High Yield Practices for a Successful RtA Summer Camp Franklin County Schools

Franklin County Schools
High Yield Practices for a
Successful RtA Summer
The Team
Dr. Stacy D. Stewart
[email protected]
Director of Elementary Education and Federal Programs
Ashley Cooper
Director of Testing and Accountability
[email protected]
Stephanie Brooks
Assistant Principal
[email protected]
Maria Collins
Instruction and Technology Coach
[email protected]
Karen McKeithan
Instruction and Technology Coach
[email protected]
Kari Ragland
3rd Grade Teacher
[email protected]
Desired Outcomes
Gain knowledge of an effective process used by FCS
toward the creation of an ideal RtA summer camp
that yield high results for both students and staff
Understand the importance of staff identification as
well as the establishment of essential roles,
responsibilities and expectations for student success
Acquire strategies for ensuring and evaluating the
camp’s overall effectiveness
Unified Commitment
An affinity group of more than 20 school
district members committed to a broad vision
for summer learning-one that engages
children, boosts academic achievement, and
influences teaching and learning throughout
the year
1. Established Summer Camp Offering
• One week after the ending of the school year
• 3 weeks
• 4 days (Monday - Thursday)
• 72 hours
– June 22 through July 9
– 8:00 a.m. - 3:00 p.m.
2. Established RtA Steering Committee
• Goals
• Theme
• Teacher/Instructional
Assistants/Bus Drivers’ Application
• Lesson Plan Template
3. Daily Schedule Established
8:00 - 8:15
8:15 - 8:30
8:30 - 9:00
9:00 - 10:40
10:45 - 12:00
1200 - 12:30
12:30 - 1:00
1:00 - 2:00
2:00 - 2:45
2:45 - 3:00
Arrival/Breakfast/Bathroom-Teachers meet students in the
cafeteria to pick up and walk to classrooms
Read Aloud title; skill/standard to address; Guided Reading
Questions; Think Alouds; Graphic Organizers to include
Whole Group Lesson included the resources and strategies
Stations(comprehension; phonics; fluency; vocabulary & PM)
Reader’s Theater/Discovery Ed/Technology Integration/
Achieve 3000
Read to Achieve Instructional Passages (QAR)/Phonics
Novel Study/Literature Circles/Guided Reading/Small groups
Comprehension Review (tied to daily stations)
The Human Resources
• Administrator--Mrs. Brooks
• Administrator Assistants-– Karen McKeithan
– Maria Collins
1. Provided Administrative Support
Conducted walkthroughs, daily
Provided announcements, daily
Communicated with faculty/staff
Ensured timely communication with parents
Organized student transportation
Addressed behavior and medical issues
Provided access to technology
Served as RTA Testing Coordinator
Provided RtA Passages & Amplify/mclass
2. Made Data Driven Decisions
• Utilized individual student data to establish
“skill level specific”student rosters
• Selected specific instructional resources to
differentiate student learning
• Strategically placed students in small
classrooms for individualized instruction and
optimal learning
The Human Resources
Instructional Staff
• Classroom teachers (12)
• Instructional assistants (12)
1. Served as Facilitators of Learning
• Planned, strategically and intentionally, prior to camp
• Taught students the skills to improve reading fluency and
• Instilled confidence in students’ abilities
• Enhanced critical thinking skills through class experiences
and self-introspection
• Provided a rigorous and engaging curriculum with
technology that optimized student learning
• Instilled knowledge and behaviors that would allow children
to participate and succeed as productive members in society.
• Ensured timely communication to parents
2. Created high impact lesson plans
• Examples
– Week 1
– Week 3
• Teacher Activity with Audience
Purchased Instructional Resources
• SmartPal Sleeves; fluorescent set of 10
• Lakeshore Readers Theater Scripts
• Sundance Grade 3 Leveled Readers Kit
• Fluency partner scripts from Lakeshore Learning
• Access to technology (chromebooks, desktop computers
and Achieve 3000)
• Focus Books (e.g. drawing conclusions)
Additional Resources
TRC Question Stems for Sundance Grade 3
Leveled Readers
Teacher Novel Study
Fry Phrases
TRC Question Stems for Levels F-U
Expectations for Student Behaviors
• PBIS system created
The Impact
• Transportation
• Attendance
• Pictures of Learning in
• Results
The Impact
• Summer Camp Survey
• Teacher Survey Results
Continued use of instructional materials
in schools across the district
The Impact
Next Steps...
• RtA Student Status Sheets (Testing &
• Incorporate student and parent surveys
• Utilize survey results and RtA committee
recommendations to continuously improve camp
• Continue RtA committee meetings to address all
initiatives associated with RtA legislation (K-5)
Pre-Planning Your RtA Camp
1. Know and comply with RtA guidelines/law
2. Identify student population to serve
3. Establish camp dates, times, and location(s)
4. Establish criteria for identifying staff members
5. Determine student-teacher ratio
6. Research instructional resources for use by
students and staff
7. Evaluate effective practices of current
committee used to organize RtA Summer
Questions and Comments
Thank you!