ask the student to repeat directions to strengthen understanding.

Complete the first example with the student.

Act out/model the activity to clarify instructions.

Tape record instructions to be available as needed.

Definition: Self-determination A construct that encompasses choosing and setting goals, making life decisions, self-advocating, and working to reach goals.

Enhanced self-determination contributes to attainment of more positive outcomes (e.g., employment, community living, enhanced quality of life (Wehmeyer et al., 2003).

The skills needed to understand and address one's wants and needs through decision-making, problem-solving, and goal setting.

Self-determined

behaviors are “the

attitudes and abilities

necessary to act as the

primary causal agent in

one's life and to make

choices and decisions

regarding one's quality of

life, free from undue

external influences or

interference” (Wehmeyer, 1992)

Definition: Self-Advocacy A set of behaviors that enable individuals with disabilities to speak out or demonstrate their preferences in a way that promotes their needs and desires or those of a collective group to assure their access to and full participation in the community.

A life-long process.

Individuals with disabilities:

speaking for themselves

making decisions and choices that affect their lives

becoming more independent

learning about rights and responsibilities

(Hayden & Scholtz, 1991)

Self-Advocacy Skills

Communicating strengths, needs, and wishes.

Being able to listen to the opinions of others.

Having a sense of self-respect.

Taking responsibility for themselves.

Knowing their rights.

Knowing where to get help or who to ask a question.

Case Scenario #1

Jeremy is a coach for Dawn. Dawn has to read a novel for her Introduction to Language class. She says to Jeremy, “I don’t want to read the book myself. It is too hard. Will you read it to me?”

How would you mentor Jeremy in his response?

Promoting Self-Advocacy

Assist the student to advocate for himself/herself.

Learn about his/her learning style.

Identify the accommodations he/she needs to participate in class.

Encourage appropriate communicate with professors, university staff, other students, etc.

Promoting Self-Advocacy (Con’t)

Point out strategies that help the student learn better (from your observations working with them).

Ask the student how they learn best and work with them to incorporate those strategies into their studies.

Strategize with the student on how to communicate with the professor and create a script or role play, if needed.

Case Scenario #2 Lou, a coach, is in the cafeteria with his student, John. John is juggling his lunch and his money as he makes his way to the cashier. Once there, John sets down his lunch and takes several minutes to count out his cash. Lou hears the person behind them in line say under his breath, “This guy is taking forever.” Lou turns to him and says quietly, “He has some learning problems. Give him a break.”

What do you think of Lou’s response? How would you respond?

Definition: Mentoring/Coaching

A partnership that has mutual benefits

Developing a meaningful & safe relationship

Providing guidance and support

Improving quality of life

A Mentoring/Coaching Philosophy

The act of mentoring/coaching is an act of teaching.

Learning is at the heart of good mentoring/coaching.

Becoming a mentor/coach is a developmental process.

Mentors/Coaches can be agents of change.

See Mentoring Support Handout

Principles of Mentoring & Coaching

Help the student to understand himself/herself as a learner.

Assist the student to understand and express his/her support needs.

Support the student to advocate for himself/herself.

Identify natural supports.

Fade level, frequency, and intensity of support.

Role of the Academic Mentor &

Peer Coach

Provide the greatest chance of success for the student with a disability.

Fit naturally into the college experience.

Provide support with least amount of intrusion.

Supporting Success

Natural Supports

Systematic Instruction

Accommodations

Assistive Technology

Self Management Tools

Natural Supports

Naturally occurring in the environment.

Available to all students--from faculty, support staff, etc.

Increases inclusion.

More permanent, available.

Facilitates long-term success.

Academic Mentor Job Description

See Job Description Handout

Job Performance Responsibilities

Qualifications

Stipend

Typical Academic Mentoring Activities

Required: Communication & Activity Log

Required: Positive Personal Profile (PPP)

Peer Coach Job Description

See Job Description Handout

Job Performance Responsibilities

Qualifications

Stipend

Typical Peer Coaching Activities

Required: Communication & Activity Log

Required: Positive Personal Profile (PPP)

Communication & Activity Log

Complete log electronically every time you meet with your Panther LIFE student.

Submission of log at the end of each academic semester (fall 2011 & spring 2012)

Fall 2011 – due December 16, 2011

Required for payment

See Log

Positive Personal Profile (PPP)

Complete a PPP on yourself. Share with Panther LIFE student.

Engage and assist Panther LIFE student in the development of his/her own PPP.

Due electronically on December 16, 2011

See Article & Sample

Getting Started

See “What to expect…” Handout

Establish consistent meeting times

Establish preferred mode of communication (e.g., email, phone)

Questions

Key Project Personnel Contact List

Diana Valle-Riestra, Assistant Professor of Special Education

Department of Teaching and Learning, College of Education, FIU

riestrad@fiu.edu

Jill Brookner, Transition Supervisor

Division of Special Education, M-DCPS

jbrookner@dadeschools.net

305-995-7580

Rene Sierra, M-DCPS Program Coordinator

sierra@dadeschools.net

305-970-3392 (Cell)

Lily de Moya, President

Parent to Parent of Miami, Inc.

ldemoya@bellsouth.net

305-271-9797 ext. 238