June 18th ppt - Grand Valley State University

Report
LINK THINK TANK
June 18, 2014
Best Minds in the State
Peer to Peer Support Programs
Purpose of the LINK
THINK TANK
Increase the Implementation of Peer
to Peer Support Programs Across the
State of Michigan
Game #4
Teams Each Select One Person from Their
Team to Participate in Game 4
Participants Go To The Center Tables
Game #4
Day 2 Agenda
•
•
•
•
•
•
•
•
•
•
•
12 Minutes Talks with Brainstorming Session
Fundraising
LINK Banquets, Recognition, T-Shirts, Media
Scheduling/Staffing/Case Conferences
Burn Out
Lunch – Longevity
Technology
Data Collection
At Risk Students
Summary of Work Completed at THINK TANK
What’s Next
Overview of 12 Minute Talks with
Brainstorming Session
• Dave Schoemer to Facilitate
• Brainstorming Session Embedded within
Each Topic Area
• Brainstorming Rules
• Board Note Taker for Each Section
• Computer Note Taker for Each Section
Fundraising
Margie Mayberry
Carrie Carr
Twelve Minutes;
Twelve Slides
…Twelve Ideas to
Spark Fundraising
Efforts
Ann Carey – Speech/Language Pathologist
Carrie Carr – Autism Consultant
Eastern Upper Peninsula Intermediate School District
Build One Program; Just One
Program
 Check.
done it.
Done. You’re here, so you’ve
Take Away Tool:
LINK Introductory
PowerPoints
(Elementary, Middle
School, School Board,
etc.
Create a Marketing Piece
 Video,
Website, Brochure, PowerPoint
 Focus only on positive results
 Highlight the successes!
 Don’t forget to take pictures!
TAKE AWAY TOOL:
EUPISD LINKS Video
Youtube Search –
“EUPISDLINKS”
Approach Local Groups
Lions, Rotary, Kiwanis, Elks,
Shriners…
 Offer
to do an autism focused
presentation

Autism in the EUP; Where We’ve Been;
Where We Are; Where We’re Going
 End
with Peer to Peer Marketing Piece
and “we need funds, any ideas?”
Take Away Tool:
Rotary Club PowerPoint
Autism in the Eastern
Upper Peninsula
The Who, What, When, and
Why…
and Where We Are Going
From Here
Prepared and presented by
Carrie Carr
ASD Specialist~EUPISD
Rotary Club
February 2012
Impairment in
Socialization
Restricted &
Repetitive
Behavior
Impairment in
Communication
Continuum of Skills for Individuals with Autism
Cognitive
Ability
Social
Interaction
Communication
Motor Skills
Fine & Gross
Sensory
Severe CI
Aloof
Gifted
Passive
Active/Odd
Non-verbal
Verbal
Awkward
Agile
Hyposensitive
Hypersensitive
Adapted from The Advocate (2003)





About 1 in 110 children have an ASD
Exact cause is unknown – strong genetic basis
Males are four times as likely to have it
Characteristics are evident by the age of 3
Historically 70-75% were thought to have some
degree of intellectual impairment; recent
estimates closer to 40-50% - testing of cognitive
abilities continues to be a challenge.
Eastern Upper Peninsula Intermediate
School District
A look at the data trends in the incident of
Autism Spectrum Disorder
Prepared by Carrie Carr ~ ASD Specialist EUPISD
Percentage of
students identified
as ASD eligible
within Sp. Ed.
Population
Incidence Rate of
students with ASD
per 10,000 school
aged children
Year
Number of
students found
eligible as AI
Total # of Students
Eligible for Special Ed.
Programs and Services
Number of School
Aged Students
2011
92
1,147
7,468
8%
123
2010
89
1,236
7,539
7.2%
118
2009
82
1,269
7,663
6.5%
107
2008
73
1,248
7,745
5.9%
94
2007
72
1,182
7,983
6.1%
90
2006
69
1,208
8,283
5.7%
83
2005
48
1,299
8,163
3.7%
59
2004
37
1,215
8,392
3.1%
44
2003
30
1,203
8,579
2.5%
35
2002
27
1,174
8,683
2.3%
31
2001
21
1,096
8,835
1.9%
24
Number of students
with an ASD in the
EUPISD
Number of Special
Education Students
2001
2010
% difference
21
92
338% increase
1,096
1,147
4.6%
increase
8,835
7,468
15.5%
decrease
All Students in EUPISD
ASD for Michigan
5,680
15,403 (as of 2010) 171% increase



ASD is here to stay
Programming won’t be trouble free
We are accountable
The Eastern Upper Peninsula has some exciting
initiatives …
Project ImPACT
 Parent Training Program
 MSU Autism Lab
 Social Communication Skills 0-5 year olds
 Blend of research based practices
 Brought to the EUP
 First cohort in the Sault this past fall
 7 families; 9 facilitators
 Excellent feedback
 Tahquamenon next!




18 multi-disciplinary school based teams
120 professionals in the EUP
100 more in the UP joining via ITV
Modules:
•Foundations in ASD
•Looking at ASD Differently and
the Teaming Process
•Behavior Supports
•Educational Strategies
•Peer to Peer Supports
•IEP Development and
Implementation
•Administrative Module
•Transition
•Systems Change
•Asperger’s Syndrome Module
•Technical support for target
students

Write down 7 things you did before sitting
down this morning.
Independent skill? Social skill?
Academic skill?
Primary Goals for Students with an ASD
 Socializations Skills
Independence Skills
Participation in the General Education Curriculum
Presented by Carrie Carr
ASD Specialist
EUPISD
________’s Strengths
____________’s Challenges
Many of (student name)’s challenges occur because he has…
Some Quick Information…
•Autism Spectrum Disorder is sometimes called ASD
•Most students with ASD are born with it
•Autism is NOT contagious
•There are more boys than girls with autism
•Some students with autism talk, and some do not
•Most students with autism have strong interest areas
•Most students with autism have a difficult time understanding social situations
•Students with autism often need to learn in different ways
•Kids with an ASD are often very knowledgeable in certain areas
Autism, really, is just a different way of thinking…a different way that a brain
works!
Teachers and staff are working really hard at (School Name) to assist (Student
Name). But…many, many, many smart people have done a lot of research and
studies and found that the people who can best help kids with autism learn and
grow are…
PEERS!
(other kids their age!)
That’s right!
You could be one of _________’s strongest LINK
S to success!
So, you are wondering, just what is a LINK?
•A LINK will be a student who is about _______’s age who will support him.
•Most importantly – a LINK is a good friend!
•A LINK will play and talk about things that ________ is interested in, and help
him discover other fun things, too!
•A LINK might work next to ___________ on a classroom assignment.
•_____________will need a LINK at recess and lunch and perhaps even some
other areas like the classroom or speech
•The LINKS will meet frequently to talk about what is going well with ________,
where he’s struggling, and discuss how YOU can help. The LINK meetings are
usually pretty fun and treats or special lunches are often involved 
•You can volunteer if you are interested. We have applications and permission
slips for you to fill out if you are.
•We’ll let you know when the first LINK meeting will be very soon!
Sustainability – Making it Stick!
Building coaches in every building
EPLI Coach Leaders – 16 seeking status
in the EUP
Regular team meetings for students on
the spectrum
Mini- I.T.’s in the EUP regularly
How You Can Help…
• Ideas for Peer to Peer LINK
Programs to expand beyond K-12
buildings…?
• Funding Opportunities…?
Carrie Carr
Autism Spectrum Disorder Specialist
EUPISD
[email protected]
(906) 632-3373 x 107
Hound PTOs
Take Away Tool:
PTO Letter
Template
Begin by writing ONE grant for
seed money
 MAASE
 Tribal
2 % Funds
 MEEMIC
Take Away Tool:
MAASE Grant Application;
Tribal Grant Application
Have a Bake Sale
Take Away Tool:
Bake Sale Flyer
LINK “Dues”
 $1
per year per student
 LINK Member Card – K-5th
 Flyer explaining “dues”; Leads to more
donations

Use Dues to Purchase End of the Year Pizza
Take Away Tool:
LINK Membership Card
LINK Dues Flyer
Staff Dress Down Day
• $3 for staff to
dress down to
support Peer to
Peer Programs
Take Away Tool:
Dress Down Day Flyer
Enlist LINKS
for Ideas!
LINKS FUN Fair…
Get Press
 The
Marquette Mining Journal featuring
Meagan McLeod’s Gwinn Program
 School Administrator Article featuring
Eastern Upper Peninsula Programs
Take Away Tool:
School Administrator
Article
Be
Intentional
With
Gained
Funds
 Show
groups
how money will
be used/spent
Take Away Tool:
Program Quality
Indicators Rubric
EUPISD
LINKS
Video
Any Ideas Sparked relative to
YOUR Programs?
Can
Drive?
Donation
Jar at
“Back to
School
Booth”?
?
?
LINK Banquets, Recognition, TShirts, Media Coverage
Maureen Ziegler
Brenda Vaughan
Erin Gauthier
Martin Schools
End of the Year Celebration
Martin – Media Coverage
COOR ISD – End of the Year
Celebration
Gwinn End of the Year Celebration
Media Coverage Across The State
St. Johns LINKS students invited to state conference
Burn-Out
Kelly Dunlap
Dave Schoemer
Michelle Etson
Lindsey Harr-Smith
What Factors Lead to Burn Out
Voices in the Field
0 LINKS teacher does not have a
classroom at the high school and is not
in the high school full time which
makes communication with students
cumbersome and time consuming.
0 LINKS team is new. They are fully
supportive and are advocates for P2P
but are not willing/able to commit
extra time.
0 Negativity from staff regarding LINKS
programming and LINK student
effectiveness but lack of cooperation to
complete program improvement
surveys or LINK student semester
evaluations.
What Factors Lead to Burn Out
Voices in the Field
0 Lack of understanding and support from
administration. When administrators don't fully
grasp what we are doing (and don't pay attention to
our data & the information we are sharing) then we
are left to fight for space, time, and
other resources. Every one of us has a primary job
(SW, Speech, Teacher, etc.). When administrators
don't see P2P as an integral part of our primary job,
we fight against the tide.
0 Specials teachers not wanting a new “special”
added
0 LINKS is cut due to funding – reducing specials
0 OTHERS?
ONE Solution: Hamilton
LINKS
Building
Coordinator
LINKS
Building
Coordinator
PAC
Volunteer
Sign Up
LINKS
District
TEAM
LINKS
Building
Coordinator
LINKS
Building
Coordinator
LINKS
Building
Coordinator
But STILL Resources Needed!
0 People
0 Time
0 Logistics / Materials
0 Administrative Support
REALLOCATION? HOW?
Time; Money; People
SOLUTION GENERATION
Scheduling, Staffing and Case
Conferences
Maureen Ziegler
Kim Miller
Amy Silsbe
Cross age LINKS - Scheduling
• DON’T OVER THINK IT!!!
• If a LINK doesn’t work out, we can move them
later
• Everyone deserves a chance
• Figure out who needs the support and start
there
Cross age Peers finally start in
January
• 2 day training
– Used START Materials and Classroom specific examples to
show an overview
• 37 Middle School/High School LINKS
• Syllabus
– Used STARTS generic outline and modified for our program
• Expectations
– Attendance is important!
• BE A FRIEND!
Middle School High School LINKS
• Earn credit for the course
• Learn about Autism
– 1 Lecture class a month and 1 case conference a
month (for this year)
• Develop a friendship
• Mentor same age peers
Game #5
Teams Each Select One Person from Their
Team to Participate in Game 5
Participants Go To The Center Tables
Game #5
Longevity
Margie Mayberry
Melissa Cordial
Maggie Whaley
Ken Pierson
Longevity
What happens in the bigger
picture of this
LINK EXPERIENCE?
RYAN VIDEO
Ryan Turns 30
Technology
Kelly Dunlap
Amy Matthews
Lisonn Delcamp
Amy Hatto
TECHNOLOGY
Clawson Public Schools
Peer to Peer Project
LISONN DELCAMP, TC ASD
AMY HATTO, OTR/L
Board Approved Syllabus
 Peer to Peer 2 day
Conference at Grand Valley
State University
 Team organized to update
syllabus for Middle School &
High School
 Marcia Young, Special
Education Director,
presented for approval of the
syllabus 2/2014
Now what…
 Team organized
 Started asking questions…
 How will we give the information to the peers?
 How will we provide the curriculum?
 How will we get the information to the families?
 How will we keep them interested?
The answer is…
 We attended Professional Development on Weebly
through our district
 Consulted with the Media Specialist
Weebly…Amp It up!!
 Free to sign up!!! Write down password!!
 Amp it Up! Weebly
http://startpeer2peer.weebly.com/
 LINK Peer to Peer Support Program Development
Checklist: Weebly
Let’s Get Organized….
 Organizing Materials
 Use a common folder or Google Drive to import
materials
Let’s Get Organized…Multimedia Images
 Consult with your Technology Integration Specialist
or other media professionals regarding copyright
laws.
 Free Images:




Weebly offers free photos
Google Images: Use the filter under advance settings to
establish which photos are free to use
Clip Art on Office Online
www.compfight.com
Front Loading for Success
 Weebly Free Resources
 Our Peer-to-Peer Tutorial
Let’s Start Building…
 Utilize our LINK Peer to Peer Support Program
Development Checklist: Weebly
 Five Key Areas Highlighted:





Landing Home Page
Weekly Updates
Syllabus
Resources
Training
Training
 Combination of Direct and Online Teaching using
Autism Internet Modules (AIM)
Creative Ways to Use Technology
Game #6
Teams Each Select One Person from Their
Team to Participate in Game 6
Participants Go To The Center Tables
Game #6
Data Collection
Jamie Owen-DeSchryver
Margie Mayberry
Summer Institute
Data, Data, Data
DIRTY DATA
On to the Important Stuff…
Data
Who Benefits from Peer to Peer
Support/LINKS Programs?
•
•
•
•
Students with ASD
Typical and At-Risk Peer LINKS
Teachers/Schools
Parents
Data Ideas
Students with ASD
Students with ASD: Data Ideas
• Time in general education
• Participation/engagement in the
classroom
• Independence in school routines
• Attendance
Elementary Data Collection
• Tracked data on absences for 9 students with
ASD at Murphy Elementary before and after
implementing a Peer Support program
# of Absences
Year before the Peer
Support program was
implemented
92.5
First year the Peer
Support program was
implemented
56
Student
JH
AL
LB
GK
JS
SS
MG
JQ
SL
Absent
1
8
24.5
7
10.5
14
9
14
4.5
Tardy
1
0
58
1
2
7
17
0
0
Absent
2
1
12
4.5
7
10
4.5
13.5
1.5
Tardy
0
0
4
0
0
1
7
0
0
Total
92.5
86
56
12
The LINKS program helps to improve attendance!
Students with ASD: Other
Possible Data Collection Targets
• Behavior problems?
• MEAP/test scores?
• Adaptive behavior scores?
Data Ideas
Typical Peers and At-Risk
Peer LINKS
Typical Peers and At-Risk Peer
LINKS: Data Ideas
• Attendance
• Behavior Referrals
• GPA
Data from Schools in Michigan
2012-2013 School-Year
Thank you to:
Eastern Upper Peninsula/Sault Area
Grand Haven High School
Haslett High School
Hemlock High School
Lapeer West High School
Saginaw Public Schools
4
3.19
3.00
GPA
3
Before LINK
participation
2
First Semester as a
LINK
1
All LINK
Students
0
Semester
7
6
# of Days
Absent
5.48
5
4.13
4
Before LINK Participation
3
First Semester as a LINK
2
All LINK
Students
1
0
Semester
Data for 125 LINK
Students from 5 school
districts
4
GPA
3
2.43
2
1.93
Before LINK participation
First Semester as a LINK
1
Low GPA
Students
0
At-Risk
Students
Semester
9
8.27
8
6.65
7
# of Days
Absent
6
5
Before LINK Participation
4
First Semester as a LINK
3
2
Low GPA
Students
1
0
Semester
Data for 33
students with low
GPAs (2.5 or
below)
4
# of Behavior
Referrals
3.33
3
At-Risk Students
4
GPA
2.08
Before LINK participation
2
First Semester as a LINK
3
2.08
2.22
2
1
Before LINK
Participation
First Semester as a
LINK
1
0
Semester
4
# of
Detentions
3
2
Before LINK Participation
1.83
First Semester as a LINK
1.08
1
0
Semester
0
Semester
Data for 12 students
who had 2-8
behavior referrals
before becoming a
LINK
Saginaw Public Schools:
Students with Behavior Challenges:
# of Behavioral Referrals
Average # of Behavioral Referrals for LINK
Students with 2 or more Initial Behavior
Referrals
(11 LINK students)
4
3
3
2
2
1
0
0
Before becoming a
LINK
1st semester as a
LINK
2nd semester as a
LINK
Saginaw Public Schools:
Data for 18 LINK Students with
Disabilities
Learning Disabilities
AD/HD
Section 504 Plans
Students with Disabilities:
Absences
Average # of Absences for Students
with Disabilities Participating as LINKS
(18 Students)
14
12.74
12
10
7.5
8
6
5.39
4
2
0
Before becoming 1st semester as 2nd Semester as
a LINK
a LINK
a LINK
Students with Disabilities:
GPA
Average GPA for Students with Disabilities
Participating as LINKS
(18 Students)
4
3
2.12
2.08
2.15
2
1
0
Before becoming a 1st semester as a 2nd Semester as a
LINK
LINK
LINK
Students with Disabilities: Behavior
Referrals
Average # of Behavioral Referrals for Students
with Disabilities Participating as LINKS
(18 Students)
2
1.5
1.22
1.17
1
0.5
0
0
Before becoming a
LINK
1st semester as a
LINK
2nd Semester as a
LINK
Link Crew Data
Data Targets:
• Number of
Disciplinary Referrals
• Number of
Suspensions
• Number of Tardies
• Number of Absences
• Incidents of Hazing
• Number of Drop‐outs
Results:
• 37% reduction in
behavior referrals for
9th grade students
• http://www.boomeran
gproject.com/highschool-transition
Data Ideas
Teachers/ School Staff
Teachers/Schools: Data Ideas
Ask teachers and school staff for information:
• Are students learning information that changes
them in a positive way through participation in the
LINKS program?
• Leadership skills?
• Sensitivity and appreciation of differences?
• Preparing for future careers?
• What changes have you seen in your school that
you attribute to the LINKS program?
• How does the LINKS program affect school
climate?
www.schoolclimate.org
National School Climate Center
School Climate Quality Analytic
Assessment Instrument
http://web.calstatela.edu/centers/schoolclimate/assessment/school_survey.html
Data Ideas
Parents
Parents
Ask parents for information:
• Has participation in the LINKS program helped
your child at school?
• Has participation in the LINKS program helped
your child’s participation in activities outside of
school?
START Data Collection
START Data Collection 1
START Data Collection 2
What type of data collection
would most benefit your school
system? How can we make this
easier for schools to collect and
use data to support what they’re
doing?
At Risk LINK Students
Margie Mayberry
Dave Leonard
David Leonard Jr.
Upton Middle School P2P Teacher
Saint Joseph Public Schools
About Me
 20th year of teaching Middle School
 M.Ed. Middle Level Education, At-Risk Specialist (GVSU)
 For the last 10 years I have mentored 20-27 students per year
in an At-Risk program known as “Academic Achievement”
created from my Masters thesis at GVSU .
 We have partnered with the Berrien County RESA ASD
program for the last 9 years in a very successful P2P program.
Program Highlights
 At-Risk students in my classes demonstrated a consistent 25-
30% reduction in severe disciplinary incidents during the
school year while participating in P2P between 2005-2014.
 Academic performance improved for the majority of the At-
Risk participants in P2P between 2005-2014.
 Attendance rates improved for the majority of the At-Risk
participants in P2P between 2005-2014.
 Empathy improved for the majority of the At-Risk participants
as measured by the VIA Signature Strength for Children scale
from The University of Pennsylvania.
P2P at Upton Middle School
 My Classroom
 27 students classified as At-Risk according to a 15 point rating
scale developed using guidelines from the US Department of
Education, and The National At-Risk Education Network
(NAREN).
 29% Qualify for Special Educational Services
 2 students diagnosed with Asperger’s Syndrome
 15 males, 12 females
P2P at Upton Middle School
 Cumulative GPA 1.3 September 1st, 2013 (pre-P2P).
 Cumulative GPA 2.0 June 6th, 2014 (post-P2P)
 Average Daily Attendance Rate Sept. 1st, 2013- 88%
 Average Daily Attendance Rate June 6th, 2014-94.12%
 Average Daily Attendance Upton Middle School 2014 96%
 Chronically Absent students Sept 1, 2013- 40%
 Chronically Absent Students June 6th 2014 – 33%
P2P at Upton Middle School
 How our Partnership Developed
 September 2005 Saint Joseph Public Schools partners with the
Berrien County RESA providing a classrooms for ASD
students at Upton Middle School and Saint Joseph High
School.
 Academic Achievement, our middle school at-risk program
had been started in 2004.
 One of the challenges that we faced in working with at-risk
students was managing severe disciplinary issues.
P2P at Upton Middle School
 Our challenge was to find a way to reduce the amount of
severe disciplinary incidents among our at-risk student
population to keep them in the classroom and improve their
academic outcomes.
 While the text based materials that we use in class with our at-
risk students “The Seven Habits of Highly Effective Teens”,
by Sean Covey, and “The Ultimate Gift” by Jim Stovall
provide a conceptual basis for improving student behavior, we
found that we were lacking an effective way to practice those
concepts.
P2P at Upton Middle School
 Enter Peer to Peer!
 The administration asked me if I would be interested in
participating in a program partnering with the Berrien County
RESA called Peer to Peer.
 I had no previous experience in working with students with
Autism, and given the needs of my at-risk student population I
had some serious initial apprehensions.
 However, I do believe that the best way to teach a person
anything is by having them practice it.
P2P at Upton Middle School
 I could not teach my kids to be more empathetic, kind, and
caring by simply reading about it in a book. They had to have
the opportunity to do it!
 The support staff at the Berrien County RESA ASD program
provided education and training for both me and my students.
 I learned to plan lessons along with my colleague teachers in
the ASD classroom that would be appropriate to meet the
needs of both sets of students.
P2P at Upton Middle School
 The Lessons
 Our groups initially met twice per week, once in the classroom
and once in the gym.
 Our initial activities were designed for the students to get to
know each other’s names and to become comfortable working
together.
 We constructed puzzles, played board games, drew pictures,
read stories, and played computer games together.
P2P at Upton Middle School
 Our PE activities began with simple games of “Duck, Duck,
Goose” and evolved into wiffle ball, basketball, and capture
the flag.
 Each Peer to Peer session was followed up by an in-class
journaling assignment and a class debriefing.
 My students would write about their observations of the
behavior of the students with ASD during our sessions, and
their own behavioral choices in responding to the needs of the
students with ASD.
P2P at Upton Middle School
 Any questions that they had about their observations would be
answered during the debriefing sessions. Questions that I
could not answer were responded to by my colleague teachers
in the ASD classroom, or support staff from the RESA.
 How did we measure a change in empathy?
 I was fortunate to be trained in Choice Theory by Dr. Bradley
Greene of the Glasser Institute. He told me about an
interesting program being developed at The University of
Pennsylvania called “Positive Psychology”.
P2P at Upton Middle School
We incorporated the VIA Signature Strengths Survey for kids into our Pre
and post testing for the at-risk students. The test measures the top 10 traits
which influence an individual’s personality. It is free and available to use
on-line at
https://www.authentichappiness.sas.upenn.edu/user/login?destination=node/
463
P2P at Upton Middle School
 The Results
 Empathy improved for the majority of the At-Risk participants
as measured by the VIA Signature Strength for Children scale
from The University of Pennsylvania.
 At-Risk students in my classes demonstrated a consistent 25-
30% reduction in severe disciplinary incidents during the
school year while participating in P2P between 2005-2014.
P2P at Upton Middle School
P2P at Upton Middle School
The academic benefits
Academic performance improved for the majority of the At-Risk
participants in P2P between 2005-2014.
 Cumulative GPA 1.3 September 1st, 2013 (pre-P2P).
 Cumulative GPA 2.0 June 6th, 2014 (post-P2P)
 Average Daily Attendance Rate Sept. 1st, 2013- 88%
 Average Daily Attendance Rate June 6th, 2014-94.12%
Student’s experience in P2P
A Teacher’s Perspective on P2P
P2P at Upton Middle School
 The previous videos were produced by the students in the
Academic Achievement Class at Upton Middle School.
 They created the questions, conducted the interviews, and
edited the final product independently.
 It provides what I feel is one of the most authentic arguments
to be made for P2P programs in our schools.
 It is my sincere hope that we have helped contribute in some
way to the future success of your program.
Game #7
Teams Each Select One Person from Their
Team to Participate in Game 7
Participants Go To The Center Tables
Game #7
What’s Next…LINK Summit
• LINK Student Conference (Brainstorming)
• Scholarship Fund – To Pay for Conference
• Partnering with Parent Groups
What’s Next
• Community Conversations and LINKS
What’s Next
• On-Line Tracking System for LINKS
What’s Next
• Centers of Excellence
What’s Next
• Leadership Day – November 3, 2014
• Report Out From LINK THINK TANK
• Who Wants To Present?
Game #8
Teams Select Two People from Their
Team to Participate in Game 8
Participants Go To The Center Tables
Game #8
What’s Next…
• Date for this Group to Meet for the
following School Year?
• Do We Want to Meet?
Summary – Day 1
• Minute to Win It Games On Flash Drives
• Oprah Time!
– Score Board
– Posters
– Minute to Win It Games
– Flash Drives
– Prizes
– Candy
– Take Everything With You Except Tables and
Chairs
What’s Next…
• Paper Plate Awards
• Individual and Team Awards
• 1st, 2nd and 3rd Place Finishers
Thank You…Thank You…
Thank You
Have a Great Summer
The START STAFF

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