Our Educational Approach

• We test.
  
• We plan.
  
• We teach.
  
• We communicate.
  
  
• Test

Summit Academy provides a thorough testing series for our students, as a standard part of the academic program. We use the most up-to-date testing materials and take a great deal of care to examine and consider test results. Testing data helps us determine a student's areas of strengths and weaknesses, allowing us to make the best possible decisions when planning the student's placement and curriculum. Summit Academy regularly performs two different types of testing with our students - Norm-Referenced Testing and Criterion-Referenced Testing.

Norm-Referenced Testing
Norm-Referenced Tests (NRT's) are administered by an Educational Diagnostician, and are used to evaluate a student's performance in relation to the performance of other children of the same age across the nation, regardless of grade.

Criterion-Referenced Testing
Criterion-Referenced Tests (CRTs) are administered by the teachers, and measure a student�s mastery of specific taught material. Students are given pre a pretest, then a post test to determine whether or not they have reached a pre-established level or standard of performance. Many of these CRT scores are reflected on the student's progress reports.

A detailed description and schedule of the testing program and additional fee-based testing services is available.

• Plan

Our Head of School carefully reviews every student's file. She examines previous and current testing, teacher comments, physical or psychological evaluations, and parent interviews. That way, we know exactly where your child is academically, socially and emotionally; their strengths, as well as their weaknesses, and what we need to strive for when planning their education.

Students are grouped for math, language arts and reading based on their current achievement levels, the rate at which we anticipate they will proceed, and the method or approach needed.

Then a curriculum is prescribed for each math and language arts grouping, according to the specific needs of that set of students.

• Teach
  
  Small classes with teacher-directed instruction:
  
  An average of seven students with one teacher during math and language arts allows the teacher to firmly grasp a child's specific areas of difficulty.
  
  The small classes allow the teacher to work with each student individually to offer learning strategies or particular concerns of that student.
  
  Younger students sit at a kidney-shaped table with the teacher; it helps keep them on-task.
  
  The teacher can modify the activity for each child, if needed.
  
  Hands-on, multi-sensory learning:
  
  Whether it's watching a chrysalis become a butterfly, or creating a photo light box, our Science Exploratorium makes textbook science come alive.
  
  Learning songs of times tables or names of states makes an auditory imprint that aids memory.
  
  The tactile activities of creating pottery, mask making, and weaving (to name a few) make learning about history and other cultures fun.
  
  Wherever possible, our science and social studies curriculums are reinforced through our art program.
  
  Doing skits is a kinesthetic, concrete way to help kids get excited about historical events.
  
  Using three-dimensional objects to learn math helps students to understand concepts in geometry, counting money, graphing and much more.
  
  Tracing large sand-paper alphabet letters helps students who have trouble decoding language.
  
  Field trips to nature centers, music and theatre performances, or the Science Center complement classroom work.
  
  Integrated Technology:
  
  We help parents obtain whatever assistive software or hardware technology a student needs for remediation and accommodation, whether it's for use at home or in the classroom.
  
  All 7th & 8th grade students have new computer station desks with their own computer, running Windows XP Professional, using applications such as Microsoft Office 2003. Each student accesses network resources, including email and the internet (with a CyBlock internet filter), using his or her own active directory account. Teachers monitor computer use at all times.
  
  6th grade students each have their own computer in their classroom computer labs, with all of the capabilities and programs listed for the 7th & 8th graders. (It's just not on their desk.)
  
  Students in grades 1-4 have small computer labs in each classroom to enable differentiation of instruction in all subject areas.
  
  To prepare 5th graders for extensive computer use starting in sixth grade, in addition to classroom computer labs, the 5th grade has two interactive Smart Boards, which are wall-mounted white boards that also function as a computer mouse. Students can control the computer using their fingers on the white board!
  
  Uniquely structured school day:
  
  In the morning, students are grouped and taught at their achievement level, not their grade level for math and language arts.
  
  Since competency in math and language arts forms the foundation for success in other subjects, the entire morning is devoted to their intensive study.
  
  Both math and language arts are taught at the same time school-wide. This allows us to move a child into the next higher grouping if they have mastered their current level.
  
  In the afternoons, students are in homerooms with their grade-level peers for science and social studies. The curriculum for these subjects is based on National Educational Standards.
  
  The afternoon also includes Special Areas on a rotating basis - Physical Education, Music, Science Exploratorium, Library, Art, S.O.S. (Sound Off Sessions) and recess.
  
  Because every student needs fresh air and exercise (especially those with attention disorders), all grades get recess, every day. (weather permitting)
  
  
• Communicate
  
  With parents:
  Teachers communicate with parents via notes in binders, phone calls, e-mails.
  
  Every teacher has their own Homework Webpage.
  
  Parents and teachers meet three times per year for a conference.
  
  There is a weekly newsletter �The Monday Update� and our website includes everything from our mission statement to the basketball schedule.
  
  Our Head of School has an open-door policy so parents can ask questions, address their concerns, or get advice.
  
  Our clinical psychologist is available for consultations.
  
  With each other:
  Our team teaching approach allows the teachers to share strategies that work for your child.
  
  Teachers may consult with the Head of School and the clinical psychologist; talk with the Occupational Therapist, the Speech Therapist, administrative staff, the Tree House team, or whoever may be involved with your child.
  
  Our Board of Trustees includes parents, alumni parents, teachers, staff members and community leaders, so that school issues are discussed with our whole community.
  
  With the students:
  Teachers give instructions verbally, on the board, and/or through demonstration so that students can process instructions multi-modally.
  
  Each homeroom has a weekly group S.O.S. (Sound Off Session) with our clinical psychologist to work on social skills, conflict resolution and identifying and managing emotions.
  
  Our teachers and staff members know our students,. We like them. We talk with them!