Arrowhead High launches peer‑mentor physical education to pair students with special needs and general‑education peers

Arrowhead High School teachers and students presented a new peer‑mentor physical education course to the school board, describing classroom structure, daily routines and examples of activity modifications used to include students with varying needs.

Emily Martin, a guide teacher, said this is the first year the school is offering a co‑taught peer‑mentor PE class that pairs students who have individualized education programs with general‑education peers who serve as mentors. Martin said the class focuses on social‑emotional learning, communication, and adapting activities so peers of differing abilities can participate.

The presenters described a typical class routine: a 10–15 minute pre‑brief with peer mentors to plan modifications, then paired or small‑group activities, station rotations (three to four stations worked best), and a closing “walk‑talk” or reflection. Students are paired for several weeks so mentors get to know peers’ preferences and create individualized modifications. Presenters said the program aligns instruction with national PE standards and deliberately includes depth‑of‑knowledge questions and exit tickets to build mentor reflection and planning skills.

Student mentors testified about personal gains. Nora Carlos said she joined the class to learn how to work with students with special needs and called the parachute activity a classroom favorite because “everyone was involved, everyone was having fun.” Melina Yerge described improved relationships and said the class was her “favorite class of the semester.” Teachers and administrators praised student work and noted units where mentors developed warm‑ups and closing activities that teachers then implemented.

Board members asked about enrollment, ratio and scheduling. Presenters said the ideal mentor‑to‑peer ratio they had used was roughly 3:1 (three mentors per peer group) to give flexibility when students are absent; total enrollment in the course was reported between about 25 and 30 students with some sections temporarily larger. The class meets during the school year only; presenters said most older peers participate in community vocational programs when not scheduled in school.

Board members and administrators complimented the course on its student leadership focus, problem‑solving demands and inclusive design. No formal board action was required; the presentation was an informational update from staff and students.