Summit News 2018 by Summit School

SUMMIT NEWS ISSUE 10

WINTER 2018

Eaglets Flying High! page 4

INSIDE THE ISSUE SUMMIT NEWS ISSUE 10 WINTER 2018

SUMMIT SCHOOL 2100 Reynolda Road Winston-Salem, NC 27106 336.722.2777 summitschool.com

SUMMIT NEWS 2018

Photography Martin Tucker — Writing Amy Hughes — Design One Hero Creative, Inc. — Editor Nancy Tuohy Director of Advancement

Summit School admits students of any race, religion, color, and national or ethnic origin.

4 Eaglets Flying High! 6 Persuading a President 9 In Memoriam: Aurelia Gray Eller ’47 and Omnia Fred Fowler ’54 10 Plugging In to Understanding: Blended Online Learning 12 Making the Move for Triad 14 Barbara Scantland, Winner of the Marian Millaway ’69 Douglas Award for Faculty Excellence 16 Where Everybody is a Somebody 18 Transitions & Farewells 21 Social Entrepreneurship 24 State of the School 2018-2019

A MESSAGE FROM THE HEAD OF SCHOOL

Summit students love learning. The soul of the Summit experience is found in our children’s pursuit of lifelong learning. As experts in child development, curriculum design, and teaching and learning, our teachers guide students on a unique journey each day. The pages that follow reveal student potential developed and expressed through student voice—that worldchanging capacity comprised of two essential elements: believing that you have something meaningful to say and knowing that those around you truly value your thoughts. This vision of the value of voice can be seen in the following quotations from this issue: “We are passionately committed to and love the hearts and minds of younger children. Our dream is that we continue to create research-based, cutting-edge programming that allows children. . . to be curious citizens, positive contributors, self-managed humans and lifetime learners.” - Julie Smith, Director of Lower School “At the end of the day, we are focused on helping our students to build a foundation of learning that will stay with them through their entire lives.” - Ashley Stabolitis, Summit Upper School math teacher

“That no matter whom you ask, be it student, faculty member, parent or alumni, they will say Summit is my school. I belong here.” - Cathy Denning, Tri-Chair of the Dream School Initiative and 2nd grade teacher “Persuasive writing is one way to help children gain agency and voice. When students have the freedom to write about and act upon their passions, they attempt things that we might never imagine. . .as they work to make the world a place ‘where everybody can be a somebody.’” - Raegan Dalbo, Summit 5th grade teacher At the heart of founding Head of School Louise Futrell’s “dream school” is a thriving vision of voice. As Summit Eaglets teacher Heather Younts expresses it, children “view their classroom as a community, a space that is their own where they can be themselves, be joyful and most importantly be understood.” Thank you for helping the Summit community realize this dream each day with each child. Onward and Upward,

EAGLETS

FLYING

SUMMIT NEWS 2018

HIGH!

If you have been to the Summit campus recently, you may have noticed ten tiny curious faces who seem much younger than other students. These are the Eaglets. In its second year, the Eaglets program offers an on campus educational experience for three-year-old students. Last year’s class was the pilot for this new endeavor. “There is so much research that shows how much children are impacted at the age of three by quality programs and education,” said Julie Smith, Director of the Lower School and Parent Learning. “That is why the Eaglets program is a natural progression for Summit as it allows us to take our proven approach to young children and extend that reach a bit further.” Eaglets teacher, Heather Younts, could not agree more. “We are very focused on fostering curiosity and wonder, and laying a foundation for a joy of learning with our Eaglets,” said Younts. “If you think about it, these students have only been on this earth for 36 months. This time in their lives is the sweet spot of innocence and readiness to learn.” Eaglet students start the year by getting to know each other, focusing on routine, understanding their environment, and how to use the materials they are provided. From a unit perspective, the Eaglets study apples and pumpkins in the fall as well as butterflies. They also spend time on a ‘me and myself’ unit to help them focus on their families and understand the world around them. And this year, the Eaglets have a special place to call their own – a loft in their classroom that was made safe for the students by the incomparable Summit maintenance staff using reclaimed wood from the bleachers in the Eagle’s Nest Gymnasium to build a staircase and railing. Said Younts, “They view their classroom as a community, a space that is their own where they can be themselves, be joyful, and most importantly be understood.” There is currently a waiting list for the Eaglets program due to space constraints, but Smith would like to see the program grow. “We are passionately committed to and love the hearts and minds of younger children,” said Smith. “Our dream is that we continue to create research-based, cutting edge programming that allows children to get the foundation that they need to be curious citizens, positive contributors, self-managed humans, and lifetime learners.”

“Never doubt that a small group of thoughtful, committed citizens can change the world; indeed, it's the only thing that ever has.”

— Margaret Mead

SUMMIT NEWS 2018

Fletcher Grubbs ’19, President Clements, Lauren Grubbs ’22, mother Katie Grubbs, and father Parker Grubbs ’88

Persuading a President Summit Fifth Grader Wants to Save Tigers by Joining Colleges Together By Nancy Tuohy Director of Advancement

In the spirit of small groups of citizens changing the world, Summit fifth grader Lauren Grubbs followed her passions for animal conservation and Clemson University, all the way to the university’s president. Lauren and her family are avid Clemson Tiger fans. As part of a fall assignment in persuasive writing, her pitch was sent to Dr. James P. Clements, Clemson University President. She offered a four-point convincing argument as to why Clemson should lead an effort for all colleges with tiger mascots to join together for worldwide tiger protection and sustainability. In her letter she outlined the current state of the global tiger population (3,890 at the time of her research), reasons why Clemson should lead the effort, and why it will take current and future college students to make a difference. What a delight and surprise for Lauren to find out that Clemson had recently spearheaded just such an initiative. Called the U.S. Tiger University Consortium, Clemson has joined forces with Auburn University, Louisiana State University, and the University of Missouri. The universities are combining their expertise in training, research, technology and communications for a common goal: saving tigers. These schools “want their mascot to roar forever” says the Consortium website. The Consortium was initiated by Clemson University President James P. Clements, who also serves on the Global Tiger Initiative Council. This international council made up of business and conservation leaders was formed to assist the Global Tiger Forum to save the remaining populations of wild tigers with a goal of doubling tiger numbers in the wild by 2022. After receiving Lauren’s letter, President Clements realized that “Lauren gets it” and wants to do her part. Lauren also saved money from her dog walking business and made a donation to the Consortium. Clements says, “As Clemson Tigers, we can’t sit back as the few tigers left dwindle down to the point of extinction. We must take a stand alongside our fellow tiger schools to protect our beloved mascot.” President Clements invited Lauren and her family to Clemson this past spring with the idea that Lauren would be an engaging advocate for the program. Lauren helped the Consortium by reading her letter in a video produced by Clemson to garner support for the program. While there, the Grubbs family attended the spring football game and were guests in the president’s box at the stadium. Just before the game start, President Clements read part of Lauren’s letter to the group assembled there and brought her up to the podium to introduce her. Lauren is a bright, passionate student who never doubted her ability to change the world for tigers. Her research, writing, and perseverance paid off. One can only imagine where she will go from here.

Persuading a President continued By Raegan Dalbo Fifth Grade Teacher

Our spring 2018 fifth grade persuasive unit, which ended triumphantly, began with groans and sighs. The children were sad to stop writing creative stories, and I had to beg them to change gears. I argued that learning how to persuade people through writing is a critical skill. We discussed what kind of arguments were convincing and why. The children were quick to realize that the audience mattered. Parents are persuaded by different motivations than friends are because they value different things. What might support their arguments? When was it better to use data, tell stories, tug at heartstrings, or refer to experts? The children tried out their verbal skills during classroom debates. Initially, I was the audience. One day, students were tasked with convincing me whether I should take my children out for Mexican food or go to Chick-fil-A. They crafted strong arguments as teams, researched, and then thought of ways to rebut the other team’s arguments. The Chick-fil-A team promised that my children would love the play area, and I’d have a chance to check my email. The opposing team explained that the play area was unsanitary, and going to a Mexican restaurant would enrich my children’s lives by exposing them to another language and culture.

SUMMIT NEWS 2018

Based on the sound verbal arguments produced, the students were ready to write their first batch of persuasive letters. I invited them to write a letter and persuade someone in their family or beyond about something they cared about. Some students wrote to athletes and tried to convince them to donate money or visit Summit. Others wrote to parents asking them for trips or presents. With the first round of letters complete, I challenged them to write on behalf of others. This round of persuasive writing resulted in heartfelt letters based on the children’s passions and worldviews. One child wrote to his representatives because he was concerned about the national debt. Others wrote President Trump and their Senators because they worried about what was happening to immigrants. Lauren Grubbs combined her love of animals and Clemson University. She had the wonderful idea of asking Clemson to partner with their rival Auburn, which also has a tiger mascot. She wrote to the President of Clemson and encouraged him to put aside their rivalry and come together over their love of tigers. It turns out that he had a similar idea, and he wanted her help. This past spring, Lauren got the chance to go to Clemson and make a video about Clemson’s efforts to save tigers. As a Clemson fan and tiger lover, she was overjoyed to be involved in this work. For me, this persuasive unit was such an amazing glimpse into what can happen when we look closely at the world around us, dream about the changes we’d like to make, and then take action. Marshall Smith and Amelia Bergman started a book drive named Book It and ended up collecting over 800 titles. They held two separate book drives that benefited H.O.P.E. of Winston-Salem, the Augustine project, and Speas Elementary. Many other children wrote to politicians and celebrities asking them to make the world a more just place. Persuasive writing is one way to help children gain agency and voice. When students have the freedom to write about and act upon their passions, they attempt things that we might never imagine like writing to Clemson to try and save tigers or starting a book drive. It is a privilege to support these students as they work to make the world a place where “everybody can be a somebody.”

By Sandra Adams, former Head of School Aurelia Gray Eller ’47 knew Summit as well as anyone in Winston-Salem. As a student under Miss Futrell’s leadership, she attended Summit when it was located on Summit Street. She excelled academically, participated in many dramatic productions, and earned the coveted Galahad award presented to the student who had amassed the most citizenship points for the school year. She was a star in every way. It was a given that she would send her own children to Summit: John D. Eller III ’71, Aurelia Eller Cathey ’74, and Mary Louise Ball ’75. Because Aurelia loved and respected her alma mater, she believed strongly that Summit knew what was best for her children. If any of them complained about the hard work or a tough teacher, her response was something along the lines of “You can deal with it. We don’t question the school.” She attended every event the school offered, never missed a parent conference where she took careful notes, and was a great ambassador for Summit in the larger Winston-Salem community. Summit’s board of trustees was among the many boards she served in our community. Her passion for the arts, her vision and action regarding the benefits of diversity, and her willingness to attend meetings rather than just lend her name were renowned. On the Summit board, she was a careful listener, a thoughtful thinker, a cheerleader for the school’s programs, and an advocate for Headmaster Doug Lewis whom she greatly admired.

How fitting that Aurelia returned to Winston after an abode in Florida in time to be an active Summit grandparent for grandsons J.D. ’08 and Gray ’09 Eller. Aurelia was present at every sports event, every presentation, and every grandparent gathering. She was a presence wherever she went. Aurelia was an important part of the Advocates’ Council and the Alumni Council since their inception. These groups exist to make sure that connections remain strong for all constituents of our wonderful school. As long as her health allowed, Aurelia was an active member of these groups, eager to learn the latest happenings at the school she loved. Aurelia informed the school that she had left a bequest knowing that future Summit children and teachers would benefit from her gift. She was Summit through and through and we are a better school because she was.

Omnia Fred Fowler ’ 54 Omnia Fred Fowler ’54 had a life long connection to Summit as a student, parent, and grandparent. His relationship with the school spanned seven decades and includes siblings, cousins, nephews, and uncles who also attended. He was a member of the third generation of Fowlers to own Modern Chevrolet now known as Modern Automotive. Fowler also enjoyed endless community service projects, particularly the many years he organized and ran the Winston-Salem Annual Christmas Parade. Three generations of Fowlers: West ’86, Ben ’18, Fred ’54

IN MEMORIAM

Aurelia Gray Eller ’ 47

PLUGGING IN TO UNDERSTANDING: 10

BLENDED ONLINE LEARNING

SUMMIT NEWS 2018

Jason Felten, 8th grade science teacher at Summit, and TJ Petronzio, 7th grade science teacher, felt the same way about the existing online Earth Science curriculum, which is why they rebuilt the course from the ground up. “The Earth Science course was created to provide a condensed, over the summer opportunity for students to get one honors level credit towards graduation, which is great, but we started asking ourselves how this course was really adding to the student experience,” said Felten. That is why Summit’s online courses include an ‘unplugged’ component as well.

Online learning is becoming an increasingly popular tool for students of all ages. In fact, research indicates that as many as a third of today’s undergraduate college students are enrolled in at least one online course. The platform is a unique and flexible tool to extend the reach of a brick and mortar institution. And Summit School is no exception. Summit offers several online learning opportunities. One of the more popular courses is an Earth Science course open to all rising 9th graders. Another is an online Geometry course for rising 9th graders who have been identified by faculty as advanced math students that would benefit from a deeper summer learning experience prior to starting honors Algebra II. “Our online learning courses were really born out of an acknowledgment of the expectations that are placed on students today, particularly as they prepare to enter high school,” said Ashley Stabolitis, who teaches the online Geometry Course. “But our approach is different, because we have no desire to push these students by simply giving them more information. We really want to deepen their understanding of key concepts and keep them engaged.” In fact, Stabolitis took a semester of the online Geometry course herself last spring to understand the content, how it was presented, and if it was enough for her students. The content was strong, but something was missing.

For Stabolitis, the online Geometry students spend the first few weeks of the fall after taking the summer course focused on a unit that integrates the concepts of Geometry with an introduction to honors Algebra. “Students have always seen Geometry as this oddball, abstract course. Spending time connecting concepts in a very real, very intentional way in person at the start of the year deepens their understanding and builds on it,” said Stabolitis. Students of the Earth Science course enhance their learning with a mandatory Experiential Week over the summer. During this five-day series of field trips, students might hike Stone Mountain or kayak on the New River to do water quality assessments. Added Felten, “The Experiential Week was a game changer for the Earth Science course because students learn how to do research and analysis on the computer, but on our day trips they actually get to apply that learning in real life. It’s much more impactful than just checking the boxes on a computer, but both aspects are important to deepening our students’ understanding.” “At the end of the day, we are focused on helping our students to build a foundation of learning that will stay with them through their entire lives, not just their academic ones. If there are new tools and new opportunities to enrich our students’ experience, learning, and understanding, we always find a way to incorporate them,” said Stabolitis.

MAKING THE MOVE

SUMMIT NEWS 2018

FOR TRIAD Triad Academy at Summit School is committed to helping students overcome the challenges of dyslexia and other related language-based learning differences. It is one of only 14 schools in the United States with Orton-Gillingham (O-G) Academy accreditation, which is recognized as the most successful approach for studying and teaching language. “Being one of 14 is an exceptional accolade for Triad Academy, but it also demonstrates a harsh reality for the parents of the more than 2.8 million school-aged children struggling with dyslexia in the United States working to find help,” said Carrie Malloy, Director of Triad Academy. “That is why we have more and more parents uprooting their lives to come to our school and to the Winston-Salem community. We are fortunate to have 30 highly-trained faculty who have the expertise to teach children with dyslexia how to be successful in school and beyond.” Since the merger of Triad Academy into Summit School in 2012, more than 10 families have commuted or moved to Winston-Salem for their children to reap the benefits of the unique program. The Tyo family is one of those families and mom, Brenda, said there was never a question or hesitation in making the move.

Said Tyo, “We knew that [our son] Noah needed the expertise that Triad teachers could provide and we were willing to do whatever it took to make this happen.” Noah Tyo is currently in the 8th Grade at Summit as a transitional student. This means he spends most of his day in upper school classes but continues with O-G teachers for language arts and language tutorial. He began as a fourth grader in the full time Triad program and, for the next three years, his mother Brenda drove 90 minutes twice a day from Durham to make it happen. And happen it has—Noah has made exponential gains in reading, writing, confidence, and self-advocacy. “Knowing that he was in a place where other children learned the way he learned and having teachers who would teach him was a huge relief for Noah and our family,” added Tyo. Some families make the decision to relocate right away. When Heather and Mark Hopkinson found Triad Academy there was one spot open. Their son, Peyton, had experienced a summer program with Orton-Gillingham which gave him such newfound confidence, they decided they needed to find a school experience to match.

Brenda and Noah ’20 Tyo

Peyton ’22, Zachary ’25, Heather, and Mark Hopkinson

Unfortunately, it didn’t exist in Charlotte. Peyton was accepted by Summit on a Wednesday, the family moved into a furnished apartment in Winston-Salem on Sunday, and Peyton started school on Monday. It turned out to be a great move for reasons Hopkinson would find out later when her youngest son, Zachary, was also diagnosed with dyslexia. And there are countless other stories. Rachel Turner and family moved from Huntington, West Virginia so her son, Wyatt, could attend Triad Academy. The Kirley and Kaplan families split time between Raleigh and Winston-Salem. And Amy Bergelin relocated her entire family to WinstonSalem from Hickory, North Carolina for her daughter, Lindsey, three years ago. “We are so pleased with Lindsey’s progress and confidence as a student, athlete, musician, and young lady,” said Bergelin. “Triad gives each student the support to bring the best out of them.” “When your child struggles academically, as a parent you struggle with them. With Wyatt, I felt like we were constantly running a race and we couldn’t keep up,” says

Turner. “Now that Wyatt is in Triad, as a parent, I feel like I can relax because he is receiving the instruction he needs at school. I have also seen a big change in his attitude. He actually wants to do his homework and read to me at night, which is a big change from before.” Larinda Huntly-Kaplan says, “When we arrived at Triad Academy in January of 2018, it was determined through testing that even after three years of solid tutoring, Olivia had fallen a year and a half behind her peers. When we went to a follow up meeting four months later, she had closed that gap. Olivia is flourishing and we are all happy with our new normal.” Whether commuting or relocating, families find that the benefits far outweigh the inconveniences. In every child there is potential. Triad Academy at Summit School can be the missing key that transforms childrens’ lives.

SUMMIT NEWS 2018

Marian Millaway Douglas â&#x20AC;&#x2122;69 Award

Magic is defined as the power of apparently influencing the course of events by using mysterious or supernatural forces. This year’s recipient of the Marian Millaway Douglas ’69 Award for Excellence in Teaching uses her gift of magic to allow many types of learners to show up boldly and be transformed in her presence. Her daily approach activates the child’s natural desire to learn. It is easy to close one’s eyes and see an image of her zooming around the campus with high octane commitment and energy. This reflects her passion for educating the whole child. She never gives up on a student and is able to see the child who is not there YET. She is able to coax the higher qualities of students out of hiding and into the light. In fact, she shines light throughout the entire campus. As a facilitator and guide she develops students and supports teachers with materials and conversations. Her respect for children runs deep. Her respect for teachers runs deep. Her respect for parents runs deep. She is quite the achiever and uses her curious mind to try new ways of doing things. Her attitude is that of a servant. During her tenure, which began in 1999, she has taught all grades in the Lower School, helped coordinate tutors, overseen testing, and studied the unique aspects of gifted students for many years. She uses her strengths and talents in a variety of ways to benefit the entire school community. A gentle yet complex combination of hopeful expectation and knowledge drives her. She dreams big dreams for students to grow and change and she has the tools to make these dreams come true. Barbara Scantland invites us one and all to come in to the experience of Louise Futrell's dream school. She allows us all to dream bigger and stronger dreams. The poem below by Shel Silverstein sums up her open-hearted demeanor.

The Invitation Michael Ebeling, Barbara Scantland, Marian Millaway Douglas ’69

“If you are a dreamer come in If you are a dreamer a wisher a liar A hoper a pray-er a magic-bean-buyer If you're a pretender come sit by my fire For we haves some flax golden tales to spin Come in! Come in!”

WHERE EVERYBODY IS A SOMEBODY

SUMMIT NEWS 2018 Back row: Nathaniel Ward, Jodi Turner, Jeanne Sayers, Michael Ebeling, Cathy Denning Front row: Stephanie Florez de Valgaz â&#x20AC;&#x2122;01, Lesley Lamb, Donza Friende, Karen House

Summit, and led by Dr. Jose Villalba, the Vice President for Diversity and Inclusion at Wake Forest University.

“There is a sense of belonging here at Summit—and a love of learning.” — Southern Association of Independent Schools Accreditation Chair Laura Deisley When Summit School adopted its current Strategic Plan “Deepening Our Roots and Extending Our Reach” two years ago, it set forth as one of its goals “to pursue inclusivity as an essential facet of the Summit community.” This work is coming to life as the Dream School Initiative. “Strategic Plans have value only to the extent that they are living documents—that they express themselves in meaningful ways in the lives of our children, our families, our faculty and staff, and our program,” said Michael Ebeling, Summit’s Head of School. “Summit’s Strategic Plan does just that. And nowhere is this clearer than in our commitment to a shared sense of belonging which is at the heart of inclusion. Belonging is what founding Head of School Louise Futrell meant when she said ‘I had a dream school in mind where everybody could be a somebody.’” This work is taking many forms, including: Establishing a Dream School Initiative leadership team, so-named in honor of Miss Futrell’s vision, and tri-chaired by Stephanie Flores de Valgaz ’01 (Upper School Spanish), Cathy Denning (Second Grade), and Michael Ebeling. The group is comprised of faculty, staff, and administrators focused on leading, facilitating, and supporting the training of faculty and staff in inclusive classroom and community practices such as those presented by Rosetta Lee, a nationally recognized expert on inclusion in independent schools. These practices include selection of classroom materials that reflect diverse points of view, celebration of students both within and outside the classroom, the seeking of and responding to student feedback and choice, and interruption of behavior that either intentionally or unintentionally excludes others.

Kicking off the year in August with faculty and staff on the theme of belonging, exploring these questions as they look at their engagement with students, families, and colleagues: What does it look like to belong? What does it look like not to belong? When have you felt you didn’t belong? How can we better cultivate and sustain a school environment in which all members of the community —most importantly students—feel they belong? Creating Home Groups comprised of 16-18 faculty and staff who meet over the course of the year, serving as thinking partners in examining, understanding, and applying what they are learning. This includes a specific focus on how to address unconscious or implicit bias,a fundamental feature of being human where thoughts, feelings, and behaviors outside our conscious awareness impact our preferences for some individuals and groups over others.

As leaders of this strategic initiative, Flores de Valgaz, Denning, and Ebeling attended two multi-day, nationally recognized institutes on inclusion and diversity this summer. “Summit has some good checks and balances in place to help us know how we are doing with regard to the Dream School Initiative: faculty growth and evaluation plans, curriculum reviews—it is already a part of our culture. We want to re-think and to amplify our understanding of inclusion and belonging to strengthen the student experience,” said Flores de Valgaz. And what is the ultimate goal of the Dream School Initiative? “That no matter whom you ask,” said Denning, “be it student, faculty member, parent or alumni, they will say Summit is my school. I belong here. It’s that simple. And it’s that important.”

“All must feel the love of this school where

Holding a Board of Trustees and Administration retreat in May 2018 focusing on the board’s and administration’s role in inclusion and diversity at

everybody can be a somebody. Short of that we're failing the mission.” — Summit School Trustee

TR ANSITIONS & FAREWELLS

KRISTIN BENNETT 5 years As the inaugural Director of Summit’s Center for Excellence and Innovation, Kristin has nurtured and inspired Summit’s long-standing culture of professional growth, leaving a legacy of individual, divisional, and school-wide professional development accomplishments and infrastructure. In reflecting on her time at Summit, Kristin writes, “One of my favorite t-shirts has this message on it, ‘Leave a place better than you found it.’ I can tell you without a doubt that the Summit community has certainly left me in a better place than it found me. For that, I am so very grateful.” Kristin, thank you for your enduring leadership. We are deeply grateful to and for you.

SARAH CHRYSSON 5 years Sarah is leaving Summit to pursue her real estate license. She has been a great addition to the Afterschool Program as the Assistant Director as well as Summit Summer during her time here. She has shown herself to be a strong leader and collaborator. Good luck, Sarah!

ANDREW HANO 10 years With an eye on expanding his educational journey outside the classroom, Andrew writes, “Having worked with 8th and 9th graders as they contemplate their departure, I know well that leaving Summit is not easy. Like a graduate, my time at Summit has prepared me for what lies ahead as I make this transition in life. These years have been wonderful and I am proud of all that Summit students and I accomplished together in the classroom, on the game field and basketball court, at spirit assemblies, and the Soul Food Cafe. I am thankful for my colleagues who made me and my children better people. I look forward to remaining a part of the Summit community as a parent.” We are grateful to Andrew and wish him well on the next leg of his journey.

ALYSSA HUBBARD 7 years Our talented and creative Language Tutorial teacher, Alyssa Hubbard, leaves us next year but won’t be going far. After successfully publishing her Miss Letterly book, Alyssa plans to spend more time developing materials which help foster a deeper understanding of the Orton-Gillingham approach. She will also be tutoring individual students in the Triad Academy division. We will miss having Alyssa as a part of our daily lives but are so grateful that she will continue to share her formidable teaching talents with our Summit students.

GAYLE MACKENZIE 17 years Summit nurse Gayle MacKenzie recently announced her resignation. In writing about her departure, Gayle noted, “It has been my privilege to provide care to the students, faculty and families of Summit. I leave knowing that a solid foundation has been established with the policies, protocols and relationships with local and regional experts established by Summit R.N.s.” We are deeply grateful to Gayle for the love and professionalism she brought to her work each day. We will miss our friend and colleague—and we wish her joy in her journey beyond Summit.

PETER TERRY 16 years For 16 years Peter Terry has shared not only his love of world languages (especially Spanish and French) but his joie de vivre. Colleagues rely on and deeply appreciate his wit, repartee, keen mind, and unique ability to see the humor in almost any situation. Peter’s students have written to and about him in ways that reflect their affection for him, and their gratitude for being prepared for their post-Summit experiences in world languages. We thank Peter for touching the lives of his students, their families, and our colleagues. We wish him well as he journeys beyond Summit, and into the world of high school world languages.

TR ANSITIONS & FAREWELLS

MARTHA THOMPSON 30 years Martha has retired and is planning to reconnect with out-of-touch friends, stay connected with current friends, and spend more time with family. She adds that her friend Winnie the Pooh says it best: â&#x20AC;&#x153;How lucky I am to have something that makes saying goodbye so hard.â&#x20AC;? Many of us cannot imagine Summit without Martha and her many years of service and warm personality. Her time at Summit has spanned several roles. She will be missed and, hopefully, will visit often.

RACHEL WILL 7 years Rachel is excited to be taking her love of teaching and curriculum beyond the classroom. Her strengths of input, intellection, and learner are allowing her to pursue a job where she can put these to use full time in instructional design and curriculum development. Rachel has inspired us with her passion and deep knowledge of language acquisition. We will miss her open and caring spirit.

SOCIAL

ENTREPRENEURSHIP Social Responsibility has long been one of Summit’s Core Competencies and a skill that the school believes is critical for student success, both at school and in life. More recently, however, Social Responsibility at Summit has evolved into the practice of Social Entrepreneurship. Students are learning to apply skills to start a business. And they are doing it by creating products or solutions to help fund or solve a community issue. The third grade students in the Triad division were tasked with creating a business, service, or product in which everyone in the class could play a role and where the proceeds would go to charity. The students had a ‘board meeting’ over lunch, brainstorming and building off of each other’s ideas. The result was a board game called Triad Super Heroes, which highlighted the super powers of each of the 17 students in the class.

“It really was an incredible idea because it allowed the students to earn even more about each other and really reflect on the experiences they’d had together throughout the year,” said Mary Katherine Lautemann, third grade lead teacher. Added Beth Haskell, also a third grade lead teacher, “Not only that, but the board game concept allowed each student to leverage their strengths as part of the production process.” There were students who interviewed their peers to get information for the game cards. Others were involved in the art direction and design of the game. Math class became an opportunity for students to measure and create the board itself. They wrote the game’s directions and even developed radio and online advertising with the help of Henry Heidtmann, Summit’s classroom technology specialist.

Social Entrepreneurship continued

When the project finished, the third graders produced 45 games and sold each for $10 in the carpool line during morning drop off. After paying the expenses of production, the students divided a donation of $300 between the Forsyth County Humane Society, Crossnore School and Children’s Home, and the Ronald McDonald House of Winston-Salem. As Summit students get older, they begin to see the concept of Social Entrepreneurship even more integrated into the curriculum as part of the ninth grade Life/SCALE class – Summit Character and Leadership Exploration. Service learning has become a critical unit in this class through a partnership with the Lovett Foundation.

For the last four years, Charlie Lovett ’77 has given a $2,500 gift to the Ninth Grade and allowed them to work like a foundation board of directors, working through the grant process and connecting with organizations. The entire Ninth Grade votes on the recipient at the end of the year. And for the most part, that has resulted in a donation to organizations within the community. However, serendipity and a well-timed interaction between faculty members last year changed the course of the Life/SCALE curriculum moving forward.

SUMMIT NEWS 2018

Chris Culp ’82, Director of Technology, is an avid cyclist. Growing up, he used to watch his grandfather collect bikes from all over the place. In fact, Culp’s grandfather had a barn full of bikes and parts. He would refurbish the bikes and give them away. Culp started doing the same thing as a young man in Clemmons and has continued when time allowed. While attending a meeting about Winston-Salem’s plans to create a more bike friendly community in the city in the fall of 2017, Culp met Phillip Summers who also refurbishes and gives bikes away as part of Salem Bike Ministry. The two quickly agreed the opportunity was there to work together. Culp enlisted the help of Summit’s Mountain Bike Club, for which he serves as faculty advisor, and they set a goal of refurbishing ten bikes, thinking it would take some time. Ten bikes quickly turned to 20. At that same time, Julie Giljames, ninth grade English teacher, reached out to Culp about the Life/SCALE service learning project. And that is where need met opportunity. “I told Julie (Giljames) about the bike project and asked if a specific group could focus on this idea and like that, we had five students dedicated to the project,” said Culp. “They made a presentation about it to the Upper School, did posters and announcements to gather support, conducted fundraising, and even got bikes and parts donated. And they did the actual work on the bikes. It was incredible.” The original goal of five bikes that became 20 quickly turned into 50. And the project team committed their entire year to supporting it. “After giving bikes away one and two at a time, we wanted to do more. We attended a community event put on by WinstonSalem State University and gave out all of our bikes within

five minutes to people in need,” said Culp. “That was an ‘a-ha’ moment for the students. They realized that for a small investment of their time, they were having a significant impact on the community.” What started as a smallscale project turned into a labor of love that continued for Culp and many Summit students during the summer of 2018. As of September 1st, they had refurbished and donated more than 100 bikes. And the scope of the project continues to grow. Adds Culp, “We continue our work with Phillip and the Salem Bike Ministry. And now we’ve also partnered with the National Cycling Center to support the Wounded Warrior Project, Crossnore School and Children’s Home, and the World Relief Organization.” And the interaction a year ago between Culp and Giljames was the spark that led to a significant change in how the ninth grade team approaches the Life/SCALE service learning curriculum. “You can teach students about poverty, about hunger, about injustice, but in order for them to respond with true empathy, you have to find a way to connect them to the issues,” said Giljames. Giljames and Robin French, ninth grade World History teacher, determined they were going to start this fall with a unit on poverty. Over the course of the summer, they developed a curriculum not on poverty in the abstract, but on what it really looks like right here in Winston-Salem. Students found out that there is a food desert, a place where it is difficult to buy affordable, good-quality fresh food, just two miles from the front doors of their school. “There are many educational institutions that teach their students the importance of getting involved and giving back, but that often manifests itself as simply acknowledging the need,” said Giljames. “At Summit, we have found ways to take that a step further by creating opportunities for our students to really engage in meaningful ways with their community through their time and talents, and partner with service agencies to build a better Winston-Salem.” Culp couldn’t agree more. “When you are doing something good, it has a way of feeding itself and has a multiplier effect. I get it. More importantly, the students get it. And I know they will continue to make a difference long after they’ve left Summit.”

For more information on the Summit Bike project, you may contact Chris Culp ’82 directly at cculp@summitmail.org.

STATE OF THE SCHOOL The state of Summit School can be expressed in two

“In the 21st century, learning needs to

words: Inspiring Learning!

happen anywhere and everywhere. . .

Academics, fiscal health, enrollment, parent partnership, development, athletics, the Center for Excellence and Innovation, co-curricular programs, and technology—the

resources and connectivity for our students.” - Chris Culp ’82, Director of Technology

strands of this report—come together in the service

“The annual budget reflects the school’s commitment

of our mission: Summit School provides a challenging

towards rewarding the single most important variable

curriculum in a caring environment to help students

Summit strives to provide the best technology

contributing to student success—our teachers.”

develop their full potential.

- Carter Sturkie, Director of Finance and Operations

This can be seen in the insights and heard in the voices

“In mathematics, we are further exploring classroom

throughout this report:

routines and tools to differentiate math instruction—

SUMMIT NEWS 2018

“Students are the ‘why’ of our community. The Summit experience builds in each child a solid

including for our highest achieving students.” - Joshua Keilty, Director of Upper School

foundation of scholarship and citizenship.”

“Our children are learning to be powerful contributors to

- Nancy Tuohy, Director of Advancement

our community [including involvement in programs at]

“This year Summit welcomed 84 new students and 49 new families, including 10 new Eaglets for an overall enrollment of more than 600 students.” - Cindy Kluttz, Director of Admissions “As part of Summit’s strategic initiative to develop faculty leadership and under the auspices of our

Senior Services, Samaritan Inn, H.O.P.E, Second Harvest Food Bank, and the Ronald McDonald House.” - Julie Smith, Director of Lower School “The Triad program features one of the most highly credentialed Orton-Gillingham faculties in the country.” - Carrie Malloy, Director of the Triad Division

Center for Excellence and Innovation, our teachers

“Our Afternoon Academy and Summit Summer

presented at local, regional, and national conferences,

programs are increasingly bringing our children into

teaching colleagues from other schools about our

Winston-Salem for Summit in the City programming,

unique approaches in curriculum and pedagogy

ranging from Afternoon Academy Starter Uppers

as well as learning about excellent programs

meeting with entrepreneurs at Garner Foods to

and practices throughout the country.”

explorations of Venture Cafe in the Innovation Quarter.”

- Michael Ebeling, Head of School

- Jeff Turner, Director of Co-Curricular Programs

“Thanks to the continued generosity and philanthropy

Inspiring Learning is more than a tagline on Summit’s logo.

of the Summit community, we raised $1,023,644 last fiscal year in support of our mission and programs.” - Jeanne Sayers, Director of Development “This year we drilled down into individual coaching mission statements. This work helps identify the outcomes we hope for through coaching.” - Ken Shaw, Director of Athletics

It is a design for living. Thank you for making Inspiring Learning a reality each day for each Summit child—now and in the future. Onward and Upward,

Nancy Tuohy Engagement in a community like Summit offers a unique gift in today’s world where connection can be both superficially everywhere and authentically nowhere. Engagement means to come together, to commit, to take part in something. Your children engage with teachers and classmates daily. Parents engage with Summit staff and faculty daily. Summit offers authentic community engagement over something of value: a child’s formative educational years. Students are the “why” of our community. The Summit experience builds in each child a solid foundation of scholarship and citizenship. The mission of our Summit School Advancement Office is to ensure the fulfillment of student potential. Summit Advancement is comprised of the Development, Admission, and Marketing offices. Advancement work engages our community in the ways it communicates the successes of current students,

Cindy Kluttz Enrollment at Summit School continues to be strong, as evidenced by a robust enrollment filled with missionaligned students and families. This year, Summit welcomed 84 new students and 49 new families, including 10 new Eaglets. The Eaglets class, designed for students who are 3 years of age, is in its second year of existence, and due to its early success will be Summit’s new point of entry for students entering Early Childhood. A healthy school culture is present due to the enrollment of families interested in a school that provides a challenging curriculum within a caring environment to help students develop their full potential. Enrollment for the 2018-19 school year encompasses 601 students: 242 students in the Upper School and 270 students in the Lower School, with 73 students as a part of the Early Childhood division. The Triad Academy division has an enrollment of 89 full time students. The Eaglets class, designed for 3-year-olds, is enrolled to capacity in its second year with 10 students. This year, grade six is enrolled to capacity with a wait pool.

ADVANCEMENT achievements of faculty, and accomplishments of alumni. We connect outwardly with you by way of our website, Veracross, Facebook, Instagram, Twitter, and our magazines, Summit News, Echoes, and Summit Support. Each week parents receive an email, This Week at Summit, with top level events and news, including photos from the week and our Quick Peaks video. Engagement is strong in a community that encourages back and forth sharing between its members. Your feedback is vital to our partnership. Whether it is on the level of parent-teacher communication or communication about long range goals for the school, we want to create dialogue. By way of the goals of our Strategic Plan, we are committed to deepening your Summit experience. Thank you for investing in children by engaging with the Summit community.

ADMISSION To showcase the Summit experience for prospective families, the Admission Office held an Early Childhood Open House on November 15th with an impressive turnout. Summit welcomed 38 people representing 20 families to the Open House. Participants learned about curriculum and pedagogy from Lower School Director, Julie Smith, and experienced parent-led tours of the campus. Summit enrolls a diverse student population with students enrolled from 29 different zip codes and 13 distinct ethnic backgrounds, striving to pursue inclusivity as an essential facet of the Summit community. Students of color comprise 18.7% of the overall student population, and in fact, 20% of the students newly enrolled for the 2018-19 school year are students of color. Twenty one percent of the students enrolled at Summit receive need-based financial aid. In addition, Summit is proud to educate 118 children of alumni this year, evidence that the inspiring and innovative nature of the student experience is shared among generations of families in Winston-Salem.

Chris Culp ’82

TECHNOLOGY

Summit strives to provide the best technology resources and connectivity for our students. In the 21st century learning needs to happen anywhere and everywhere. A key piece of this is our internet connection which we upgraded from 100 Meg to 1 Gigabyte, increasing speed 10 fold. In the 21st century classroom, streaming media and working in the clouds requires a never ending quest for the fastest, most reliable internet connection available.

• Established a student run e-cycling program reducing the amount of electronic waste we send to the landfill by 90%. • Installation of 10 new copiers that function as multi-function printers, increasing productivity and reducing cost. • Expansion of our phone system to place a phone in each instructional space on campus. • Installation of 30 security cameras on building entrances as part of campus safety continuous improvement.

We have found that the best access to technology is in the classroom and wherever learning takes place. To accomplish this we expanded grade level Chromebook laptops in Grades 1-5.

• Installed a student-maintained digital media file server to store students’ work locally. This is in addition to our unlimited cloud storage.

Additionally, our hardware infrastructure strengthened with the following updates:

Ken Shaw

ATHLETICS

Summit Athletics focused on several key areas this year. First, we leaned into helping coaches find their true purpose behind why they do what they do. Beyond the obvious, we drilled down into Individual Coaching Mission Statements. This work helps identify the outcome we hope for through coaching. It also gives direction and accountability for our work.

needs of students. This happens both internally and externally. Specific sports meet together to learn and grow from each other as well as bringing local experts in to learn from. Coaches also attend professional coaching clinics to learn about latest trends to effectively train and equip students for those who desire to play after Summit.

Secondly, we focused on student experience in several ways. We placed an emphasis on student voice during each season to both express their viewpoint and to allow their creativity to shine. I’ve personally made it a point to meet with each grade level in 18-19 to continue to bring clarity in regards to our program philosophy and to hear their ideas about how to improve our program.

A few highlights from the past year include a second consecutive undefeated season from varsity field hockey. Baseball also enjoyed an undefeated season last spring. We also fielded four new teams this year: JV girls soccer, JV girls lacrosse, JV girls tennis, and a second 6th girls basketball team. Thanks to a generous anonymous gift, we were able to replace both outdoor scoreboards last winter. Thanks to all who continually support our program. Go Eagles!

Thirdly, we made Coaching Professional Development a priority. Coaches must continue to grow to meet the

Michael Ebeling

CENTER FOR EXCELLENCE & INNOVATION school attended two nationally recognized conferences this summer: the Master Class in Inclusive Leadership in Atlanta and the NAIS Diversity Leadership Institute in Arlington, VA. This work is supporting a two-year formal study by faculty and staff of inclusive classroom and community practices that directly enhance the experience of our students and the promotion of an authentic sense of belonging throughout the Summit community. This includes the four areas of curriculum, community, program, and pedagogy.

The Center for Excellence and Innovation’s (CEI) mission to support professional learning has been realized in a variety of ways over the past year. The following highlights reflect the thriving nature of the professional development, growth, and learning of our Summit teachers: • This summer saw the second year of our unique curriculum development grants program. Teachers who worked on these grants spent time developing innovative and engaging curriculum, examples of which include reimagining outdoor learning spaces, exploring writing workshop in the classroom, re-designing student conference reports, and robust work on the Upper School advisory program.

• Math consultant and curriculum and instruction expert Melissa Rareshide worked with faculty across all three divisions of the school to further develop our robust mathematics curriculum. Rareshide’s work included classroom visits in which she provided specific feedback on researchbased approaches that are proven to improve student performance outcomes.

• We have continued our work with understanding and applying Progressive education principles. In multiple visits to Summit, Harvard Project Zero (PZ) author, educator and presenter Mark Church explored with cadres of teachers the classroom application of the Cultures of Thinking framework, including: time, modeling, routines, interactions, environment and time. This work extends the ongoing attendance of faculty at PZ conferences in Washington, DC, Pittsburgh, OH and Cambridge, MA. Teachers also attended a conference at Opal School in Portland, OR to study with PZ researchers.

• As part of Summit’s strategic initiative to develop faculty leadership, our teachers presented at local, regional and national conferences, teaching colleagues about innovative approaches in Summit’s curricula and program as well as learning about excellent programs and practices throughout the country. Summit faculty presented at the following conferences: Foreign Language Association of North Carolina (FLANC), Association of Orton-Gillingham Practitioners and Educators (AOGPE), and National Science Teachers Association (NSTA).

• In keeping with Summit’s Strategic Plan initiative to pursue inclusion as an essential facet of our community, two faculty leaders and the head of

Jeanne Sayers

DEVELOPMENT

Thanks to the continued generosity and philanthropy of the Summit community, we raised $1,023,644 last fiscal year in support of our mission and programs.

efforts with record numbers. Three hundred fifty eight donors contributed $183,170, a 26% increase in dollars from last year.

We are proud that 100% of our board, 100% of our full time faculty and staff, and 100% of our graduating 9th grade classes have participated in annual giving through the Summit Fund for the past three years. Our parent participation rate increased to 92% (an increase of 11% from the previous year), and alumni participation remained strong at 12%.

All Summit friends are invited to Summit’s biennial gala on March 23, 2019. Parents’ Association volunteers are organizing a fabulous Hollywood-themed evening, Lights, Camera, Auction!, that will include dinner, dancing, and silent and live auctions. Thank you for the countless gifts of time, treasure, and talent you offer!

The annual Week of Giving Campaign, in celebration of Founders Day, kicked off this year’s Summit Fund

Carter Sturkie Summit continues to emphasize enduring stewardship with regard to balancing growth and financial sustainability. This commitment is embodied in both long-range financial planning and adoption of an annual budget that reflects the school’s priorities and shorter-term needs. With an eye towards ensuring long-term financial health, the board of trustees recently refinanced the school’s bond debt, locking in lower interest rates and adopting a repayment plan that will result in the debt being retired more quickly than originally required.

FINANCE & OPERATIONS teachers. Salaries and benefits comprise the single largest budget line item, and Summit strives to honor the many talented educators who impact our students’ lives each day through the adoption of a best practices compensation model.

2017-18 Financial Highlights • 64% of the budget (or almost $11 million) went towards salaries and benefits • Summit’s endowment assets benefited from a strong investment environment, posting a gain of almost $1 million

The school also increased capital investment in facilities this past year as it continues to implement components of the comprehensive facilities audit conducted in 201516. Additionally, the annual budget reflects the school’s commitment towards rewarding the single most important variable contributing to student success—our

• Investing for the future, with capital investment in long-term campus improvements of over $800,000 • Outstanding bond debt stood at $12.3 million, with ongoing annual debt service of approximately $900,000

Joshua Keilty The Upper School continues to expand ways to both challenge and support students in every aspect of their day. As part of ongoing curriculum work in all areas, a few highlights include: • In Social Studies, teachers are creating more opportunities for inquiry: students actively persue understanding with a variety of resources, including primary sources, yielding more enduring understandings. • In language arts, each day now begins with writing mechanics: brief but regular engagements with the structure of language in the context of exploring text and writings provide a systematic and engaging approach to writing mechanics, grammar, and syntax. • In mathematics, we are further exploring classroom routines and tools to differentiate math instruction. Tools like IXL not only provide adaptive rehearsal for students but are used to remediate and extend the challenge indefinitely.

UPPER SCHOOL More student choice and the reflection it requires is the motivation behind new opportunities in the weekly schedule. Students heavily involved in after-school activities or who want more time with teachers can choose Academic Advisory to end their day. For those seeking even more enrichment, the same period now offers electives including Yearbook, Writers’ Workshop, Man Choir, and physical education electives like Strength and Conditioning and Basketball. Adolescents may not want or need to start each day in a circle on the floor but they do need a network of supportive adults. This model offers the student a chance to check in with his or her advisor three times a day. We have partnered with a collection of local organizations for our Service Learning Program. They include The Bethesda Center, Book Babies at Imprints Cares, Cook Literacy Model School, Diaper Bank of NC, GreeNest, H.O.P.E. of Winston-Salem, Salem Bike Project, and Samaritan Ministries. By building multi-year relationships we support our students in doing authentic service work that builds character through empathy.

Julie Smith Our Lower School is a place where children are laying a foundation for their lives. As John Dewey said, “Education is not preparation for life but life itself.”

Curriculum We continually refine each area of academic study. We are using in-house assessments to tailor instruction and ensure we are meeting the needs of all learners, with a special focus on gifted education. In addition, we continue to utilize a robust view of each student’s individual learning profile. Flexible, small groups led by teachers and learning specialists allow us to focus on student needs and differentiate instruction. Faculty used summer 2018 to realign our conference reports to more fully reflect the student experience.

Service Learning and Citizenship

LOWER SCHOOL & PARENT LEARNING Each of these encounters with different aspects of our community grows student awareness and a sense of belonging within the Winston-Salem community. These experiences plant seeds to continue to be active, contributing citizens to the communities in which they belong.

Parent Learning We continue to have a robust set of offerings that help parents understand both their role at home and how Summit lives into its mission of educating the whole child. We opened the offerings this year with a screening of the film Won’t You Be My Neighbor about the life of Fred Rogers. His themes of kindness and looking into the hearts of children resonates with our community read for the year Unselfie by Michele Borba. Some of our offerings this year include:

Our children are learning to be powerful contributors to our community. In Lower School we focus on local organizations. Our service learning program touches Senior Services, Samaritan Inn, H.O.P.E (Help Our People Eat), Second Harvest Food Bank, and The Ronald McDonald House. Students in all grades experience the outdoors, plant and harvest food in our campus gardens through a growing partnership with Minglewood Farms. In addition, students in various grades visit the Innovation Quarter, Reynolda Gardens, and local museums to build deeper connections.

• Local professionals speaking about anxiety, social media, and peer pressure • Our multi-week Mindful Parenting course • Lectures about the development of literacy • Information and support for parents of students who have dyslexia • Book talks on Unselfie by Michele Borba

Carrie Malloy 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 bright dyslexic students in our community. 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. Program highlights for the 2018-19 school year include the following:

Enrollment The Triad division has 89 full time students and three transitional students in grades one through eight. Twenty-seven new students have joined the division this year, 15 from the community and 12 from other divisions of Summit. With an established support system in place, 16 students have successfully transitioned from the Triad division to other divisions of Summit School. Students and faculty seamlessly integrate with their peers and colleagues in the Lower and Upper School for programs like the Robotics and Fabrication Lab, the Tinkering Studio, and the service learning focus in our Big Friends/Little Friends program.

Curriculum Refinements Emily Craig, Fellow-In-Training and writing content coordinator, and William Van Cleave, a nationally recognized trainer, have worked with our faculty to develop a proprietary process for systematically teaching writing skills. “The Triad Way”, which includes writing and grammar skills is being formalized and put into practice in all of our written language classrooms this year. Parker Tegeler ’02, Program Coordinator for OrtonGIllingham and Triad Academy math curriculum and Fellow-In-Training, has worked with Triad faculty and Melissa Rareshide, math consultant, to design and refine our multisensory math curriculum, which provides frameworks for teachers to differentiate for their students. Parker, along with Keely Bridges, fourth grade teacher, and Kristin Bennett, former director of

TRIAD ACADEMY DIVISION the CEI, presented Triad’s multisensory math curriculum at the Academy of Orton-Gillingham Practitioners and Educators national conference in Charlotte last spring.

Our Faculty With two AOGPE Fellows, four Fellows-in-Training, and over half of our faculty credentialed by the Academy at various levels of accreditation, our program features one of the most highly-credentialed Orton-Gillingham faculties in the country.

Community Involvement We have partnered with local pediatricians, psychologists, and preschool teachers to help them better understand and identify dyslexia in their patients and students. We are continuing our mentoring relationship with the Crosswalk program at North Cross School in Roanoke, VA, and are supporting several tutors who are actively seeking Associate level AOGPE certification. Our program continues to gain national attention as we have hosted visitors from Huntsville, Alabama, Jacksonville, FL, Norfolk, VA and two Atlanta schools interested in our unique model as a paradigm for their developing programs. In conjunction with dyslexia awareness month, we hosted parents and community members for an “Experience Dyslexia” simulation and workshops on the value of early identification, and an introductory to Orton-Gillingham.

Camp Pathfinder For the fourth year, Camp Pathfinder, provided one-onone Orton-Gillingham tutoring for 50 summer campers. Students who participated in the program came from 19 schools in five surrounding counties. During the past four years, 48 teachers have received Associate Level training in Orton-Gillingham and 184 campers have participated in one-on-one Orton-Gillingham tutoring.

Professional Development This fall, six members of our teaching staff are participating in an advanced level Certified OrtonGillingham course being conducted by our training Fellow and Fellows-In-Training.

Jeff Turner

CO-CURRICULAR PROGRAMS

Afterschool

Community Connections

The Summit Afterschool Program continues to live out its mission “to provide a safe and caring environment that flows from the academic day with a dedicated staff that inspires and engages the whole child, meets the needs of parents and reflects the values of Summit School.” Director Janice Weiss, Assistant Director Tracy Hayes, and their staff continue to develop in three key areas—supervision, safety, and engagement.

Summit’s Co-Curricular teachers have the potential to develop community connections with a greater ease than the classroom teachers. Through Afternoon Academy and Summit Summer teachers may lead students in ventures throughout our city. One of our goals is to place teachers and students in the middle of the rich innovation and entrepreneurial ecosystem that continues to put Winston-Salem on the map!

Summit Summer 2018

Summit Summer 2018 gave Stefoni Shaw the opportunity to lead a group of students in an entrepreneurial exercise at Bailey Power Plant with Jennifer Byrne (A Greater Gift), Karen Barnes (Venture Cafe), and Cam Whitley (STITCH). The fall 2018 Afternoon Academy Starter Uppers class led to visits with Nancy Dunn (Aladdin Travel), Dixon Douglas ’99 (CycleBar), and Ann Garner Riddle and Matt McCollum (Garner Foods). These connections inspire classroom teachers to a greater curricular reach outside the classroom.

Number of Camps - 87 Enrollment - 1403 Students - 719 Non Summit - 59% Schools - 107 Zip Codes - 53

Afternoon Academy Fall 2017 and Spring 2018 Number of Classes - 68 Enrollment - 554 Students - 397 Non Summit - 10% Schools - 10 Private Music Students - 95

2100 Reynolda Road

NON-PROFIT ORG. U.S. POSTAGE PAID Winston-Salem, N.C. Permit No. 89

Winston-Salem, NC 27106-5115 summitschool.com

Lights, Camera, Auction! The 2019 Summit Gala will be full of glam, glitter, fun, and lots of surprises. Mark your calendars for March 23, 2019. Our “Director” Missy Carroll, Gala Chair, is already behind the scenes, helping to plan a star-studded, Hollywood-themed party that will transport you right to Tinseltown! The evening includes dinner, dancing, silent and live auction items, and tons of fun. Walk in and receive the red carpet treatment! Perhaps you’ll be hounded by paparazzi? The Gala is a festive celebration for the entire Summit community - current parents, past parents, grandparents, alumni, and friends. The event represents a Parents’ Association tradition that makes Summit, in the

words of our founding head of school, Louise Futrell, “a dream school…where everybody could be a somebody.” This year, the Parents’ Association and Board of Trustees are pleased to honor Mary Louise and John Burress for their dedication and support of Summit School as past parents, grandparents, former Trustee, and extraordinary volunteers. Thanks to generous supporters, Gala volunteers raised more than $220,000 in 2017. These impressive fundraising efforts are directed to capital priorities that make Summit’s campus a state-of-the-art learning environment, where every teacher and student can thrive.