1. Summer Camp, 2016

2. 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

3. 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

4. Summer Camp Sites

5. Who is our Leader?

6. 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

7. 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.

8. 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.

9. 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

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

11. 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

12. 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.

13. 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

14. 2015 Early Start Print Concepts: Pre Test/Post Test Comparison Percentage of Correct Responses
See handouts for a deeper understanding of the data

15. 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

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

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

18. 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. 

19. 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

20. 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 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 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
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

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

22. Summer Camp Google Site
Information for Summer Camp
Site has information about Early Start, ESL, Title I and Read to Achieve
All Stakeholders will have access

23. Get Together

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