# data[].attributes.body
ANCA often conducts Open Space meetings where participants are invited to introduce topics and facilitate the discussions. In Open Space, all participants collectively suggest and select session topics and work together to create a session schedule for the given time frame. Open Space recognizes both the talent in the room as well as the topics important to attendees.

We will use this virtual bulletin board in advance of the meeting to share ideas.

If you suggest a topic and it is chosen as a session, you will be asked to introduce the topic and facilitate the discussion among the participants. Again, the facilitator does not need to be perceived as the expert in the room, so you can simply start the conversation and engage accordingly.

This system allows you to co-create your experience, and provides the opportunity for you to be an active participant rather than a passive listener.

# data[].attributes.body
One challenge that we face is a smooth drop-off and pick-up process. I'd love to hear any ideas or anyone else's process that works for them. Do you use a digital form? Or have guardians show ID at pick-up?

# data[].attributes.body
Creating a more formal curriculum for our day-camp. Hoping to discuss any resources or tips that you have for creating curriculum

# data[].attributes.body
Qualifications for scholarships? Do you have families fill out a form and then determine the level of scholarship? Do you have an outside organization to sponsor campers ? I'm hoping to learn more about how other organizations handle scholarships because our current process is very informal

# data[].attributes.headline
We have 8 weeks of camp and we have students that often come multiple weeks. I am trying to figure out ways to make it so camp is not repetitive while also keeping routines & schedules. 

# data[].attributes.subject
We have 8 weeks of camp and we have students that often come multiple weeks. I am trying to figure out ways to make it so camp is not repetitive while also keeping routines & schedules. 

# data[].attributes.headline
Does anyone deal with transportation issues with their participants arriving to the camp location?

# data[].attributes.subject
Does anyone deal with transportation issues with their participants arriving to the camp location?

# data[].attributes.headline
Funding from event (pots that people can put donations into) (money from board and donors) 

# data[].attributes.subject
Funding from event (pots that people can put donations into) (money from board and donors) 

# data[].attributes.headline
Training for teaching and using pronouns

# data[].attributes.subject
Training for teaching and using pronouns

# data[].attributes.body
Partnering with local LGBTQ+ advocacy groups and counseling center

# data[].attributes.body
Pay the same rate, and have week of training

# data[].attributes.headline
Attracting Summer Staff,  college students?

# data[].attributes.subject
Attracting Summer Staff,  college students?

# data[].attributes.body
Looking for teachers and offering discounts on camp for their children.

Advertising as seasonal work

Offering other skills and professional development opportunities

# data[].attributes.headline
Hiring for whole summer vs weekly/by session?

# data[].attributes.subject
Hiring for whole summer vs weekly/by session?

# data[].attributes.body
Many hire for whole summer

2 weeks minimum due to costs of onboarding and training

hiring with subs too

6 week position, helper that could be placed where needed. Very valuable!! High school student who was ready for advanced opportunity. Also sub in emergency

Using year round staff in summer.

Keeping registration low until fully staffed then opening more positions

# data[].attributes.body
pay hourly and pay state minimum wage

page counselors $17 -19/hr and leads are $20

Have lead counselors that rotate so all on same level of pay

Stipend based on hourly pay, extra overnight stipend for overnight students

Want to pay more but can't due to budgets, $16 per hour in Connecticut

# data[].attributes.headline
Can we set up a shared space (google drive) to drop curriculum & share camp games etc.? 

# data[].attributes.subject
Can we set up a shared space (google drive) to drop curriculum & share camp games etc.? 

# data[].attributes.body
CIT training in conflict management, wilderness skills, first aid, nature skills, resume, practice interviews. Guarantee 1-2 weeks first year, $8/hr (just above min wage), 1 -2 dollar increase per year until 19. Students that have gone through program.

Practice with role play scenarios from real camp

Junior leaders or buddies - volunteers, help with crafts, etc.., students that age out of camp, so familiar with camp and excited to help out!

Making sure teacher to student ratio still good, if paying must be 14 + for child labor laws

Some are paying campers but discounted rate, help out with lessons etc

What questions to ask CIT so not just there for fun. Ask why questions. Description of learning experience. Why want to be here. Ask them to lead a mock activity

# data[].attributes.headline
How to deal with down time w limited staff

# data[].attributes.subject
How to deal with down time w limited staff

# data[].attributes.body
volunteers, parents, guest teaches coming in to give staff a break and fill in to give supervision during those times.

# data[].attributes.body
Check with organization on record retention policy

some states may have a specific year that you need to retain the records

Check about auditing

# data[].attributes.body
Camp brain

RecTrack (?)

# data[].attributes.body
We have difficulty using rectrac, especially with multiple forms we need signed/check boxes/fill-in/etc. Also, how are you formatting retrac to cooperate with registration fees?

# data[].attributes.attachment_link.readable_text
Our sensory bags are designed to help sensory needs in both adults and children. Filled with items that can help lessen sensory overload and also engage, the bag items are also easily cleaned and sterilized for multiple uses.

# data[].attributes.attachment_link.description
Our sensory bags are designed to help sensory needs in both adults and children. Filled with items that can help lessen sensory overload and also engage, the bag items are also easily cleaned and sterilized for multiple uses.

# data[].attributes.headline
Notes from Curriculum Breakout room 3/28

# data[].attributes.subject
Notes from Curriculum Breakout room 3/28

# data[].attributes.attachment_link.title
ANCA 3/28 - Summer Camp Curriculum Breakout

# data[].attributes.attachment_link.readable_text
13:59:02 From Dan Auer - ANCA to Everyone:
	https://padlet.com/ANCAmembership/association-of-nature-center-administrators-anca-connects-an-5iezbiwfzb865xaj
13:59:25 From Wesselman Woods to Everyone:
	Wesselman Woods (Payton Broshears- Director of Environmental Education)
13:59:29 From Laura Viator - Camp Kingfisher to Everyone:
	Hello! Laura Viator, Co-Camp Director for Camp Kingfisher at the Chattahoochee Nature Center in Roswell, Ga.
13:59:33 From Kendahl Chergosky - World Bird Sanctuary to Everyone:
	Hi! I'm Kendahl, I'm the Nature Center Manager / Summer Camp Director at World Bird Sanctuary. Based out of St. Louis, MO!
13:59:44 From Meigan Turner to Everyone:
	Iâm from Glen Helen Outdoor Education Center in Yellow Springs, Ohio!
13:59:51 From Klawyer to Everyone:
	Hello! I am Kayla Lawyer one of the Lead Naturalists at Glen Helen Outdoor Education Center in Yellow Springs Ohio
13:59:56 From Elizabeth Glynn to Everyone:
	Hi! I'm Liz, I'm new to the role of Director of Education located in Maryland, and I'm looking forward to learning so much for everyone!
14:00:02 From Teddy Driscoll- Howard County Conservancy to Everyone:
	Hi! I'm Teddy Driscoll (he/him). I'm the camp director/ elementary programs manager at the Howard County Conservancy (about 30 minutes from Baltimore, MD).
14:00:12 From Dana Williams, Williamstown Rural Lands to Everyone:
	Hi everyone! Dana Williams, programs director for Williamstown Rural Lands (small land trust) in Williamstown, MA
14:00:17 From Becky Kellner: Beaver Brook Association to Everyone:
	Becky Kellner with Beaver Brook Association in Hollis NH
14:00:22 From Jay DeGregorio to Everyone:
	Jay DeGregorio, Education Director, The Nature Museum, Grafton, VT
14:00:23 From Sarah Lambson-Ogden Nature Center to Everyone:
	Sarah Lambson-Educator Director of Ogden Nature Center located in Ogden, Utah.
14:00:24 From Danielle Luchkowec to Everyone:
	Hi everyone! Danielle - Camp Director for Elementary-age Summer Programs at Teton Science Schools In Jackson, Wyoming!
14:00:27 From Elizabeth Glynn to Everyone:
	Reacted to "Hi! I'm Teddy Drisco..." with â¤ï¸
14:00:30 From Erin Stebbins (she/her) - Beaver Lake Nature Center to Everyone:
	Hi! I'm Erin, Camp Director at Beaver Lake Nature Center in Central New York.
14:00:33 From Alexandra Shigley to Everyone:
	Hello! I'm Allie Shigley, the program manager & camp director at Woldumar Nature Association in Lansing, MI
14:00:42 From MHensley to Everyone:
	Hello! Mike Hensley Director of Education at The Wilderness Center (TWC) in Eastern Ohio.
14:00:47 From Wesselman Woods to Everyone:
	Replying to "Wesselman Woods (Pay..."
	
	WW is located in Southern Indiana
14:00:57 From Anne Muvdi to Everyone:
	Hi All!
14:00:57 From Cara Fernandes -Quogue Wildlife Refuge to Everyone:
	Hello! Cara Fernandes, Program Director of Quogue Wildlife Refuge , Long Island NY ð
14:00:58 From Marissa Pannett to Everyone:
	Hello, I'm Marissa Pannett from Genesee County Parks! I'm the Nature Day Camp Director for For-Mar Nature Preserve ð
14:01:02 From Gracyn Fulling to Everyone:
	Hello! My name is Gracyn! From AmeriCorps/ Grange Insurance Audubon Center!
14:01:12 From Nona to Everyone:
	Hello! Nona, Camp Coordinator at the Cumming Nature Center in Rochester, NY.
14:01:12 From Anne Muvdi to Everyone:
	Anne Muvdi- Preschool/Eco Camp Director at Berks Nature
14:01:20 From Dan Auer - ANCA to Everyone:
	https://padlet.com/ANCAmembership/association-of-nature-center-administrators-anca-connects-an-5iezbiwfzb865xaj
14:01:22 From Libbie Dobbs-Alexander(she/her) WNC Nature Center to Everyone:
	Hello! I'm Libbie from the Western North Carolina Nature Center in Asheville, NC!
14:01:23 From William Evans to Everyone:
	Hello everyone, my name is William Evans, Camp & Youth Engagement Director at the Maria Mitchell Association in Nantucket, MA
14:01:41 From Abby deBuhr (she/her) to Everyone:
	Abby deBuhr from the Douglas-Hart Nature Center in Mattoon, IL
14:01:52 From Potomac Valley Audubon Society to Everyone:
	Hi! I'm Laurel Schwartz, Camp Director with the Potomac Valley Audubon Society in Martinsburg, West Virginia
14:01:57 From Jess Morris (she/her) to Everyone:
	Hi! I'm Jess Morris, Camp Director at the Denison Pequotsepos Nature Center in Mystic, CT.
14:02:13 From Rebecca Ryan (she/her), WRI to Everyone:
	Hi all! I'm Rebecca Ryan, and I'm the Education Director at Wenatchee River Institute in Leavenworth, WA.
14:02:44 From Frankie Beard she/her Wild Bear to Everyone:
	Hi all! Iâm Frankie, a summer camp admin at Wild Bear Nature Center in Nederland, CO
14:04:03 From Marie Roche to Everyone:
	Hi folks! I'm Marie, Associate Director of Education Programs/ Camp Director, at Teatown in Ossining, NY.
14:04:43 From Gracyn Fulling to Everyone:
	new at this camp so not sure :)
14:08:04 From Dan Auer - ANCA to Everyone:
	https://padlet.com/ANCAmembership/association-of-nature-center-administrators-anca-connects-an-5iezbiwfzb865xaj
14:10:40 From Danielle Luchkowec to Everyone:
	We can switch rooms if we want correct?
14:10:46 From Rachel Fort (She/Her) to Everyone:
	Hi there, Rachel Fort, Environmental Education Program Coordinator at Tualatin Hills P& R in Beaverton OR
14:11:30 From Jacquelineâs iPhone to Dan Auer - ANCA(Direct Message):
	Can you place me to anything but scholarship
14:11:53 From Kendahl Chergosky - World Bird Sanctuary to Everyone:
	It is under that "more" tab!
14:12:01 From Sarah McIntosh (Hawaii Nature Center) to Everyone:
	Reacted to "It is under that "mo..." with ð
14:45:35 From Danielle Luchkowec to Everyone:
	Catching macroinvertebrates are a big hit at camp!
14:46:13 From Kendahl Chergosky - World Bird Sanctuary to Everyone:
	Junior Keeper Camp - Older kids, behind the scenes animal husbandry
	Feathered Friends - Introduction to birding/identifying birds for younger kids
	Totally Rad Raptors - Introduction to birding/identifying birds for older kids
	Wilderness Explorers Camp - Outdoor survival skills, plant/animal identification, wetland exploration
	Conservation Crusaders - Citizen science, making toad abodes/bee houses, assessing ecosystem health
14:46:17 From Alexandra Shigley to Everyone:
	We've had success turning each of our programs into the theme and then having the correlating lesson be the "specialist" lesson. Makes it easy to hand off the training binder to the counselors
14:46:35 From Dana Williams, Williamstown Rural Lands to Everyone:
	We also usually just have a conglomeration of activities, but one theme from last summer was a science sampler, with a different science topic (hydrology, geology, botany, etc.) each day
14:46:52 From Jess Morris (she/her) to Everyone:
	We have animal babies, Wings and Things, Wilderness Survival, Games Galore, Cold Blooded Creatures, Aqua Zone, No Backbone required, Camoflaged Critters, Superb Senses and Nature's Art
14:47:50 From Danielle Luchkowec to Everyone:
	we call that community contract
14:48:10 From William Evans to Everyone:
	Replying to "would people be will..."
	
	Wacky Waves/ Art in the Ecosystem/ Marine Bio Bootcamp/ Animal Adaptations/ Trash to Treasure/ Animal Signs & The 5 Senses/ Investigation Station/ Aware in the Wild/ Cosmic & Climate Connections/ Green Guardians/ Wandering in the Wilderness
14:49:32 From Nona to Everyone:
	Thanks so much, Cara!
14:51:35 From Nona to Everyone:
	Thanks for that :). We have writte curriculum as well, but instructors are feeling the need to brush up and study materials so they feel fresh and ready to go.
14:51:54 From Nona to Everyone:
	I like the idea of staggering, we also run into the meeting problem
14:52:03 From Nona to Everyone:
	We go for 10 minutes at the end of each day :)
15:04:35 From Dan Auer - ANCA to Everyone:
	https://foodsolutionsne.org/21-day-racial-equity-habit-building-challenge/
15:11:13 From Dan Auer - ANCA to Everyone:
	https://padlet.com/ANCAmembership/association-of-nature-center-administrators-anca-connects-an-5iezbiwfzb865xaj
15:12:43 From Laura Viator - Camp Kingfisher to Everyone:
	I can't remember who I was chatting with in the logistics group about pick up process, but if you had any more questions about how we do it, feel free to DM me!
15:19:19 From Dan Auer - ANCA to Everyone:
	https://foodsolutionsne.org/21-day-racial-equity-habit-building-challenge/
15:19:37 From Dan Auer - ANCA to Everyone:
	https://www.southeastee.org/eeguidance-equitable-pay
15:22:14 From Nona to Everyone:
	Campsite is another one!
15:22:56 From Jen Levy (she/her), ANCA to Everyone:
	https://www.acacamps.org/article/campline/retention-camper-staff-records
15:23:10 From Teddy Driscoll- Howard County Conservancy to Everyone:
	If anyone wants to share that NEON link, that would be phenomenal!
15:26:19 From Laura Viator - Camp Kingfisher to Everyone:
	Thank you so much everyone!! I have a meeting I have to run to in 4 minutes so I am headed out. Really appreciate this community!
15:27:55 From Ryan Vance, Belle Isle Nature Center to Everyone:
	Kulture City bags
15:28:19 From MHensley to Everyone:
	Reacted to "https://www.acacamps..." with â¤ï¸
15:28:34 From MHensley to Everyone:
	Reacted to "Kulture City bags" with â¤ï¸
15:29:26 From Jay DeGregorio to Everyone:
	A great resource that I've referenced before to consider ways to improve our environment and staff skills where possible. https://childmind.org/article/how-schools-can-support-neurodiverse-students/#:~:text=These%20supports%20include%20visual%20aids,commonly%20challenging%20for%20neurodivergent%20students.
15:30:29 From Gracyn Fulling to Everyone:
	have to head out thank you all!
15:30:33 From Dan Auer - ANCA to Everyone:
	https://natctr.org/events/connects
15:31:09 From Dan Auer - ANCA to Everyone:
	https://natctr.org/services/forums
15:31:36 From MHensley to Everyone:
	Reacted to "https://natctr.org/e..." with ð
15:32:17 From Dana Williams, Williamstown Rural Lands to Everyone:
	Thank you to everyone for sharing!
15:32:17 From Teddy Driscoll- Howard County Conservancy to Everyone:
	Thank you!
15:32:18 From Danielle Luchkowec to Everyone:
	Thank you!!
15:32:22 From Nona to Everyone:
	Thanks so much!
15:32:26 From Kendahl Chergosky - World Bird Sanctuary to Everyone:
	I'm going to put notes from our discussion into the padlet!

# data[].attributes.attachment_link.readable_text
Neurodiversity - the idea that a kid's brain functions differently from those of children who are "neurotypical "- comes in many forms. That includes learning disorders, ADHD, autism spectrum disorder, and sensory processing issues. Some kids who are neurodivergent have strengths that neurotypical kids don't have, like memorization skills or the ability to hyper-focus. But there are also common areas in which neurodiverse students frequently need extra support at school to thrive academically and socially. Ideally, that help comes from everyone within the school ecosystem: teachers, school counselors, administrators, and support staff.

Cynthia Martin, PsyD, a clinical psychologist and director of the Autism Center at the Child Mind Institute, often advises educators and schools on how they can best support their neurodivergent students. Though some specifics - like the way a classroom is set up - will vary according to age, the basic concepts can be applied across grades. With that in mind, Dr. Martin identifies three fundamental areas where neurodivergent students of all ages tend to need support. They are:

Behavioral issues

Social challenges

Executive functioning

If there's one thing Dr. Martin wants to impress upon teachers, educators, and school staff, it's to ask them to look beyond a kid's behavior. "Behavior," she says, "is just the tip of the iceberg." That's especially true if a child is acting out at school. "Neurodivergent kids process information differently from their peers, which can mean language, sensory stimuli, emotions, and how they adapt to change."

So, if a kid is acting out, it probably means they're struggling in one or more of these fundamental areas. "The best thing a teacher can do for a neurodivergent kid," Dr. Martin says, "is to validate their feelings and help them to problem-solve those behaviors." Validating their feelings means giving them a chance to tell you how they feel, listening without judgment, and letting them know that you hear how strongly they feel. Problem-solving involves brainstorming other, more effective ways they could handle those strong feelings.

Validating a kid's feelings and problem-solving with them also gives them time to calm down, Dr. Martin adds, so they can finish a task. Then you can talk about what is appropriate versus inappropriate behavior and what they can do next time they run into a similar challenge.

You can also help prevent behavioral problems by adding supports that will benefit both neurotypical and neurodivergent students. These additions include things like:

Visual supports (for example, having the day's schedule clearly posted where all students can see it)

Starting the day with a breathing/relaxation exercise to ground kids

Having a "relaxation area" in the classroom where kids can put on noise-canceling headphones when they get overwhelmed

Having a "safe" person who the child knows they can go to (a favorite teacher, counselor, nurse, etc.) when they feel overwhelmed, angry, or upset

Scheduling movement breaks since it can be hard for neurodivergent kids to sit still for long periods

Preferential seating for neurodivergent kids (like having kids with learning issues sit closer to the "action" where teaching is happening, pairing them with kids who are good behavioral models and/or will be less distracting, and seating them away from the door and other distractions)

Providing things like wiggle seats (nubbed cushions designed to help neurodivergent kids who focus better when they can move around in their seats) or fidget toys so that when kids feel the need to wiggle or move, they have something appropriate to do with that energy that doesn't disrupt the class.

If a child is neurodivergent, it's likely that they will have deficits in executive functioning. Executive functioning includes things like being able to plan, organize, prioritize, and initiate tasks. "Building in executive functioning supports into the educational curriculum can be really helpful," says Dr. Martin.

Some specific executive functioning tools teachers might implement are:

Checklists for everything from morning routine to what goes into kids' backpacks every day

Dedicated binders for each subject

Reward systems (like a sticker or star chart) for younger kids

Using timers so kids have a visual reference for each task they need to complete

Planners and calendars kids can use to keep track of short- and long-term projects and to help break down assignments into bite-sized tasks

Online planners to back up paper ones

Several executive functioning curricula have been developed for use in the classroom, and they also include books and workbooks that kids and families can use at home. For example, they can practice breaking down homework tasks into smaller, less overwhelming chunks. Dr. Martin recommends:

The Smart but Scattered series (Dr. Peg Dawson and Dr. Richard Guare) has several books for kids and teens within the series that students can move through to bolster executive functioning skills. (https://www.smartbutscatteredkids.com/)

Unstuck and On Target (Laura Cannon, MEd, and Dr. Lauren Kenworthy) work on several different types of executive functioning skills for children who are on the autism spectrum. https://www.unstuckandontarget.com/

Neurodivergent kids need social support as much as academic support to be happy and do well at school. "We know that kids who are neurodivergent are going to have more difficulty making friends and keeping friends," says Dr. Martin. Sometimes they have trouble reading social cues, feel on the outside of neurotypical friend groups, and/or don't always know the best way to enter a play situation. Those things can make neurodivergent kids more vulnerable to being taken advantage of, bullied, or simply lonely.

As a result, schools need to be proactive about creating layers of social scaffolding to support those kids. "That starts in the classroom with creating a community where we're accepting of everybody's differences," says Dr. Martin. "When teachers talk about diversity, they can include neurodiversity in that discussion."

But outside the classroom is when neurodiverse kids really need social support. Lunchtime, a chaotic part of the day, and other playtimes can be particularly tough for neurodivergent kids. Teachers and school staff can be proactive and provide social support, including:

Mentoring program

Lunch Bunches (where school staff organizes a small group of kids to eat with a socially vulnerable child)

Praising kids for being inclusive

Coaching kids who can serve as good peer models

One of Dr. Martin's favorite ways for parents to support their neurodivergent kids is to create an "About Me" letter of introduction. Teachers can benefit from asking parents of neurodivergent kids (and all kids in their classroom) to provide such a letter ahead of the beginning of school.

Some things a parent might include would be:

What are things their child is very good at (academically and otherwise)?

What things are more difficult for their child?

How does their child show stress? What behaviors should teachers look out for?

When their child is stressed or frustrated, what's the best way to approach them?

Does the child use a behavioral support program at home? For example, how do they earn screen time?

An "About Me" letter is a great way for parents and teachers to start working together to help their neurodivergent students thrive. Once that bridge has been established, parents and teachers can keep a conversation going about what's happening at school and home. That kind of ongoing communication ensures that every neurodivergent kid in a class gets the type of individualized attention they need to thrive at school.

# data[].attributes.attachment_link.title
How Schools Can Support Neurodiverse Students - Child Mind Institute

# data[].attributes.attachment_link.description
Neurodiversity - the idea that a kid's brain functions differently from those of children who are "neurotypical "- comes in many forms. That includes learning disorders, ADHD, autism spectrum disorder, and sensory processing issues. Some kids who are neurodivergent have strengths that neurotypical kids don't have, like memorization skills or the ability to hyper-focus.