Crooked Billet students lead peer-buddy and recess conflict-resolution programs, principals tell Hatboro-Horsham board

Administrators and students from Crooked Billet Elementary School described two student-leadership programs'a peer-buddy literacy/math support program and a recess conflict-resolution program'during the Hatboro-Horsham School District board meeting on April 28.

Kelly Sendle, principal of Crooked Billet Elementary School, said the programs were developed to promote student leadership, increase belonging and provide academic and social supports to younger students. "We brainstormed ways to promote student leadership, increase student sense of belonging, and assist our younger students both academically and socially," Sendle said.

Mary Ellen Caricelli, one of the peer-buddy advisors, said more than 50 fourth- and fifth-graders volunteered this year; 30 were matched with kindergarten through third-grade partners. "The peer buddies met with their assigned student two mornings a week to help improve their reading, math and/or social skills," Caricelli said. She said the program supports the district's MTSS (multi-tiered system of supports) interventions and that staff saw improved attendance among participating students.

Student speakers described their roles. "My buddy is a third grader who needs some extra help with reading. When we meet, we take turns reading specific books that the literacy specialist supplies," said Nathan Matthews, a fifth grader. "As a peer buddy, I have learned to be more patient and how to be more of a mentor." Fifth grader Haley Matthews said she meets her third-grade buddy twice weekly and sometimes plays reading games to build skills. "My favorite part of being a peer buddy is spending time with her. She told me that she likes working with me and I like helping a younger student learn," Haley Matthews said.

Assistant principal Robert Campman explained the recess conflict-resolution program, which uses restorative-practices principles and trains fourth- and fifth-grade student leaders to help kindergarten and first-grade students resolve disagreements during unstructured time. "Currently, we have 16 fourth- and fifth-grade student leaders who have trained with Mrs. Carner and me to learn how to support other students while being active listeners who work collaboratively to identify solutions for disagreements that take place at recess," Campman said.

Student leaders Brielle Ball and Luca Campalone described a structured approach they follow: introduce themselves and ask if the children want help; set ground rules (no interruptions, treat others with respect, work together); invite each child to share their side; propose safe, respectful solutions and ask for agreement. "We will listen to each other without interrupting. We will treat others with respect, no put downs or name calling. We will work together to solve the problem," Ball said.

Administrators told the board the programs promote role modeling and social skills and provide leadership experiences for older students. The board thanked the students and staff for the presentations during the meeting's presentations and recognitions segment.