Deepening Our Roots and Extending Our Reach State of the School Report 2017 Summit School Strategic Plan 2016–2021
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04 MESSAGE FROM THE HEAD OF SCHOOL
06 SAIS/AdvancED/SACS ACCREDITATION FOR 2016-2021
08 STATE OF SCHOOL REPORT
22 STRATEGIC PLAN
24 EXCEPTIONAL EDUCATORS
28 INSPIRING LEARNING
32 ENDURING STEWARDSHIP 3
MESSAGE FROM THE HEAD OF SCHOOL
“Summit opened the school year with 636 students, the school’s largest opening day enrollment since 2002.” - Cindy Kluttz, Director of Admission “The Lower School is now using a math program M3 (Mentoring Mathematical Minds) from the National Association for Gifted Children that combines complex and creative thinking with advanced content.” - Julie Smith, Director of Lower School
Summit School is Inspiring Learning. This State of the School Report and Strategic Plan reflects and reveals Summit’s commitment to continuous improvement, a community-wide expression of lifelong learning.
“This year witnessed the unveiling of the Portrait of a Summit Teacher, which names the unique elements and dispositions of our teachers who strive each day to develop the full potential of every child.” - Dr. Kristin Bennett, Director Center for Excellence & Innovation Director of Curriculum & Pedagogy
In these pages you will witness both inspiration and aspiration. You will gain insight into key accomplishments in academics, technology, finance, athletics, admissions, co-curriculars, development, communications, and the Center for Excellence & Innovation. You will learn about Summit’s recent accreditation by the Southern Association of Independent Schools. And you will explore the details of Summit’s bold new Strategic Plan 2016 - 2021: Deepening Our Roots and Extending Our Reach.
“It’s amazing how our progressive education approach has grown at Summit over the years. At the same time, we’ve maintained our Summit culture—staying true to who we are.” - Summit teacher during Strategic Plan session
The words and images in this report tell the story of Summit’s roots and reach at work. This can be seen in the insights and heard in the voices below:
“We have provided parent and community learning opportunities to increase awareness about dyslexia: Orton-Gillingham 101 and writing workshops with nationally recognized trainer William Van Cleave.” - Carrie Malloy, Director of Triad Academy Division
“You have created something that people spend a lifetime trying to create: an environment in which students are continuing to develop intellectual curiosity and independence [as they] become critical thinkers and problem solvers.” - SAIS visiting team
“While there are many facets of the new Strategic Plan, they are connected in a process that moves the school forward, always toward our true north.” - Board of Trustees member
“Summit School is the school I wish I had attended…Imagine a school built around the adolescent mind. We learn through engaging experiences in cityscapes and cloud forests as well as classrooms and labs. We shift among roles as teachers, coaches, mentors and learners.” - Joshua Keilty, Director of Upper School
Our mission is both timely and timeless, as reflected in our strategic goals of Exceptional Educators, Inspiring Learning and Enduring Stewardship. In our ninth decade, we remain
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committed to developing the full potential of each child. Thank you for all that you do to make inspiring learning possible—now and in the future. Onward and upward,
Michael Ebeling Head of School
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SAIS/AdvancED/ SACS Accreditation for 2016 - 2021 We are pleased to announce that after a year-long rigorous self-study, Summit School has received SAIS/AdvancEd/SACS accreditation for 2016 - 2021. Accreditation is a critical process by which independent schools are governed. Managed by the Southern Association of Independent Schools (SAIS) and AdvancEd/SACS, accreditation ensures a school is providing successful education of children aligned with the school’s unique mission. As stated by SAIS, “. . .accreditation is recognized throughout the world as a symbol of quality in education for students and teachers. To earn accreditation, schools must meet quality standards, be evaluated by an outside group of peer professionals, and implement a school plan focused on strategic improvement and student performance.” The Visiting Team’s report gave special recognition to Summit’s “continuous improvement model. . .(a great model for others) that integrates the Mission, Vision, 6 Promises and Core Competencies with the strategic planning process and accreditation self-study.” In their summary, the Visiting Team writes, “Summit is coming from a position of strength . . .We would like to thank the school for its exceptional hospitality and great transparency in our many in-depth conversations with stakeholders across the school. We were most impressed by the truly magical learning environment that exists at Summit and its commitment to continuous improvement.” After reviewing our Self-Study, examining our new Strategic Plan, and spending 2 days on campus, the Visiting Team offered commendations and recommendations in support of Summit’s three strategic goal areas: Exceptional Educators, Inspiring Learning and Enduring Stewardship.
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Highlights from the team’s report were as follows:
Commendations
Recommendations
• Clarity of vision and intentional delivery of progressive education that is supported by curriculum design, pedagogical methodologies, professional development, and administrative support
• Seeking opportunities and identifying mission-appropriate events that celebrate the cultural and intellectual depth at Summit School • Working toward the development of a “Portrait of a Graduate” and unpacking the outcomes that are associated with Core Competencies
• Parent community which honors and celebrates the faculty as a whole and the individual ways in which teachers honor each student’s strengths and approaches to learning
• Continuing to be forwardthinking by anticipating the professional development needed to support future initiatives and opportunities for teachers’ growth and to leverage the community partnerships that already exist
• Development of students who possess intellectual curiosity and independence while growing as critical thinkers and problem solvers
• Continuing to expand opportunities for teachers to be mentors and leaders and to celebrate internal expertise
• An environment which exemplifies a culture of learning for the children and adults in its care
• Exploring leadership giving capacity and aligning it closely with priorities that emerge from the master campus planning and strategic academic plan
• The merger with Triad and its positive impact • The Head of School and Board’s transparency and communication with stakeholders
• Visiting other mission-aligned schools/new school models in order to build a supportive network and community for continued growth and planning
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Julie Smith Director of Lower School
The Lower School at Summit exemplifies roots and reach. Our program strikes a balance between honoring our traditions and embracing innovative pedagogy. The influence of Project Zero brings a wealth of research-based, innovative ideas to Summit students.
progressive philosophy of allowing children to solve real problems using creative thinking, collaboration, and experiential opportunities, we are excited to have a space that allows students to tinker. Giving young people the tools and space to explore, create, experiment, and try again empowers them to believe in their ability to solve problems. This studio working in concert with our Lower School Design Center prepares students for work in our Upper School Design Center.
Lower School Curriculum
• Words Their Way: Further implementation of this curriculum to promote literacy development across all grades in lower school.
• Environmental Design: Giving care and attention to how the classroom looks as well as the materials placed in it is essential to the growth of younger students. Last summer many teachers worked to re-imagine ways to make the classroom both orderly and beautiful. In October, in collaboration with Piedmont Association for The Education of Young Children, we welcomed internationally recognized space expert Sandra Duncan, author of the book Inspiring Spaces. She used Summit Lower School classrooms to showcase her talk to more than 80 local preschool teachers followed by a tour of our classrooms which she used as exemplars of best practice.
• Gifted Students: Additional small group work led by a specialist in each grade allows gifted students to deepen thinking and develop creativity. We are also using a computer-based program called IXL that allows for differentiation in math. In addition a new program called M3, Mentoring Mathematical Minds, is being used. It won the distinguished curriculum award from The National Association for Gifted Children. This program combines complex and creative thinking with advanced content. • Throughlines ensure deep engagement over time and build wonderful memories! + Museum Learning: JrK-5th grade spend sustained time at Reynolda House, Old Salem and SECCA building partnerships and relationships with these institutions.
Parent Learning
• Book Club: The entire school participated in several sessions based on the book How To Raise An Adult written by former Stanford University Dean Julie Lythcott Haims.
+ Live Music: Small groups from the Winston-Salem Symphony are performing for each grade.
• Mindful Parenting: This four week course written by Julie Smith and Bekah Sidden continues to draw a large group each session. An evening version is being offered this spring to accommodate working parents and couples.
+ Nature Learning: Fifth grade Enrichment Week trips have been realigned to culminate nature learning with trips to Chewonki, a camp in Maine; Green River Preserve, a camp in North Carolina; and a day experience in nature at the Blue Ridge Discovery Center.
• Spring Wellness Series: This series will focus on these relevant parenting issues: development, sex education, mental health, and prevention of addiction. Experts from the community will share resources with parents of students in 4th-6th grades.
• Tinkering Studio: This innovative way of thinking, a cutting edge approach, is now a part of our second and third grade studio rotations. In keeping with Summit’s commitment to the 8
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Joshua Keilty Director of Upper School
Summit Upper School is the school I wish I had attended. Working and learning alongside these young people is the next best option. Imagine a community built around the adolescent mind. We learn through engaging experiences in cityscapes and cloud forests as well as classrooms and labs. We shift between roles as teachers, coaches, mentors and learners. As the world continues to change and each class brings new opportunities, our curriculum is challenged to respond in kind. With robust professional support and the latitude to meet each child where she/he is, our teachers daily create not lessons but experiences.
• Redesigning the Library as a social and collaborative space while improving its efficiency for reading and research • Equipping the science labs with new data collection systems and providing Chromebooks to all the students in grades 7-9 • Expanding the Clubs program with new options such as Throwing and Coding for two seasons • Streamlining communication to ensure each educator in the partnership has enough information to support the learner while providing enough space for each student to feel in charge of her/his learning.
As a community we have made several key upgrades to the Upper School that support our work: • Enriching the Advisory program to provide both academic and social/emotional support critical to learning at any age but particularly important during adolescence
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Too numerous to list are the thousands of improvements both minor and profound that experienced educators make daily to labs, projects, and questions that keep the Progressive curriculum exciting and responsive to adolescent growth.
Carrie Malloy Director of the Triad Academy Division
The Triad Academy division is recognized as a model program for meeting the academic and social needs of bright students with dyslexia. With a distinctive commitment to both Orton-Gillingham (O-G) and progressive pedagogy, these principles converge in the Triad Academy division, resulting in an unparalleled learning experience for dyslexic students in our community.
• Students and faculty seamlessly integrate throughout the day with their peers and colleagues in the Lower Schools and Upper Schools. Triad Lower School students have benefited from the curricular refinements in the Robotics and Fabrication Lab, the Tinkering Studio, and the service learning focus in our Big Friends/Little Friends program.
Our goal for each student is to close the literacy gap between performance and potential, and provide that child with the compensatory strategies necessary to be independent, successful learners in other divisions of Summit School. Routinely, families relocate to the Winston-Salem area for their children to attend our program.
• Every Triad division faculty member has been trained in multi-sensory math and from this we have developed our own multi-sensory math curriculum based on Orton-Gillingham principles. Students are benefiting greatly from a math curriculum developed to accommodate their unique needs.
Program highlights for the 2016-17 school year include the following:
• Studies repeatedly show that teacher expertise and foundational knowledge regarding the structure of English are the greatest variables in predicting dyslexic students’ literacy progress. Our program features one of the most highly credentialed Orton-Gillingham faculties in the country. With two AOGPE (Academy of OrtonGillingham Practitioners and Educators) Fellows, four Fellows-in-Training, and five new Associate level applicants anticipated this spring, half of our faculty will be credentialed by the Academy at various levels of accreditation.
• Twenty-two students successfully transitioned from the Triad division into our Lower Schools and Upper Schools. Intentional systems and supports were created in close collaboration with administration in both the Upper and Lower Schools to ensure that these transitioning students had the support necessary to successfully acclimate outside of the Triad program. • With a focus on best practices in early literacy intervention, the division launched a first grade program this year, fulfilling our commitment to early identification and remediation for children with dyslexia. • Fifty-seven (57%) percent of Triad division third graders qualified for the Duke Talent Identification Program based on spring 2016 ERB scores.
• We have provided parent learning opportunities to increase awareness about dyslexia: Orton-Gillingham 101 and writing workshops with nationally recognized trainer William Van Cleave, have provided access to current topics in the field for parents and other educators in the greater community. • Camp Pathfinder, our five-week summer Orton-Gillingham program, has grown in attendance from 35 students to 50 students.
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Kristin Bennett Director Center for Excellence & Innovation Director of Curriculum & Pedagogy
This year witnessed the unveiling of the Portrait of a Summit Teacher. This portrait names the unique elements and dispositions of our teachers who strive each day to develop the full potential of each child. This portion of the Portrait speaks specifically to professional growth: • As a lifelong learner committed to professional growth, I… + Reflect on the art of teaching and study the science of learning, always seeking to apply what I learn
• North Carolina Association of Independent Schools Annual Conference (14 teachers presented) • Upper School Progressive School Visits to Washington DC (15 teachers) • Mark Church Cohort, PZ Research Consultant (22 teachers, 64 total for all years) • Inaugural year of summer course, Progressive Education Summit (14 teachers from all divisions) • Establishment of Cultures of Thinking Study Groups, professional learning communities working on personal practice inquiries (all teachers, all divisions)
+ Engage in ongoing personal and professional growth, embracing its inherent change + Study the Progressive Education tradition and apply its evolving principles in my practice: both pedagogical and curricular + Strive for excellence in my planning and preparation, classroom environment, instruction and professional responsibilities. Some highlights from our teachers’ work with the Center for Excellence and Innovation illustrate how the ‘Portrait’ lives during a school year. • Regional, national, and international conferences and workshops attended (26 conferences, 43 faculty)
Additionally, the Center for Excellence and Innovation hosted several signature conferences and workshops. These workshops bring educators from the state and region to learn from the expertise of our talented teacher leaders. • 2nd Divergent Thinking Summit: Design.Make.Learn (178 educators attended, 16 Summit teachers presented) • Inaugural Early Childhood Summit (33 educators attended, 6 Summit teachers presented) • Mindfulness for Educators, Part I (35 educators attended, 3 Summit educators led)
• Project Zero Washington DC (20 teachers attended, now 80% of our faculty has attended)
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• Association of Orton-Gillingham Practitioners and Educators Associate Level Training Course (2 cohorts of 42 teachers, 9 Summit teachers led).
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Ken Shaw Director of Athletics
Summit Athletics is a robust experience for Upper School giving students opportunities in 18 sports. Central to our success is staying true to our core value of transformational coaching. This focus allows us to pursue all of Summit’s six promises, especially building a sturdy confidence. Coaches intentionally tie this important promise into their core values each season. There are several additional areas that we have focused on recently and will continue to in the days ahead: • Increased professional development opportunities for Summit coaches • Keeping our beautiful athletic facilities up-to-date with the latest safety standards and signage that is both inviting and defining to the Summit experience • Leadership opportunities for students within athletics. • The pillars of Summit Athletics remain constant: + We put students’ needs first. + We hire mission-minded coaches. + We live by core values. + We are committed to balance in everything we do.
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Jeff Turner Director of Co-Curricular Programs
Our Co-Curricular programs are designed to extend opportunities for students to develop their full potential. Students may enroll in classes and camps that allow further exploration of topics and skills they learn during the school day. We are also able to offer new experiences that students may not have encountered in the regular curriculum. These offerings allow us to try something unique, exploring its relevance and meaning for our children. Programs are open to all students from all schools.
The following provide exploration outside of the regular curriculum: • Afternoon Academy - Band, Wood Turning, Beekeeping, Gymnastics, Private Music Lessons, Chess, Sewing, Wrestling • Summit Summer - Fishing, Drone Racing, Personal Finance, Band Camp, Pulitzer Journalism Camp Our investigation of the Innovation Quarter (IQ) this fall was a real eye-opener. Seven 4th & 5th Grade students traveled by Summit bus to the IQ once a week visiting Inmar, BioTech Place, The Variable, and Carolina Liquid Chemistries. The students were inspired by the places, people and purpose of the IQ. Words they used to describe the experience include: technology, start up, entrepreneurial, modern, new, smart, design and fun. We are enrolling for our next Afternoon Academy IQ class and our first Summer IQ camp!
Here are some examples of classes and camps that extend our school day activities: • Afternoon Academy - Acting, Pottery, Spanish, Outdoor Science, Robotics • Summit Summer - Robotics, Photography, Tinker Time, Spanish, Maker Shop, STEAM Camp
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Chris Culp Director of Technology
• Our students are design thinkers. At every grade level, they learn to apply these skills in the classroom and beyond.
Summit engages students with technology that supports and inspires deep thinking in studio classes, integrated classroom instruction, and Co-Curricular programs (Afternoon Academy and Summit Summer).
• Our campus is wired in a scalable way that allows the school to grow at a moment’s notice and handle the load associated with a 21st Century education.
• Each school day, Summit students become comfortable with and proficient with today’s technology and are preparing for the future.
• Summit has been a Google Premier Education School since 2009. Students use online applications to collaborate, plan and communicate for grades 1 through 9 and in grades 6-9 we integrate email.
• Technology classes and camps in our Afternoon Academy and Summit Summer Program are designed to broaden and enrich our students’ experiences.
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Carter Sturkie Director of Finance and Operations
Summit School’s budget is a reflection of its priorities, as contained in the recently completed strategic plan. A fertile learning environment implies growth, and Summit strives to foster growth and innovation through intentional and enduring stewardship. This commitment to stewardship is exemplified by many initiatives undertaken by the Board of Trustees. Through thoughtful implementation of a comprehensive multi-year plan, Summit has taken the appropriate steps to ensure it will continue delivering on its mission for generations to come. 2015-16 Financial Highlights
• Conducted a comprehensive facilities audit, which confirmed that the campus infrastructure remains in good shape + Audit helps prioritize near-term capital spending and improvement plans + Also helps forecast longer-term needs so that school can anticipate larger expenditures and plan accordingly • Capital investment in long-term campus improvements of $390,500 + Total debt reduction in 2015-16 of $744,500 + Bond debt stands at $13.4 million + Principal payment of $600,000 and interest expense of approximately $300,000 due in 2017
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Nancy Tuohy Director of Advancement
2017 Gala: March 25, 2017
formulas, but the transformation of every student?” As with all of our Inspiring Learning events, this is free and open to the public—invite your friends and neighbors.
The biennial Summit Gala is a highly anticipated community celebration. Hosted by the Summit Parents’ Association, the event is an investment of time, talent and resources to sustain Summit’s future for our children and those to come. Our community is grateful to the parent, alumni, and community volunteers who make this event possible.
Parent Survey
Many thanks to the parents who help us learn from one another about the student experience at Summit. As our community prepares for the next five years and beyond, we must know what our parents value. Through annual surveys, we know that our parent body values Summit’s mission—its caring environment, our focus on fundamentals paired with the activation of curiosity, a rich, varied curriculum, and the countless learning experiences beyond the classroom. Based on parent responses, it is evident that our community is aligned with the principles of Progressive education, and our educators strive to fulfill our mission daily, in each and every child.
Inspiring Learning Series: April 25
Thanks to a generous donor, Summit will host a screening of the highly-praised film Beyond Measure. “[T]his film asks us to reconsider the greater purpose of education. What if our education system valued personal growth over test scores? Put inquiry over mimicry? Encouraged passion over rankings? What if we decided that the higher aim of school was not the transmission of facts or
BOW
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BLI NG
Cindy Kluttz Director of Admission
Summit opened the school year with 636 students, the school’s largest opening day enrollment since 2002. As of this writing, Summit showcases a strong enrollment of 643 students: 283 students in the Upper School (grades 6-9), 301 students in the Lower School (grades 1-5), and 59 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. Summit reflects a diverse community with students enrolled from 29 different zip codes and 13 distinct ethnic backgrounds.
Summit is thrilled to offer a pilot 3-year-old program for the 2017-18 school year. The class will be offered in the Early Childhood wing, from 8:15 am - 12:30 pm with an option for lunch bunch and consideration for after-school on a case-by-case basis. The class will be considered full once we reach 12-14 students. We are delighted to welcome these young Eagles to campus!
Jeanne Sayers Director of Development
• Alumni outreach includes local and regional events. Alumni giving has increased to an 11% participation rate.
Summit’s culture of philanthropy is healthy and growing, as evidenced by the many generous ways our community is expressing its support. Philanthropy is directly responsible for the current financial stability and program excellence at Summit School, and allows for strategic growth and vision.
• During Summit’s inaugural Week of Giving in September 2016, 193 donors representing all constituencies, including two current students, contributed more than $120,000.
• Total support in 2015-16 was $1,332,524, which was 21% higher than the previous year.
• Gifts and pledges for this year currently totals more than $950,000. Summit’s fiscal year ends June 30, 2017.
• 100% of the Board of Trustees and 100% of full-time faculty and staff made a financial contribution last year, in addition to their gifts of leadership, time, and talents.
We are deeply grateful to all those who make Summit a philanthropic priority—thank you!
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Strategic Plan 2016–2021
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EXCEPTIONAL EDUCATORS Summit faculty and staff have a rich history as talented, generous, leadership-oriented experts in their fields who enthusiastically meet the academic, social, emotional, and physical needs of a high-achieving and diverse population of learners. As lifelong learners who shape the future, we will continue to focus on thinking creatively, reasoning systematically, and working collaboratively, both within and beyond the Summit community. 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.
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01 GOAL
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Design and implement a mission-centered and resource-aligned best practice professional growth model for attracting, hiring, developing, evaluating and inspiring the highest quality educators.
GOAL
Design and implement a robust model for developing faculty leadership as mentors, action researchers, innovators, and public thought leaders for teaching and learning.
• Develop, adopt and implement Summit School “Portrait of a Teacher”
• Formalize opportunities for faculty leadership work within and across divisions
• Develop, adopt and implement a structured, best practice model for faculty compensation that serves the mission and enhances the culture of Summit School
• Establish leadership development as a formal strand of the overall professional development offerings through the Center for Excellence and Innovation
• Align performance review model and compensation model with all elements of “Portrait of a Teacher”
• Support faculty and administration in publishing and presenting on recent innovations and enduring features of Summit curricula and program
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03 GOAL
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Through the work of the Center for Excellence and Innovation, establish Summit as a leader in organizational collaboration and educator training.
GOAL
• Extend the reach and improve the quality of external professional development
Develop and implement an innovative and unique school-wide approach to student learning profiles, focusing on the elements of academic skills, cognitive profile, social-emotional profile, and family history/context. • Form a cross-divisional task force of teachers and administrators to lead the initiative
• Create opportunities to share the Triad Academy/Summit merger as an exemplar of strategic collaboration
• Create a Student Learning Profile document that can be used within each division and that is aligned across divisions
• Further develop strategic relationships with local museums
• Establish an ongoing process within each division and aligned across divisions for developing, maintaining and using profiles to better meet the needs of students 27
INSPIRING LEARNING Inspiring Learning is both who Summit is and what Summit does. Our graduates are prepared, honorable, curious, accepting, and socially responsible. Possessing these core competencies inspires Summit students to address the challenges of the future by positioning them to create that future. Our program reflects the changing education landscape and is designed for each student to develop his or her full potential. Inspiring learning at Summit is not limited to students. We cultivate a culture of learning that encompasses our parents, faculty, staff, board, administration and the wider public. Focusing on the developmental needs of children, current research, science, and best practices, the professionals at Summit School engage in collaborative, vigorous, and structured professional learning geared toward excellence and innovation in all aspects of our program.
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01 GOAL
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Further refine, document and implement a unique JrK – 9 curriculum design model aligned with and guided by Summit’s Progressive tradition principles.
GOAL
• Continue to refine the Summit annual Curriculum Review process
Lead a strategic, systematic, and community-wide exploration of the role of civic engagement in the student experience. • Develop mission-centered and core competency-based JrK-9 opportunities for social entrepreneurship
• Formalize and make systematic relevant work from Project Zero in our curriculum design model
• Establish a co-curricular and curricular presence in the Winston-Salem Innovation Quarter focusing on innovation, collaboration, and civic engagement
• Formalize curriculum leadership teams comprised of faculty and administrators charged with continuously documenting and aligning curricula within and across academic disciplines and divisions
• Further develop our JrK-9 service learning program in the context of what it means to be a citizen (of one’s community, one’s state, one’s country, and the world)
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03 GOAL
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Pursue inclusivity as an essential facet of the Summit community.
GOAL
• Develop and apply a school-wide understanding of community • Develop and apply a school-wide understanding of diversity • Develop and apply a school-wide understanding of cross-cultural competence
Cultivate and clarify partnerships locally, regionally and nationally, with sister schools, institutions of higher learning, and organizations focused on innovation and entrepreneurship in the areas of: teaching & learning, curriculum and program, child and adolescent development and professional growth. • Form a cross-divisional task force of teachers and administrators to lead the initiative • Develop action plans, timelines and responsible parties for each of these four areas • Strategically communicate and regularly celebrate the presence, purpose and accomplishments of these partnerships
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ENDURING STEWARDSHIP Summit’s Roots & Reach are unique. Safeguarding Summit’s viability for generations to come requires both vision and discipline—honoring Summit’s enduring philosophy, principles and mission while adapting to a volatile, uncertain, complex and ambiguous world. Stewardship is about paying our debt to the future by creating an enduring, strategic, innovative and mission-aligned infrastructure for the school, thus assuring that the Summit experience continues to be accessible to a broad and diverse range of families who are part of a vibrant and inclusive community. The Continuous Improvement Model serves as the engine for constantly aligning resources with vision and mission— now and in the future.
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01 GOAL
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Develop and implement a long-term strategic financial plan for the school.
GOAL
• Implement the board-approved plan for retiring the school’s debt
Develop and implement a Major/Capital Gifts Program. • Complete $1 million fundraising initiative to endow the Center for Excellence and Innovation in Teaching and Learning
• Implement and track the Advancement strategic plan
• Develop, prioritize, timeline, and establish funding mechanism for capital initiatives that rise out of the Academic Strategic Plan
• Continue to refine, coordinate and align the work of the Finance, Advancement, Personnel, Facilities, and Investment Committees of the Board of Trustees in support and execution of the Strategic Plan
• Develop, prioritize, timeline and establish funding mechanism for capital initiatives that rise out of the Facilities Master Plan
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03 GOAL
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Develop, implement and sustain a comprehensive continuous improvement model for the school.
GOAL
Complete ongoing strategic infrastructure initiatives. • Complete post-merger analysis
• Complete 3-5 year strategic planning for: Academics, Technology, Center for Excellence and Innovation, Athletics, Co-Curricular Programs, Advancement (marketing/ communications, admissions, development) and Business Office
• Settle the question of whether to establish a grades 10-12 division of the school • Complete facilities master plan
• Integrate key findings from SAIS re-accreditation process and strategic planning processes into the refinement and execution of the school’s overall Strategic Plan • Merge strategic planning, ISM stability marker work and self-study processes into an integrated process called the Continuous Improvement Model
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