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Indian Creek seniors helping middle-school students

SENIORS HELPING YOUNGER PEERS — Four seniors at Indian Creek High School have been working with 20 fifth- through eighth-grade students at Indian Creek Middle School to help build their social skills. District Board-Certified Behavior Analyst Michelle Duprey-Anderson trained the teens for the 12-week curriculum. Those taking part include, from left, Taylor See, Luciana Pietro, Emma Doerr, Briggs Taylor and Duprey-Anderson. -- Contributed

MINGO JUNCTION — Four seniors attending Indian Creek High School have been working with younger students in the district to help develop leaders and assist in building social skills. Through the Leader in Me initiative, the high schoolers have been spending time at Indian Creek Middle School, working with a group of 20 fifth- through eighth-grade students.

They meet twice a week for a three-month period. However, officials noted the curriculum may be extended for the remainder of the school year. According to Michelle Duprey-Anderson, the district’s board-certified behavior analyst, the district has a variety of leadership and related initiatives. This social skills group is simply an extension of those endeavors.

She explained officials used a school-improvement model to treat the universal challenges of academics, culture and leadership. Lighthouse teams involving teachers and students were formed within schools to implement practices and enable students to be ready for college, careers and life.

Through these social skills groups, the teens are working with their younger peers to complete activities and help underclassmen learn how to communicate. So far, they have been seeing improvements.

“As part of the Leader in Me program, we decided to use older peers for social skills groups to facilitate the groups and help motivate them to participate,” she continued. “I think the high school kids will be better-equipped to help them navigate the nuances and communicate more. I proposed this to John Rocchi, the district’s director of special education, and Superintendent T.C. Chappelear, who enthusiastically supported it.”

Lynda Linhart, counselor at the high school, approached the Future Teachers of America and Leader in Me core groups seeking assistance. Seniors Briggs Taylor, Luciana Pietro, Taylor See and Emma Doerr stepped up and filled the role. Duprey-Anderson trained the girls in September, implementing lessons each week. During the first week, seniors underwent intensive coaching with direct training. They were given an overview of Applied Behavior Analysis topics needed for the successful implementation of the group. She then modeled the implementation for the facilitators during the first and second week. The facilitators began implementation lessons throughout the second week under her supervision, feedback and support. During the third week, Duprey-Anderson and middle-school counselor David Kemp, offered intermittent support to ensure everything ran smoothly.

Participants at the middle school were referred by administrators, teachers, school counselors and the school-wide data collection systems. Student facilitators meet twice a week, with a total of four groups taking part. The students spend time in the cafeteria during lunch periods, providing peer modeling and positive attention while interacting with others. They collect data and utilize reinforcement systems to facilitate and monitor student progress, as well.

“They help the kids navigate the complexities of social life and peer dynamics,” Duprey-Anderson stated. “The students are much more receptive and responsive to the teenagers. These are high schoolers who are going to be teachers and leaders. They are learning a skill set and doing things they might not have access to, such as an introduction to behavioral services. It’s a cool experience and they are learning from each other.”

Facilitators shared their feelings about the initiative, including Taylor, who said, “It’s nice to be able to work with the younger students and see them grow and evolve with all we’re helping them with. The social skills we are teaching them will help me in my future, even if I don’t become a teacher.”

“I think it can be very beneficial in the long run,” added Pietro, to which See stated, “It’s a privilege to be even a small part of these children’s change. It’s changed my perspective.”

“I’ve wanted to be a teacher, but these groups made me understand why I want to do that,” Doerr commented, noting she is interested in working at the middle-school level.

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