TRIAD ACADEMY DIVISION
LOWER SCHOOL DIVISION
UPPER SCHOOL DIVISION
PARENT LEARNING
CENTER FOR EXCELLENCE & INNOVATION
AUXILIARY PROGRAMS
FISCAL HEALTH
ADVANCEMENT
ADMISSION
ATHLETICS
DEVELOPMENT
The thriving State of Summit School reflects our deep roots and our far reach. Summit is grounded in the stable and enduring principles of the Progressive Education Tradition. As a community, we are committed to the innovative and inspiring spirit of this 83 year-old school. Our mission is both timeless and timely: “Summit School provides a challenging curriculum within a caring environment to help students develop their full potential.” In short, we release our children into their possibilities. In this report you will witness Summit’s roots and reach at work. The words and images in these pages tell a story that spans four generations and celebrates a community-wide understanding of our roles as stewards of our students’ lives. How do we prepare our children for a future we can’t predict? We sustain a school that positions our students to create their future.
2
What does that preparation look like? How is it made possible? Excerpts from this report offer compelling answers to these questions:
“Summit’s Auxiliary Programs continue to grow in number, participation and quality. Students continue to benefit from a diverse selection of enriching activities.”
“The Maker Movement and tinkering celebrate the traits of design, ingenuity, and creativity that Summit has always valued.”
- Jeff Turner, Director of Auxiliary Programs
- Julie Smith, Director of Lower School
“Students are growing up in an era of constant activity, social media, and busyness. Amidst this, we are intentional as a school community in helping our students form healthy habits related to their physical activity, eating habits, emotional habits, and their capacity to be present.” - Gardner Barrier, Director of Upper School
“The Triad Academy division is recognized as a model program for meeting the academic and social needs of bright students with dyslexia.” - Carrie Malloy, Director of the Triad Academy Division
“Summit opened the school year with 632 students, the school’s largest enrollment since 2002. As of this writing, Summit showcases a strong enrollment of 636 students: 273 students in the Upper School (grades 6-9), 295 students in the Lower School (grades 1-5), and 68 students in the Early Childhood division (grades JrK and K). Within the Upper and Lower Schools, the Triad Academy division currently enrolls 93 full time students.” - Cindy Kluttz, Director of Admission
“The single biggest variable in student success is the quality of the classroom teacher. And an essential factor in the quality of the classroom teacher is high caliber ongoing professional development.”
“By implementing a comprehensive multi-year financial plan, Summit has taken the appropriate steps to ensure it will continue delivering its mission for generations to come.” - Carter Sturkie, Director of Finance and Operations
“The Parents’ Association contributed $108,000 to Summit last year—including $87,500 raised from its Corks and Canvases auction—designated for supporting teachers through the CEI and Summit’s current capital needs.” - Jeanne Sayers, Director of Development
“A newly formed group called Parents’ Advisory Committee advises each division on our work with parents and promotes school-wide social and learning events.” - Julie Smith, Director of Parent Learning
Inspiring Learning is more than a tagline on Summit’s logo. It is a way of being. It is a design for living. It is who we are and what we do. Thank you for making Inspiring Learning a reality each day for each Summit child— now and in the future. Onward and upward,
- Kristin Bennett, Director of the Center for Excellence and Innovation in Teaching and Learning (CEI)
“In our Athletics program we put students’ needs first, hire mission-minded coaches, live by core values and are committed to balance in everything we do.”
Michael Ebeling Head of School
- Ken Shaw, Director of Athletics
3
LOWER SCHOOL DIVISION by Julie Smith Director of Lower School and Parent Learning
Our Lower School is a wonderful place to be a child. Children are at the center of all we do. The environment and curriculum are intentional in every way. Teachers give attention to research, observation, pedagogy, social relationships, and developmental stages. They always look forward to building relationships with families. The end result of this is a joyful, vibrant campus where teachers, students, and parents are being inspired to learn and grow.
CURRICULUM & PROGRAM Our literacy focus continues to be amplified with two literacy specialists in the Lower School who work with students and consult with classroom teachers. We are using a new curriculum called Words Their Way that was developed at the University of Virginia. Assessments such as the Qualitative Inventory of Reading are being used to individualize instruction and assess growth. We are expressing our progressive roots by embracing the Maker Movement. Students in grades 1-4 visit the Design Center and follow a newly developed curriculum. In 5th grade, students make the transition into our Robotics and Fabrication Lab. All students are encouraged to explore design and interactive problemsolving in a variety of ways throughout the day. Recently, the lobby of the 4th and 5th grade building was reconfigured to create a space for students to work through mathematical and design challenges. It is a place to explore math and also extend design work into tinkering. Tinkering is defined loosely as repairing and constructing items in order to improve them. It occurs in a prepared environment with multiple materials 4
" A JOYFUL, VIBR ANT CAMPUS WHERE TEACHERS, STUDENTS, AND PARENTS ARE BEING INSPIRED TO LEARN AND GROW. " where children are inspired to dig deeper, try again, learn from failure, help each other, and create. Thinking becomes visible. Ideas in our minds are revealed. The Maker Movement and tinkering celebrate the traits of design, ingenuity, and creativity that Summit has always valued. They are also excellent vehicles for teaching mathematical thinking and scientific inquiry. The Big Friends/Little Friends Program has taken an even stronger turn toward service learning this year. With a refined mission statement that emphasizes building relationships over time and developing young leaders, the Big Friends/Little Friends Program has broadened its focus to enable the students to extend to local agencies in Winston-Salem. Students learn together about the agency they will be serving and partake in multiple projects within a year with their big friend. The true and most lasting aspect of our Lower School curriculum is education for real life and citizenship. Summit teachers do this in every way and the result is always the same: joyful engagement.
LOWER SCHOOL PROFESSIONAL DEVELOPMENT Lower School professional development aligns with the all-school “big rocks” of professional learning: Progressive Education, Literacy, and Collaboration & Communication. Expression of our progressive roots continues to grow through the lens of Project Zero (PZ), a Harvard Graduate School of Education think tank. Teachers attended an international meeting in Atlanta and continue to participate in learning cohorts led by Mark Church, a PZ author and instructor. Lower School director Julie Smith and Dr. Kristin Bennett, director of curriculum and pedagogy and director of the Center for Excellence and Innovation in Teaching and Learning (CEI), were invited to present at the Project Zero meeting in Amsterdam. The talk showcased the enormous growth of our school community in the way we apply the ideas from PZ. Summit School is truly becoming an international leader. Our learning is allowing us to deepen the thinking and questioning techniques our teachers use with students. Early Childhood teachers have been investigating the important role the classroom environment plays in student learning. This is a natural extension of Project Zero. This spring, these teachers and assistants are taking an online course called “Inspired Environments Bootcamp” that connects these teachers with educators all over the world. Participants share reading materials, videos, and classroom photographs. Julie Smith and Kristin Bennett are participating in the course as well. There are on-campus conversation groups to apply the ideas to our classrooms at Summit.
Bekah Sidden, assistant director of Lower School, attended the Responsive Classroom national meeting in Texas. This is important as it allows us to continue to learn and grow a learning community in which the social emotional lives of children are a priority. Current research continues to affirm the important role social and emotional development plays in learning. This fall, Bekah also led a discussion with parents about how to carry ideas from Responsive Classroom into the home. As we continue to focus on the whole child we have embarked on a study of Mindfulness in schools. This is an important extension of our work with Responsive Classroom. Twenty-two teachers participated in a course offered by MindfulSchools.org and have been teaching and using new strategies in the classroom with students. Community is one of the strongest building blocks of our school. This fall Lower School began to gather in a formal assembly once a month. Each assembly has singing, joke telling, and a time to showcase some form of lower school project. In warm weather it takes place in the courtyard and during colder months in the Loma Hopkins Theatre. This is a new tradition that helps us live into our mission and bond our community in deeper ways. Last winter, Summit and the North Carolina Association of Independent Schools co-hosted a conference on scheduling, in our Center for Excellence and Innovation in Teaching and Learning. More than 90 educators from our region attended. As a result of our learning the Lower School daily schedule was realigned to create larger blocks of time with greater flexibility. BACK TO TOP 5
UPPER SCHOOL DIVISION by Gardner Barrier Assistant Head of School and Upper School Director
Summit’s Upper School continues to help students form habits that will serve them throughout their lifetimes. We use the Code of Conduct (see sidebar) as a foundational document to talk about community and to inform how we treat each other in our community. All Upper School students sign the code of conduct in a ceremony at the start of school. A framed copy hangs in the lobby of the Loma Hopkins Theatre. Wellness is another focal point in the Upper School experience. Students are growing up in an era of constant activity, social media, and busyness. Amidst this, we are intentional as a school community in helping our students form healthy habits related to their physical activity, eating habits, emotional habits, and their capacity to be present. For instance, our Upper School students take yoga. For some it is uncomfortable because it is slow, it forces you to be present, and it makes you mindful of your surroundings. New this year, our Upper School schedule includes a Wellness period that allows for this programming. It is one of the tangible products of the Wellness curriculum review. Students, teachers, administrators, and parents alike are providing feedback so that we can continue to prioritize Wellness in the Upper School curriculum. As always, we want to be responsive to what we are learning in our first year as we design next year’s program and beyond.
UPPER SCHOOL PROFESSIONAL DEVELOPMENT We have three “big rocks” in our school-wide teacher professional development. In Upper School our professional development serves students in the following ways:
6
ROCK # 1 PROGRESSIVE EDUCATION John Dewey said, “Education is not preparation for life; education is life itself.” Students see these words come to life in Upper School as they experience an integrated, seamless curriculum. • 6th graders are reading The Invention of Hugo Cabret by Brian Selznick. The 6th grade students are getting to experience a January where all classes are using themes from the book as well as going to field trips at the Transportation Museum, SECCA, and watching a silent movie at the Carolina Theater. These places reflect aspects of the book in real time. • 7th grade students experience an integrated Greek unit as well as study the Medieval period which culminates in a Medieval Feast. The 7th graders routinely cite this as a highlight of the year! • 9th grade teachers updated the LifeSCALE curriculum, allowing 9th grade students to focus on projects stemming from the “good works” initiative from Project Zero.
ROCK # 2 LITERACY IN THE CONTENT AREAS Upper School faculty are members of content area teams. The content area teams focus on depth over breadth in their own professional growth as well as in their classrooms. These “teams” study together on delayed start Wednesdays and on many Monday afternoons, giving particular attention to “framing” the student experience. Our innovative 90-minute block classes have enabled Upper School students to use the extended class sessions to explore Reynolda Gardens, visit the design center at Salem College, work through labs, have meaningful debates, and more generally enjoy the gift of time.
ROCK # 3 COLLABORATION & COMMUNICATION
SUMMIT SCHOOL’S CODE OF CONDUCT
Summit educators are focused on the student experience. We also remain focused on the articulation of that experience to our parents. In the Upper School we continue to provide parents with windows into authentic student experiences. Examples of this include:
BE CARING. Show compassion and demonstrate kindness. Practice humility and forgiveness. Realize that to be different is not to be less than.
• Student-led conferences twice a year which provide a time for students to navigate their parents through goals, successes, and learning outcomes.
BE A GOOD CITIZEN. Cooperate with all members of the school community. Respect your environment and keep it clean. Seek to understand and follow the rules. Seek ways to help in our community, nation, and world!
• 8th grade parents coming to campus at the end of the year to have their children share autobiographies and engineering projects. • Monthly grade level newsletters that highlight key moments and priorities within those grade levels. • 9th grade speeches! The 9th grade speeches will be delivered throughout February and March in the Loma Hopkins Theatre. Please join us for a speech, they'll inspire you!
" SUMMIT EDUCATORS ARE FOCUSED ON THE STUDENT EXPERIENCE. "
BE FAIR. Ignore and discourage rumors and gossip. Recognize the needs of other people. Respect the property of others and of Summit School. BE RESPECTFUL OF YOURSELF & OTHERS. Take care of yourself, and practice a healthy lifestyle. Treat others as you wish to be treated. Celebrate our differences. BE RESPONSIBLE. Fulfill all individual and group obligations. Accept personal responsibility for learning. Accept the consequences of your choices. BE TRUSTWORTHY. Practice honesty. Honor all commitments. Make your signature one of significance.
BACK TO TOP
7
TRIAD ACADEMY DIVISION by Carrie Malloy Director of Triad Academy at Summit School
The Triad Academy division is recognized as a model program for meeting the academic and social needs of bright students with dyslexia. We have hosted visits and inquiries from a myriad of schools and education thought leaders throughout the country this year interested in our unique paradigm. Of particular interest, as referenced in NAIS President John Chubb’s blog post last spring, is the program’s distinctive commitment to both Orton-Gillingham (O-G) and progressive education principles, and how these principles converge to provide an unparalleled experience for dyslexic learners at Summit School. Our students and faculty seamlessly integrate throughout the day with their peers and colleagues in the Lower and Upper School. Triad Lower School students have benefitted from the curricular refinements in the Robotics and Fabrication Lab, a revised and flexible daily schedule, and the service learning focus in our Big Friends/Little Friends program. In Upper School, members of the Triad Academy faculty serve as content area coordinators in both Science and History, further insuring continuity of the student experience across divisions. With the addition of our Wellness period and new block scheduling, Triad students are increasingly integrated into the life of the Upper School. At the same time, a modified block schedule provides the opportunity for more intensive small group instruction to help students close the reading and written language gap.
8
During the 2015-16 school year, 28 students successfully transitioned out of the Triad division into other divisions of Summit School. Intentional systems and supports were created in close collaboration with administration in both the Upper and Lower school to ensure this record number of transitioning students had the support necessary to successfully acclimate outside of the Triad program. With a dual commitment to furthering our expertise in Orton-Gillingham and progressive principles, members of the Triad Academy faculty benefit from the school’s deep commitment to professional development. Division administrators, lead Lower School teachers, and Upper School content teachers have all attended Harvard’s Project Zero (PZ) conferences in San Francisco and Atlanta, have participated in the Mark Church cohort groups, and have served as group facilitators in our monthly PZ Deep Dive discussion groups. Members of the division’s faculty work alongside their Upper and Lower School colleagues to design curriculum which both subscribes to progressive principles and considers the unique needs of dyslexic learners. Last spring, the division successfully completed a self-study and received reaccreditation as an instructional program by The Academy of OrtonGillingham Practitioners and Educators (AOGPE). We remain one of only 13 programs in the country with this distinction. The division plays a prominent role in furthering the mission of AOGPE which charges itself with credentialing individuals, training programs, and instructional programs which meet its rigorous standards in providing excellence in
Orton-Gillingham reading and written language instruction. Triad Academy faculty member and O-G Training Fellow, Amy Lawrence, serves on the board of this organization and has been chairman of its Program Committee for the past two years. In April 2015, Triad faculty members Brandi Blaylock, Dack Stackhouse ’86, and Paul Dresel presented at the National AOGPE conference in White Plains, NY. In April 2016, Lisa Buschek and Emily Craig will present a breakout session at the conference in Atlanta, specifically focused on the unique commonalities shared between O-G and progressive education. As with the greater school, the Triad Academy division has made a strategic commitment to community outreach. In collaborative partnership with our Center for Excellence and Innovation in Teaching and Learning (CEI), Camp Pathfinder was developed in 2015 to provide free OrtonGillingham training to public school teachers and scholarshipped one-on-one summer tutoring to local public school students. Through a grant from the Mebane Foundation in 2015, 10 public school teachers and 20 local students were the beneficiaries of Orton-Gillingham training and the Camp Pathfinder experience. In 2016, the program’s capacity will expand, serving 50 students and training an additional 10 teachers through the generosity of an anonymous donor.
A strategic goal for the division is the expansion of our outreach training program to meet the growing demand for high quality Orton-Gillingham training throughout the country. To this end, we are currently completing a self-study to receive accreditation as an AOGPE training site. With this credential, expected in April 2016, the division will have the opportunity to grant AOGPE membership to those who successfully complete our training and practicum, and will allow members of our training staff to work with pre-service teachers, providing Orton-Gillingham training within programs of education at the college and university level. BACK TO TOP
" AN UNPAR ALLELED EXPERIENCE FOR DYSLEXIC LEARNERS AT SUMMIT SCHOOL."
9
CENTER FOR EXCELLENCE & INNOVATION by Kristin Bennett, Director of the Center for Excellence and Innovation in Teaching and Learning, and Director of Curriculum and Pedagogy
PROFESSIONAL LEARNING The single biggest variable in student success is the quality of the classroom teacher. And an essential factor in the quality of the classroom teacher is high caliber ongoing professional development. Summit’s professional learning programming continues to engage our faculty in a variety of ways both on and off campus. This year we are continuing our Monday Deep Dive sessions with a focus on ‘self-study.’ Also continuing this year are the monthly Wednesday Delayed Start school-wide Deep Dives. During this time we are studying Project Zero (PZ) researcher, Ron Ritchhart’s, new book Creating a Culture of Thinking: The 8 Forces we Must Master to Truly Transform our Schools. The ideas and strategies in Ritchhart’s book are a continuation and extension of the ideas of our study of Making Thinking Visible from last year. Learning from other educators both informally through school visits and formally through conference attendance is an integral part of our professional learning program. Of particular note this past year was the opportunity for 30 teachers and administrators to attend Harvard’s Project Zero conference held at Atlanta’s International School. Our teachers were inspired at keynote addresses by leading educational researchers and writers, attended workshops, and connected with fellow educators.
Part of the mission of Summit’s Center for Excellence and Innovation in Teaching and Learning (CEI) includes developing the leadership of our teachers in inspiring professional learning beyond the walls of our school. In the past year, there are several examples of the impact our educators have had in teaching others. In February of 2015, Summit proudly hosted the first annual Divergent Thinking Summit. This conference, which focused on design thinking in education, engaged over 80 independent and public school educators from around the region. Key features of the conference included a keynote address by Evan Booth, “Demystifying MacGyver,” that focused on supporting creativity and problem solving, a tour of Summit’s tinkering, maker, and design spaces, and an afternoon idea exchange featuring many of Summit’s innovative teachers. We hosted the second annual Divergent Thinking Summit on February 16, 2016. In October, as a result of Harvard PZ researchers taking note of Summit’s professional learning culture, Julie Smith and I were honored to speak about Summit’s immersion in a ‘culture of thinking’ at the Project Zero conference held at the International School of Amsterdam in the Netherlands.
" THE SINGLE BIGGEST VARIABLE IN STUDENT SUCCESS IS THE QUALITY OF THE CLASSROOM TEACHER. AND AN ESSENTIAL FACTOR IN THE QUALITY OF THE CLASSROOM TEACHER IS HIGH CALIBER ONGOING PROFESSIONAL DEVELOPMENT. " 10
TEACHER LEADERS PRESENTING AT CONFERENCES The first sentence of the CEI’s mission statement reads, “As lifelong learners who shape the future of education, Summit faculty and staff have a rich history as talented, generous, leadership-oriented experts in their fields.” A prime example of this lies in the fact that Summit School had the largest number of teachers presenting at the recent North Carolina Association of Independent Schools (NCAIS) Annual Educators Conference held at High Point University. Not surprisingly, the topics on which our teachers led sessions were directly correlated with the CEI professional development programming of the past 18 months. NCAIS ANNUAL EDUCATORS CONFERENCE PRESENTER
TITLE
Stephanie Flores de Valgaz ’01 Dolores Flores de Valgaz
Beyond Memorization in Foreign Language Classes: Thinking Routines
Libba Reynolds Susan Schambach
Easy Engineering for Elementary Students
Drew Holgate Kristin Bennett
Learning to Breathe: Mindfulness for Students & Teachers
Trish McRae
MTV meets SPAR (spontaneous argumentation)
Jodi Turner
Maker Monday and Take Apart Tuesday: Developing Young Children's Sensitivity to Design
Paul Dresel
Assistive Technology and the Dyslexic Student: Communicating and Compensating with Technology
Kathy Pounds
Everyday Thinking: Media Literacy
Kristin Bennett
Making Thinking Visible
Julie Smith
Drama Mamas: Strategies for Successful Conflict Resolution and Positive Partnering with Parents
Bekah Sidden Elizabeth Turner ’90
Big Friends, Little Friends
11
CENTER FOR EXCELLENCE & INNOVATION (continued)
CURRICULUM REVIEWS In the spring of 2015, both the Wellness and Arts/Studio curriculum reviews were completed. The process produced mission statements (see below) for both content areas and a set of recommendations that have become part of the Academic Strategic Plan.
WELLNESS MISSION STATEMENT
SUMMIT ARTS/STUDIO MISSION STATEMENT
Wellness is an active process of becoming aware of and making choices toward a healthy life. This includes physical, emotional, social, and intellectual health. Summit School promotes and supports wellness through our program focus: developing our students’ ability to identify and make healthy choices throughout their lives.
The arts are celebrated at Summit School. We believe that the arts are an essential language that allows children to reach full capacity and thus, experience in the arts is central to the student experience. Our arts program which students experience in ‘studio’, is led by our artists in residence who nurture engaged learners to:
Our programming provides both the opportunity to practice skills that contribute to healthy living and direct instruction for students to grow in their ability to make informed decisions for their health over time. In addition, coordination of services provided at Summit School aim to provide a healthy environment for students to learn and grow.
• Explore the role of artist, designer, musician, thespian, photographer, sculptor, potter, programmer, maker, broadcaster, inventor; • Take the arts seriously and support the spirit of discovery; • Inquire deeply and take creative risks that value process as well as product; • Develop students’ sensitivity to and perception of the world around them; • Engage in the local arts community;
" EDUCATION IS NOT PREPAR ATION FOR LIFE; EDUCATION IS LIFE ITSELF. " – JOHN DEWEY 12
• Help communicate the ideas and emotions of the human spirit; • Critique and respond to artists. Summit’s arts program engages students in active and complex learning while fostering broad dispositions and habits of mind. BACK TO TOP
PARENT LEARNING by Julie Smith Director of Lower School and Parent Learning
Summit continues to deepen our work with parents and develop the parent partnership. The Inspiring Learning Series draws parents and others from our Summit community and beyond. This is one way we demonstrate our commitment to “the greater good” and seek to create a learning space for our community. Last winter, Wake Forest Provost Rogan Kersh spoke about “Ethics and Integrity among Young People Today.” This fall we screened the thought provoking film “Most Likely to Succeed.” In addition, we welcomed two local pediatricians as speakers. Dr. Ticia Kribbs talked about anxiety in children and Dr. Bill Satterwhite ’77, Chief Health and Wellness Officer at Wake Forest Medical Center, spoke this fall on the humorous and equally poignant topic, “Am I Doing This Right?” On April 19, 2016, the Inspiring Learning Series presents “Museum Learning for Families” in partnership with The Children’s Museum, Reynolda House, SECCA, and SciWorks. At Summit, our idea of inspiring learning and creating challenging curriculum extends to the parent partnership and to this end, Julie Smith and Bekah Sidden continue to teach Mindful Parenting and Mindful Parenting for Tweens. They look forward to assisting in the creation of Mindful Parenting for Teens for parents of older students.
Gardner Barrier has been hosting “Coffee with Mr. B” on a regular basis. Discussion has surrounded works by authors Rushworth Kidder (How Good People Make Tough Choices), Sara Lawrence-Lightfoot (The Essential Conversation: What Parents and Teachers Can Learn From Each Other), and David Walsh (Why Do They Act That Way?: A Survival Guide to the Adolescent Brain for You and Your Teen). A theme for Upper School parent learning is “Start the Conversation.” Constant dialogue with each other creates the kind of village that trusts each other, takes initiative, and believes in our common mission— serving our young people as best we can. In September, the Triad Academy division hosted Orton-Gillingham 101. Orton-Gillingham 101 is designed to provide parents with a basic understanding of the approach we use to teach reading, spelling, and written language to dyslexic students. It is also of interest to those interested in better understanding the structure of the English language. All parents with students new to the Triad Academy division were strongly encouraged to attend. The event was open to the public. Lastly, a newly formed group called Parents’ Advisory Committee advises each division on our work with parents and promotes school-wide social and learning events. Each grade has one representative and meetings are held four times per year. The representatives host grade level parent gatherings and tell Summit’s story to the community and prospective parents. BACK TO TOP 13
ATHLETICS by Ken Shaw Director of Athletics
" TR ANSFORMATIONAL IS WHERE OUR PROGR AM BEGINS AND ENDS. IT IS OUR IDENTITY." TRANSFORMATIONAL ATHLETICS Transformational is where our program begins and ends. It is our identity. These are our pillars: We put students’ needs first. We hire mission-minded coaches. We live by core values. We are committed to balance in everything we do.
NEW COACHES Baseball: Bobby Price ’87 Basketball: Cyndi Bane, Andrew Hano, Andy Fansler, Kathy Culp Softball: Jeff Silver Volleyball: Drew Holgate, Kate Parker ’07 Wrestling: Pat Rimron
NEW PROGRAMS Fall: Lifetime sports Winter: 6th grade boys green and white basketball, wrestling Spring: JV girls soccer, JV boys lacrosse, softball
BATTING CAGES Thanks to the generosity of former parents Zach and Melody Wright (parents of Maddie ’15), we were able to add batting cages next to our central field for our baseball and softball teams. This is a tremendous upgrade for both individual and team improvement.
BUILDING CONNECTION In May 2015, Gardner Barrier, Cindy Kluttz, Kristin Bennett, Nancy Tuohy and I visited sister schools in CT and NY. The schools we visited, Greenwich Country Day, New Canaan Country School, Fairfield Country Day, Calhoun School, Trinity School and Wooster School, all had one of the following characteristics: progressive education, JrK-9th model, or Harvard Project Zero. The partnerships formed and knowledge gained will be fruitful for many years to come as we continue our deep, enduring commitment to a robust program for Summit students.
BY THE NUMBERS 17 sports offered 37 teams Spring 2015 participation: 180 students Fall 2015 participation: 193 students Winter 2015-16 participation: 175 students 44 coaches BACK TO TOP
14
DEVELOPMENT by Jeanne Sayers Director of Development
Giving to Summit is a tradition as old as the school. Since 1933, Summit has grown and flourished through the generosity of generations of families and friends who make Summit a philanthropic priority. Summit’s academic excellence and current strength are a direct result of the financial and volunteer support we receive from our constituents. Philanthropy is directly responsible for the current financial stability and program excellence at Summit School. All areas of Summit’s mission and strategic plan are successful and stable as a result of the generosity of our community, and we are grateful to those who support Summit with financial gifts. Total philanthropic support in 2014-2015 was $1,097,389 from 1,042 donors. Gifts and pledges for this fiscal year currently total more than $925,000. Summit’s fiscal year ends June 30, 2016. BACK TO TOP
" AN INVESTMENT IN KNOWLEDGE PAYS THE BEST INTEREST. "
While total impact is immeasurable, the following highlights are examples of how philanthropic support plays a role in inspiring learning: • The Parents’ Association contributed $108,000 to Summit last year—including $87,500 raised from the Corks and Canvases auction—designated for supporting teachers through the CEI and Summit’s current capital needs. • 99% of our faculty and staff made gifts to the Annual Fund last year, modeling incredible generosity of time, talent, and treasure. • Overall, the CEI Endowment has grown to $411,000 to secure this important source of funding for teacher professional development. Our goal is to raise $1 million. • A $250,000 commitment will allow us to share our expertise in Orton-Gillingham with public school educators and students through another year of Camp Pathfinder. • Alumni outreach includes local events at SECCA and the Diamondback Grill; and “on the road” in New York City. • 100% of trustees made gifts to the Annual Fund last year, as did 80% of parents and 9.8% of alumni.
– BENJAMIN FR ANKLIN
15
AUXILIARY PROGRAMS by Jeff Turner Director of Auxiliary Programs
Summit’s Auxiliary Programs continue to grow in number, participation and quality. Students continue to benefit from a diverse selection of enriching activities. Auxiliary programs not only provide opportunities for Summit students, but are open to the community. The following programs fall under the Auxiliary Program umbrella: • Summit Afterschool Program • Summit Summer • Summit Afternoon Academy (including gymnastics, band and music lessons) • SOAR (Summit Outdoor Adventure and Recreation) • Summit Tutoring Program • Facility Rentals • Summit Party Program
16
" WE HAVE SEEN GREAT SYNERGY BETWEEN THE ACADEMIC CURRICULUM AND THESE CO-CURRICULAR EXPERIENCES. "
SUMMIT SUMMER
# OF CAMPS
# OF REGISTRATIONS
% SUMMIT STUDENTS
% NON SUMMIT STUDENTS
2015
64
1249
40%
60%
2014
68
1208
47%
53%
2013
67
1218
35%
65%
2012
30
759
63%
37%
SUMMIT SUMMER
AFTERNOON ACADEMY
Registration for 74 camps at Summit Summer 2016 opened on February 1 to Summit families and to the public two days later. New offerings include a football camp for Lower School students taught by Mr. Mihalko and “Rec and Read” camps for rising 3rd through 6th designed by teachers Jill Hunt and Stefoni Shaw. Our Early Childhood teachers helped redesign and expanded the camps for 3 year olds to rising 1st grade to include more of what we are learning through Project Zero, Reggio Emilia and Montessori.
The Summit Afternoon Academy (AF AC) provides enriching classes for students after they finish their school day. We have seen great synergy between the academic curriculum and these co-curricular experiences. Basic Beekeeping, Chorus for 4th & 5th Graders and Woodturning are great examples of teachers bringing current curricular opportunities to younger grades at a deeper level.
To provide more consistent quality across programs we have developed two new documents called Portrait of a Summit Summer Camp Leader and Portrait of a Summit Summer Camp. Here are two excerpts. • A Leader warmly welcomes all children including the many non-Summit children who attend our camps and shows experience with and knowledge about all types of children. •A Camp inspires learning, bringing sound teaching practices to the experience and opens the world of Summit to children and parents outside of Summit.
The Spring session started on February 1st with 170 students enrolled in 22 classes. Our team of eight local musicians are working one-on-one with 75 (up from 57 last year) students learning piano, guitar, ukulele, violin, drums, saxophone, and flute. We have seen a rise in the number of students from other schools taking part in our AF AC classes and lessons. Our goal is to increase this number in the coming years.
AFTERSCHOOL The Summit Afterschool Program is thriving under the leadership of Janice Weiss. Each day 100 students experience a safe and caring environment that intentionally connects to their academic day with a dedicated staff that inspires and engages the whole child. Afterschool aims to meet the needs of parents with demanding schedules while reflecting the strong values of Summit School. BACK TO TOP
17
FISCAL HEALTH by Carter Sturkie Director of Finance and Operations
Financial sustainability is a concept that remains at the forefront of the independent school community, and rightfully so. Summit School endeavors to do more than merely sustain its current position. A fertile learning environment implies growth, and Summit strives to foster growth and innovation through a concept of stewardship, rather than sustainability. This commitment to stewardship is exemplified by the recent long-term debt retirement work undertaken by the Board of Trustees. By implementing a comprehensive multi-year financial plan, Summit has taken the appropriate steps to ensure it will continue delivering its mission for generations to come.
The long-range financial stability work that Summit embarked upon in 2012 continues to pay dividends, allowing the school to invest more in our teaching faculty. By focusing on overhead expense reduction, the school can allocate more resources towards rewarding the single most important variable contributing to student success—our teachers. A solid financial foundation also allows the school to continue its emphasis on professional development through the efforts of the Center for Excellence and Innovation. The school finished the 2014-15 school year in its best financial condition in seven years with an operating budget of $15.8 million.
" THE SCHOOL FINISHED THE 2014-15 SCHOOL YEAR IN ITS BEST FINANCIAL CONDITION IN SEVEN YEARS. "
2014-15 FINANCIAL HIGHLIGHTS • Net tuition revenue increased by $1.1 million largely due to increased enrollment • Sold remaining surplus property from the Triad Academy merger, generating cash for additional debt reduction • In spite of a challenging investment environment, endowment assets remained at approximately $15 million • Capital investment in long-term campus improvements of $360,000 • Bond debt stands at $14 million • Board of Trustees implemented a long-term bond retirement plan in November, 2015 • Principal payment of $600,000 and interest expense of approximately $300,000 due in 2015-16 BACK TO TOP
18
REVENUE Other Bus / Foodservice /Books
Endowment 1%
Auxiliary Programs
4%
5%
4%
Gifts / Rental Houses
4%
82% Tuition & Fees
EXPENSES Other Administrative 7% 4% Instructional 9%
Financial Aid
8%
9% Plant & Operations
63% Salaries & Benefits 19
ADVANCEMENT by Nancy Tuohy Director of Advancement
" 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.
20
The long-term success of Summit School depends on an enduring commitment to stewarding and cultivating resources and partnerships. Last year Summit established a single office of Advancement. Its focus is on communicating our distinctive character as a leader in progressive education, engaging members of our community in thoughtful conversation, and growing our resources in a collaborative and cohesive way.
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; • Maintainance 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 Advancement Office has spent the last year building efficiencies and expertise in data management, data reporting, communications, and marketing. We are maximizing the capabilities of the Veracross database system for both internal and external communications, including parent portals and teacher websites. The combined strategic efforts in Advancement have resulted in the two major outcomes: an increase in overall financial support and a stable enrollment with waitlists in key grades. For the past two years, our weekly email newsletter has contained a rotation of content area “news” with a balance of subject areas in each division. Press releases have been going out on a regular basis for awards,
conferences, and announcements. The school blog has had a rotation of content for the last two years, written by a variety of staff and faculty. Two blog posts have been sent to a local “mom blog” with a paid presence/ sponsorship. Press releases and blogs are also reposted to our social media channels: Facebook, Twitter, and LinkedIn. In addition to these social channels, Instagram is increasingly becoming an engagement tool for our youngest alumni and current parents. Videos are posted on UStream and YouTube. The weekly “Quick Peaks” is produced and narrated by students. It features highlights of the week. During the last 2 years, our social media engagement has grown by an average of 380% among all channels. In fall of 2015, we launched Summit Social, a social media mashup page on our website. This will remain on our site through the next iteration of our website. For school year 2015-16, it was important to create energy and pride in the form of design. Echoes 2015 (our alumni magazine) revealed a new, bold design and distinctive size. All subsequent publications (Summit News 2015, State of the School, and Summit Support 2015-16) will have a new, complementary design. In March 2016, Summit will launch a revised design for its website. The focus will shift to an external audience and contain calls to action for admission and development on each page. BACK TO TOP
21
ADMISSION by Cindy Kluttz Director of Admission
Summit School’s enrollment continues to flourish by connecting prospective and current families who share Summit’s mission of providing a challenging curriculum within a caring environment to help students develop their full potential. Families who enroll at Summit believe in a progressive educational approach, where the student experience rules the day. A Summit education fulfills the promises to build confidence, scholarship and independence in children.
A strong, well-informed, parent-led group bolsters long-term enrollment stability. Thus, a newly formed Parents’ Advisory Council (PAC), chaired by current parent, alumna, and former Board of Trustees member, Charlotte Broughton ’87, meets quarterly to share experiences and ideas in an effort to assist division directors with living out the mission of Summit School each and every day. PAC, for short, is comprised of one representative from each grade level and meets with administration throughout the year.
Summit opened the school year on August 25, 2015 with 632 students, the school’s largest enrollment since the year 2002. At press time, Summit showcases a strong enrollment of 636 students: 273 students in the Upper School (grades 6-9), 295 students in the Lower School (grades 1-5), and 68 students in the Early Childhood division (grades JrK and K). Within the Upper and Lower Schools, the Triad Academy division currently enrolls 93 full time students.
Online applications, online re-enrollment, and new student enrollment contracts continue to be powered through Veracross, Summit’s information management system. An updated version of Veracross will enable the admission office to customize digital communication to all of the school’s constituencies in a streamlined and strategic fashion.
Of particular note, grades one, six, seven, and eight are full with wait pools established in each grade. 1st grade is home to 55 students, 82 students comprise the 6th grade, and 7th and 8th grades encompass 79 students each. Summit’s attrition rate of 5% is the lowest the school has experienced since 2002. Compelling enrollment and retention statistics demonstrate the deep connection between current and prospective families with the mission of Summit School.
22
Summit School’s impressive enrollment demonstrates that the school provides a unique learning environment where families can engage in a lifelong educational experience. Summit’s rich history of helping students gain mastery of skills by solving real world dilemmas in preparation for the future lives on today. BACK TO TOP
"GR ADES ONE, SIX, SEVEN, AND EIGHT ARE FULL WITH WAIT POOLS ESTABLISHED IN EACH GR ADE." 23
2100 Reynolda Road Winston-Salem, NC 27106-5115
NON-PROFIT ORG. U.S. POSTAGE PAID Winston-Salem N.C. Permit No. 89
Scholarship at Its Best We are committed to seeing students move from mastery of the fundamentals to discovery, expertise and impact. A Fertile Learning Environment Our curriculum develops fluency, creativity and competency in every area of a child’s life. A Sturdy Confidence The best foundation for confidence is the development of real competence. Intellectual independence We give children the tools to meet challenges, take risks and be successful in a complex world. S t a t e of the A r t Facilities Designed to inspire, illuminate and connect, our facilities provide spaces for memorable exchange and individual learning. Educators Who Engage the Whole Child We equip each student for the rich journey of lifelong learning.