UĂŠ/Â…ÂˆĂƒĂŠĂži>ÀÊ/Ă€Âˆ>`ĂŠ V>`i“ÞÊLiV>“iĂŠ>ĂŠ`ÂˆĂ›ÂˆĂƒÂˆÂœÂ˜ĂŠÂœvĂŠ-Ă•Â“Â“ÂˆĂŒĂŠĂŠĂŠ School, locating to a newly renovated building that formerly housed the Teaching and Learning Center. Triad students are fully integrated into the Summit School experience, spending part of their day in Triad Academy and the remainder with Lower and Upper School students at lunch, ĂŠĂŠĂŠ* ]ĂŠ>Ă€ĂŒĂŠ>˜`ĂŠÂœĂŒÂ…iÀÊVÂ?>ĂƒĂƒiĂƒÂ°ĂŠ/Â…ÂˆĂƒĂŠÂˆÂ˜ĂŒiÂ˜ĂŒÂˆÂœÂ˜>Â?ĂŠÂˆÂ˜ĂŒi}Ă€>ĂŒÂˆÂœÂ˜ĂŠÂˆĂƒĂŠĂŒÂ…iĂŠ result of many hours of work by faculty, staff and administration to create the best possible environment for students in our newest division.
State of the School Report 2013 Dear Summit School Family and Friends, Summit’s roots and reach are expressed in our mission: Summit School provides a challenging curriculum in a caring environment to help students develop their full potential. Ours is a community that strives to live this mission–and to embody a collective vision: for students to develop curious and creative minds, healthy bodies, ethical values and a commitment to service; for parents to be completely confident in the creative, intellectual and social education of their children; and for educators to lead their field in preparing students to succeed in a rapidly changing world. At Summit, we educate leaders and innovators who embrace the present and who will shape the future–with competence, confidence, joy and vision. “Until the child has learned, you have not taught.â€? Founding Head of School Louise Futrell uttered these words 80 years ago and Summit educators continue to live their meaning each day. Achieving this end takes many forms, including the following: UĂŠ7iĂŠVÂœÂ˜ĂŒÂˆÂ˜Ă•iĂŠÂœĂ•Ă€ĂŠVÂœÂ“Â“ÂˆĂŒÂ“iÂ˜ĂŒĂŠĂŒÂœĂŠ Ă?ViÂŤĂŒÂˆÂœÂ˜>Â?ĂŠ `Ă•V>ĂŒÂœĂ€ĂƒĂŠ ĂŠĂŠĂŠĂŒÂ…Ă€ÂœĂ•}Â…ĂŠĂŒÂ…iĂŠÂ?>Ă•Â˜VÂ…ĂŠÂœvĂŠÂœĂ•Ă€ĂŠ iÂ˜ĂŒiÀÊvÂœĂ€ĂŠ Ă?ViÂ?Â?i˜ViĂŠ>˜`ĂŠ ĂŠĂŠĂŠ Â˜Â˜ÂœĂ›>ĂŒÂˆÂœÂ˜ĂŠÂˆÂ˜ĂŠ/i>V…ˆ˜}ĂŠ>˜`ĂŠ i>Ă€Â˜ÂˆÂ˜}Ê Ž°Ê"Ă›iĂ€ĂŠĂŒÂ…iĂŠÂ?>ĂƒĂŒĂŠĂži>Ă€]ĂŠ a committee of teachers–Cathy Denning, Julie Giljames, ĂŠĂŠĂŠ/iĂ€iĂƒ>ĂŠ/ĂƒÂˆÂŤÂˆĂƒĂŠ>˜`ĂŠ Âœ`ÂˆĂŠ/Ă•Ă€Â˜iĂ€qLĂ€ÂœĂ•}Â…ĂŒĂŠĂŒÂ…iĂŠVœ˜ViÂŤĂŒĂŠÂœvĂŠĂŒÂ…iĂŠ ĂŠ ĂŠĂŠĂŠĂŒÂœĂŠÂ?ˆvi°Ê/Â…iĂŠiÂ˜ĂŒÂˆĂ€iĂŠĂƒĂŒ>vvĂŠViÂ?iLĂ€>ĂŒi`ĂŠĂŒÂ…iĂŠÂœÂŤi˜ˆ˜}ĂŠÂœvĂŠĂŒÂ…iĂŠ ĂŠĂŒÂ…ÂˆĂƒĂŠ fall in its comfortable, vibrant space on the third floor of the Library, where staff can gather, read, and collaborate. UĂŠ/Â…iĂŠ ĂŠÂˆÂ˜ĂŒĂ€Âœ`Ă•Vi`ĂŠ*Ă€ÂœviĂƒĂƒÂˆÂœÂ˜>Â?ĂŠ i>Ă€Â˜ÂˆÂ˜}ĂŠ ÂœÂ“Â“Ă•Â˜ÂˆĂŒÂˆiĂƒĂŠÂ* ĂƒÂŽĂŠ ĂŠĂŠĂŠ>˜`ĂŠi˜VÂœĂ•Ă€>}i`ĂŠiĂ›iĂ€ĂžĂŠĂƒĂŒ>vvʓi“LiĂ€ĂŠĂŒÂœĂŠvÂœĂ€Â“ĂŠÂœĂ€ĂŠÂ?ÂœÂˆÂ˜ĂŠ>ĂŠ* °Ê-ˆ˜ViĂŠ ĂŠĂŠĂŠĂŒÂ…i˜]ĂŠ* ĂƒĂŠÂ…>Ă›iĂŠyÂœĂ•Ă€ÂˆĂƒÂ…i`ĂŠÂœÂ˜ĂŠV>Â“ÂŤĂ•Ăƒ]ĂŠiĂ?ÂŤÂ?ÂœĂ€ÂˆÂ˜}ĂŠÂˆ`i>ĂƒĂŠ>ĂƒĂŠĂ›>Ă€Âˆi`ĂŠ ĂŠĂŠĂŠ>ĂƒĂŠ>ĂŠ iĂ•Ă€ÂœĂƒVˆi˜ViĂŠ* ĂŠĂœÂœĂ€ÂŽÂˆÂ˜}ĂŠĂœÂˆĂŒÂ…ĂŠ7>ÂŽiĂŠ ÂœĂ€iĂƒĂŒĂŠ1Â˜ÂˆĂ›iĂ€ĂƒÂˆĂŒĂžÂ˝ĂƒĂŠ ĂŠĂŠĂŠ ÂˆĂ€iVĂŒÂœĂ€ĂŠÂœvĂŠĂŒÂ…iĂŠ >LÂœĂ€>ĂŒÂœĂ€ĂžĂŠvÂœĂ€ĂŠ ÂœÂ“ÂŤÂ?iĂ?ĂŠ Ă€>ÂˆÂ˜ĂŠ iĂŒĂœÂœĂ€ÂŽĂƒĂŠ*>Ă•Â?ĂŠ ĂŠĂŠĂŠ >Ă•Ă€ÂˆiÂ˜ĂŒÂˆĂ†ĂŠ>ĂŠĂŒiV…˜œÂ?Âœ}ÞÊ* ĂŠ`ÂˆĂƒVĂ•ĂƒĂƒÂˆÂ˜}ĂŠÂ…ÂœĂœĂŠĂŒÂœĂŠLĂ€Âœ>`iÂ˜ĂŠĂŒiVÂ…ĂŠ skills among the users in the group and to leverage the ÊÊʓi“LiĂ€ĂƒĂŠ>ĂƒĂŠ>ĂŠĂŒiĂƒĂŒĂŠ}Ă€ÂœĂ•ÂŤĂŠvÂœĂ€ĂŠÂ˜iĂœĂŠĂŒiV…˜œÂ?Âœ}ˆiĂƒĂŠĂƒĂ•VÂ…ĂŠ>ĂƒĂŠÂˆ*>`ĂƒĂŠ>˜`ĂŠ the Veracross school management system; and a High Tech/ ĂŠĂŠĂŠ ˆ}Â…ĂŠ/ÂœĂ•VÂ…ĂŠVÂ?ˆiÂ˜ĂŒĂŠĂƒiĂ€Ă›ÂˆViĂŠ* ĂŠĂœÂœĂ€ÂŽÂˆÂ˜}ĂŠĂŒÂœĂŠÂ“>ÂŽiĂŠĂƒĂ•Ă€iĂŠĂœiĂŠ>Ă€iĂŠ providing the best service to all of our constituencies.
UĂŠ/Â…iĂŠĂ€iÂ˜ÂœĂ›>ĂŒÂˆÂœÂ˜ĂŠÂœvĂŠĂŒÂ…iĂŠ/i>V…ˆ˜}ĂŠ>˜`ĂŠ i>Ă€Â˜ÂˆÂ˜}ĂŠ iÂ˜ĂŒiĂ€ĂŠÂˆÂ˜ĂŒÂœĂŠ>ĂŠ dedicated building for Triad Academy has allowed us to locate most of our administrative staff together in a newly renovated area of the main building. Our new administrative area is more family friendly, with a full time greeter welcoming visitors to the school. UĂŠ iĂžÂœÂ˜`ĂŠ-Ă•Â“Â“ÂˆĂŒ]ĂŠĂƒiĂ›iĂ€>Â?ĂŠÂœvĂŠÂœĂ•Ă€ĂŠĂŒi>VÂ…iĂ€ĂƒĂŠÂŤĂ€iĂƒiÂ˜ĂŒi`ĂŠ>ĂŒĂŠĂŒÂ…iĂŠ North Carolina Association of Independent Schools conference ĂŠĂŠĂŠĂŒÂ…ÂˆĂƒĂŠv>Â?Â?°ÊÊ >Ă€Â?ÞÊ …ˆÂ?`…œœ`ĂŠĂŒi>VÂ…iĂ€ĂƒĂŠÂŤĂ€iĂƒiÂ˜ĂŒi`ĂŠÂœÂ˜ĂŠĂŒÂ…iĂŠ*Ă€ÂœÂ?iVĂŒĂŠ Zero meeting they attended last year. The Fourth Grade team presented on their animation project and a team of Upper and Lower School teachers presented on technology-infused language arts learning. Fiscal health, academics, parent partnership, enrollment, development, athletics, and auxiliary programs–the strands of this report–come together in the service of our mission and in the truth of this statement: nothing is larger or more important than our collective commitment to the children and families of Summit School.
Gratitude In reflecting on the state of Summit School, we feel a deep sense ÂœvĂŠ}Ă€>ĂŒÂˆĂŒĂ•`iqĂœÂ…>ĂŒĂŠ/Â…ÂœĂ€Â˜ĂŒÂœÂ˜ĂŠ7ˆÂ?`iÀÊ`iĂƒVĂ€ÂˆLi`ĂŠ>ĂƒĂŠÂşÂœĂ•Ă€ĂŠÂ…i>Ă€ĂŒĂƒĂŠ becoming conscious of treasures.â€? The partnership that has been created over time is being deepened each day at Summit. So many members of our community have given generously of their time, talent, energy and resources to Summit. The foundation has been laid to position Summit to continue to ĂŒÂ…Ă€ÂˆĂ›iĂŠ>˜`ĂŠĂŒÂœĂŠĂƒiÀÛiĂŠvĂ•ĂŒĂ•Ă€iĂŠ}i˜iĂ€>ĂŒÂˆÂœÂ˜ĂƒÂ°ĂŠ"ÕÀÊ-ĂŒĂ€>ĂŒi}ˆVĂŠ*Â?>˜]ĂŠ focusing on exceptional educators, inspiring learning, and effective communication, continues to guide and inspire our work together. The teachers, administrators and Board of Trustees join me in thanking you for all that you do and all that you are as partners– and, most especially, for the opportunity to live and learn with Summit’s children.
Michael Ebeling Head of School
Fiscal Health Revenue Sources : 2012-2013 Budget $13 million 4% 2% 5%
Other
4%
s Auxiliary Programs 85%
Endowment Income Annual Giving Tuition & Fees
Expenses : 2012-2013 Budget $13 million 6% 9%
Admin/Other Financial Aid
9% 66%
Instructional 10%
Plant & Operations Salaries & Benefits
Summit is committed to long-term financial sustainability, and the close of our fiscal year on June 30, 2012 yielded another balanced budget operating surplus. The 2012-13 budget recently approved by the board of trustees also projects a small operating surplus for the year. Sound financial planning by those who came before us is evidenced by the school’s endowment, which was valued at $15.8 million as of June 30, 2012. Income from Summit’s endowment will subsidize the school’s operations this year through the transfer of more than $690,000 to the operating budget. 7iÊ >ÛiÊ VÀi>Ãi`Ê ÕÀÊv VÕÃÊ Ê`iÛi « }Ê> ÌiÀ >Ì ÛiÊÀiÛi ÕiÊ streams, and the recent expansion of auxiliary programs is a testament to our success in that regard. Income from summer camps increased by more than $57,000 over the previous year, and the introduction of the SOAR program represented more than $15,000 in new revenue sources. Debt expense on Summit’s 2008 $16.7 million tax-exempt bond issue will be $713,000 in 2013. This is comprised of a $300,000 principal payment and $413,000 in interest and associated fees. The outstanding debt will be $15.2 million at the end of this fiscal year. Summit relies on its generous donors to support the debt service, and has not yet needed to burden the operating budget in order to meet its long-term obligations. The Learning / >ÌÊ >ÃÌÃÊ ÀiÛiÀÊV> «> } ]Ê iÜÊ*>Ài ÌÃ½Ê >« Ì> ÊV> «> } ÃÊ proceeds and the success of the biennial auctions have allowed Summit to keep debt service funding separate from the school’s operating budget. Carter Sturkie Director of Finance and Operations
2
Admissions & Enrollment The energy on campus is both palpable and contagious with a total enrollment of 568 students. Overall, enrollment in > Ê` Û Ã ÃÊ >ÃÊÀi > i`ÊÃÌi>`ÞÊV «>Ài`ÊÌ Ê >ÃÌÊÞi>À°Ê >À ÞÊ Childhood enrollment is 87, Lower School 219, Upper School £ Ç]Ê> `Ê/À >`Ê V>`i ÞÊÈx°Ê"ÕÀÊv> iÃÊV iÊvÀ ÊÓ Ê< *Ê codes. Students of color comprise 19% of the school. 7iÊV Ì ÕiÊÌ ÊÜ À ÊÌ Ü>À`Ê>ÊÓ£ÃÌÊVi ÌÕÀÞÊÀiVÀÕ Ì i ÌÊ> `Ê >` Ãà ʫÀ ViÃÃÊÌ >ÌÊÃÕ«« ÀÌÃÊ ÕÀÊ-ÌÀ>Ìi} VÊ* > ° This year the Admissions office will begin conversion to an online database system that will capture and analyze data with efficiency and speed. Data is collected online from each prospective parent in both the inquiry and application process, providing instant access to data, eliminating time spent on data entry and avoiding transcription errors. The system dashboard allows us to visualize activity and progress within customizable charts and graphs so we see a snapshot of our future enrollment. The system will also allow for online re-enrollment for current families. À i`Ê Ê-«À }ÊÓä£Ó]ÊÌ iÊ*>Ài ÌÊ ` ÃÃ Ê iÌÜ À Ê ÃÊ one example of independent school best practices. This group of articulate and passionate parents meets twice yearly for training and attends open house events. They enhance Summit’s community presence and are given tools and talking points to increase the opportunity for prospective families to experience Summit. 7iÊV Ì ÕiÊÌ ÊÀiw iÊ> `Êi À V Ê ÕÀÊ ` Ãà ÃÊ«À ViÃÃÊ vÀ Ê µÕ ÀÞÊÌ Êi À i Ì°Ê*À Û ` }Ê «« ÀÌÕ Ì iÃÊv ÀÊ prospective families to walk our campus is key to moving them from prospective to applicant to an enrolled new family. Using Google analytics and other data, we are closing the gap between online “ghost” inquiries and actual visits to the school. For every family who calls, there are probably 5 more who visit our website anonymously. Using a combination of public events to invite visitors to campus, we create opportunities for families to experience Summit and understand the value of a Summit education. Finally, our new Admissions office space is designed to create an overwhelmingly positive experience within the first 15 minutes on campus. Clearly marked Admissions parking spaces flank the entry walkway into the Administrative Center, and the Admissions Office is located directly behind the Main Office. The space provides a breathtaking view of the center courtyard in a comfortable living room setting. Nancy Tuohy Director of Admissions
Academics In each academic division of the school, we remain tenacious in our pursuit of inspiring learning through our six promises: scholarship at its best, a fertile learning environment, a sturdy confidence, intellectual independence, state of the art facilities, and educators who engage the whole child. Teams of faculty throughout the school are working on curriculum and academic initiatives this year to improve and refine our offerings. Early Childhood This fall we have examined our roots in the progressive education tradition and renewed our vision for the importance ÂœvĂŠÂ?i>Ă€Â˜ÂˆÂ˜}ĂŠĂŒÂ…Ă€ÂœĂ•}Â…ĂŠiĂ?ÂŤiĂ€Âˆi˜Vi°Ê7iĂŠLiÂ?ˆiĂ›iĂŠÂˆÂ˜ĂŠĂ“Ă¤ÂŁĂ“ĂŠ>ĂƒĂŠ ÂœĂ•ÂˆĂƒiĂŠ Futrell did in 1933 that children learn by doing things and then reflecting on them. Intrinsic motivation and deep thinking are important parts of our approach. 7iĂŠVÂœÂ˜ĂŒÂˆÂ˜Ă•iĂŠĂŒÂœĂŠ}Ă€ÂœĂœĂŠ>˜`ĂŠÂ?i>Ă€Â˜ĂŠ>ĂƒĂŠi`Ă•V>ĂŒÂœĂ€ĂƒÂ°ĂŠ/i>VÂ…iĂ€ĂƒĂŠÂ…>Ă›iĂŠ visited Salem Montessori and Greensboro Montessori, and attended a meeting at the National Association of Young Children in Atlanta that focused on the creative approach Ă•Ăƒi`ĂŠLĂžĂŠĂƒV…œœÂ?ĂƒĂŠÂˆÂ˜ĂŠ,i}}ÂˆÂœĂŠ “ˆÂ?ˆ>]ĂŠ ĂŒ>Â?Þ°ÊTime magazine has called these schools the most creative in the world. Summit has been studying this approach since 1998. This winter an >Ă€Â?ÞÊ …ˆÂ?`…œœ`ĂŠĂŒi>VÂ…iĂ€ĂŠĂœÂˆÂ?Â?ĂŠ>ĂŒĂŒi˜`ĂŠĂŒÂ…iĂŠ >ĂŒÂˆÂœÂ˜>Â?ĂŠ,i}}ÂˆÂœĂŠ Meeting in Arizona. In each case we are able to embrace our progressive roots and apply cutting edge thinking about i>Ă€Â?ÞÊV…ˆÂ?`…œœ`ĂŠi`Ă•V>ĂŒÂˆÂœÂ˜Â°ĂŠ7iĂŠ>Ă€iĂŠ>Â?ĂƒÂœĂŠĂ•ĂƒÂˆÂ˜}ĂŠÂˆ*>`ĂƒĂŠÂˆÂ˜ĂŠi>VÂ…ĂŠ Kindergarten classroom.
Lower School In the Lower School, efforts continued on developing gifted education opportunities for students, implementing the Responsive Classroom approach, refining the compacted math curriculum for advanced students, and integrating with Triad Academy. 7ÂœĂ€ÂŽĂŠVÂœÂ˜ĂŒÂˆÂ˜Ă•i`ĂŠĂŒÂ…ÂˆĂƒĂŠv>Â?Â?ĂŠĂŒÂœĂŠÂˆ`iÂ˜ĂŒÂˆvÞÊ>˜`ĂŠÂˆÂ“ÂŤĂ€ÂœĂ›iĂŠÂœvviĂ€ÂˆÂ˜}ĂƒĂŠvÂœĂ€ĂŠ gifted students. A group of Lower School teachers and leaders ÂœvĂŠĂŒÂ…iĂŠ V>`i“ˆVĂŠ V…ˆiĂ›i“iÂ˜ĂŒĂŠ*Ă€Âœ}Ă€>“ÊVÂœÂ“Â“ÂˆĂŒĂŒiiĂŠÂ *ÂŽĂŠ hosted an evening webinar series on gifted education for their colleagues. In November three teachers who are members of ĂŒÂ…iĂŠ >ĂŒÂˆÂœÂ˜>Â?ĂŠ ĂƒĂƒÂœVˆ>ĂŒÂˆÂœÂ˜ĂŠÂœvĂŠ ˆvĂŒi`ĂŠ …ˆÂ?`Ă€iÂ˜ĂŠÂ ÂŽĂŠ>ĂŒĂŒi˜`i`ĂŠ the organization’s annual conference in Denver and will present ĂŒÂ…iÂˆĂ€ĂŠw˜`ˆ˜}ĂƒĂŠĂŒÂ…Ă€ÂœĂ•}Â…ĂŠ-Ă•Â“Â“ÂˆĂŒÂ˝ĂƒĂŠ iÂ˜ĂŒiÀÊvÂœĂ€ĂŠ Ă?ViÂ?Â?i˜ViĂŠ>˜`ĂŠ Â˜Â˜ÂœĂ›>ĂŒÂˆÂœÂ˜ĂŠÂ ÂŽÂ°ĂŠ Â˜ĂŠ>``ÂˆĂŒÂˆÂœÂ˜]ĂŠĂŒÂ…iĂŠ *ĂŠ`iĂ›iÂ?ÂœÂŤi`ĂŠ>ĂŠĂƒĂŒ>ĂŒi“iÂ˜ĂŒĂŠ paper and description of how gifted children’s needs are being met at Summit. They will present the information to staff this ĂœÂˆÂ˜ĂŒiÀÊ>˜`ĂŠĂŒÂœĂŠÂŤ>Ă€iÂ˜ĂŒĂƒĂŠÂˆÂ˜ĂŠi>Ă€Â?ĂžĂŠĂƒÂŤĂ€ÂˆÂ˜}°Ê >VÂ…ĂŠ}Ă€>`iĂŠÂ?iĂ›iÂ?ĂŠĂŒi>“Ê is reviewing their major units of study in terms of essential questions and differentiation of instruction to better meet students’ learning profiles.
>Ă€Â?ÞÊ …ˆÂ?`…œœ`ĂŠĂŒi>VÂ…iĂ€ĂƒĂŠ Âœ`ÂˆĂŠ/Ă•Ă€Â˜iÀÊ>˜`ĂŠ Â…iÀÞÂ?ĂŠ ˆVÂŽĂƒÂœÂ˜ĂŠ ÂŤĂ€iĂƒiÂ˜ĂŒi`ĂŠ>ĂŒĂŠĂŒÂ…iĂŠ -ĂŠVœ˜viĂ€i˜ViĂŠÂœÂ˜ĂŠĂŒÂ…iĂŠ*Ă€ÂœÂ?iVĂŒĂŠ<iĂ€ÂœĂŠÂ“iiĂŒÂˆÂ˜}ĂŠ ĂŒÂ…iÞÊ>ĂŒĂŒi˜`i`ĂŠÂ?>ĂƒĂŒĂŠv>Â?Â?°Ê*Ă€ÂœÂ?iVĂŒĂŠ<iĂ€ÂœĂŠÂˆĂƒĂŠ>Â˜ĂŠÂˆÂ˜Â˜ÂœĂ›>ĂŒÂˆĂ›iĂŠĂŒÂ…ÂˆÂ˜ÂŽĂŠĂŒ>Â˜ÂŽĂŠ based at Harvard. Jodi and Cheryl focused on changes they have made in their classrooms that allow children flexibility in the way they express their learning. They also introduced Thinking Routines, a special way of teaching children to ask questions. All of the teachers continue to look for ways to apply these ideas throughout our division.
In November, a trainer from the Northeast Foundation for Children visited campus as a follow-up to the summer Responsive Classroom workshop and to work with specialists ÂĂƒĂ•VÂ…ĂŠ>ĂƒĂŠ-ÂŤ>Â˜ÂˆĂƒÂ…]ĂŠĂƒĂŒĂ•`ÂˆÂœĂŠ>Ă€ĂŒ]ĂŠiĂŒVŽ°Ê/Â…iĂŠVÂœÂ˜ĂƒĂ•Â?ĂŒ>Â˜ĂŒĂŠÂ…iÂ?ÂŤi`ĂŠ`iĂ›iÂ?ÂœÂŤĂŠ a leadership team at Summit that will further the integration of Responsive Classroom practices into the classrooms. Research shows that schools that use the RC approach develop a more unified community and yield higher academic achievement.
ĂŠÂ…ÂœĂƒĂŒi`ĂŠ>ĂŠĂœÂœĂ€ÂŽĂƒÂ…ÂœÂŤĂŠÂœÂ˜ĂŠ ÂˆĂŒiĂ€>VĂžĂŠÂˆÂ˜ĂŠ >Ă€Â?ÞÊ …ˆÂ?`…œœ`ĂŠĂƒÂœĂŠÂŤ>Ă€iÂ˜ĂŒĂƒĂŠ could learn more about how and when children learn to read. This division has also been working closely with Triad Academy and the Lower School to examine current research about the teaching of literacy. Our new colleagues at Triad Academy have provided an opportunity to explore the reading and writing process in new ways. A partnership with Sherye Hall, our speech pathologist, is allowing us to bring a program to Junior Kindergarten focused on sound awareness called Funology Friends.
A math committee composed of representatives from the Upper and Lower Schools is refining the math program sequence, identification of students for advanced classes, and communication with parents about Summit’s math program. Specifically, guidelines for entry into advanced classes have been reviewed and revised, varied pathways have been articulated for students to follow after 4th Grade, and a standing committee has been established to function as the recommending body for ĂƒĂŒĂ•`iÂ˜ĂŒĂƒĂŠiÂ˜ĂŒiĂ€ÂˆÂ˜}ĂŠÂœĂ€ĂŠiĂ?ÂˆĂŒÂˆÂ˜}ĂŠĂŒÂ…iĂŠÂŤĂ€Âœ}Ă€>“°Ê*Â?>˜˜ˆ˜}ĂŠvÂœĂ€ĂŠ>ʓ>ĂŒÂ…ĂŠ curriculum night featuring a panel of experts is underway.
7iĂŠ>Ă€iĂŠÂ?œœŽˆ˜}ĂŠ>ĂŒĂŠÂœĂ•Ă€ĂŠ,iĂžÂ˜ÂœÂ?`>ĂŠ ÂœĂ€Ă€Âˆ`ÂœĂ€ĂŠÂ˜iˆ}Â…LÂœĂ€ĂƒĂŠÂˆÂ˜ĂŠÂ˜iĂœĂŠ Ăœ>ĂžĂƒÂ°ĂŠ Ă•Â˜ÂˆÂœĂ€ĂŠ ˆ˜`iĂ€}>Ă€ĂŒiÂ˜ĂŠÂ…>ĂƒĂŠĂ›ÂˆĂƒÂˆĂŒi`ĂŠ-
ĂŠĂŒÂœĂŠĂƒiiĂŠĂŒĂœÂœĂŠ exhibits and Kindergarten has used the pond to study reflection. This winter a new experience for Junior Kindergarteners and their parents to explore Reynolda House will be introduced.
The Lower School faculty and their grade level counterparts in Triad Academy have been meeting regularly to learn from each other, integrate students into specialists’ classes, and develop curriculum ideas together. This process is ongoing and represents opportunities to better meet all Summit students’ needs.
Julie Smith Director of Early Childhood and Parent Learning
Roanne Ornelles Director of Lower School 3
Upper School Our faculty, a collection of exceptional educators, knows, understands and respects adolescents. At the same time, our teachers know, understand and respect the disciplines they teach. 7 Ì ÊÌ >ÌÊ Ê `]Ê1««iÀÊ-V Êv>VÕ ÌÞÊ i LiÀÃÊ >ÛiÊLii Ê iÝ> }Ê ÕÀÊ`> ÞÊÃV i`Õ iÊ> `Ê ÕÀÊÃV ÊV> i `>À°Ê `ÕV>Ì }Ê the whole child requires us to continuously think through what we are asking our students to do and how we can structure their time to best meet their needs. Successfully educating the whole child first requires our staff to ÜÊ> `ÊÕ `iÀÃÌ> `Êi>V ÊÃÌÕ`i ÌÊ Ê ÕÀÊ` Û Ã °Ê7iÊ >ÛiÊÜi Ê established grade level teams and an advisory program to help ÕÃÊ ÜÊ ÕÀÊÃÌÕ`i ÌÃÊ> `ÊV Õ V>ÌiÊ>ÃÊ>ÊÃÌ>vv°Ê7iÊV Ì ÕiÊ to examine our advisory program and our role as Big Friends ÊÌ iÊ }Ê À i `ÃÊ Ê ÌÌ iÊ À i `ÃÊ«À }À> °Ê7iÊ}>Ì iÀÊ>ÃÊ> Ê entire division each Monday morning. Chosen Ninth Grade students lead the weekly assembly and it is truly a time when we celebrate the wonderful community that we have! As a staff we also must have a clear sense of scope and sequence with our academic program. Our academic departments continue to review and develop our curriculum. An example of this work can be found in our science department, which continues to work on a reorganization of science courses in grades 6-8 to follow the recommendations in the 2012 National Research Council’s publication, Framework for K-12 Science Education. Topics in life, earth and physical science are distributed across each grade level leading to biology in Ninth Grade as the first single focus course in our curriculum. The Upper School science team has updated materials and equipment, all have joined the National Science Teachers Association, and they are collaborating with the Lower School science specialist to plan the transition to science courses in Upper School. Additional computers have been added to Jason Felten’s classroom and teachers can rotate into that classroom as needed. The science team is working with Dr. Michelle Klosterman, assistant professor of science education at the University of Missouri, to help them implement these new concepts and procedures. Dr. Klosterman was on campus for an all-day workshop with the science team in November and we look forward to having her visit for a follow-up session. A new addition to our Upper School program is a robust menu vÊV ÕLðÊ7iÊ vviÀÊ£{Ê` vviÀi ÌÊV ÕLÃÊÜ Ì ÊiÛiÀÞÊÃÌÕ`i ÌÊ Ê ÕÀÊ Upper School attending the club they chose to end their week. The meetings occur during the last period on Friday and serve >ÃÊ> ÊiÝV > >Ì Ê« ÌÊÌ ÊÌ iÊÜii tÊ À ÊÌ iÊ* Ì }À>« ÞÊ Club going to the Dixie Classic Fair to take pictures, to our Autograph Club learning a lot about the writing process, to our Summit Stewards helping out in various ways around campus– exciting things are happening and will continue to develop with our club program. Looking to the future, we will be exploring ways that we can V Ì ÕiÊÌ Ê iÛiÀ>}iÊÌiV }ÞÊ Ê ÕÀÊ1««iÀÊ-V °Ê7iÊ >ÛiÊ visited schools that use one-to-one handheld device programs and we will continue to research the possibilities for Summit. / iÊ/iV }ÞÊÌi> Ê ÃÊ« Ì }Ê>Ê-/ Ê-V i Vi]Ê/iV }Þ]Ê 4
} iiÀ }]Ê ÀÌÊ> `Ê >Ì ®ÊVÕÀÀ VÕ Õ ÊÜ Ì ÊÌÜ Ê Ì Ê Graders who are focusing on studio work in the robotics lab and will earn high school credit for their work during 2012Óä£Î°Ê iÝÌÊÞi>À]ÊÌ iÊ iÜÊ-/ Êv VÕÃÊÜ ÊLiÊ vviÀi`Ê>ÃÊ> Ê optional one-credit course for Ninth Graders. In addition, our technology teachers are working with classroom teachers to develop technology projects related to their course areas to leverage the resources of the Arts and Technology building. For iÝ> « i]ÊÃÌÕ`i ÌÃÊ Ê } Ì Ê À>`iÊ-V i ViÊ>ÀiÊLÕ ` }ÊÛiÀÌ V> Ê windmills in conjunction with a national program called the +Õ Ý ÌiÊ*À iVÌ°Ê/ iÞÊÜ ÊÌiÃÌÊÛ>À ÕÃÊ >ÌiÀ > ÃÊv ÀÊÃÌÀi }Ì Ê > `Ê« ÜiÀÊ«À `ÕVÌ °Ê Ê } Ì Ê À>`iÊ } à ]ÊÃÌÕ`i ÌÃÊ>ÀiÊ creating images to illustrate poems they have written. New this year, the Upper School is utilizing Haiku learning management software as a communication tool. Faculty uses web space for posting documents, discussions, and keeping each other up to speed while parents and students are able to access a wealth of information through Haiku. Our visual arts team collaborated to mount an exhibition at the Dixie Classic Fair in early October giving Summit wider exposure in the community and opportunities for student work to be judged. Twelve students won ribbons. Gardner Barrier Director of Upper School
Pat Capps Ninth Grade Dean and Curriculum Coordinator
Triad Academy at Summit School In its first year as a division of the school, Triad Academy at Summit School has served 65 full time and 24 transitional bright, high-achieving First through Ninth Grade students diagnosed with dyslexia and related language-based learning ` vviÀi ViÃ°Ê À i ÌÊ >ÃÊiÝVii`i`Ê Ì > Ê«À iVÌ ÃÊLÞÊ 30% with a waiting pool in nearly every grade. In July, Triad Academy’s training fellow and four fellows-in-training conducted a two-week, basic level Orton-Gillingham workshop, training £äÊ iÜÊÌi>V iÀÃÊ> `ÊÌÕÌ ÀðÊ7 Ì ÊÌ iÊ>`` Ì Ê vÊà ÝÊ iÜÊv>VÕ ÌÞÊ members, our division refined and formalized its mentorship model for supporting new Orton-Gillingham practitioners. As a new division, we have placed an intentional focus on parent, faculty, and community education in an attempt to better inform our constituents regarding the structure, model and curriculum of the division. Members of our faculty conducted a dyslexia simulation exercise for the entire Summit faculty and staff. Several workshops along with a book study on dyslexia and the Orton-Gillingham approach have been offered to parents, and we have screened the HBO documentary, The Big Picture, Rethinking Dyslexia, for students, faculty, parents and the community at large.
Members of our faculty have immersed themselves in the Responsive Classroom philosophy, integrating this approach in cultivating a classroom community of respect and responsibility. In collaboration with colleagues in the Lower and Upper Schools, Saxon Math is a new curricular offering for our division, > `ÊÌ À Õ} Ê>Ê >Ì ÊVÀ Ãà }À>`iÊ iÛi Ê*À viÃà > Ê i>À }Ê Community, our math faculty has explored differentiation models for effectively incorporating this new curricular offering >VÀ ÃÃÊ}À>`iÊ iÛi Ã°Ê Ê iÜÊ *>`Ê >LÊ> `Ê VÀi>Ãi`Ê>VViÃÃÊÌ Ê technology have enhanced our content area instruction as well. Carrie Malloy Director of Triad Academy
Development & School Support The spirit of philanthropy is celebrated every day at Summit. Generous donations from parents, alumni, grandparents, past parents, faculty and staff, former staff, friends, corporations and foundations support the Annual Fund and contribute to endowment and facilities needs. Annual Fund UÊÎ°Ó¯Ê VÀi>ÃiÊ> Õ> âi`Ê ÛiÀÊà ÝÊÞi>Àà UÊ ÛiÀ>}iÊ} vÌÊà âiÊ >ÃÊ VÀi>Ãi`Êǯ UÊÓn¯Ê vÊ«>Ài ÌÃÊ}>ÛiÊ i>`iÀà «Ê} vÌÃÊf£]äääÊ ÀÊ Ài® UÊ££¯Ê i`ÊÌ iÊ À `}iÊÌ iÊ >«Ê/i> Ê} Û }ÊfÓ]ÎääÊ À more, the cost per student beyond tuition Learning that Lasts Forever Campaign UÊf£ä° Ê Ê vÊÌ iÊf£Î°xÊ Ê >ÃÊLii ÊÀ> Ãi`ÊÌ ÊvÕ `Ê the construction of the school’s four new buildings UÊ >À}iÃÌÊ> Õ ÌÊÀ> Ãi`Êv ÀÊ>Êà } iÊ«À iVÌÊ ÊÌ iÊ school’s history Endowment UÊ6> Õi`Ê>ÌÊf£x°nÊ ]Ê«À Û `iÃÊx¯Ê vÊÌ iÊÃV ½ÃÊ operating budget UÊ,i«ÀiÃi ÌÃÊf£]ÓÎäÊ«iÀÊV `ÊÌ >ÌÊ` iÃÊ ÌÊ >ÛiÊÌ ÊLiÊ«> `Ê by tuition UÊ >À}iÃÌÊ«iÀÊÃÌÕ`i ÌÊi ` Ü i ÌÊ vÊ ÕÀÊ«iiÀÃÊ ÊÌ iÊ Ê Association of Independent Schools
Technology Technology continues to be a vital, evolving aspect of the classroom experience at Summit. The integration of technology into the classroom is a balancing act involving staff and school resources so that students can have the best experience possible. Technology permeates every area of the school from Admissions to Communications to Development. This year’s accomplishments in technology are impressive. 7iÊ>``i`Ê> Ì iÀÊ >VL Ê*À Ê "7ÊV «ÕÌiÀÊ ÊÜ ii Ã®Ê to allow us to teach computer block classes in the classroom in }À>`iÃÊÓ x°Ê/ ÃÊ "7Ê ÃÊ> à ÊÕÃi`Ê ÊÌ iÊ iÜ ÃÊ-V i ViÊ i ÌiÀÊ Ê}À>`iÃÊÈ °ÊÊ7iÊ >ÛiÊ>ÊÌ Ì> Ê vÊÌi Ê "7ÃÊ ÊV> «ÕÃÊ Ü° 7iÊ>ÀiÊÜ À }ÊÌ Ê « i i ÌÊ>ÊÃV Ü `iÊ`>Ì>ÊL>ÃiÊ«À iVÌÊ with Veracross. The program will enhance how we manage data >VÀ ÃÃÊ`i«>ÀÌ i ÌÃÊ> `ÊV ÃÌ ÌÕi V iðÊ* >ÃiÊ£Ê vÊÌ iÊ«À iVÌÊ will roll out in January, with a data conversion that will allow ÕÃÊÌ ÊÕÃiÊ > ÞÊvi>ÌÕÀiÃÊ vÊÌ iÊ iÜÊÃÞÃÌi °Ê* >ÃiÊÓÊÜ ÊLÀ }Ê our Business Office online in Summer 2013. On completion we will have a web-based system, with parent, student, staff and alumni portals. 7iÊ>ÀiÊiÝ« À }ÊÌ iÊ`iÛi « i ÌÊ vÊ>Ãà ÃÌ ÛiÊÌiV }ÞÊÌ >ÌÊ can be used with students with different learning styles to assist them on a daily basis. *>`ÃÊ>ÀiÊLi }Ê`i« Þi`Ê Êi>V ÊV >ÃÃÀ Ê Ê >À ÞÊ ` `ÊÌ ÊLiÊ used as a discovery device, communication tool and reporting tool. 7iÊ « i i Ìi`Ê > ÕÊ i>À }Ê > >}i i ÌÊ- vÌÜ>ÀiÊ>VÀ ÃÃÊ the school. This web based software application allows staff to digitize classrooms and communications with staff, students and parents. This system provides centralized information, rapid content delivery, consolidation of information and resources, uniform standards, and creates a venue for personal portfolios. 7iÊ >ÛiÊÃÌ>ÀÌi`ÊÌ iÊÞi>ÀÊÜ Ì ÊÌiV }ÞÊ Ê/À >`Ê V>`i ÞÊ including an Alphasmart cart with 15 keyboards and a printer v ÀÊ iÞL >À` }]Ê>Ê£ä V «ÕÌiÀÊ* Ê "7]Ê>Ê£ä *>`Ê "7]Ê> `Ê a video projector or Smartboard in every classroom. Chris Culp Director of Technology
Planned Giving Program UÊf£°ÓÈÊ Ê`ÕÀ }ÊÌ iÊ >ÃÌÊ`iV>`i]ÊvÀ Ê££ÊLiµÕiÃÌà UÊÇäÊ«>ÌÀ ÃÊ >ÛiÊ V Õ`i`Ê-Õ ÌÊ ÊÌ i ÀÊiÃÌ>ÌiÊ« > à Schwab Challenge UÊ,> Ãi`ÊfÓÓÇ]äääÊÌ Ê iiÌ }ÊVÕÀÀi ÌÊ> `ÊvÕÌÕÀiÊ ii`ÃÊv À financial aid for Triad Academy Parents’ Association UÊ >Ìi`ÊfÎÇ]äääÊÌ À Õ} Ê> Õ> ÊvÕ `À> ÃiÀà Sarah Dalrymple Interim Director of School Support 5
Athletics Athletics has broken new ground once again, giving Sixth Grade students the opportunity to participate in team sports during the fall season. During the 2011-2012 school year, Sixth Grade students could play winter sports for the first time in school history. Seventeen Sixth Grade boys and 19 Sixth Grade girls played a Summit fall sport in 2012. Overall, a total of 144 Upper School students participated on ten different fall sports teams this year. iÜÊÌ ÃÊÞi>À]Ê-Õ ÌÊ*>Ài ÌÊ, Ê7ÞÃÃÊ >ÃÊ«À Û `i`Ê` ÀiVÌ Ê and training in the area of sports medicine. Roni is a former >Ì iÌ VÊÌÀ> iÀÊ>ÌÊ7> iÊ ÀiÃÌÊ1 ÛiÀÃ ÌÞ°Ê iÀ}i VÞÊ VÌ Ê * > ÃÊÜiÀiÊv À i`Ê> `Ê>`` Ì > ÊÌÀ> }Ê} Ûi Êv ÀÊÃ ÌÕ>Ì ÃÊ involving concussions and major injuries for Summit athletes. Summit’s Varsity Volleyball team won the conference championship for the third consecutive year. As part of their ongoing professional development, Summit’s * ÞÃ V> Ê `ÕV>Ì ÊÌi> ÊÛ Ã Ìi`Ê,>Ûi ÃVÀ vÌÊ-V ÊÌ ÃÊv> Ê to observe classes and to learn about their successful program, including fitness incorporated into the daily class schedule through warm up and dynamic exercises, 45-minute classes allowing for consistency throughout program, fitness testing done twice a year to make grade level comparisons within the school and shared information with parents, and 10-day units with four classes each quarter. Ken Shaw Director of Athletics
Auxiliary Programs -Õ Ì½ÃÊ ÕÝ >ÀÞÊ*À }À> ÃÊ>ÀiÊÃÌÀ }iÀÊÌ > ÊiÛiÀ°Ê7iÊ >ÛiÊ witnessed an increased number of participants in new and current programming. -Õ ÌÊ-Õ iÀÊÓä£ÓÊÜ>ÃÊ iÊv ÀÊÌ iÊÀiV À`ÊL ðÊ7iÊ jumped from 59 camps in 2011 to 75 camps, and added 400 campers from the previous year. The addition of new camps like
> «Ê7iÊ7 `iÀÊ> `Ê/À >`Ê«À }À> ÃÊÜiÀiÊà } wV> Ì°Ê-Õ ÌÊ Summer 2013 promises to be another great source for children’s enrichment and exploration. This fall the Summit Outdoor Adventure and Recreation «À }À> Ê-" ,®Ê ÃÌi`Êi } ÌÊiÛi ÌÃÊv ÀÊ1««iÀÊ-V ÊÃÌÕ`i ÌÃÊ including whitewater rafting, kayaking, camping, cycling, À V ÊV L }Ê> `ÊyÞ wà }°Ê*>ÀÌ V «>Ì Ê vÊ££{Ê V Õ`i`ÊÓÇÊ -Õ ÌÊÃÌÕ`i ÌÃ]ÊvÕ w }ÊÌ iÊ ÕÝ >ÀÞÊ*À }À> ½ÃÊ} > Ê vÊ including our community in Summit programs. Attendance at sleepovers and chess club continues to exceed previous years. The Summit Afterschool program currently serves one quarter of Summit students on a regular basis. Recent projects included improving website information and developing a Summit Afterschool Handbook for parents. Twenty-four children are enrolled in private piano and violin iÃà ðÊ/ ÃÊ ÃÊ> Ê VÀi>ÃiÊ vÊÎÎ¯Ê ÛiÀÊ >ÃÌÊÞi>À°Ê7iÊ>ÀiÊ ÜÊ offering beginning cello, with more musical options to come. / iÊ-Õ ÌÊ*>ÀÌÞÊ*À }À> Ê ÃÊ}> }Ê i ÌÕ Ê>ÃÊ ÀiÊ families choose to have their celebrations at Summit with Summit staff!
Communications Focus for communication began this year with the integration of Triad Academy into Summit School and its relocation to the -Õ ÌÊV> «ÕÃ°Ê vv ÀÌÃÊ V Õ`i`Ê i` >Ê« >Vi i ÌÊv ÀÊÌ iÊÃÌ ÀÞÊ and cultural integration of staff from both organizations. This past spring, Summit produced a new video celebrating the Summit experience, and launched it to the community Õà }Ê>Ê` ÀiVÌÊ > ÊV> «> } °Ê7iÊV Ì ÕiÊÌ Êà >ÀiÊÌ iÊÛ `i ]Ê posted at seesummitschool.com, through social media and print advertising. New this winter, supporting videos on a variety of subjects will be added to our lineup. In addition to the special projects described above, the communications department produced print publications including Summit News, Summit Support, Echoes, This Week At Summit School, and Summit Summary, all intended to share and celebrate Summit’s unique story. Mary Horan Director of Communications 6
Jeff Turner Director of Auxiliary Programs
Summit School Strategic Plan Developing our Full Potential Formally introduced to the community in October 2011, our ÃÌÀ>Ìi} VÊ« > ]Ê iÛi « }Ê ÕÀÊ Õ Ê* Ìi Ì > ]ÊV Ì ÕiÃÊÌ Ê guide and inspire the work of the school, ensuring that learning at Summit evolves and expands to its fullest potential in this dynamic and changing world. Exceptional Educators For Summit to continue to grow, teachers, administrators, staff, board and parents alike must continue to demonstrate deep commitment to providing the passionate and innovative learning that develops both students’ and Summit’s full potential. Guided by our plan, Summit is: UÊ > }ÊV Ì Õ ÕÃ]ÊÜi `iw i`]Ê> `ÊÃÌÀ>Ìi} VÊ«À viÃÃ > Ê learning a central part of our culture and practice.
Our Strategic Goals / ÀiiÊ>Ài>ÃÊ vÊi « >à ÃÊvÀ> iÊÌ iÊ« > \Ê ÝVi«Ì > Ê `ÕV>Ì ÀÃ]Ê Ã« À }Ê i>À }Ê> `Ê vviVÌ ÛiÊ Õ V>Ì °Ê"ÕÀÊ >À i`Ê success and increasing capacity in these areas, as evidenced in this report, are enabling Summit to develop our full potential by fulfilling and sustaining our mission, realizing our vision and `i ÛiÀ }Ê Ê ÕÀÊ- ÝÊ*À Ãið
Exceptional Educators
UÊ À > â }Ê i>`iÀà «Ê «« ÀÌÕ Ì iÃÊv ÀÊv>VÕ ÌÞÊ ÊÌ iÊ>Ài>ÃÊ of curriculum design, pedagogy and program development. UÊ ÕÀÌ iÀÊ`iÛi « }Ê> `ÊÀiw }ÊÌ iÊ«À ViÃÃÊv ÀÊ«iÀv À > ViÊ review, aligning feedback and assessment with published criteria that are grounded in current research.
Inspiring Learning
Effective Communication
UÊ ÌÌÀ>VÌ }Ê> `ÊÀiÌ> }ÊÌ iÊ } iÃÌʵÕ> ÌÞÊv>VÕ ÌÞ]ÊÃÌ>vvÊ and administrators. UÊ iÌÌiÀÊ iÛiÀ>} }Ê-Õ Ì½ÃÊ i LiÀà «Ê Ê V> ]ÊÀi} > Ê and national organizations as a source of professional development for teachers, administrators and board leadership. Inspiring Learning ë À }Ê i>À }Ê>ÌÊ-Õ ÌÊ ÃÊ ÌÊ Ìi`ÊÌ ÊÃÌÕ`i ÌðÊ7iÊ cultivate a culture of learning that encompasses our parents, faculty, staff, board, administration and the community. Focusing on the developmental needs of children, current research, science and best practices, the professionals at Summit School will engage in collaborative, vigorous and structured professional learning geared toward excellence and innovation in all aspects of our program. Guided by our plan, Summit is: UÊ ÕÀÌ iÀÊ`iÛi « }Ê> `ÊÀiw }ÊÌ iÊ«À ViÃÃÊv ÀÊVÕÀÀ VÕ Õ Ê development and program assessment. UÊ ÕÀÌ iÀÊ`iÛi « }Ê> `Ê « i i Ì }ÊÌ i ÀiÌ V> ÞÊÃ Õ `]Ê research based best practices in assessment of student learning. UÊ*ÕÀÃÕ }ÊV >L À>Ì ÃÊ> `Ê«>ÀÌ iÀà «ÃÊÜ Ì Ê Ãà aligned organizations, institutions and schools.
Effective Communication Safeguarding Summit’s viability for generations to come requires that we continue to share our unique and compelling narrative with all constituencies and to make the Summit experience accessible to a broad and diverse range of families. Guided by our plan, Summit is: UÊ }}ÀiÃÃ Ûi ÞÊi }>} }Ê ÊÌ Õ} ÌÊ i>`iÀÃ «ÊÌ Êi > ViÊÌ iÊ visibility of our expertise and to contribute to the greater public good. UÊ « i i Ì }Ê> Ê } }]Ê`>Ì> `À Ûi Ê Ìi}À>Ìi`Ê >À iÌ }Ê plan that focuses on effective communication of the distinctive competencies delivered by a Summit education. UÊ iÌÌiÀÊV Õ V>Ì }Ê ÕÀÊ«À ViÃÃÊv ÀÊÀiÛ iÜ }]ÊÀiw }]Ê and developing institutional sustainability through financial stewardship.
UÊ iÛi « }Ê Vi Ì ÛiÃÊv ÀÊiÝVi i ViÊ> `Ê Û>Ì ° UÊ Ì Õ }ÊÌ Êi LÀ>ViÊ V ÕÃ Û ÌÞÊ> `Ê` ÛiÀÃ ÌÞÊ>ÃÊVÀ Ì V> Ê components of the Summit community.
Summit School admits students of any race, religion, color, and national or ethnic origin. 7
2100 Reynolda Road 7ÂˆÂ˜ĂƒĂŒÂœÂ˜Â‡->Â?i“]ĂŠ ĂŠĂ“Ă‡ÂŁĂ¤ĂˆÂ‡xÂŁÂŁx
NON-PROFIT ORG. U.S. POSTAGE PAID Winston-Salem N.C. Permit No. 89
Parent Partnership At Summit we work to cultivate and strengthen the parentschool partnership in a variety of tangible ways. This partnership is vital to a child’s success. This fall, Head of School Michael LiÂ?ˆ˜}ĂŠÂŤĂ€iĂƒiÂ˜ĂŒi`ĂŠ>ĂŒĂŠ -ĂŠÂœÂ˜ĂŠĂŒÂ…ÂˆĂƒĂŠÂˆÂ“ÂŤÂœĂ€ĂŒ>Â˜ĂŒĂŠ>ĂƒÂŤiVĂŒĂŠÂœvĂŠĂœÂœĂ€ÂŽĂŠ at Summit. This session attracted more than 45 independent school educators from around the state and created stimulating `ˆ>Â?Âœ}Ă•i°Ê ÂˆĂ€iVĂŒÂœĂ€ĂŠÂœvĂŠ*>Ă€iÂ˜ĂŒĂŠ i>Ă€Â˜ÂˆÂ˜}ĂŠ Ă•Â?ˆiĂŠ-Â“ÂˆĂŒÂ…ĂŠÂ?œˆ˜i`ĂŠÂ…ÂˆÂ“ĂŠvÂœĂ€ĂŠ this presentation. The Inspiring Learning Series, now in its third year, focuses on Brain Rules by John Medina, and features three speakers throughout the school year. The first talk was given by Summit ÂŤ>Ă€iÂ˜ĂŒĂŠ*>Ă•Â?ĂŠ >Ă•Ă€ÂˆiÂ˜ĂŒÂˆ]ĂŠ`ÂˆĂ€iVĂŒÂœĂ€ĂŠÂœvĂŠĂŒÂ…iĂŠ >LÂœĂ€>ĂŒÂœĂ€ĂžĂŠvÂœĂ€ĂŠ ÂœÂ“ÂŤÂ?iĂ?ĂŠ Ă€>ÂˆÂ˜ĂŠ iĂŒĂœÂœĂ€ÂŽĂƒĂŠ>ĂŒĂŠ7>ÂŽiĂŠ ÂœĂ€iĂƒĂŒĂŠ1Â˜ÂˆĂ›iĂ€ĂƒÂˆĂŒĂž]ĂŠ>˜`ĂŠ>ĂŒĂŒĂ€>VĂŒi`ĂŠÂ“ÂœĂ€iĂŠ than 200 people. A follow-up session for Summit parents was held the next week and focused on how several of the Brain Rules are applied in classes at Summit each day. This is the first year the series has focused on a single community-wide read. *>Ă€iÂ˜ĂŒĂƒĂŠÂ…>Ă›iĂŠ>Â?ĂƒÂœĂŠÂŤ>Ă€ĂŒÂˆVÂˆÂŤ>ĂŒi`ĂŠÂˆÂ˜ĂŠLÂœÂœÂŽĂŠVÂ?Ă•LĂƒĂŠ>˜`ĂŠÂŤ>Ă€iÂ˜ĂŒÂˆÂ˜}ĂŠVÂ?>ĂƒĂƒiĂƒ]ĂŠ ˆ˜VÂ?Ă•`ˆ˜}ĂŠ ˆ˜`vĂ•Â?ĂŠ*>Ă€iÂ˜ĂŒÂˆÂ˜}°Ê/Â…ÂˆĂƒĂŠVÂ?>ĂƒĂƒĂŠÂˆĂƒĂŠ`iĂƒÂˆ}˜i`ĂŠĂŒÂœĂŠÂ…iÂ?ÂŤĂŠ ÂŤ>Ă€iÂ˜ĂŒĂƒĂŠiĂ?ÂŤÂ?ÂœĂ€iĂŠĂŒÂ…iÂˆĂ€ĂŠĂ€ÂœÂ?i°Ê ĂŠÂ˜iĂœĂŠ ˆ˜`vĂ•Â?ĂŠ*>Ă€iÂ˜ĂŒÂˆÂ˜}ĂŠvÂœĂ€ĂŠ/ĂœiiÂ˜Ăƒ]ĂŠ
developed to help Fourth and Fifth Grade parents negotiate the changes at this stage of development, will begin in January. New this year, Coffee and Conversation is a periodic gathering of school administrators and parents to discuss issues and developments around school. To help keep parents informed on ÂœĂŒÂ…iÀʍ>Ă€iÂ˜ĂŒĂŠÂ?i>Ă€Â˜ÂˆÂ˜}ĂŠiĂ›iÂ˜ĂŒĂƒ]ĂŠ>ĂŠ*>Ă€iÂ˜ĂŒĂŠ i>Ă€Â˜ÂˆÂ˜}ĂŠĂœiLÂŤ>}iĂŠĂœ>ĂƒĂŠ launched with links to a calendar of events, audio recordings of Inspiring Learning talks and more. /Â…iĂŠ*>Ă€iÂ˜ĂŒĂƒÂ˝ĂŠ ĂƒĂƒÂœVˆ>ĂŒÂˆÂœÂ˜]ĂŠ>ĂŠ}Ă€ÂœĂ•ÂŤĂŠÂœvĂŠÂŤ>Ă€iÂ˜ĂŒĂƒĂŠĂœÂ…ÂœĂŠĂƒÂ…>Ă€iĂŠĂŒÂ…iÂˆĂ€ĂŠ time and talent to coordinate enrichment and fundraising activities, creates opportunities for parents to connect with each other and build community. Julie Smith Director of Early Childhood and Parent Learning