Summer Camp, 2016

Unified Approach Summer Camp will be one school that addresses the needs of: Title I students identified as needing summer school support ESL students Read to Achieve students Early Start students

Summer School Information Dates Track 4 only and Traditional: July 11-27 5 days a week 13 days for students; 3 teacher workdays Hours for students: 9:00-3:00 Hours for teachers: 100% of the day Training dates July 7-9 Teachers PD- July 6, 7th (alternate) School set-up- July 8th School Open House- July 8th

Summer Camp Sites

Who is our Leader?

Leadership Summer School Lead Opportunity for Assistant Principals Must have an MSA, administrative credentials, or coursework toward administrative credentials. Sufficient score on Leadership rubric Ability to attend all Leadership training dates Commitment to entire summer school time period Commitment to focus on quality instruction for all students

Leadership Site leaders will be chosen by the host and partner principals Site Leaders will hire all summer school staff including (teachers, teacher assistants, and clerical assistants) 1 part time clerical assistant will be hired to assist with duties to allow lead to focus on instructional practice. Leaders will debrief with host and partner principals after summer camp to communicate summer camp experience for students.

Summer Program Leads Please submit the Summer program Lead names and completed rubric to Michele Woodson on or before March 21, 2016. Leadership rubric signed by both the Summer Program Lead and host and partner principals.

Summer Program Lead Training HR has indicated there is a required training for Summer Program Leads in April. Our summer program leads do NOT need to attend this training. HR training will come during their meeting in April. Time sheet training will be embedded HR is aware

Summer Camp for Title I students Current Kindergartners Close gaps while the gaps are the smallest READS program for Current 4th graders 13 schools

ESL sites School Site Number of Classrooms Forestville/Knightdale Briarcliff/Apex/Baucom/Penny Hodge Road Millbrook/Green/Douglas Reedy Creek/Highcroft/Mills Park/Cedar Fork 4 classrooms Yates Mill/Combs

What? Early Start Early Start is a part of the Title I Summer Camp. It offers rich learning experiences centered around early instructional behaviors, social skills, and early literacy and math. Early Start uses Second Step, Letterland and Woven Word for the curriculum. It is an in-house curriculum that utilizes project based learning experiences which includes in-school experiences.

Early Start Why? In just a few weeks, Early Start students make significant progress on measures that align with the KIA. Children also gain experience with: learning the rules and routines of the classroom adjusting to work with larger groups of children a wide array of instructional strategies that are utilized in the kindergarten setting. transitioning to the larger school setting

2015 Early Start Print Concepts: Pre Test/Post Test Comparison Percentage of Correct Responses See handouts for a deeper understanding of the data

Contact Teacher Each school will need 1 Contact for Early Start. If you are an ESL site you will also need to hire a contact teacher for ESL Contact teachers will develop rosters in each areas. Training will be provided for the contact teachers to ensure they are knowledgeable about this process. Contact teachers for Title I and Read to Achieve will be determined and information will come

Contact Teachers Due- March 21st for Title I/ RtA March 14th Early Start Title I and Read to Achieve will submit to Tim Marshmon (tmarshmon@wcpss.net) Each Principal planning to host an Early Start program submits name of Early Start Contact Teacher to Beckie McGee (rmcgee@wcpss.net) Each Principal identified to participate in the ESL program submits name of ESL Contact Teacher to Glenda Harrell (gharrell2@wcpss.net)

Excellent Public Schools Act A Focus on Improving K-3 Literacy

NC Read to Achieve Law as it pertains to Reading Camp “Reading camp means an additional educational program (72 hours) outside of the instructional calendar provided by the local school administrative unit to (i) any third grade student who does not demonstrate reading proficiency and (ii) any first or second grade student who demonstrates reading comprehension below grade level as identified through administration of formative and diagnostic assessments in accordance with G.S. 115C-83.6.”  G.S. 115C-83.6 refers to the formative, diagnostic assessment system that the State Board of Education provides to the LEAs which is mCLASS Reading 3D. 

1st and 2nd Graders Identification will be based on TRC results. 1st Graders - Level I or below at EOY 2nd Graders - Level L or below at EOY

Special Education Support for the Read to Achieve Camps Special Education Services will not be providing RtA Special Education Support Teachers as they have in the past.  SES is working on a plan for district support for Reading Camp Teachers similar to the support provided previously.  Information on the type and level of support will be provided to Principals in writing in April 2016. Reading Camps having Special Education students requiring assistance due to physical and/or sensory needs (i.e., interpreter, brailist, mobility, etc.) will be provided staff to ensure accessibility to Reading Camp curriculum and activities. TALKING POINTS :) Special Education Support as a supportive measure: not required - not held on a school day, not required by DPI, not required by IDEA RtA camp is designed to engage all participants. SWD are expected to participate in the camp activities to the fullest extent possible with nondisabled peers as led by the RtA Camp teacher Specifics of supportive measures vary based on the needs of the students; however, responsibilities of sped support are outlined in the SES service agreement SES RtA support is initiated via the link: SES requests principals to complete the link - you’re recommending a teacher for a service agreement, you will sign the timesheet Please ensure you submit an accurate email address for the teacher. Please ask the teacher if he/she would like to be contacted to support other schools in addition to your school before marking “no” for “teacher can be contacted by other principals”. This is how we generate the list of possible candidates to support other principals still looking for sped support Proposed SES support hours: Hours are derived from the data schools enter in OASIS PLUS RtA Please complete your OASIS data entry by the established deadline Sped support teachers may not exceed the number of allotted hours (for payment) Schedule of hours per week is a camp based decision per the needs of the SWD Follow directions in the email containing the service agreement The service agreement is sent to the teacher after you submit the name via the link Sped support teachers must electronically return the signed service agreement prior to working in the camp SES sends a detailed support video outlining the completion and submission of the time sheet - this video accompanies the service agreement email The responsibilities of the sped support teacher are spelled out in the service agreement. Please encourage the sped support teacher to thoroughly read the service agreement

Strategic Thinking What teachers? Who? Pay attention to the job descriptions and the need to hire effectively.

Summer Camp Google Site Information for Summer Camp https://sites.google.com/a/wcpss.net/wcpss-summer-camp/home Site has information about Early Start, ESL, Title I and Read to Achieve All Stakeholders will have access

Get Together

Questions/Concerns Michele Woodson- Title I Tonia Parrish- RTA Denise Daniels- ESL Becky McGee- Early Start Tim Marshmon – Summer Camp contact