State of the School Report 2015 Dear Summit Community, This report testifies to a simple fact: The State of Summit School is robust. Academics, fiscal health, enrollment, parent partnership, development, athletics, auxiliary programs, technology, and the Center for Excellence and Innovation—the strands of this report—come together in the service of our timeless yet timely mission. Summit School provides a challenging curriculum in a caring environment to help students develop their full potential. At Summit, our work is always purposeful, ever focused on founding head Louise Futrell’s original and lasting vision: “I had a dream school in mind where everybody could be a somebody.” Each aspect of Summit School, from curriculum to campus, is designed to maximize opportunities for learning. We ignite learning not just in the classroom, but on the sidewalk, in the dining hall, on the playing field, and in the in-between moments and spaces that our faculty and facilities capture. Our coming together as educators, Summit families, and supportive community members in the interest of children—our common bond—is as vital today as it was when Summit was founded in 1933.
In reflecting on his recent visit to Summit, John Chubb, President of the National Association of Independent Schools (a renowned consortium comprised of 1,400 independent schools, including Summit) celebrates Summit’s excellence when he writes, “It was a joy for me to visit Summit, and an honor to share a little of your story. . . I saw a school that works for all kinds of students . . . because of its commitment to high-quality teaching whatever the student need.”
Our mission, Miss Futrell’s vision, our roots and our reach all come back to two words contained in our logo—two words that capture Summit’s enduring spirit and express both who we are and what we do at Summit: Inspiring Learning.
Thank you for all that you do to make Inspiring Learning possible.
The word learning is not a surprise. We are, after all, a school in its ninth decade with a rich history of innovation. But the word inspiring in concert with learning? Now that is what makes each child’s experience every day at Summit unique.
Onward and upward,
Michael Ebeling Head of School
Fiscal Health Summit continually strives to be a good steward of the resources entrusted to the school. To ensure the long-term financial health of the school, Summit recently instituted new practices with regard to long-term financial planning. Beginning in the fall of 2013, Summit embarked on a path of deep study and review of its finances and economic model. The school partnered with nationally recognized financial leaders in the education sector, and this work will continue in 2015. Over the course of the coming year, Summit will further refine the long-term financial planning process by adopting best-practices as recommended by Independent School Management, a nationallyrecognized leader in independent school management consulting.
every other independent school as well. Additional expense and revenue figures are included in the charts below. • Expense control led to increased operational cash flow • Net tuition revenue increased by $1 million largely due to increased enrollment • Investment returns on the endowment exceeded 12% • Invested assets valued at approximately $15 million • Capital investment in long-term campus improvements of $325,000 • Bond debt stands at $14.6 million °° Principal payment of $600,000 and interest expense of approximately $300,000 due in 2014-15
Since the quality of the classroom teacher is the single-most important variable impacting student success, it comes as no surprise that salaries and benefits represent the single largest item in the school’s budget. Likewise, tuition revenue is by far the single largest income item. This relationship between tuition revenue and salaries and benefits expense holds true at virtually
Carter Sturkie Director of Finance and Operations
Revenue Sources: 2014-2015 Budget $15.3 million 4%
Expenses: 2014-2015 Budget $15.3 million
4% 1%
8% 9%
Other
5%
Financial Aid
Auxiliary Programs
86%
9% 63%
Endowment Income Annual Giving
Plant & Operations Admin/Other Instructional
11%
Tuition & Fees
Salaries & Benefits
Development Philanthropic commitments to Summit continue to support all areas of Summit’s mission and strategic plan. We are so grateful to all of our friends and supporters for your generosity.
The Parents’ Association biennial auction will be held on Saturday, March 21 in the Summit Athletic Center with an art-based theme, Corks and Canvases.
Total philanthropic support in 2013-2014 was $1,548,112, a 53% increase over the previous fiscal year.
Thanks to a $50,000 investment from the Mebane Foundation, the Center for Excellence and Innovation and Triad Academy at Summit School have designed a pilot program called Camp Pathfinder. The grant allows Summit to train 10 public school teachers in Orton-Gillingham and to host 20 rising 2nd, 3rd, and 4th graders from area public schools for a camp at Summit this summer. (Read more in Carrie Malloy’s report on page 5).
As of January 2015, we have raised over $670,000. Summit’s fiscal year ends on June 30, 2015. Highlights to date include: • 98% participation in the Annual Fund by faculty and staff • 75% participation by current parents, over $288,000 raised toward $300,000 goal • Increased membership in each of our level giving clubs In the fall, sixteen alumni representing every decade of Summit’s history launched an Alumni Council with the sole focus of keeping over 3,000 former Summit students engaged and informed.
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Jeanne Sayers Director of Development
Advancement
Auxiliary Programs
The continued success of Summit School depends on an enduring commitment to cultivating resources and partnerships. The 2014-15 school year marks the establishment of a single office whose focus is on communicating our distinctive character, engaging members of our community in thoughtful conversation, and growing our resources in a collaborative and cohesive way.
Summit Afternoon Academy • We offered 17 classes in our Fall 2014 session. Enrollment was 145 with 20 participants from other schools and cities. Our Fall 2013 session enrolled 97 students, all from Summit. • Our classes for JrK and K have been popular. The Spring session will include the following: soccer, tennis, Crazy Running, pottery, science and Spanish. • We added five new individual music teachers this year. Lessons are now offered in ukulele, drumming, guitar, violin and piano.
The mission of the Advancement Office is to “ensure the fulfillment of student potential.” Advancement Office staff and partners do this by strategically engaging and informing key constituents—such as alumni, parents, teachers, students, friends of the school, community partners and the media—with the goal of drawing all forms of support in order to thrive as the finest JK-9th grade program in our region. The work of the Advancement Office synthesizes the work of both Development and Admissions. It includes: • Meaningful and timely stewardship of all constituencies • Innovative and engaging internal marketing • Clear and meaningful external marketing • Management and analysis of relevant data regarding community demographics, giving trends, enrollment trends • Maintenance of history and traditions to help secure a bright future for the institution By meaningfully engaging and inspiring all whom we name as “the Summit community,” we allow our former, current and future families to receive the gift of community—something that is at the core of a progressive school.
The Summit Afterschool Program is a critical part of the Summit community serving over 150 students each week. Janice Weiss, Afterschool Director, and I are spending time visiting Afterschool and Auxiliary directors from around the state to grow a network of colleagues and share ideas. The Summit Tutoring Program is now under the direction of Bita Salem. We currently provide support to 40 students in Upper School math, English and science. We provide Study Buddies and Academic Coaching as well. This is a program that is growing to include more subjects at all levels including High School. Summit Summer 2015 promises another summer of high-quality, super-fun camps to local children. We have added a seventh week to our schedule by offering camps the week before the 4th of July. Camp information and registration is online at www.summitschool.com/summer.
Nancy Tuohy Director of Advancement
Jeff Turner Director of Auxiliary Programs
Admissions Admissions at Summit School thrives as a result of sharing Summit’s mission and educational philosophies with prospective and current families. Admissions staff joyfully facilitates connections and relationships between teachers, parents, and children in order to enrich the Summit experience for our families. Parent volunteers are an important part of admissions efforts and include a New Family Committee and Parent Admission Network. The New Family Committee hosted several playdates on the playground over the summer months and staffed a new family table at the Back to School Bash. A cocktail party was held for new families prior to the fall Inspiring Learning. Summit opened the school year on August 26, 2014 with 620 students. As of this writing, Summit exhibits a strong enrollment of 625 students: 268 students in the Upper School, 277 students in the Lower School, and 80 students in the Early Childhood Division. Within the Upper and Lower Schools, the Triad
Academy Division is currently full with 101 full time students enrolled. Of particular note, the ninth grade class is comprised of 55 students this year––the largest enrollment for the ninth grade class since 1998. In addition, Summit is proud to educate 120 students of alumni this school year (which comprises 85 families), the largest enrollment of alumni children to date. This is clear evidence that Summit is a place where generations of parents and children can make lifelong connections with like-minded families.
Cindy Kluttz Director of Admissions
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Lower School The Lower School experience sparks curiosity and fuels motivation in young children. In line with progressive education principles, students apply classroom learning to their own lives and the community around them. Summit believes education should have both depth and relevance. Our teachers understand curriculum and the social-emotional lives of children in deep and transformative ways. Additionally teachers have a commitment to be constantly learning and growing as educators. As we live into our progressive roots, we are thrilled that more than 75 percent of our teachers will have attended a Project Zero workshop by the end of this school year. Project Zero is affiliated with Harvard University. The program’s website describes the program in this way: “Project Zero’s work includes investigations into the nature of intelligence, understanding, thinking, creativity, ethics, and other essential aspects of human learning. Our mission is to understand and enhance high-level thinking and learning across disciplines.” This professional learning opportunity is already finding its way into the lives of Summit students each day and allows us to deliver on our Six Promises via direct faculty engagement.
consulting with teachers to differentiate literacy instruction in the classroom. Enriching children who show high potential is an essential part of our work at Summit. Design Projects
Project Zero and other best practice influences have resulted in a Lower School Design Initiative. Projects are crosscurricular and have a design lens. Student projects will be presented during a Lower School STEAM/Design Thinking showcase. Examples by grade are in the table below. First Grade
STEAM project using Adobe design software to enrich the First Grade study of the honeybee.
Second Grade
Chair/seating design project in conjunction with the Reynolda House “Art of Seating” exhibit. Engineering and design work on planning, sketching, design, construction and decoration.
Third Grade
Simple machine created from found objects, culmination of Science Unit on Simple Machines • Design center activity with Lego kits • Rubric for machine construction • Reference literature in library with guidance • Advertisement for machines through art • Display projects and ads (possible video presentations)
Fourth Grade
Sound-scape created using found objects and recorded onto mobile tablet devices. Integrated with Living Biography performance and will be used as audio for the live performance.
Fifth Grade
Fall: Steam-powered boat build. Integration of social studies work on Age of Invention and Industrial Revolution and science work on water power. Spring: Rocket ship to complement science study of electricity.
Teaching and Learning Similar to the Upper School, each Lower School grade level has a coordinator that meets monthly with me to facilitate communication and develop new ideas for teaching and learning. Growing faculty leadership is an important aspect of healthy school cultures. In Early Childhood, JrK and K, students are taking advantage of our proximity to rich museums such as SECCA and Reynolda House. JrK teachers have rearranged the daily schedule to allow for more uninterrupted time in the classroom for student exploration and reflection. Project Zero has directly influenced this change and inspired JrK teachers to create a space in which children can take apart old discarded objects and put them back together in different ways. This develops fine motor skills and encourages independent thinking and curiosity. Lower School has added the following new events and initiatives: • 3rd Grade - Two new lead teachers and home learning via online Math and Spelling to allow students to work at their own pace • 4th Grade - First ever Patriots Day in Old Salem represented the culmination of the new Why America is Free curriculum • 5th Grade - Tours of local factories deepen the experience of learning about life as an early immigrant to the United States Learning specialists in the Lower School work closely with classroom teachers to enrich, support and extend mathematics and language arts learning in small group settings. Bebe Krewson, Dominique Patrick, Barb Scantland and Tom Shaver have engaged students in building race tracks and pencil boxes, practicing cursive writing, studying and reading about the artist Albrecht Durer, and enjoying many opportunities to think outside the box. Roberta Kunkle has joined the Kindergarten team as a Literacy Specialist and is helping meet the needs of individual students,
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Tinkering Space A new space has been created in the Grades 1-3 building called a Tinkering Room. The work is part art, part science, part engineering, and lots of curiosity. Students are using this room in small groups led by a variety of teachers. The main goal of Tinkering is to allow children to explore and create without an adult driven agenda. The process promotes higher order thinking, as well as fine motor skill work. A premise of this national movement is that children are more capable than we ever imagined–something Summit school has believed since 1933. The shelves in the Tinkering Room are filled with a variety of high quality, low tech materials. The location of the room on the Third Grade hall is key to integrating design thinking into the everyday experience of our students.
Triad Academy Triad Academy began its third year as a division of Summit School, serving 122 students in first through ninth grades. Currently, one hundred and one students are enrolled for the entire academic day; eighteen Upper School students spend two periods of their day in the Triad division as they prepare to transition to a full time Upper School student next year. Three First Grade students participate in a daily, one hour OrtonGillingham tutorial. We have a new Third Grade lead teacher and two new teaching assistants in Second and Third Grades. As prescribed by our Academy of Orton-Gillingham accreditation, the Triad division has two sections of nine students in Grades Two through Seven. Students enjoy small homeroom groups for their academic subjects. These students are further divided into groups of no more than three for language tutorial and also are in smaller groups to provide math enrichment. Triad division students benefit greatly from being on the Summit campus. They join the Lower School grade level larger groups for technology, music, art, drama, physical education and lunch. This year our Sixth Graders have participated in a newly developed assisted technology class. The Triad curriculum continues to mirror its corresponding grade in the Lower and Upper School divisions. While Triad teachers may use a more multi-sensory approach to learning throughout the academic day, they are diligent about covering the same material and offering the same learning opportunities as in the Lower and Upper grades in order to facilitate each student’s transition when he or she is ready to move to another division. Our effort to educate the community about the importance of early diagnosis and remediation of dyslexia has resulted in waiting pools in Grades Four, Five and Six. Since we arrived on campus, we have trained twenty-five teachers in Orton-Gillingham, hosted national educational conferences, workshops and book talks for our parents, the community and beyond. This fall, twenty parents and community members attended a book talk on Ben Foss’s Dyslexia Empowerment Plan. In January, the community was invited to participate in a dyslexia simulation—over 70 people attended.
Last summer Triad Academy faculty provided Orton-Gillingham multi-sensory, structured language instruction to 100 students within the school and the greater community. Sixty students received individual tutoring in language, 13 in multi-sensory math and an additional 27 participated in an Orton-Gillingham summer camp program. Through a generous grant from the Mebane Foundation, Triad Academy will be launching Camp Pathfinder, a five-week summer camp to provide 20 rising second, third and fourth grade public school students with Orton-Gillingham instruction in the morning and an optional afternoon program filled with fun and engaging activities. Twenty additional spots will be available to Summit and others in the community. Funds from the grant also are supporting Orton-Gillingham training to ten public school teachers. Triad Academy faculty will train these teachers in March and mentor them during the summer camp program. This sixty-hour course will enable these public school teachers to help identify and begin to remediate language-based learning disabilities like dyslexia in their classrooms. This year twenty-five percent of our students received a financial aid award to attend Triad Academy. The Winston-Salem corporate community and individual donors recognize that many students who need a Triad Academy education cannot afford one without financial support. Through the generosity of HanesBrands and others, several scholarships have been created to support students whose needs cannot be met through the financial aid fund.
Carrie Malloy Director of Triad Academy
Parents Summit is committed to parent learning. Building relationships and providing thoughtful programming for parents is an important aspect of our school community.
classes. This four week course explores the important role parents play in the lives of their children. Julie and Bekah continue to host bi-annual, informal coffees for parents to hear about happenings at Summit and have the opportunity to ask questions.
Parents Night for Grades 1-5 featured a new format this year. All grades met on one evening and the school hosted a reception with refreshments in the courtyard. JrK and K continued with the same format as last year. This evening began with a seated dinner followed by an informational time in the classroom. Both of these events build community and give parents an important window into daily life in the classroom at Summit.
In October we were thrilled to host Grant Lichtman as the first speaker in our Inspiring Learning Series. Grant is a nationally recognized thought leader in the field of education. He speaks, writes, and works with fellow educators to build capacity and comfort with innovation. He spoke to a group of parents and educators from Summit and the wider community.
Various parenting courses continue to enrich the lives of families. This fall we welcomed local therapist Lynn Parsley to address the important topic of Parenting in the Age of Entitlement. Julie Smith and Bekah Sidden continue to teach Mindful Parenting
Julie Smith Director of Lower School and Parent Learning
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Upper School Building on the foundation of 2013-14, the Upper School continues to use the Code of Conduct as a foundational document in talking about community and life at Summit. This is the second year that all Upper School students and staff signed the Code of Conduct poster. It is on display by the entrance of the Loma Hopkins Theatre and serves as a daily reminder to our community as we aspire to “live the code” each and every day. The Upper School faculty is organized such that there are “grade level teams” made up of the advisors from each grade. Each grade level team has a coordinator who acts as the point person. The coordinators meet with Carrie Malloy (Director of Triad Academy), Elizabeth Turner (Upper School Guidance), Trish McRae (Upper School Learning Specialist), and me each week. This infrastructure allows us to discuss what’s going on and coordinate all aspects—especially social-emotional and academic—of Upper School life. The grade level coordinators have been exceptional. Additionally, we have a new group of Upper School faculty leaders in the 2014-15 school year—content area coordinators—who represent each content area (i.e., math, science, English, social studies and world languages). A faculty member from each content area meets with Kristin Bennett, Director of the Center for Excellence and Innovation, and me once a month to help coordinate academic policies and professional development for the Upper School.
Just five short years ago Summit re-configured the Middle School and the Junior High to make the Upper School Grades 6-9. Typically when you think of Middle School you think of the sensitivity towards adolescent development and a structure like our grade level teams/coordinators. More often than not, Junior High models are like high schools and have departments/content areas. We are big fans of the “both/and” at Summit. We want to be responsive to our students’ developmental needs, and we also want to be mindful of the scope and sequence of their academic experience. Academically challenging and fun are not mutually exclusive. This same “both/and” principle lends itself to a structure that includes both axes (horizontal: grade level and vertical: content area) to achieve student success in a Sixth through Ninth Grade configuration. Our Ninth Grade Academy is impressive. Please consider attending a Ninth Grade speech this year. Schedules are published in This Week at Summit emails. The way our Ninth Grade students engage with and lead our Summit community is inspiring. The Class of 2014 made the inaugural trip to Costa Rica as part of a “Jan-term” experience. The Class of 2015 also travelled to Costa Rica in January. During the nine-day trip the students study in the rain forests, the coast, and the cloud forests. The trip provides many curricular tie-ins and the student reflections of their experience are powerful to hear and read. Our students come back from Costa Rica seeing and appreciating a bigger world.
Having these two groups of coordinators creates a nice “shape” for Upper School leadership and leverages the incredible talents of the Upper School staff. Having a group looking horizontally (grade levels) and another group looking vertically (scope of sequence of content areas) is consistent with what makes our Upper School special.
Gardner Barrier Assistant Head of School & Director of Upper School
Technology During the 2014-2015 school year, STEAM (Science, Technology, Engineering, Arts and Math) instruction has been integrated into Grades One through Nine. STEAM lessons are taught through projects using our Arts/Tech instructors and in teaching spaces that reinforce classroom curriculum and explore design thinking. We currently have three spaces on campus dedicated to this work: the Tinkering Space in the Grades 1-3 building, the Design Center and the RoboFab Studio in the Arts and Technology building. In Grades Eight and Nine students are assigned a Google Chromebook to use throughout the school day. This one-to-one project improves student productivity in each of their classes and gives them instant access to technology and cloud computing resources. In Grades One to Seven we a have a COW (“computer-onwheels”) available to each grade level this year, allowing students use of an individual notebook computer in their classroom. Rather than sacrificing classroom time for travel time to a computer lab,
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teachers come to the students to engage in computer instruction, research, and document creation. During the 2014-2015 school year, classroom computers that complement our classroom presentation and instructional approaches, like Smartboards, E-Beams and Sympodiums, are in the process of being upgraded to support the latest software and hardware. Veracross implementation is complete and the school is in year two of using the central database system. Benefits include updated email communication group lists, online grade access for parents, online re-enrollment, online giving, student health management for our nursing staff, and online availability of policies, forms, and behavior-tracking systems. Chris Culp Director of Technology
Center for Excellence and Innovation Curriculum Reviews Each year our Academic Program Team leads a curriculum review focused on a specific content area. Though teachers and administrators are constantly refining, freshening, and evaluating our curriculum, reviews offer us the opportunity to focus on a specific curriculum area. Reviews evaluate current practices and alignment with our mission and goals, and offer the opportunity to strategically redesign our programs to include new ideas, content, and teaching strategies. Last spring marked the beginning of a review of our arts/studio program including the performing arts, visual arts, media arts, and digital arts. Because of a generous donor gift, our studio faculty had the opportunity to visit schools around the country to explore our best practices, talk to colleagues about ‘what works’, and bring back their ideas to the group. After synthesizing the findings and making recommendations about Summit’s arts mission, programming and scheduling, we will have external reviewers weigh in on the recommendations. We expect final recommendations this spring and implementation to span the next 2-3 school years. This fall we began reviewing content areas associated with wellness: guidance, physical education, nursing, and nutrition. As with the arts/studio review, we examined current research, visited schools, and discussed recommendations among our current faculty and administration. After external review, we expect final recommendations this spring and implementation over the next two school years. Professional Development Last spring I worked with the division directors to develop a more strategic approach to our professional learning programming. Some programming is based on extending and enriching current curricula and is delivered by Summit teacher leaders. Other programs focus on developing teacher expertise in the latest research-based best practices. They draw from outside expertise including programs at both Harvard and Stanford Universities. Additionally, each summer our faculty and staff engage in directed reading to inspire and apply thinking about teaching and learning.
The professional development initiatives include: Literacy in the Content Areas (across mathematics, science, social studies, language arts, world languages, studio and performing arts) We know that progressive education emphasizes the whole of all life experiences, not just pieces of a subject area. • Disciplines are integrated as children make connections • Intelligence is recognized as varied, includes the arts, and is measured in real-life problem solving • Teaching and learning use a common lexicon across subject areas • Program builds upon each preceding grade level • Assessment is benchmarked, has many forms, and is progress-oriented
Communication, Collaboration, and Partnership We will fortify a community at Summit that fosters respect and trust and allows continued personal and collective reflection. • Connect students, teachers, administrators and parents • School is a community and this community environment is vital to how lessons are learned • Key community partnerships are part of curriculum Understanding & Applying Progressive Education Principles We will continue to claim our roots in John Dewey’s progressive education tradition and participate as his active successors in the 21st century. • Design and practice curriculum aligned with progressive principles to inspire academic challenge • Students take an active part in the acquisition of knowledge • The process of learning is most important • Students learn best by questioning, creating and doing Summit’s professional learning programming has engaged faculty in a variety of ways both on and off campus. On campus our teachers meet every other Monday for ‘Deep Dives’ into content area pedagogy. On alternate Mondays teachers participate in ‘Focused Collaborations.’ New this year, Summit holds monthly professional development workshops on ‘Delayed Start Wednesdays,’ during which the entire faculty is reading and discussing Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners by Ron Ritchhart, Mark Church, and Karin Morrison. The authors are all affiliated with Harvard University’s Project Zero. Professional Development Conferences Summit Faculty Attended: • Teachings in Mindfulness Education, Wiscasset, ME • Project Zero: San Francisco, CA • North Carolina Association of Independent Schools Annual Educators Conference, Concord, NC • FabLearn: Stanford University, Palo Alto, CA • American Orff Schulwerk Annual Conference (Music), Nashville, TN • American Council on the Teaching of Foreign Languages Annual Conference, San Antonio, TX • North Carolina Science Teachers Association Workshop, Winston Salem, NC • International Dyslexia Association Annual Conference, San Diego, CA 2014-2015 Conferences Hosted at Summit School: • Responsive Classroom Sampler • Scheduling Conference (with ISM and NCAIS) • Assistant Heads of School Conference (with NCAIS) • 1st Annual Divergent Thinking Summit: Design. Make. Learn (community partners, NCAIS, universities)
Kristin Bennett Director of the Center for Excellence and Innovation
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Athletics Physical Education saw the retirement of beloved educator Capers Carlton after 37 years of teaching. While we miss Capers, we are using this school year as an opportunity to conduct a Physical Education review which will shape the program for years to come. We look forward to the positive changes this review will bring. In 2014-2015, Summit is fielding 15 sports and 32 teams. We are excited to see the return of softball to the spring offering for team sports. Other new teams this year are JV boys lacrosse, JV girls soccer, and Freshmen boys basketball. In addition to team sports, Summit continues to offer its very successful fall basketball league (5th-9th Grades) as well as unique opportunities such as Upper School gymnastics as part of the PE curriculum. Many Summit teams incorporated service projects into their programs this year including Freshmen boys basketball preparing a meal for Ronald McDonald House. Other service projects include JV boys soccer inspiring the entire campus with encouraging and motivating notes on lockers, windshields, and classrooms. JV boys basketball welcomed the return of Summit alum Wesley Hsu as coach. Coach Hsu played professionally overseas for the past eight years and is now leading a 7th grade group of boys, teaching them the finer points of the game. We are ecstatic to have Wesley back in the Summit green and orange.
Coaches Ryan Mihalko, Win Welch, and Quentin Washington led the 2014 Summit football team to a memorable season. The Eagles finished with a 4-2 record which was easily the best in the last 15 years. The team was led by a veteran group of 9th Grade students as well as a spirited group of underclassmen. The team dressed 32 players and tweets of “#packthehill� filled social media as excitement about the team grew week by week. One of many memorable moments was a come-from-behind win over Starmount Middle School as the Eagles scored on two plays covering 60 yards with less than one minute on the clock. Great job Eagles! Following every sports season, each head coach recognizes three award winners for excellence. In addition to the Most Valuable Player and the Coaches Awards, coaches also hand out the Eagle Award. The Eagle Award recognizes the student-athlete who best exemplifies the core values of his/her team. This honor is the highest award an individual can receive, as it values important character qualities for life.
Ken Shaw Director of Athletics