Set Up and Scheduling

Scheduling peers is important, particularly at the beginning stages of the program. Although this structure may seem artificial at first, intentional scheduling provides consistent opportunities for students to connect inside or outside the classroom and may be academic or social. Scheduling peer partners ensures repeated opportunities to engage in shared experiences leading to authentic connections over time. Reference START’s Peer Friendship Formula for more information.

Address Scheduling Considerations

Determine how many LINK peer partner students are needed for each student with an IEP. Some programs match one peer partner to each student with an IEP. Other programs link multiple peer partners for each student with an IEP. 

It may be easiest to match students according to schedules. It is helpful to have a school counselor involved in the scheduling. Peer partners need to be the same age or older than the student with the IEP. Most buildings have the best luck creating a master template to assist with scheduling. It is also important to note that if peer partner students and focus students have natural commonalities, likes and interests, consider making that a priority if the schedule allows. The examples listed below will provide guidance on how to schedule LINKs.

• Course Overview Template

• LINKS Primary Schedule Arranged by Hour Example

• LINKS Primary Schedule Arranged by Focus Student Example

• Class by Class Simple Posted Scheduling Template

Another scheduling option is to consider cross-age peer partnerships. For example, some programs connect middle and high school peer partners with younger students at the elementary or high school students with middle school students. 

Older peer partner students can participate in a variety of settings including general and special education classrooms, special classes, as well as lunch and recess. Some examples of cross-age support are: an 8th grade LINK with a 3rd grade student during science class, a high school LINK with a middle school student during PE class, and a high school LINK with a 1st grade student during math, lunch, and recess. Although cross-age peer support arrangements may initially be considered as a way to meet a need or create an opportunity, maintaining a participation mindset is essential.

Why Cross-age Peer to Peer is Important

• Students often enjoy learning from each other more than from adults.

• Older students are often seen as more relatable than teachers.

• Younger students benefit from having a more experienced or mature peer to look up to.

• Older students can model both academic skills and positive social behavior.

• Peer partners can show classroom peers how to engage with students who have IEPs in inclusive and respectful ways.

• Classroom peers see the LINK peer partner’s interactions modeled and are more likely to join in; helping expand friendships.

Participation Model Reminders:

• A “Participation Model” mindset must be maintained.

• The goal remains the same: all students engage in shared activities in a reciprocal manner.

• Peer to Peer is about friendships, not about having students acting as mini-teachers.

Use this slide deck for teaching LINK peer partners about their role as a cross-age peer:

• Cross-age: Building Connections with Younger Students

A protocol will need to be developed if students are leaving their building to participate in Peer to Peer in another building. Consider creating “Building to Building Passes” for LINK partners at the middle and high school who are traveling to an elementary school or different building. Consider using a three-ring binder or putting the passes into a booklet format so students can create a log of when they go back and forth between buildings.

• LINKS Peer to Peer Travel Release Form Template