greet new instructor candidates as they enter the training room … · 2015-11-25 · greet new...

Welcome, Overview Time to present: 30 minutes

Greet new instructor candidates as they enter the training room and have them make a name card tent that will sit on the table in front of them.

1. Gather group together, start on time! Have slide 1 on screen.

2. Introduce yourself and co-trainers.

3. Briefly review time line of the session (length, planned breaks, intention to end on time, etc.)

and make reference to the printed schedule so candidates see where they are teaching.

Handout final course schedule (if different than what was sent)

4. Identify locations of restrooms, telephones, smoking areas, snacks, etc. Also discuss meal

times, ground rules specific to the facility, etc.

Conduct a short icebreaker that encourages the group to begin to network.

1© 2015 American Camping Association, Inc.

2015 ACA New Instructor Course

Review the Purpose of the ACA Accreditation Program

In all seriousness, we want you to remember that the main purpose of the ACA Accreditation

Program is EDUCATION

More specifically:

• The main purpose of the ACA Accreditation Program is to educate camp owners and directors in

the administration of key aspects of camp operation, particularly those related to program

quality and the health and safety of campers and staff (APG, p.12).

• The standards establish guidelines for implementing policies, procedures, and practices. The

camp, then, is responsible for implementing and ensuring policies are followed (APG, p.12).

• Another purpose of ACA accreditation is to assist the public in selecting camps that meet

industry-accepted and government-recognized standards (APG, p.12).

• Accreditation does, however, indicate to the public that the camp administration has voluntarily

allowed its practices to be compared with the standards established by professionals in the camp

industry (APG, p.12).

• Accreditation focuses on education and evaluation of camp operations, using standards that

often go beyond the minimum requirements of licensing (APG, p.12).

Spend time, before progressing any further, discussing the following questions with the group.

When did YOU last help a camp director with an AH-HA moment? (Capture responses on

flip chart)

How have you helped a camp experience a successful visit? (Capture responses on flip chart)

So, with these things in mind — from an INSTRUCTOR’s (potential instructor’s) point of

view

What does education look like?

What does it sound like?

How do we, as instructors, facilitate education?


© 2015 American Camping Association, Inc. 2

Discuss the points on the slide.

The main purpose of the ACA Accreditation Program is to educate camp owners and

directors in the administration of key aspects of camp operation.

• Related to program quality and the health and safety of campers and staff.

• Establishes guidelines for implementing policies, procedures, and practices.

• Assists the public in selecting camps that meet industry-accepted and

government-recognized standards.

• ACA accreditation is voluntary.

• The visit process is educational in nature and design.



Review the course objectives for today.

1. Demonstrate comfort with standards content

2. Establish comfort level with materials

3. Understand learning styles and be able to use a variety of training styles

4. Demonstrate ability to teach courses

5. Demonstrate ability to evaluate peer/trainee performance

6. Demonstrate understanding of ACA structure and accreditation process



As your trainers for this course we ask that you:

1. Ask for help when needed.

2. Know your section of course content..

3. Participate as a student (as “new” director, visitor trainee, etc.).

4. Be honest and kind in your peer evaluations..

5. Others expectations? Trainer could elicit points from the group on how they should treat each

other.



Articulating What’s New and Different for 2016 Standards

Poll group to see who did a visit last year or prepared for a visit. If there are folks that were

involved let them know that there are additional changes – even since then.

Show slide. In this next section we are going to discuss the pertinent changes to the program

that you need to know as an instructor.

Share this information with the instructors: IMPORTANT TO NOTE

WHEN new standards are now applicable for all camps.



It is key to make sure instructor candidates have the most up to date pages in their APG – Share that

resources are available on the ACA website!!!

HR.3.3 Does the camp have hiring policies that: Define additional/periodic screening requirements for all

year round camp staff based on the camp property (directors, counselors, administrative staff, and support

staff) beyond the new-hire period (HR.5) and annual screening process stated in HR.4, consistent with their

role and relationship with campers, including a criminal background check at least every five years?‡

HR.4.3 Annual Staff Screening:

Does the camp require annual screening for all camp staff based on camp property (directors, counselors,

administrative staff, and support staff; seasonal and year-round)—paid, volunteer, and contracted that

includes:

FOR RETURNING SEASONAL STAFF ONLY: A criminal background check for staff eighteen (18)

years of age and older to be initiated prior to the arrival of campers or prior to the start of employment for

any late hires?‡

There is one NEW standard since the 2015 season that should be shared with participants: 1:1.

Provide participants with the 1 page insert.

HR.8.B One on One Camper/Staff Interaction:

HR.8.B.1:

Does the camp provide training to all staff to minimize the potential of any staff member being in a one on

one camper/staff situation when out of sight of others.

AND/OR

HR.8.B.2:

Does the camp advise rental groups to provide training to all staff to minimize the potential of any rental

group personnel being in a one on one camper/personnel situation when out of sight of others.



Again – stress importance of making sure they always have the most up to date standards.

PD.29.3 – This decision was made due to a potential choking hazard should the helmet get hung-

up on a climbing hold.

Share:

It has been determined, the National Standards Commission will release any new standards

in September to be effective Jan. 1 of the following year.



Can be found online on the Accreditation Resources/Tools page at

www.acacamps.org/accreditation/resources-tools to print and insert

*Always check the Accreditation Resources/Tools page for changes/corrections/clarifications



NEW:

Any camp that misses four or more mandatory standards will be required to have a complete visit

the following summer (even if the ICA is accepted).

Rationale:

The National Standards Commission feels that as camps are fully aware of all mandatory standards

and the need for these standards to be continually met, this is an appropriate action to help

maintain and strengthen the integrity of ACA accreditation



Also, when new/revised standards are introduced, camps must come into compliance with the

addition /changes the next season. CHANGE: In the past it was only mandatory standards that

must be met immediately

Rationale:

As ACA moves to a five year cycle, the NSC felt it was too long between visits to allow camps to

wait until their next visit to come into compliance with any change/addition to non-mandatory

standards.



Check for Changes

Camps cannot rely on old or inherited documentation and expect to sail through the new standards without some problems. Camps and visitors need to know that some things are different and they will need to take the time to prepare for their visits. All written documentation should be reviewed on an annual basis!



Transition Slide

Instructor Note: [animation] will appear on mouse clicks (4 panes).

State

An important tool to help the visitor plan the visit and begin to build communication between the

camp and the visitor is the Camp Information Form.

Distribute the Camp Information Form (if not already done), AND If available, show participants

where to locate this form on the Resources and Tools page of the ACA Web site.

Introduce the Top Portion of the Camp Information Form.

Ask Attendees to Complete Camp Information, Winter Address, and Standards Course.

Give participants Camp Information Form Handout

Have participants examine form and brainstorm ways to use it related to assisting with a successful

visit. Capture responses on flipchart.

Ask which form they would guess this replaces from previous version of standards? Answer:

Camp Profile

Explain the Camp Information Form is a helpful tool for both the camp and the visitor to

determine what modes and activities are to be scored.



Visitors will retrieve a copy of the camp information form that the camp completed

in preparation for the visit.

Trainers: Please use the actual handout to review the elements of the Form

Explain the front side:

Camp name and ID number

Contact (specifically for the visit)

Addresses — both summer and non-summer

Camp Web site address

Information regarding completion of standards course requirements

Camp self-assessment general inquiry

Modes to be scored

Program sections to be scored

Multi-site distinction

Point out the areas to be visited box in the lower third of page one. Have participants

take a closer look.

In particular, direct them to the bottom third of the first page. Point out and have

them take notes, particularly on the sections regarding the Camp Self-Assessment

REVIEW DATE of MAY 1st (NSC mandate) for successful COMPLETION of

REVIEW by visitor. Any variance of this date is at the discretion of the local ACA

office.

IMPORTANT NOTE FOR ALL: The intent is that the Camp Self-Assessment

REVIEW (by visitor) will be completed BEFORE camp starts with staff training.

Remind candidates that the local office may deny an onsite visit if this is not

completed. As Instructors, YOU need to know how your local office expects these to

be completed and tracked.

Also note modes of operation to be scored.

Point out the section on program areas to be scored and that it highlights three areas:

• Specialized Activities



• Aquatics

• Trip and Travel (three nights or more)



The Camp Self-Assessment (CSA)

One of the elements of the visit is completion of the camp self-assessment. Camps

should be in their 2nd cycle of completing this component of the visit. The CSA is

REQUIRED and it consists of a PRE-IDENTIFIED set of twenty (20) standards. Let’s

look at how it works.

A camp’s assigned Visitors will review the Camp’s Self-Assessment using a checklist

and inform camp of areas of concern or those needing attention to be in compliance

on the day of the visit. This required review by the visitor MUST be done by MAY 1

(and at the very least by the time camp starts staff training). NO camps should start

their season without this review. Any variance of this date is at the discretion of the

local ACA office.

The camp self-assessment review prior to camp start allows the camp time to assure

everything is in compliance with the carefully selected representation of standards

BEFORE any campers or staff are in their care.



Slide. Camp Self-Assessment – by Definition

Read the definition — A camp self-assessment is a required review of the written

documentation for twenty pre-identified standards and must be completed prior to

May 1st the start of staff training for the summer season. Your local office might

require an earlier completion date. Any variance of this date is at the discretion of

the local ACA office.

Important Note to Share: It is perfectly acceptable (in fact encouraged) that

additional written documentation be reviewed prior to camp starting.

More is better regarding the EDUCATIONAL purpose of the program. Local offices

may require additional standards for the camp self-assessment. Be sure YOU know

what your local office requires.



What the Camp Self-Assessment Does and Why It Helps Camps

Helps camps prepare for a standards visit

Allows select written documentation to be reviewed PRIOR to scoring by the visitor

Stresses the importance of the camp being prepared BEFORE the camp season begins.

Look at your Camp Self-Assessment Handout and notice that it looks similar to the former Written

Document Preview (WDP). It was designed intentionally to be familiar so that visitors easily able

to mark the document. The directions are clearly indicated on the form for review before starting

the process.

Note:

If a visitor/camp decide to use the My Accreditation/My Visits tools to complete the CSA the

visitor will use the same terms as they would from the paper version but will do so using the

comments portion of the Self-Assessment Customizations report form.



CHECK FOR ANIMATION

You can find a copy of the Camp Self-Assessment

1. In the APG pages 261-265

2. On the ACA website on the Accreditation Resources/Tools page (Two

versions)

a. Version with only the required twenty standards

b. Expanded version with all standards that require documentation

3. Through My Accreditation/My Visits Camp Self-Assessment Report

Recommendation to Instructor

If possible show attendees to the Camp Self-Assessment on the Resource/Tools page

at www.ACAcamps.org/accreditation/resources-tools

Ideally it is best for the assigned visitors to review the camp self-assessment but it can

be done by any visitor as long as it is communicated between the assigned visitor and

the visitor who is reviewing material.

Visitors need to be sure to notify their local office upon completion of the review of the

camp self-assessment.



http://www.acacamps.org/accreditation/resources-tools

Review by Date: May 1 (NSC mandate)

Discuss additional points:

• The camp self-assessment must be completed prior to the start of staff training or

MAY 1st (date determined by NSC)

• The local office might require an earlier completion date (not on slide)

• The local office may deny an on-site visit if the required camp self-assessment and

review is not completed

Any variance of this date is at the discretion of the local ACA office.

Ask for questions to this point.



Unit 5–Compliance Decisions Refresher

45 minutes

Materials

Handout - Immediate Corrective Action Notice Sample Page

Handout- ICA Notice Form (copy)

Handout — “What’s Wrong with This Form?”

Instructor Resource — “What’s Wrong with This Form –Answer Key?”

Objective

Review of the major elements that impact making compliance decisions including:

ICA Process

72-Hour Rule

Written Documentation (Brief)

Scoring Reminders

Score Form Completion



Immediate Corrective Action

Missed Mandatory Standards

Remind participants: Mandatory standards are critical to the health and safety of campers and

staff, and ACA requires immediate compliance with these standards to maintain accreditation and

allows a missed mandatory to be remedied through the process of Immediate Corrective Action or

ICA.

Ask for a show of hands as to who has applied an ICA during a visit.



Emphasize that the ICA is for MANDATORY STANDARDS ONLY

Explain the graph and add that:

• Immediate Corrective Action (ICA) MUST be taken for any and all missed mandatory

standards. The ICA process is ONLY for missed mandatory standards — it cannot be used for

nonmandatory standards.

• Camp must cease the activity (if it is an activity based standard - e.g., no lifeguard, lack of

helmets, lack of skills verification) in question until immediate correction is made.

• Visitors will determine compliance and inform director of required correction(s) using the ICA

notice form.

• ANY and ALL documentation of correction of the standard gets sent to ACA, Inc. who will

forward to the visitor for review.

• The ICA process gives the camp seven (7) days to submit proof of compliance with the

standard. NEW: Change from 10 days to 7 days!!!

Pass out Handout #5 — Immediate Corrective Action Notice Sample Page

Trainer Note: An ICA notice form is to be completed even if the standard is corrected during the

visit. So, a visitor will either send in the documentation of proof of compliance and the ICA notice

form with the score form, or the camp will send proof of compliance within the SEVEN day limit.



Mandatory Standards - NEW FORM – Reflects new SEVEN day requirement for proof of

compliance AND link to examples of corrections for missed mandatory standards resource.

If possible have a few actual forms available for them to see. There is sample form for an activity in

the participant handout packet.

Review the ICA Notice Form and note:

• The visitor and director each get a copy of the form

• The original is sent to ACA, Inc. with the completed score form

• Once ACA, Inc. receives the documentation of the correction, the lead visitor will be

copied to verify whether or not it meets the requirements for compliance with the standard.

• Review elements of the form – and discuss that the corrections need to be prescriptive.

They must specify an ACTION that the camp needs to take to come into compliance and

the PROOF that will satisfy this action.

• The proof may NOT include sending copies of health exams, health histories,

background checks, voluntary disclosure statements or any other document that

would convey personal or confidential information about a camper or staff person.

If a camp missed one of these types of standards they can submit an “official” letter

of their actions.

Instructor Note: We stated this earlier but it is important to review again. Remind visitors

that the purpose in reviewing forms such as health exams, health histories, background

checks, voluntary disclosure statements or any other document that would convey personal or

confidential information about a camper or staff person, is to SPOT CHECK NOT AUDIT



them and determine they contain the required elements in the standard.

Explain that they can closely review a BLANK copy of the form for those

elements, and then during the visit spot check without reviewing personal

information, for completed forms.

Remind the visitors that if they are designated as the lead visitor and an ICA

notice has been issued that they will be the person that will be sent any

documentation of proof that a camp submits and that they in turn must make a

compliance decision, complete the ICA response form and send their response

to the local standards chair/contact person as soon as they are able.

After reviewing the documentation, IF THE VISITOR DETERMINES

THAT A CAMP IS NOT IN COMPLIANCE, IT IS CRITICAL THAT

THIS FORM GETS SENT ALONG TO THE LOCAL CONTACT, ASAP so that the camp can be notified of it’s noncompliance status and the

review and appeal process information can be sent to them.

Finally, we recommend that ALL visitors, no matter how experienced, carry a copy of

the “Examples…” document with them to visits. The document can be found on the

volunteer standards visitor page and is called Examples of Corrections for Missed

Mandatory Standards. Gotta have it!



http://www.acacamps.org/sites/default/files/images/Examples-of-ICA-Corrections-2012.pdf

The 72-Hour Rule

Ask: How do the ICA and 72-Hour Rule processes differ?

You should get a response that the ICA is for mandatory standards only, and the 72-Hour

Rule is for written standards with documentation already in existence.

Show slide.

Review: The 72-Hour Rule is a courtesy that may be extended at the discretion of the visitor.

• May ONLY be used for non-mandatory standards that require written documentation that

can be verified to already be in existence.

• For written documents that exist elsewhere (i.e., a central office) but for some inexplicable

reason are NOT present at the time of the visit.

• Examples include: insurance policies, certification cards.

• Camp has seventy-two hours to produce and forward a copy to the lead visitor.

• There is NO other paperwork.

• Lead visitor scores the standard “no,” then based on the material forwarded (or not), may

change the score to “yes,” and will then send the score form to ACA, Inc.

Ask for questions.



Acceptable Written Documentation - Review

Review the criteria for written documentation.

• Pertinence – Does the document deal with the subject of the standard? (A lifeguard card is

not pertinent to a first aid and CPR requirement, OR you cannot accept general emergency

procedures for vehicle emergency procedures)

• Currency – Does the standard require a date or currency of the document? (it’s not

expired)

• Dissemination--Does the standard require that the document is distributed to specific

people? (its provided to all audiences stated)

• Inclusiveness of ALL Parts – It is important to correctly determine what it is that the

standard requires and to be sure that your policy or procedures covers all items listed in the

standard. (must include ALL components of the standard)

• Location--Does the standard specify where the document must be located? (e.g., blueprints

onsite or home office, or written description of locations of utility systems, posted signs for

traffic control or access to areas that may be off limits or unavailable without trained staff

present).

• Communication--Does the standard require communication with specific people? (is

communicated with appropriate audience)

• Campers-- policies for use of the challenge course

• Staff – time off policies

• Rental groups – refund policies

• Practiced or Rehearsed – Does the standard require not only writing the documents but

practice of the procedures stated in the document? How can this rehearsal be verified by the

Visitor?



Documented Training and Documented Endorsement

Explain that some standards require documented training and experience and other standards will

require documented endorsement but essentially they are the same thing. Tell participants to look

at PD.12.1 (Supervisor Qualifications) and PD.14 (Horseback Riding Supervisor Qualifications)

Review: PD.12 – Supervisor Qualifications requires either current certification OR Documented

Training. Documented training needs to ideally be FROM A THIRD PARTY and/or at the very

lease VERIFIABLE and is defined as:

• Job reviews from former employers

• Job performance review from the camp for years of service – can come from your own camp

documented by evaluations or a letter from the camp director

• Letters of recommendation

• Course record sheet

• Certification or training cards

• When nothing else is available: a detailed list of experiences regarding that activity will suffice



Review: PD.14 – Horseback Riding Supervisor Qualifications requires current certification

OR Documented Endorsement. Documented Endorsement may include:

• A letter of reference from former employers, students or co-workers

• Brochures or advertisements announcing programs where the individual is listed as

instructor

Instructor Note: BE CLEAR that visitors know and understand that, in general, resumes,

employment applications, vitas, and other sources generated by the individual staff person

are NOT acceptable forms of documentation regarding an individual’s qualifications –

unless they are somehow VERIFIABLE.



Scoring Reminders

SCORE THE STANDARD! – the questions written in the text box outlining

the standard such as the ones on the slide, are what need to be scored NOT the

clarification in the Contextual Education Section.

Look to the compliance demonstration to better understand what the visitor will

expect to see or hear on the day of the visit.



Verify Written Documentation Exists – your role as the visitor is to verify the camp has

the written documentation required and it incorporates all elements asked for/required in

the standard. Your job is not to evaluate the quality of what is written – even if you feel it

could be a stronger document. The question you need to ask, “Does the written

documentation include ALL elements asked by the standard?”

Note: If you get questions about this from visitors. State: if a visitor, has strong concerns

related to the quality of the camp’s written documentation, they should notify their

Standards Chair, in writing, AFTER the visit.

If written documentation is not complete the standard is scored “NO”. It is not

appropriate for camps to add to or change documentation during your visit. You need to

score the standard based on what is available at the time you are reviewing the standard.

• Camp staff cannot complete and/or update written documentation on the day of the visit.

• All standards scored “NO” must have a written comment.



Scoring Errors Activity

If there are no questions, or once all questions have been answered, distribute Handout #4 —

“What’s Wrong with This Form?”

Have participants review individually. Come back together after ten minutes and review the

errors on the form and what needs to be done to correct those errors. Use Instructor Handout

#4 “What’s Wrong with This Form?” for your answers.

SF Section

SF.1.2 Scored “Yes” and DNA

SF.4.1 Needs “No” whited out

SF.4.1 Comments need to be initialed “VIS” — not w/ personal initials

SF.13.1 Scored “No” needs comment

SF.17.1–SF.21.1 Need to be scored with “X,” not scribbles

SF.11.1–SF.23.1 Scored both “DNA” and “Yes”

TR Section

Cannot “DNA” TR.3.1–TR.12.1, if TR.13.1–TR.15.1 are scored.

Other Issues with Page 1

No camp name

HW Section

HW.1.3 Scored “Yes” and “No” — Is the camp special needs?

HW.2.3 and HW.1.4 Do not agree with each other — Is camp non-med religious?

HW.5.1 Blank, if to be scored as “No” will need ICA, as it is a mandatory.

HW.8.1 Is this a day camp?

HW.8.2 Is this a special needs camp?



HW.13.1 Blank, needs score

HW.12.1 Is “DNA” correct? Non-med religious?

HW.17.1 May only be scored “DNA” if camp is Non-med religious.

HW.19.1 Cannot “DNA,” it is very likely that resident camps will have medications

on site.

HW.26.1-HW.28.1 Should be “DNA” — not scoring Camp That Rents to Others

mode

OM Section

OM.3.4 May not be “DNA” — Check TR section

OM.4.1 Should be scored “No,” if comment is correct. Cannot allow directors to

fabricate documents on day of visit — or for 72-Hour Rule

OM.6.1 Mandatory scored “No” — needs ICA, comment should reflect this

OM.10.1–OM.13.2 Scored “DNA” and “Yes”

OM.12.1 Scored “DNA” and “Yes”

OM.14.1–OM.15.1 Needs to be scored (because of modes being scored)

Other Issues with Page 2

Camp name needs to be legible

Camp number different then number on page 1

HW.11.1 has an editorial comment that is not needed — Plus, has misspelled word

(barley v. barely)

HW.11.1 Also has personal initials. If valid, comment would be initialed “VIS”

Ask for questions.



Outcome Objectives

By the end of the session, participants will:

Become familiar with the use of curricula materials.

PPT slide deck

PDF of slide deck which includes a Training Map for that course

All-in-one handouts

Demonstrate a comfort level in finding and using the web based resources.

ACA Volunteer Standards Instructor/Standards Visitor Pages

PPT slide deck and

Other curricula materials

Resources and Tools Page

My Accreditation

My Visits

Resources by Section of Standards

Have improved skills that will allow them to be successful in the use of technology and resources

during their practice teaching and in the field



Supporting Course Instruction with Technology and Media

Use and Explain PowerPoint Slides and Notes in the Delivery of Standards Program

Courses

Explain that the PowerPoint and PowerPoint notes page are the curricula for the AV

course.

The PDF copy of the notes pages can be downloaded from the ACA Web site for use in

delivering the curriculum for the Standards Course, Associate Visitor Course, and when

appropriate the Visitor Update/Refresher. The Standards Course, Standards Update Course

and Associate Visitor courses are available on the flash drive you receive as a new

instructor. THEY ARE CURRENT FOR 2016!! They may not be current for 2017.

All course curricula materials are available on the Volunteer Standards Instructor

Pages - course materials on the ACA website are the most up to date!!!



My Accreditation

Explain: ACA has developed an interactive Web-based tools that will help streamline the

accreditation process by helping camps identify exactly which standards need to be scored.

The following functions are available for use through the “My Accreditation” site:

Ability to customize a set of standards based on the programming and modes of the user’s camp

Ability to sort/filter the standards by pre-determined areas (example: Filter to see only mandatory

standards, etc.)

Ability to upload camp documents to the site (up to three per standard)

Ability to generate custom reports showing only standards applicable to the user’s camp

Ability to generate custom checklists

Visitors will access accreditation customizations from “My Visits” from the visitor point of view

to:

• Access basic information about assigned camps – such as written documentation, perceived

compliance, make comments

• Review documents and other visitor resources

Ask for questions. For Instructors and Trainer use:

Username: trainer

Password: 12345



My Accreditation and My Visits are optional web tools camps and visitors can use to

prepare for a visit.



My Visits – Share that this tool must be used if their assigned camp has chosen to use My

Accreditation

The following functions are available for use through the “My Visits” site:

• Ability to convey your availability as a visitor to your local office

• Ability to review your visit assignment information

• Ability to review the camps customizations to the standards based on the programming and

modes of the camp/program

• Ability to sort/filter the standards by pre-determined areas (example: Filter to see only mandatory

standards, etc.)

• Ability review camp documents that have been uploaded

• Ability to make comments regarding documentation or perceived compliance

• Ability to generate custom checklists for assigned camps



My Accreditation and My Visits Basic Access

Navigate and Explain ACA’s Interactive Web-Based Tools

Instructor Note: If you have Internet access, log onto the ACA Web site and walk through the

process. If not, use the PPT to explain the process.

Explain: The main ACA Accreditation Resources /Tools page found at

www.acacamps.org/accreditation/resources-tools will lead to My Accreditation, My Visits, and to

Resources by Section of Standards. (Resources by Section of Standards is the place where all the

sample policies, procedures, sample checklists and other resources that formerly lived on the

resource CD that came with the APG can be found).

To access the My Accreditation and/or My Visits customizations: If you have Internet access,

log onto the ACA Web site and walk through the process. If not, prompt them to check the

materials out as soon as they are able.

Username = Trainer

Password = 12345

Step 1. Camps go to www.acacamps.org/accreditation/resources-tools Choose My Accreditation

or My Visits

Step 2. Take the TUTORIAL — proceed to the custom portal

Step 3. Log in as yourself (an individual). The system will know who you are and what camp you

are with and assigned to — from your member information.

Step 4. Complete the Camp Intake Questionnaire (in “My Accreditation” section) or Complete

Visitor Information (in “My Visits” section)

Step 5. Review the document produced and proceed as necessary

Step 6. Print out the filtered/customized list of standards for your program or list of camps to be

visited and pertinent info.



Other REALLY COOL features:

Documents can be uploaded for the camp self-assessment to be shared with and

reviewed by you, the visitor

Will allow the camp to upload written documentation for those standards that

require it

Accepts most formats such as MS Word, Excel, and PDF files

The camp can print out a customized set of standards from this Web page — one

standard per page to use for your preparation



Customization Tools Reminders

Use your common sense and work with your assigned camps well before the day of the visit to

verify the applicable areas of the camp program. Completing the camp self-assessment and being

able to review other written documentation as early as possible will help everyone better

understand applicability of questionable areas or standards. Your local standards chair and ACA,

Inc. can also help if you have difficulty in determining applicability.

However, we do need to be sure you understand the following disclaimer:

• ACA, Inc. has designed the standards online tool product primarily as an educational resource

for camp professionals.

• The ACA, Inc. makes no claim that use of this published informational tool will assure a

successful outcome.

• In determining the applicability of any specific standard, the camp professional should

apply his or her own professional judgment to the specific circumstances presented by the

particular information/situation.

• If using the site to determine what standards will be applicable to obtain accreditation, the user

is responsible for scoring any and all standards applicable to their program, whether

gathered through the customized version of standards Web site or not.



Adult Learning Styles Review

• Participants will review different learning styles and characteristics of adult learners and how

brain-based theories enhance the learning process that was introduced in the online pre-course

requirement including:

• Review Common Learning Styles

• Review Characteristics of Adult Learners

• Review Key Elements of Brain-Based Learning

Materials/Preparation

Participant should have a copy of their learning style inventory and be able to describe their

predominate teaching style



Review Common Learning Styles

Explain that trainers of adults address three types of learning: knowledge, skills and influencing

attitude. In standards training, all three are crucial to the success of the training.



Remind instructors that there are three preferred learning styles:

• Visual (seeing)

• Auditory (hearing)

• Kinesthetic (doing)

Typically in any adult learning situation, participants (and trainers) will represent all three learning

styles above. The curricula for the ACA Standards Program incorporates all three learning styles in

the delivery of content. Diversity in delivery systems and reinforcement of learning will be key to

the effectiveness of any training.



Training Styles

Each training style has its own characteristic strengths and challenges. When reviewing each

style, look at its place on the graph, i.e. presenting is a blend of task and content focus, guiding is a

blend of task and process focus, etc. Review the following as strengths and challenges of each

style that you should be aware of as a trainer. Self-awareness will make you a better trainer.

PRESENTING - Enjoys delivering content, is organized and in control.

GUIDING - States clear expectations, is systematic in delivery and uses a logical approach.

COACHING – Motivating, helps participants find the answers, and cheers them on to stretch for

their potential.

FACILITATING – Great listener, encourages discussion, confirms and reinforces participants.



Review Key Findings on Brain-Based Learning

Share: Recent research identifies specific findings on how to better engage the brain when it

comes to learning.

Show slide and explain: “The brain remembers best what is taught first, second best what

is taught last, and least what is taught in the middle.” — David Sousa*

*Dr. David A. Sousa is an international educational consultant and author of several books

that suggest ways that educators and parents can translate current brain research into

strategies for improving learning. A member of the Cognitive Neuroscience Society, he has

conducted workshops in hundreds of school districts on brain research, instructional skills,

and science education at the Pre-K to 12 and university levels.



David Sousa* has identified optimum times for learning. Through his research he has discovered

that:

Twenty-minute learning segments are ideal, and can engage the brain (and the learner) most

effectively v. longer learning segments.

*Note: Dr. David A. Sousa is an international educational consultant and author of several books

that suggest ways that educators and parents can translate current brain research into strategies for

improving learning. A member of the Cognitive Neuroscience Society, he has conducted

workshops in hundreds of school districts on brain research, instructional skills, and science

education at the Pre-K to 12 and university levels.



Delivery Style and Rate of Retention Matter

How information is delivered will affect a learner’s retention of the content twenty-four (24) hours

later.

Delivery of Information Retention Rate after 24 Hours

Lecture 5%

Reading 10%

Audio/Visual 20%

Demonstration 30%

Discussion Groups 50%

Practice By Doing 75%

Teaching Others 90%

These statistics were used as a guide in the development of the standards courses. Emphasize it is

extremely important that the courses are delivered as they were written to maintain the integrity

and consistency of the standards program throughout the country.



Reflection on Training Styles (from online pre-course content)

Break group into smaller groups of 3-4 and have them spend some time sharing the answers to the

questions on the screen with each other.

Note: these questions should look familiar as they were the final assessment questions from the

online pre-course.

Ask for questions.



Assessing Learning

Outcome Objective

• By the end of the session, participants will:

• Discuss evaluating self and peer performance accurately and objectively.

• Understand the reason for evaluation in this course.

Materials

Handout: Peer Review Form

Handout: Self-Evaluation Form

Handout: Trainer Review/ Instructor Candidate Evaluation

Handout: Associate Visitor Candidate Evaluation



Evaluation of Peers: Assessing Others

Informal assessment is occurring whether or not you ask for it, and you must live with its results

(good and bad). If the information/feedback is not gathered, it often can’t help.

Discuss the results of assessment and of gathering a formal evaluation.

Knowledge of quality - consistent quality control.

People need feedback visitors/trainees can remedy poor habits, expand on strengths.

Developing skills you will then need in instructing the AV Course.

Peer Review - Handout

Hand out a set of peer evaluation forms to each participant. Have them put their own name at the

top of each one by “Your Name”. Indicate that they will turn these forms in at the end of the

presentations as evidence of their ability to evaluate the performance of themselves and others.

Objectivity is key. In addition to these forms, verbal feedback will be given to each presenter

following their teaching segment. Tactful honesty is important.

Indicate that Trainers will use this form and observations of the candidates’ verbal feedback to

evaluate them. Read through the categories on this evaluation form, describing:

What they have to evaluate?

What they will use as a basis for their evaluations?

Explain how to fill in the evaluation form using the rating system described. Candidates will fill

out evaluation forms for each other as well as for themselves after each practice teaching session.



Self Evaluation and Instructor Candidate Evaluation - Handouts

Discuss the value of self-evaluation.

Discuss what will be used as a basis for the Trainer's evaluation of each candidate's

performance in each of the categories.

Hand out sample form



Possible Outcomes of Instructor Course

Have candidates review the Trainer Review/Instructor Candidate handout. This is provided

so that they know what the trainers will be looking for throughout the course.

Indicate that at the completion of the course, candidates may be designated either as:

Associate Instructor - meaning they will work under the leadership of another experienced

instructor, or

Instructor - meaning they may be in charge of training courses in their section, or

Neither of the above, if trainers feel that candidate is not yet prepared to represent the association

as an Instructor or Associate Instructor.

Provided a successful outcome of completion of this course – they will in turn need to be able to

evaluate and determine the readiness of new associate visitors that they will be training. The

Instructor Review/ Associate Visitor Candidate Evaluation Handout shows a glimpse into the

types of assessment they will be required to complete as instructors



Directed Study and/or Practice Teaching (SEE Additional NOTES in TRAINER INFORMATION

PACKET)

Instructors will complete assigned modules, from the standards course, to either present main content to the

larger group or to practice teach.

Modules/Units, Presentation, and/or Practice Teach

Time to present: 2.5 hours

Trainers: The choice is up to you. Feel free to do either or both options.

Directed Study and/or Practice Teaching

Trainer will assign participants to prepare a module to present to the group. If the instructor pool is large, split

into two groups to present (two trainers would be needed). If you split group all candidates need to see all

modules –otherwise there may be knowledge gaps – especially as it may have been a while since candidate

took the AV course.

If necessary, allow instructors twenty to thirty minutes of preparation time (be sure this time is accounted for in

your schedule).

Instructors should plan on at least ten to fifteen minutes to convey the main points of their learning module

(depending on group size and time). Build in time for peer evaluation and overall feedback.

Trainers should be interactive with the groups, providing constructive feedback as the content is being

developed and presented/taught. For those that practice teach, trainers should listen for appropriate questions,

wait time, accurate content, and instructional styles appropriate for the content.

Use the agreed upon modules for assignments: These can be altered as necessary HOWEVER, it is important that

ALL candidates see all presentations as some content will only be covered through these assignments.

Trainers Note: Be sure any CRITICAL information is covered CORRECTLY even through the critiques (if

necessary) – cannot have candidates leaving with gaps or incorrect information/knowledge.



Review Job Instructor Description

Have candidates quickly review the instructor job description (handout) one final time and ask if

there any areas of concern or discomfort? Ask where they feel most confident?

Evaluating Trainees – 15 min.

Associate Visitor Candidate Evaluation – and Associate Visitor Application Handouts

Look at the handout(s). Discuss each point and why it is important that ACA visitors can do it

well.

On the Instructor and the Associate Visitor application form (copies of visitor application available

as handout), Trainers/Instructors will fill in how many courses/visits they feel each person needs to

complete under the supervision of a Mentor. A minimum of two training/visits is required, but

Instructors may assign several more, even spread over a period of two or three years.

Brainstorm reasons an instructor might recommend an AVC participant have more than two visits

as an Associate before becoming a Visitor.

Instructors are responsible for determining WHO in your local area is to get the confidential

information, and for communicating with the local leadership your observations about Associate

Visitor performance.

Ask participants if there are any questions about the form and if they feel comfortable assessing

candidates in an Associate Visitor Course.

(continued)



Discuss in depth the evaluations that they’ll be responsible for once they become

Instructors.

Define “assess”: “To determine the amount or value of”. Assessment and evaluation

are going on all around us, and need to be one of the specific tasks of an Instructor.

All participants have had the opportunity to assess each other. Now we need to

discuss another assessment responsibility you will have as ACA Standards Instructors.

Resources Scavenger Hunt

Since one of the roles of a standards instructor is for them to be a resource – have

them work together to complete the Resource Scavenger Hunt (handout) activity.

Then review the answers together and emphasize the benefit of each of the resources

to the accreditation process.



Use the SAM Handout

Overview of Standards Administration Manual– 20 min.

Describe the contents of the SAM, pointing out the National and local responsibilities, the division

of general topics and the specific policies and procedures included in the manual. Indicate that the

SAM is provided to Instructors as a resource, to help in answering questions that may not be

specifically covered in the training outline and materials. All local Standards Chairs and

supporting staff also have a SAM.

These sections should be highlighted:

Chapter II Page 9, Visitor/Instructor Responsibilities

Chapter III Training of Section Personnel

Chapter IV Page 19, Visit Consistency, Page 22-23 Multi-camp and Multi-site Operations, and

Page 25, Extensions

Chapter V- Page 28-30, Visitation Procedures, Page 32 #6, “Aborting the Visit”

Chapter VII Page 43,Discuss local Review procedures and NSC appeal procedures

Chapter IX Page 55, Discuss Ethical Behavior of Visitors and Conflict of Interest

Part 2 The Importance of Training Reports

Be sure to cover the importance of Training Reports – Describe what is going to happen to after

this course that you (the Trainer) will:

Sign off/endorse each one of them on their official application

Complete the official training report

Send all the above to ACA, Inc. admin office.

(continued)



Explain the Admin Office will forward the endorsed applications to the appropriate

local offices for LCOL/Board approval and signatures.

LCOL/Board will then send forms back to ACA, Inc. admin office

At this point the candidate will “officially” be upgraded in the system.

This is the same process that occurs for the Associate Visitor candidates – noting is

official until LCOL/Board votes and returns the signed applications to ACA, Inc.

Admin office.

Face-to-face Standards and Standards Update Courses are tracked locally. It is always

important that a roster of attendance makes it to your local standards chair and/or

ACA staff person that will be responsible for updating the system.

Training reports for face-to-face visitor updates need to be sent to ACA, Inc. admin

office so that proper credit can be given for completion of course and visitor will

remain in good standing.



Where do Standards Come from?– 10 min.

Briefly review process of standards development – feedback from field offices (Standards Chairs,

visitors, camp directors), Role of NSC, on line Discussions, Role of National BOD

Explain the process, using the outline on the power point as a guide.



Show slide. Remind instructors to emphasize that accreditation is an educational process for the

visitor and their role is to work with a camp as a resource and an observer to help achieve

accreditation. We appreciate everything that each of our instructors does and the time and effort

required to help with this national program. It is through the delivery on a local level because of

our volunteer instructors and visitors that the ACA Accreditation Program is successful.

ACA has the tools, services, resources, and courses you need! Our Professional Development

Center (PDC) —a learning community that connects learners to professional development

opportunities — will help propel your work and your career along the path you choose. It’s time to

invest in yourself and your future!

Highlight the Instructor’s role in this whole system as potentially the only contact for many

members! Participants in all courses may look at you as a very knowledgeable representative of

the association! Instructors have a responsibility to be positive, and get answers if you say that

you will.

Optional ACTIVITY (Time permitting)

Please have participants share times that they have had challenging or unique situations around the

following topics and have them share how they approached and/or resolved the issue(s).

Depending on the size of the group, this could be done in small groups that report back to the

larger group. Another method may fit your group better — just be sure to discuss these topics.

(continued)



Topics

Visitor v. Inspector

Challenging Situations

Compliance Demonstration

Education v. Compliance

When Visitors Disagree with One Another

Visitor’s Role as a Mentor for Associate Visitors

Ask for any questions.



Wrap-up

• Resources

• Toolkit

• Altering a Course

• Evaluate the course

Resources - Locating Information in the Curricula and Supporting Accreditation Materials

Use the Resources Scavenger Hunt Handout to allow participants to find specific elements

listed. Participants may work together. Go over answers- which may include the ACA website,

the Curricula (specify course) and/or specific individuals.

Instructor Toolkit Pieces

Distribute the balance of the Instructor toolkit elements. When possible try to distribute them

when they are most appropriate.

Altering an ACA Standards Course

Alterations may be made to accommodate your style of delivery – meaning you might deliver one

module prior to another. Please do not edit or change the content.

Final Thoughts

Return to any unanswered Questions that were not appropriate to answer earlier.

(continued)



Have candidates evaluate the Instructor course (handout).

Thank them all for their interest in becoming Instructors.





Thank instructors for coming and for volunteering with ACA.

ACA’s accreditation program would not be successful without the dedication and commitment of

each and every one of you.

*******************************************************************************

National Staff and Trainers must fill out at Training Report form which is submitted to the national

office.

Note to Trainers:

Time for trainers to meet between units….

After completing Unit 9 , trainers meet to discuss candidates’ performance, review peer and self-

evaluation sheets, and make recommendations. Use the following guidelines when making

decisions:

• Trainer assessment of skills (Evaluation form)

• Other participants' assessment of presentation skills (Peer Review form)

• Ability of the candidate to perform at a high level in interpreting correctly the

requirements of the standards (doesn't "make up" standards or read things into

standards that are not there or leave out important parts of the standards)

• Demonstrates ability to use appropriate and varied instructional methods in

teaching

(continued)

Options for certification

Instructor - candidate is capable of taking the lead in teaching Standards courses

Associate Instructor - with the option of becoming an Instructor once the required

number of lead visits are completed

Associate Instructor - candidate needs to get additional experience in instructing

and/or interpreting standards and re-take the Instructor course to seek Instructor level

certification

None of the above - if the candidate does not demonstrate knowledge of standards or

positive attitude toward ACA or accreditation, or seriously lacks instructor skills.

If you designate someone as an Associate Instructor for lack of the required number of

lead visits, be sure to indicate the follow-up specifics on that person's Application

Form which is sent back to their Local Standards Chair.

Trainer tip

Teachable moments

Throughout the course, the trainers should be on alert for teachable moments –

situations that can be discussed to add value to the course and help instructor

candidates become better instructors. These situations might be:

• Alternative ways to teach a segment

• Effective ways to bring a group back on task

• Effective use of humor

• Creative solutions to low energy or high energy as they occur

• And plenty more!



Share your knowledge and insight. The goal is to help instructor candidates perfect

their training techniques as well as to assess their current performance.

If complicated questions about policy or issues not related to the content of the course

arise during this discussion, make note of them (Parking Lot) and return to them at a

later point. Try to keep the focus of this time on course content and issues related to

the presentation of the curriculum materials.

