Yancey County Principal Believes Orton Gillingham Training Played Critical Role In School Turnaround

Sherry Robinson realized Bald Creek Elementary had some serious gaps in their literacy program. The Exceptional Children’s (EC) population was the highest in the county. Math scores were unacceptably low. The recently hired principal had been told the school was identified for needing improvement given poor test scores. The question she found herself asking  - what was the problem and more importantly, how could she address the challenges? Although she recognized the path toward academic success was going to be an arduous one, she was still shocked when her newest hire, 4^th grade reading teacher Lori McCourry, stepped into her office and told her 13 of her 27 students were reading at only a first grade level.

Prior to joining Bald Creek full-time, Lori let Sherry know she had committed to taking the Academy of Orton-Gillingham Practitioners and Educators Associate Level training with Susie van der Vorst. “I’d never heard of the organization or the training,” Sherry remembers. “Lori began explaining the Orton Gillingham (O-G) approach to me and let me know she was willing to pay for the training program herself given the expense.  I knew if she was willing to pay for it herself, it must be really good, but I could never have guessed the positive impact it would have on our school at that point. I let her know we weren’t going to let money keep us from having what our students needed.”

“At first, parents weren’t willing to admit something was wrong,” Lori says. “I was the new teacher, shaking things up.”

A little shaking up was exactly what the school needed. Lori began incorporating what she’d learned into her daily routine. “You can’t teach what you don’t know,” Lori says. “With the Orton-Gillingham training, I acquired greater knowledge of words and an understanding of how the brain has to work in order to read. I began breaking words into sounds and doing a lot of phonics with students. I found that I was much better at seeing where students struggled and had a greater knowledge of how to fix problems through targeted instruction.”

Having seen the immediate difference O-G made in Lori’s teaching, Sherry realized the school needed to have its kindergarten, 1st and 2nd grade teachers trained as well. “In kindergarten, 1st and 2nd, you’re learning to read,” she says.  “In 3rd, 4th and 5th, you’re reading to learn.  Our 3^rd, 4^th and 5^th graders, for example, take math tests that contain only word problems. Students have to be able to comprehend what they’re reading in order to pass, which is why those first few years are so critical.”

Sherry is grateful to 1^st grade teacher Laura Davis who also jumped on board, became O-G trained, and took on the task of aligning O-G principles with the school’s newly implemented Letterland program. “It gave us a powerful phonics program.”  Over the years, each teacher who’s gone through the training has incorporated elements of the multisensory approach as they suit their classroom needs. “My goal is to have all Bald Creek teachers O-G trained," Sherry says.

Fast forward eight years. The majority of Bald Creek’s teachers have been O-G trained. Now that students are getting what they need, the school’s EC numbers are no longer the county’s highest. In fact, they have been cut in half. Lori, who’s now teaching 3^rd grade reading, says only one student of 31 is reading slightly below third grade level.  The school was honored in 2014/15 and 2015/16 as a Title 1 National Distinguished School Nominee.  They received $100,000 NC Title 1 Grant for sustaining the highest performance of school achievement over a number of years.

Sherry believes O-G training played a critical role in the turnaround. “Our teachers continually tell us they had no idea how much they didn’t know until they went through Susie’s training. The more they know; the better they teach and the better our students do. Today, the entire school takes great pride in being able to say we are an Orton school.”

 

In her Own Words: Melisa Cadell

“The biggest thing for Ben at camp was that he was surrounded by other children with dyslexia and so he found kids who look at the world in the same ways that he does. It was an amazing time where there was no stigma attached to him. Instead, the message was that you have to advocate for yourself and remember that the sky is the limit. It was amazing, as a mother, to watch him go through that. He came home and told me, ‘Now I don’t feel like I’m stupid.’ He’s had that thought since first grade, but now he doesn’t. There truly is a stigma with this kind of thing in the schools, but now, Ben knows that he learns differently and he knows he has strengths.” —Melisa Cadell, artist, parent of Camp Spring Creek camper Ben

(Read Ben’s full story in our front page feature right here.)

Video: Tutoring for Accuracy

Here's another in our series of videos on tutoring using Orton-Gillingham practices. For more lessons you can use at home or in the classroom, subscribe to our YouTube channel (link on right sidebar).

[embed]https://www.youtube.com/watch?v=cIsVxeBQs74&feature=youtu.be[/embed]

Week 8 Photos, 2015

(Sorry these are posted late and out of order...our beloved camp photographer Nina was packing for college!

Week 7 Photos, 2015

Week 6 Photos, 2015

Summer Scholarships & the Big Heart Ben Update

We're pleased to share with you that we were able to award 11 scholarships to campers this summer. Six of those scholarships went to OpenDoors children through our partnership with this fantastic organization. Of those 6, one is for a full 8 weeks of camp. All of the OpenDoors scholarships were offered at 50% to Buncombe County children living in multi-generational poverty.

Three of our eleven scholarships this summer were awarded to local Avery/Mitchell/Yancey County children. One of those scholarships is at 100%, another is at 70%, and the final is at 35% and all are for day campers. The remaining two scholarships went to campers from out of state. One camper received an 83% scholarship for 6 weeks of boarding at camp and the other camper received a 50% scholarship for 4 weeks of boarding at camp.

As of the start of our 2015 Camp Season, we're pleased to share that we have raised $30,198 for the Carl D. North Scholarship Fund, $1391 of which came from Camp Store proceeds from last summer. Of this $30,198 in scholarship funds, it's worth noting that $3,966 came as a result of the Big Heart Ben campaign organized and sponsored by Ben, a day camper from Mitchell County who experienced Camp Spring Creek for the first time last summer. You can read Ben's heart-warming story in full right here. In short, he set about to raise 50% of the funds needed to send one of his friends (who also has dyslexia) to camp as a day camper for 4 weeks. Ben did this with the understanding that he would be unlikely to attend camp himself this summer. He simply wanted to "pay it forward" after his life-changing experience last year.

The happy news is that Ben raised the 50% and Camp Spring Creek provided matching funds, resulting in a scholarship for a local child. Even more exciting, camp offered Ben a 35% scholarship for his efforts and he will be able to return to camp again this summer. We're thrilled to have him back, to welcome another local scholarship camper, and to see such a generous young man making a positive difference in the world.

Week 5 Photos, 2015

In His Own Words: Conor Lennon

Today's blog is a guest post from first-time counselor at Camp Spring Creek, Conor. Thanks, Conor, for all your hard work and heartfelt reflections. We're so glad you're here!

So it’s been four weeks since camp officially started and this year’s crop of campers descended on Camp Spring Creek. I’ve now been in North Carolina a little over a month, and can honestly say it has been the quickest five weeks I have ever experienced. At the same time--and I’m aware of how contradictory this sounds--when I think back over everything that has happened since I touched down in Charlotte, it feels like I must have been here for months. Maybe even years. Since I arrived, I have acquired an American Red Cross qualification in lifeguarding and CPR (thanks to our very patient and understanding instructor), attended a genuine sidewalk street dance in Bakersville, experienced 4^th of July as the Americans celebrate it and, as well as countless others, met the most amazing group of people (campers, counselors and tutors) I’ve ever encountered.

That’s what really sets this camp above its larger counterparts. Hidden up in the mountains, with no television, Internet or cell phone connection, camp becomes its own little secluded community. As I write this, we consist of approximately fifty-two people; thirty campers, eight counselors, seven tutors, assorted members of staff, and the van der Vorst family.

Before we continue, I would like to apologize for the frequent references to the passing of time in this post--how many weeks camp has been up and running, how long it has been since I arrived, the length of time until camp wraps up, etc. The reason I mention it so often is because I truly cannot believe both how fast time is passing and how much is being achieved in that time. It’s almost as if, in our little dyslexia-orientated enclave in the Blue Ridge Mountains, time is passing differently than in the rest of the world. Having such a small, intimate camp means that during the course of the last four weeks (I did warn you) I’ve really gotten to know all of the campers personally, as well as forging extremely tight bonds with my fellow counselors and colleagues. Though it can be difficult at times, I couldn’t have asked for a better or more diverse group of kids for which to be responsible.

All the children have very different personalities and skill-sets and it’s enthralling to watch as these traits slowly become apparent as camp goes on and the campers grow in confidence. As cliché as it sounds, I have probably learned more from this bunch of 6 to 15 year olds than they have from me. It can be extremely humbling to become engrossed in a debate about education, history, or even philosophy, only to realize part-way through that you are having this very mature discussion with a twelve-year-old (and even more humbling when said twelve-year-old reveals they are at least as knowledgeable, or even more knowledgeable, about the subject than you are!).

Despite only meeting them three weeks ago, the thought that many of these kids will be leaving this [last] week is a source of genuine distress to my fellow counselors and I, which is a testament to both the campers and Camp Spring Creek as a whole. Though we’re not even halfway through our stay at camp, several of the counsellors (including myself) have already decided that we would like to return again next year, provided Susie and Steve will take us back, of course!

Before I arrived in North Carolina I was, quite frankly, at a loss as to what I wanted to do with the rest of my life and where I wanted to go. Already, I can say that choosing to become a counselor at Camp Spring Creek is one of the most rewarding things I have ever done. I’ve learned an awful lot about myself that I never would have known if I’d stayed at home and it has given me some real direction as to what I want to do after the summer. I remember reading a previous entry on this blog prior to my arrival at camp that described a summer at Camp Spring Creek as "the hardest fun I’ve ever had," pretty much summing up my last few weeks in six words.

And I wouldn’t change a thing.

Week 4 Photos, 2015

Week 3 Photos, 2015

Week 2 Photos, 2015

Week 1 Photos, 2015

Backcountry Basics Video Clips

Fresh from camp, these clips were shot this afternoon when Katey met with the senior campers for their first introduction to backcountry basics. They rotated through stations to practice cooking a meal, packing and fitting a pack, pumping and purifying water, and digging cat holes for a backcountry latrine. They'll spend an additional hour each day this week practicing these skills, as well as time sorting and packing food and gear as they get ready to hit the trails this Friday! At the end of our afternoon, each camper shared "Hopes & Hesitations" by writing down one thing they hope for on the trip and one thing they feel hesitant about. We shared the hopes and hesitations anonymously and debriefed, getting pumped up for the trip.

[youtube https://www.youtube.com/watch?v=AbEUVxC0aV0&w=560&h=315]

Opening Day Snapshots, 2015

Thanks to our camp photographer, Nina van der Vorst, for these opening day snapshots. We're having a blast so far!

Interview: Artist David Chatt

 

Today’s interview continues our conversation with artists who also have dyslexia, and we’re proud to be featuring inspiring individual David Chatt. David has spent the second half of his life stitching tiny bits of glass one to the next, laboring to express himself in a medium that is tedious and time-consuming beyond reason. For his efforts, he has been called a “Visionary,” a “Lunatic,” and a “Beadwork Subversive.” His career was honored with a one-person show at the Bellevue Art Museum in Seattle, Washington, which was commemorated in an accompanying catalog. More recently, he received a North Carolina Artist Fellowship, one of the highest grant awards given by the state and supported by the NEA. View astonishing slideshows of his work here.

Camp Spring Creek: Can you tell us a little about you and your family’s relationship with dyslexia over the years? How has this shaped your experience of the world?

David Chatt: I am number five of six children, two girls and four boys. My father and all of the boys had dyslexia, but not to the same degree. Mine was less debilitating comparatively, but it did influence how I grew up. We were none of us very good at sports, and English classes were an exercise in humiliation. We all had similar experiences in school and not being good at these things in an odd way bound us together. Also, I think because we were not those kinds of people, we shared other interests. We built things and made things with our hands. We played games where imagination was more important than coordination.

CSC: The physical process of stitching beads together requires a sophisticated understanding of spatial relationships so that the beaded “skin” fits perfectly over the object you are working with. Superior spatial thinking is a common skill found in people with varying degrees of dyslexia. What can you tell us about your decision-making process as you set out to start stitching these skins?

DC: The technique I employ is a way of building on a three dimensional grid. A loop of four beads can be thought of as a square, one square shares a side with its neighbors and a grid forms. If one can make squares, then one can make cubes…this is how my mind works. I tend to imagine shapes broken down into squares, triangles, pentagons or trapeziums. I have always been good with numbers and math-y kinds of things…spelling no…math yes.  

CSC: How does your work as an artist and your family experiences with dyslexia influence your style as a teacher?

DC: I understand that everyone learns differently. I hope and believe that schools are better at dealing with different learning styles but I have certainly been made to feel “less-than” by overworked and under-inspired teachers who wanted nothing more than for this square peg to fit into their dang round hole. As a teacher, I make it a point to let my students know that I understand learning differences and that I count on them to let me know if we need to revisit some instruction with a different approach. Some need to hear the technique described, others need to see directions written out, others need to watch my hands and others still need to have guidance while their hands make the work. I also make it ok to ask me to repeat things because repetition is one of the ways we learn. Being a non-traditional learner has made me a better teacher, and it has also made me understand some of the frustrations my teachers had with me.

CSC: Your more recent work explores the power of everyday objects in their domestic setting, with an emphasis on narrative, memory, and emotion. In some pieces, you’re effectively taking objects people ignore (for example, we don’t pay attention to our eyeglasses unless a lens pops out) and re-invigorating them with story and a sense of the three-dimensional through your beads and stitching. That’s quite unusual, yet immediately resonate. What’s the lure for you?

DC: Most artists are a wee bit narcissistic. I am always trying to tell my story through the images I choose to engage. My best work finds the place where my personal story touches on something more universal, something that allows my audience to participate. Most of us remember someone who had those glasses. I grew up at a time when women of a certain age wore cat-eye glasses, a strand of pearls and a sweater set. Even if you have only seen that look in old movies, most of us have an association with these items. I seek iconic objects that trigger memory. By covering an object with countless tiny glass beads and meticulous needle-work, I encourage my audience to see these items in a different way. It becomes less that object and more like the place where the object once was, like a memory.

Finding a way to tell your own story is a universal human pursuit. I sometimes wonder if being a kid who was embarrassed about my penmanship and spelling made visual art more of a lure for me. With the advent of the personal computer and spellcheck, I have gradually become less intimidated, and even attracted to the process of writing. This is a surprise to me given my early experiences. In the end, I think it is important to understand that things that are labeled as “disabilities” are often just differences. I am good at this while someone else is good at that. Part of being a creative person is being able to figure out the less obvious ways to get around obstacles. What I have learned from my differences has certainly been more of an advantage than a hinderance.

Interview: Artist Melisa Cadell

Today's interview features inspiring individual Melisa Cadel. Melisa has an MFA from East Tennessee State University, with an emphasis on Sculpture and Studio Art, as well as a BFA in Drawing and Painting from University of North Texas. She serves as an adjunct professor at Appalachian State University and leads workshops at craft centers across the United States. She did not realize she was dyslexic until her son Ben was diagnosed in 4th grade. Similar to artist Courtney Dodd's insights about art, perception, and making, Melisa shared a story with us that is moving, compassionate, and vulnerable. Please join us in celebrating her accomplishments and aspirations for the future!

Camp Spring Creek: When did you first suspect that you had dyslexia and how did that realization affect you?

Melisa Cadell: I always tested poorly when it came to standardized tests. I could not spell and reading comprehension was non-existent. I always compensated by listening to what people said about things. I hung out with the intelligent people and soaked up their discussions. I made good marks but was always doing more work than the others to make up for my difficulties. When I applied to colleges there was no problem until they received my horrible SATs and ACTs. I had to be interviewed at the college institution that offered me a basketball scholarship because the scores were so low; I think they just wanted to see if I had an IQ at all. I always thought it was some type of test anxiety or something. I could do just about anything if I had enough time and studied harder than the others. I never dreamed that I was dyslexic.In college, I took classes that were more hands on, after I clomped through remedial English twice, and developed really great study skills. I enjoyed my Literature classes because the instructor I had (for both sections) walked us through each passage. I took copious notes and made great scores on the long essay tests. If someone explained the texts to me I could read multiple meanings into passages. It was like a playground. I graduated with honors in my BFA and a K-12 teaching certification in Art Ed. It took me 6 years. Art was the first thing I did not struggle with. It was a field where there wasn’t a right or wrong as long as you found a non-cliché way to do it. It was about problem solving so the more problems you had the more possibilities existed.

I did not put a label on my inability to be a functional reader until after I completed my MFA with a 4.0. Again I struggled more than my peers but I accomplished what I wanted to. Ben, my oldest child, was diagnosed in the middle of his 4^th grade year. Now, I know we are both dyslexic. Why didn’t someone figure this out before Ben’s fourth grade year? Was it because of me? He had all the same struggles. He gets words confused. He has to read things very slowly, more than once. He has difficulty copying things down from the board. Spelling is problematic. He forgets words in the middle of a sentence. He is confused about social interaction. He is terribly forgetful and his organization is very poor. He thinks backwards, like me.

The knowledge of my own disability is wrapped up with the diagnosis of my son and his difficulties. It is not easy for me; it will not be easy for him. I am pleased Ben received his diagnosis and is getting help from an Orton Gillingham tutor. I worry though; at least I was not pegged with low scores and a stigma until I was older. I was not kept from the things I loved because of the struggles. I was always placed in class with my peers and allowed to study any subject I wanted. I just want Ben to hold onto his desire to learn about this amazing world. I am pleased with the ability to see things this way, but it puts me on the outside. Sometimes, that is a lonely place to be. It is because of this solitude that I found myself through art. It communicates all the things I have never been able to voice in any other way. It is only my art that makes me feel like I might have a small understanding of what it means to be a part of this amazing world.

CSC: You're an artist, working primarily in sculptural ceramics. Many studies have shown that people with dyslexia have strong spatial thinking skills and can also "think outside the box." In what ways do you see that dyslexic advantage manifest in your work as an artist?

MC: I think that because it takes me so long to process things, I spend more time thinking. I work at it. I try to see a human side of events. I pay attention to struggles. In a way, I think my artwork is about my effort to comprehend how others see things. As an artist, I use my perception to turn something it on its ear. I do not see struggles in black and white, rather; I see in grey, in a light that is not easily understood.I think much of society is spoiled by the perceived apparent. It seems that people want a right way and a wrong way…but this leaves out the complexity. Complexity is rich and colorful, it is messy, it is beautiful and it is haunting. My work honors something in us all; it is about who we are as humans, that which is good and that which is not. I have not figured it out and do not expect to…and because I learn differently, I have learned to embrace the struggle, as well as, the fact that it does not make sense.

CSC: How has realizing your own dyslexia shaped your relationship with your son, who also has dyslexia?

MC: We are still working through it. It is difficult. I feel very upset about how he has to struggle through things while others do not. In the end, I know it will be a benefit. If he can learn to embrace it for what it can show him, difficult as it may be, he will become a success in whatever it is he wants to do. It is sometimes heartbreaking and I just have to have faith in him that he will find his way. Because of dyslexia, I think he will become a more compassionate person.

I push my son to do his personal best because I know how bright and compassionate he is. I am sympathetic and it makes me a passionate advocate, but that can complicate matters if I don’t step back and problem solve first. Teachers that do not understand the hours it takes to do what others do in a matter of minutes frustrate me, but they do not know what we (dyslexics) know and experience. I have begun to piece together ideas for parents and for teachers. My goal is to make a roadmap that benefits the student. I have built a real relationship with Ben’s teachers this year and believe we are all making progress to make the path easier for those to come.

CSC: Did you have any teachers or relatives throughout your upbringing who you felt most keenly understood your strengths and challenges? Tell us about that individual, and how they made an impression on you.

MC: My parents were always there to let me know that if I wanted it I had the power to achieve it…I know they had to work hard, and it was an encouragement to me. I believe that my mother is dyslexic; it seems she has been crippled by her inability to read and write well. She is a brilliant thinker. Yet her self-confidence was terribly damaged in her youth and she has spent her entire adult life building, it tearing it down, and building it again. I think she often lives through the accomplishments of the ones she has supported. She has felt inferior to those who finished college and made careers for themselves. She is so creatively intelligent and I just wish I could sit within her mind and look at the wonder of it all. I have a feeling that Ben’s diagnosis is helping her see there was a reason she had it so difficult. Knowing why something is the way it is, sometimes, is the first part of healing and the first step to believing.

Big Heart Ben Update: 6 Days to Go!

There are only 6 days left to help Ben reach his goal! The Big Heart Ben scholarship initiative begins with a single camper. Ben has dyslexia and struggled academically. Awarded a scholarship for 4 weeks at Camp Spring Creek, he received one-on-one attention from trained Orton Gillingham tutors, improving his reading abilities by two grade levels. The next fall, Ben made the A-B Honor Roll. Now, Ben wants to pay it forward by sending a friend, who is also dyslexic, to camp. He's raising funds, despite the fact that returning to camp himself is beyond his family's reach. Camp Spring Creek's goal is to compliment Ben's local efforts by casting a wider net online, reaching generous donors like you. Camp is also matching dollars that are donated, so only half the tuition is needed to send just 1 child. Can you help? Donate online and share the post right here.

[youtube https://www.youtube.com/watch?v=wtqANa0nTJY&w=640&h=360]

Summer 2015 Registration Updates

We're thrilled that we already have 25 campers registered for the first session of camp, and 28 campers registered for the second session. The way the bunks, staffing, and numbers all work out, this translates to 5 open spaces for first session, and 2 open spaces for the second session (just about). If you or someone you know is a good match for Camp Spring Creek, please visit our admissions page, which will inform you about the application and tuition process. Meantime, feel free to reminisce with us by viewing this "opening day" video from a few summers ago:

[youtube https://www.youtube.com/watch?v=4Gyyr90k410&w=560&h=315]

In Their Own Words: Mother & Son Spark Giving

Ben’s full story is posted here. We’re using today’s blog post to further help Ben in his self-motivated, self-organized fundraising efforts to send one if his friends in need to camp this summer. Big Heart Ben's online campaign is here.

“Ben’s really excited about trying to be part of something that will help other kids out in the area,” says his mother, Melisa Cadell. “It can be very hard to locate and expensive to have OG tutors in the classroom. It’s out of reach for many people in Mitchell County. Any awareness raising that we can do feels really important.”

Ben wrote a letter to hand-deliver to local businesses, which has gotten the ball rolling. Although the funds will go directly to help a Mitchell County child, he’s accepting donations from around the globe and would be delighted if any blog readers want to help out.

“Toward the end of last summer, Ben kept talking about his friends from school who would benefit from Camp Spring Creek,” says Cadell. “He realized he was experiencing and amazing transformation and realized that if other students had that opportunity it would also be beneficial.”

Any amount—from $10 to $100—will help Ben reach is goal to raise $3350 (with Camp Spring Creek providing matching funds). Here is his letter:

Dear Community,

My name is Ben. I am a student in Mitchell County. I was tested for dyslexia last year. I was tutored and went to Camp Spring Creek.

I learned to read better. I met people from all over the world. They were dyslexic like me. I want to help other kids like me. Please help me raise money for their camp.

Thank you,

Ben

His mother’s also wrote a letter, to accompany Ben’s:

Dear Community Leader,

Enclosed you will find a letter from my eleven-year-old son discussing the challenges of a condition called dyslexia. It affects about 15-20 % of any population. About 5% are severely limited in their education if the problem is not addressed.

There are limited opportunities for the public schools in our area to assist these students due to the lack of public funding and properly trained tutors. Dyslexia is neurologically based and creates difficulties in processing of information. It is not a sign of poor intelligence; rather, many dyslexics go on to become successful because of their innate ability to find inventive ways to solve problems. They are often gifted in areas such as math, science, engineering, art, and technology. That being said, too many fall between the cracks and are limited because of their failure in our education system.

The stigma that my son and other dyslexic students are finding the most difficult to maneuver is that they are often categorized as unable to learn at the normal classroom pace. Reading is such an important component in testing and, because of this, they are often retained and or placed in classes that do not expect much from them.  

We are fortunate in this small community to have a special camp that serves an international dyslexic community with tutors and counselors that come from all over the United States and abroad. Camp Spring Creek offers and opportunity for these underserved students to learn and thrive. Specially trained tutors help campers organize time, learn how to decode language, understand vocabulary and improve fluency.

The cost of the camp is very expensive because of the specially trained staff and the extracurricular activities they offer. Many young people in our area cannot afford the tuition, but through a generous opportunity granted by their Board of Directors last year, my son  was allowed to attend as a day camper. In a four-week span he improved his reading by two grade levels. He is now attempting to make this possible for other students by helping raise awareness and speaking to public groups who could help fund the opportunity for others.

If you can contribute by having him speak at your organization or by financially donating funds to this cause, you would be making a difference in the life of a student who has struggled so hard to gain an education within a system that is often unable to help because of limited funding.

Thank You,

Melisa Cadell

Donations for Ben's cause can be made by calling camp at 828-766-5032 or giving online right here.