July in Tucson can mean only one thing—

it’s time for camp, of course...

...and it’s time to scale up the efforts to embed

systems thinking and sustainability in education.
The kids need it, schools need it, communities need it, the world needs it.

Join us!
You never dreamed Tucson in July could be so cool!
C
amp Snowball is a summer “camp” experience that brings together students, parents,
educators, and business and community leaders to build everyone’s capacity for learning
and leading in the 21st century. Teams and individuals from school systems and
communities around the world are invited to learn how to enable youth to develop
into “systems citizens.” Systems Citizens are members of a global community who strive
to understand the complexities of today’s world and have the informed capacity to make a
difference. See some of the 20+ years worth of powerful examples in our schools:
Work from younger students
http://www.watersfoundation.org/webed/examples/playground/playground.html

Work from older students

http://www.cfsd16.org/public/_century/centSkillVideos.aspx?vid=systemsthinking09&auto=true

Looking back—young adults share how a systems thinking

education has helped them in the workplace

A
http://www.clexchange.org/thatschoolintucson/tucson_samples.asp

s Bob Dylan noted in his iconic song, the times they are a-changin’. Complexity is increasing exponentially, and
school systems need to prepare students for today’s challenges and tomorrow’s world. Employers consistently
rank applied thinking skills—such as systems thinking—as crucial for the 21st-century workforce. Likewise, various
researchers identify systems knowledge as crucial to successful living and learning in today’s context. In recogni-
tion of the importance of this emerging form of literacy, local, state, and national education standards are increas-
ingly including demonstrated understanding of dynamic systems as an integral knowledge area.
For the past 20 years, schools in Tucson, Arizona, and other forward-thinking communities in the United States, the Nether-
lands, Singapore, and beyond have been teaching their students how to deal with complex, dynamic problems by applying
a systems thinking approach. Applications have been implemented through new instructional strategies at every grade lev-
el. But no matter the topic or the students’ ages, their success in the classroom and in the workplace is consistently high.
Why is that? Because when students look at the world through a systems lens, they gain insight into the underlying structures
that produce certain patterns of behavior—both in their schoolwork and lives—and learn to test proposed actions for unintended
consequences. They also immediately recognize the relevance of their schoolwork, engage with real-world problems, and
develop a useful and practical skillset that will serve them throughout their lives.
Research shows that instructional settings that optimize learning are student-centered, experiential, holistic, and authentic.
In addition, they provide students with opportunities to express themselves in different ways, reflect and interact with other
students, and collaborate. Learning in these settings involves the construction of ideas and systems and not just rote memori-
zation or manipulation of facts and figures. Systems thinking brings all of these characteristics into the curriculum. Pairing the
powerful concepts of systems thinking with best practices in instructional strategies accelerates students’ in developing their
abilities to live in today’s increasingly complex world.

W h at i s S ys t e m s T h i n k i n g ?
Systems thinking offers a powerful new perspective, a specialized language, and a set of tools
that can be used to address the most stubborn problems in your everyday life and work. Systems thinking is
a way of understanding reality that emphasizes the relationships among a system’s parts, rather than the parts
themselves. Based on a field of study known as system dynamics, systems thinking has a practical value that
rests on a solid theoretical foundation. http://www.pegasuscom.com/systems-thinking.html

W h at i s E d u c at i o n f o r S u s ta i n a b i l i t y ?
Education for Sustainability (EfS) is defined as a transformative learning process that equips
students, teachers, and school systems with the new knowledge and ways of thinking we need to achieve
economic prosperity and responsible citizenship while restoring the health of the living systems
Program Highlights Why Camp Snowball?
Camp Snowball is a five-day, multi-faceted learning event that has it all— • To develop educators’ capacity
for teaching systems thinking and
• Practical systems thinking and sustainability education
sustainability to their students
workshops for adults and students (entering grades 7-12), which
link directly to Common Core Standards and STEM and can easily • To empower students to become
be applied in the classroom, the workplace, the community, or leaders in their schools and com-
the home munities by exposing them to
• A special two-day Leaders’ Forum for school, community, and these powerful ways of thinking
business leaders led by Peter Senge (author of The Fifth Discipline) and acting
and Michael Fullan (international leader on educational change) • To build support for this effort
• Opportunities to learn from and with experienced educators by engaging parents, community
who have been implementing systems thinking and education members, and business and
for sustainability in their schools and classrooms governmental leaders
• A one-day Learning Festival, featuring Peter Senge and • To develop local teams that are
Michael Fullan, highlighting examples of successful local, working to implement these tools
national, and international programs and perspectives in their own
• Sessions with young adults and current students who have school systems
benefited from the systems thinking instructional strategy in the • To learn from the schools in the Tuc-
Tucson schools son area and elsewhere that are
• Case work and program activities drawn from the environment accomplishing demonstrable,
and culture of the Sonoran desert measurable results
• A summer camp program (Camp Sunshine) for young learners • To foster long-term relationships
(entering grades 1-6) that incorporates systems thinking skill- between the different stakeholders
building with fun, traditional camp activities that will support this work beyond
• Special guest speakers and facilitators who will challenge and the conference
provoke the way we think about education. • To elevate awareness of the positive
outcomes of systems thinking and
And, camp doesn’t just end on July 25th. sustainability education locally,
Participants will— nationally, and internationally
• Have time to create an implementation plan for their own
Ultimately, the purpose of Camp
context, based on best practices
Snowball is to provide opportunities
• Leave with tools and resources that can easily be used “back for communities and schools to learn
home” to engage others, including activities, slide decks, videos, how to teach their students to think
and instructional modules deeply and critically and how
• Receive post-conference coaching and mentoring via regularly to achieve academically in order
scheduled webinars and conference calls, access to an online to become responsible, thoughtful
learning community, and other resources. How about a camp citizens of the world that they will
reunion? inherit.

Since summer is vacation time for many of us, we encourage you to bring
your family. We’ve got a great location all picked out—the Westin La
Paloma—so there’s lots to do for accompanying adults who want some
rest and relaxation. The Westin also offers a program for the littlest among
us (ages six months and up) so there’s something for everyone!
Who Should Attend?
Camp Snowball is designed for individ-
uals and teams. We encourage com-
munities and school systems to put
together diverse teams that include:
• Educators—teachers, administrators
• Students
• Parents
• Community Members
• Business and Government Leaders
• Staff and Volunteers from Youth-
serving Organizations
By building critical mass a community
can reinforce learnings from Camp
Snowball and create a local support
system substantially increasing the
chance that new approaches will be
adopted.
Teams are encouraged to engage
organizations and businesses in
underwriting their participation, as
local support creates commitment to
the work for the future.
Sponsors Needed!
We are looking for sponsoring
organizations to help support teams of
educators and students to attend
Camp Snowball and provide
scholarships for individuals. Even
though this is a breakeven event, the
cost is high for those in schools.
Please feel free to download the
sponsor brochure. We encourage you
to approach your community
foundations, Rotary Clubs, other
service organizations, and businesses.
You are developing their future
workforce. If you need help or support
in your efforts, please contact leanne@
reospartners.com
Some scholarships are also available.
Fill out the application at: https://
reospartners.wufoo.com/forms/camp-
snowball-scholarship-application/
Speakers/Facilitators/Guests
Michael Fullan is Professor Emeritus of the Ontario Insti-
tute for Studies in Education of the University of Toronto.
Recognized as a worldwide authority on educational re-
form, Michael is engaged in training, consulting, and
evaluating change projects around the world, and his
books have been published in many languages. Michael
is currently Special Advisor to the Premier and Minister
of Education in Ontario. His book Leading in a Culture of
Change was awarded the 2002 Book of the Year Award by the National Staff
Development Council and Breakthrough (with Peter Hill and Carmel
Crévola) won the 2006 Book of the Year Award from the American Associa-
tion of Colleges for Teacher Education.
Peter Senge is a senior lecturer at the Massachusetts
Institute of Technology and founding chair of the SoL
(Society for Organizational Learning) Council. He is the
author of The Fifth Discipline: The Art and Practice of the
Learning Organization, co-author of the three related
fieldbooks, including Schools That Learn; Presence: An Ex-
ploration of Profound Change in People, Society, and Orga-
nizations; and most recently, The Necessary Revolution:
How Individuals and Organizations are Working Together to Create a Sustain-
able World. Peter lectures throughout the world about decentralizing the
role of leadership in organizations to enhance the capacity of all people to
work toward healthier human systems.
U.S. Secretary of Education Arne Duncan named Dr. Jac-
queline Jones as Senior Advisor to the Secretary for Ear-
ly Learning. Jacqueline is the former Assistant Commis-
sioner for the Division of Early Childhood Education in
the New Jersey State Department of Education, where
she oversaw standards, curriculum and assessment for
preschool through 3rd grade programs statewide. Prior
to joining the NJ Department of Education, Jacqueline
worked for 15 years in the Research Division at Educational Testing Service
in Princeton, NJ. As a Senior Research Scientist and the Director of Early
Childhood Research and Development, her work focused on the study of
assessment in early childhood, specifically the development of classroom-
based strategies to document young children’s science and literacy learn-
ing. Jacqueline has written in the area of early childhood assessment and is
particularly interested in the development of effective early childhood as-
sessment systems for school districts and states. Her work also explores the
role of documentation and assessment in the ongoing professional devel-
opment of early childhood educators. Jacqueline has given presentations
across the country and has served on a number of national advisory com-
mittees including the National Head Start Research Advisory Committee,
the Pew National Early Childhood Accountability Task Force and the Nation-
al Research Council’s Committee on Developmental Outcomes and Assess-
ments for Young Children. She received a BA from Hunter College and MA
and Ph.D. from Northwestern University.
Camp Staff
Tracy Benson is the program manager of
the Waters Foundation, Systems Thinking
in Schools project in Tucson, Arizona. She
conducts training and coaching sessions,
consults with schools and school districts,
and facilitates system thinking profes-
sional learning experiences for educators
at the local, regional, national, and inter-
national levels. Her former work experience includes ele-
mentary and middle school teaching, middle school princi-
pal, consultant, author, and mom. She holds a doctorate in
Educational Leadership from the University of Arizona.
Jaimie Cloud is a thought leader in the
field of Education for Sustainability. She
has authored The Cloud Institute’s EfS
Framework and several peer-reviewed
journal chapters and articles on sustain-
ability and the significance of Education
for Sustainability. Jaimie works extensive-
ly with educators, administrators, and
school boards across the nation. She designs and facilitates
professional development programs and directs the devel-
opment of numerous instructional units and courses for
K-12 and higher education designed to teach and learn
across disciplines through the lens of sustainability.
Diana Fisher has taught system dynam-
ics modeling courses at both the high
school and university level for 20 years.
She received her formal training through
Worcester Polytechnic Institute and has
written several books that provide middle
and high school teachers, university pro-
fessors, government officials, and busi-
ness consultants opportunities to increase their understand-
ing of the standard modeling structures needed to begin to
model dynamic systems. Modeling Dynamic Systems: Lessons
for a First Course is in its third edition and has been translat-
ed to Japanese. Lessons in Mathematics: A Dynamic Approach
applies system structures specifically to the teaching of
mathematics and has been translated into Spanish.
Anne LaVigne is a program coordinator
of the Waters Foundation, Systems Think-
ing in Schools project. She has worked in
a variety of educational settings with in-
fants through high school students, with
the last 15 years focused on creating set-
tings that build educators’ capacity to use
systems thinking and dynamic modeling
strategies. Anne facilitates professional learning experiences
with large groups, small groups, and individuals, nationally
and internationally. She designs instructional resources in all
curricular areas and builds online learning environments
that integrate a variety of modalities including visual, audi-
tory, and kinesthetic. Anne holds a B.S. in Education from the
University of Arizona and an M.A. in Education from North-
ern Arizona University.
Sheri Marlin is a program coordinator for
the Waters Foundation, Systems Thinking
in Schools project in Tucson, Arizona,
where she spends her time writing,
teaching and coaching. She has worked
for the last 28 years in education as a
teacher, administrator and teacher educa-
tor. She has a Masters degree from the
University of Arizona in Curriculum and
Instruction. Passionately committed to improving learning
strategies and opportunities for children worldwide and de-
voted to teaching people to communicate, Sheri firmly be-
lieves that the tools and habits of a systems thinker are ideal
tools for doing just that.
Abby Ruskey has more than 22 years of
experience in developing environmental
and sustainability education capacity at
the state, local, and national levels and in
leading community and building initia-
tives. She is currently the Executive Direc-
tor of both E3 Washington: Environment-
Education-Economy and the Environmen-
tal Education Association of Washington (EEAW). E3 Wash-
ington is an innovative, networked system of leaders and
practitioners working to scale sustainability and systems
education. Prior to joining EEAW, Abby co-founded and di-
rected the National Environmental Education Advancement
Project (NEEAP) at the University of Wisconsin-Stevens Point,
a program that focused on state-level research and services
to build environmental education capacity throughout the
United States. Abby was the K-12 Coordinator for Earth Day
1990 and is a Resource Faculty member at The Evergreen
State College.
Program/Agenda
Camp Snowball is being carefully designed with the needs of the various types of participants in mind. There are many
components and different options for participation.

To receive maximum benefit, we encourage you to participate in the whole event. You can do that in one of two ways—as a
Core Camper or in the Leaders’ Forum.

Core Campers will have access to all that Camp Snowball
has to offer over five days. This includes:
• A four-day workshop (or two two-day workshops) that
links directily to the Common Core Standards and
STEM
• All events, breaks, lunches, three dinners, speakers,
field trip, and general sessions
• Sunday’s Learning Festival
Leaders’ Forum participants will also have access to five
days of programming. The Leaders’ Forum includes:
• Two-day Leaders’ Forum, which begins on Sunday with
the Learning Festival
• All events, breaks, lunches, three dinners, speakers,
field trip, and general sessions
• Optional (but strongly encouraged) participation in
Systems Thinking for School, Business, and Community
Leaders (3 days, co-facilitated by Peter Senge, Tracy
Benson, Jaimie Cloud, and others)
Can’t come for the whole week—then join us on Sunday,
July 24th for our All-Camp Learning Festival. This special
one-day event includes:
• A keynote by Michael Fullan and Peter Senge
• The Project Marketplace—a chance for all participants
to share what they are doing in their own school
systems in an exposition/poster format. Everyone is
invited to create a tabletop display or posterboard and
be part of the “marketplace.” Further details will be sent
with your confirmation.
• A plenary panel conversation with current students
from different grade levels on why systems thinking
and sustainability education matters to them
• Concurrent “Deeper Dive” sessions that focus on
selected projects of substantial scope and length
• Open Space sessions that allow participants to create
their own agenda and talk about the questions and
topics that matter to them
• Optional Evening “Fireside Chat” with Peter Senge

Of course no camp experience would be complete without opportunities to hang out with your new and old friends, so
there’s time for that as well as a special evening field trip to Tucson’s renowned Arizona-Sonora Desert Museum. http://www.
desertmuseum.org/

Finally—for those who are bringing their family and want to jump-start their kids in learning about systems and
sustainability, there is Camp Sunshine! This special day camp will run from 8:30-5:30 each day and will give entering first to
sixth graders a special experience of their own. Games, songs, crafts, nature, adventures—they’ll get it here—with a twist.
Registration for Camp Sunshine includes lunch and for those staying at the Westin, transportation to and from the camp site
as needed.

COMMON CORE STANDARDS

www.corestandards.org
The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn,
so teachers and parents know what they need to do to help them. The standards are designed to be robust and rele-
vant to the real world, reflecting the knowledge and skills that our young people need for success in college and ca-
reers. With American students fully prepared for the future, our communities will be best positioned to compete suc-
cessfully in the global economy.

STEM ( S c i e n c e , TEC h n o lo g y E d u c at i o n , e n g i n e e r i n g , a n d m at h )
STEM Education refers to the teaching and learning of STEM disciplines, in an integrated, innovative and applied fash-
ion to a level of challenge sufficient for workforce readiness. These discipline, which require critical thinking skills, are
collectively considered core technological underpinnings of an advanced society.
Core Workshops
Your “camp counselors” will be educators experienced in introducing systems thinking and education for sustainability to
teachers and administrators. We have designed our workshops to include instructional strategies that will help you address
Common Core Standards.

Systems Thinking in the Classroom Level I—
Developing Critical Thinking Skills
(Thurs, Fri, Sat, Mon)
This four-day workshop will provide an introduction to
systems thinking and its connections to other effective
teaching and learning practices, Common Core Standards,
and school improvement efforts. During the workshop,
participants will:
• develop skills and knowledge in the use of systems
thinking concepts and tools
• experience, practice, and apply these tools to
practical situations, as a teacher or a learner
• use systems thinking tools to analyze complex issues
and identify high-leverage interventions
• develop and share a plan of application relevant to
your work
Systems Thinking in the Classroom Level II—
Harnessing the Power of Visual Tools
(Thurs/Fri OR Sat/Mon)
This two-day workshop will expand on understanding of
systems thinking concepts and tools gained during Level I
and focus on visual tools in particular. Participants will:
• build interconnected loops
• create stock/flow maps
• use computer models and simulations
Pre-requisite: Level I or its equivalent
Introduction to Education for Sustainability
(Thurs/Fri OR Sat/Mon)
This two-day workshop will create a learning community
that engages participants in activities that combine systems
thinking, sustainable economics, and the science of
sustainability. Participants will:
• increase their awareness and knowledge of
sustainability concepts
• build a shared understanding of the core concepts,
knowledge, skills, and attitudes that characterize
education for sustainability
• work together to identify their strengths and gaps
and to plan next steps
Systems Thinking Tools for School, Business,
and Community Leaders—Creating an
Innovation Ecosystem for Organizations
(Thurs, Fri, Sat—for Leaders’ Forum participants)
This three-day workshop will provide an introduction to
systems thinking and its connections to critical leadership
skills that inform school, community, and organizational
improvement efforts. During the workshop, participants will:
• develop skills and knowledge in the use of systems
thinking concepts and tools
• explore and apply the habits, skills and day-to-day
practice of a systems thinking leader
• use systems thinking tools to analyze complex issues
and identify high-leverage interventions
Introduction to Computer Modeling/Simulation
(Thurs/Fri)
This two-day workshop will provide an introduction to
dynamic computer modeling using STELLA software. This
session is intended for individuals who have some
background in systems thinking and would like to explore
the basics of dynamic modeling software as a way to
represent a system. Participants will:
• become familiar with basic icons of STELLA® software
(stocks, flows, converters, connectors, and graphs) in
order to build simple models
• create, run, and analyze simple models that generate
a variety of behaviors
• explore pre-made simulations to identify potential
connections to your work
• identify how the creation or use of computer models
would enhance understanding of curriculum
standards and/or other aspects of your work
Prerequisite: Systems Thinking in Schools – Level I or its
equivalent
Intermediate Computer Modeling/Simulation
(Sat/Mon)
This two-day workshop will build on knowledge and skills
learned in the “Introduction to Computer Modeling/
Simulation” workshop and is intended for individuals who
have a basic understanding of creating simple computer
models and would like to extend their modeling capacities
to represent more complex systems. Participants will:
• explore delays and shifting loop dominance
• create a dimensionless multiplier
• expand previously created models and create
additional models to represent system interactions,
such as those between predator and prey
populations
• explore pre-made simulations
• identify how creation of computer models would
enhance understanding of curriculum standards and/
or other aspects of your work
Prerequisite: Systems Thinking in the Classroom Level I (or
its equivalent) and Introduction to Computer Modeling/
Simulation or its equivalent
 20 July 21 July 22 July 23 July 24 July 25 July
Wednesday Thursday Friday Saturday Sunday Monday
Learning Festival

Camp Sunshine for students entering grades 1-6

Breakfast Team Meetings Team Meetings Team Meetings Team Meetings

Leaders’ Forum** Breakfast

AM Welcome and Opening Concurrent Workshops: Concurrent Workshops: Day 1 Leaders’ Forum** Concurrent Work- Day 2 Leaders’
9:00 -12:00 Plenary -ST Level I -ST Level I 9:00-9:15 Welcome and Framing shops: Forum** with
(tentative) -ST Level II S1 -ST Level II S2 9:15-10:30 Michael Fullan and -ST Level I Michael Fullan
Concurrent Workshops: -Intro to Modeling -Intermediate Modeling Peter Senge -ST Level II S2 and Peter Senge
-ST Level I -EFS S1 -EFS S2 -Intermediate for school, com-
-ST Level II S1 -ST for Leaders -ST for Leaders 10:30-12:00 Project Market- Modeling munity, and busi-
-Intro to Modeling place—sharing of local, national, -EFS S2 ness leaders
-EFS S1 international efforts in an exhibi-
-ST for Leaders tion/poster session format

Lunch Mixer Team Meetings “Former Student/Young “Student” Panel/Conversation Lunch Speaker—Jacqueline Jones, US
12:00-1:30 Adult” Panel/Conversation Department of Education
Camp Snowball Schedule

(tentative)

PM Arrivals Concurrent Workshops: Concurrent Workshops: Concurrent Workshops: 1:30-2:30 Deeper Dives— Concurrent Work- Leaders’ Forum**
1:30-4:30 -ST Level I -ST Level I -ST Level I Concurrent sessions on specific shops: with Michael
(tentative) -ST Level II S1 -ST Level II S1 -ST Level II S2 projects of depth and length -ST Level I Fullan and Peter
-Intro to Modeling S1 -Intro to Modeling S1 -Intermediate Modeling -ST Level II S2 Senge for school,
-EFS S1 -EFS S1 -EFS S2 2:45-3:15 Open Space Market- -Intermediate community, and
-ST for Leaders -ST for Leaders -ST for Leaders place Modeling business leaders
3:30-4:15 Round 1 Open Space -EFS S2
4:30-5:15 Round 2 Open Space

4:30-6:30 5:15-5:30 Break 5:00-5:30 Break

Break Break Break
(subject to change without notice)

5:30-6:30 Plenary Closing 5:30-6:30 World Café Conversation

Dinner/ Dessert Opening Dinner SoL Ed Group Dinner Field Trip and Dinner at the Dinner on own Closing Dinner
Evening Reception and In- Desert Museum
formal Dinner on own Fireside Chat with Peter Senge
Welcome

Notes:

learning.
offered twice

Core Workshops:
shops offered twice

twice/2 2-day sessions)

and also meet as a group.

for Organizations (3 days)

Gold: Networking activities

Intermediate Modeling (2 days)
(Offered twice/2 2-day sessions)

Blue – Keynote/Plenary sessions

the time and space for people to

nessing the Power of Visual Tools

Introduction to Modeling (2 days)

ST in the Classroom Level II—Har-

Systems Thinking Tools for School,

day session. The group will partici-

and responsibility for. It is a simple,
op the agenda so that they can ad-

Learning Festival and Monday’s all-

dress topics that they have passion

ters most to us about teaching and

projects or issues that are critical to
ST in the Classroom Level I—Devel-

each other as we explore what mat-

S2—Second session for those work-

fun, and powerful way to learn from

Education for Sustainability (Offered

pate in parts of the Learning Festival

oping Critical Thinking Skills (4 days)

them. It allows participants to devel-

Business, and Community Leaders—

Open Space is a method that creates

Creating an Innovation Infrastructure

engage deeply and creatively around

**Leaders’ Forum consists of Sunday’s

S1—First session for those workshops
Practical Matters
Camp Snowball will be held at the
Westin LaPaloma, 3800 East Sunrise
Drive, Tucson, Arizona 85718.
www. westinlapalomaresort.com
Camp begins at 8:30 am on Thursday,
July 21 and concludes with dinner on
Monday, July 25.
For those arriving on Wednesday, July
20, join us for s’mores at 8:00 pm.
The registration fee includes snacks,
lunches and three dinners (Thursday,
Saturday, and Monday evenings),
course materials, and access to the
Desert Museum. Breakfasts, hotel
accommodations, and travel are
separate.
Hotel Accommodations
A special conference room rate of $98
plus tax single/double occupancy per
night ($115 plus tax triple/quadruple)
is available for camp participants at the
Westin LaPaloma as long as there are
rooms available in the room block and
reservations are made prior to June 27,
2011.
Reservations can be made by calling
the Westin LaPaloma at +1-520-742-
6000. Be sure to mention that you are a
Camp Snowball participant to get that
rate. You can also make your
reservation through our special web
site: http://www.starwoodmeeting.
com/StarGroupsWeb/
res?id=1101248359&key=B6094
The Westin LaPaloma has many
offerings for family members who
aren’t attending camp activities. While
it will be warm (OK, hot) in Tucson in
July, there are ways to keep cool. The
Westin’s golf course is open (we
encourage early morning play), and
they are offering a 15% discount off
their summer pricing for rounds of golf
for our group (based on availability).
There are pools, the spa, and much,
much more.
Travel
Tucson International Airport is the
closest airport to the Westin. Further
information on ground transportation
between the airport and the hotel will
be sent closer to the event. If you are
coming with your family or with others,
you may want to rent a car for added
flexibility.
Parking
Self-parking is complimentary at the
Westin.
Special Needs or Accommodations
Please be sure to note any special
needs or dietary limitations on the
registration form.
Registration Information
Individuals
Core Camper (adult or student entering
grades 7-12) $1600
Leaders’ Forum $1600
Learning Festival Only $150
Camp Sunshine (for students entering
grades 1-6) $200
Teams of four or more (per person)
Core Camper (adult or student entering
grades 7-12) $1500
Leaders’ Forum $1500
Teams of four or more attending
together will also have access to one
year of post-conference coaching and
support, quarterly webinars, and online
resources.
Guests
Should non-camper companions wish
to attend the group dinners and the
trip to the Desert Museum, the cost is
$150 per adult and $75 per child up to
age 12.
For More Information
Visit www.campsnowball.org OR email
info@campsnowball.org OR call
LeAnne at +1-617-532-0906.
Scholarships
If you wish to apply for a partial
scholarship, please complete the
scholarship application here. https://
reospartners.wufoo.com/forms/camp-
snowball-scholarship-application/
We will award scholarships at the end
of each month based on the funding
we are able to raise. These are primarily
intended for individual participants. We
will support teams’ efforts in raising
funds as much as we are able.
Confirmations
Those paying by credit card will receive
an instant confirmation once the
charge is approved. Those paying by
Purchase Order will receive
confirmation pending our receipt of
payment within one month of your
online registration. If we do not receive
payment by then, you will have to re-
register. A detailed confirmation will be
sent to you after March 1.
Cancellations and Substitutions
All cancellations must be received via
email to info@campsnowball.org. The
amount paid less a $100 cancellation
charge will be refunded as long as
notice is received by June 15. After
June 15 there is no refund but a
substitute may be sent in your place.
Other Terms
Speakers and schedule are subject to
change without notice.
This is priced as a break-even event.
Any proceeds from this event will be
used to support post-event coaching
and mentoring efforts.
TO REGISTER
https://reospartners.wufoo.com/forms/
camp-snowball-registration/