Summit Preparatory Charter High School
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| Summit Preparatory Charter High School |
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| Established | 2003 |
| Type | College Preparatory Public Charter |
| Principal | Diane Tavenner |
| Students | ≈370 |
| Grades | 9–12 |
| Location | 260 James Avenue Redwood City, California USA |
| Campus | Suburban |
| Colors | Blue, White |
| Mascot | Husky |
| Website | [1] |
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Summit Preparatory Charter High School, part of the Sequoia Union High School District is a college preparatory and charter high school. Summit Preparatory Charter High School replaced Summit Preparatory High School (part of the Summerville Union High School District in Tuolumme County) which closed on Friday, June 14, 2006 when the Sequoia Union High School District refused to renew their charter. Summit Preparatory Charter High School is currently located on the campus of Sequoia High School. Current plans are for a new campus of their own in 2008.
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[edit] Summit's Mission And Vision
[edit] Mission
To prepare a diverse student population for college and to be thoughtful, contributing members of society.
[edit] Vision
To provide a meaningful high school experience that prepares young men and women not only for college, but also for adult life. Summit offers a program that develops the entire range of capabilities-intellectual, physical, emotional, and social-to equio its students with the knowledge, skills, and strength of character required for success in their life pursuits. The six corre character traits that we strive to understand, model, and internalize are: Courage, Compassion, Curiosity, Integrity, Respect, Responsibility
[edit] Summit's Profile
[edit] Profile
Summit Preparatory Charter High School is a four year, public charter high school that is part of the Sequoia Union High School District. Summit welcomed its first freshman class in 2003, with the mission of preparing a diverse student body for college, and to be thoughtful, contributing members of society. We are excited to be graduating our first class of seniors in this 2006-2007 school year, as Summit has finally grown into a four grade school. Now at our capacity we have roughly 100 students in each of our four grade levels. Summit's current student body is truly diverse in terms of ethnicity, socio-economic background, previous academic preparation, and current academic needs. Its small size, high quality faculty, unique organization, innovative instruction, and personalized learning environment allows Summit to require the successful completion a rigorous, college preparatory curriculum by all students.
[edit] Expected Schoolwide Learning Results (ESLRs)
Graduates will be able to:
- Evaluate possibilities to make informed decisions
- Recognize how persepctives shape ideas and decisions
- Effectively articulate processes, ideas and concepts
Graduates will demonstrate mastery of the following skills that will indicate their ability to meet the ESLRs:
- Analysis
- Application
- Connection
- Evaluation
- Hypothesis
- Use of Evidence
[edit] Summit's Six Core Character Traits
[edit] Courage
Summit Preparatory High School was born from the aspirations, dreams, and vision of local parents, teachers, and community leaders. The Sumit faculty believes that the founders of this unique high school displayed courage in their pursuit of finding a better way to educate their children. We also admire the courage of the students who have chosen to come to this high school and dedicate themselves into fulfilling the vision.
At Summit, COURAGE applies to:
- Who Makes the Decisions?
- Personalized Learning Plans
[edit] Compassion
We expect that at the end of four years, Summit students will feel responsible for not only their own success but that of their peers. We will have a culture where students regularly work together, depend on each other, and contribute to the formation and maintenance of a learning community.
At Summit, COMPASSION applies to:
- Volunteerism and Community Service
[edit] Curiosity
Summit aims to foster an intellectual community that actively pursues ideas inside and outside of academic courses. In class, curiosity as well as quality of work will result in good grades. In addition, we advocate "true"vacations free of formal academic work, so that students and faculty may pursue other interests and passions.
At Summit, CURIOSITY applies to:
- Grading Policies
- Graduation Requirements
- College Entrance Requirements
[edit] Integrity
At Summit, INTEGRITY applies to:
- Expectations of the Originality of Student Work
- Technology: Acceptable Use Policy
[edit] Respect
At Summit, RESPECT applies to:
- Respect for Yourself
- Personal Appearance Philosophy
- Tool Kit
- Respect for Others and School
[edit] Responsibility
At Summit, RESPONSIBILITY applies to:
- Attendance and Tardy Policy
[edit] Personalized Support for Students
[edit] Mentors
All of Summit students are assigned a mentor during their Frshman year. The student will work with their mentor for 4 years. The mentor group comprises the total number of students assigned to one mentor, approximately 16 students per mentor. During the beginning of the year, the mentor will schedule PLP (Personalized Learning Plan) appointments with each mentee and family. Throughout the year, the mentor will be the lead connection between the student, family, and school. Mentors lead the Connections classes and therefore assist with college mentoring, teen issues, and academic literacy.
[edit] Personalized Learning Plan
Every student has different needs, interests, strengths, and weaknesses. The Personalized Learning Plan (PLP) will document each student's uniqueness, outline a plan for continuous growth, and set up a strategy for differentiating the curriculum to meet these needs. It takes courage for students to work on their weaknesses and advocate for their own needs, and the PLP is designed to support this process.
Each student will work with his/her faculty mentor and parents/guardians to develop a Personalized Learning Plan in a meeting that will last somewhere close to one hour. PLP meetings are scheduled at Back-to-School Night.
[edit] Independent Learning
For one of their six periods each day, sophomores, juniors, and seniors will work independently or with tutors to complete homework, projects, and assignments. They will be monitored by a faculty member and specific norms will be expected during this time. Study configurations will be assigned according to students'Personalized Learning Plans.
[edit] Connections Course
The weekly, two-hour Connections course is designed to support and enhance each student's learning throughout his/her time in high school, addressing skills required for other courses, extracurricular activities, college planning, and more. The topics covered are matched to the needs of that year's curriculum. The four themes for this course are academic literacy, teen issues, community building, and preparation for the future. This course is taught by the students'mentors, although the configuration of each Connection day is unique and may include guest speakers or activities with "buddy groups" of different academic years.
[edit] Office Hours/Tutoring
Each week, every teacher offers two, scheduled office hours (most often or Tuesday or Thursday) to help students who need extra support. The structure of office hours varies from teacher to teacher, but generally students can come to office hours without appointment to receive individual help or revise/make-up work.
Summit has been able to offer different opportunities for individual and group tutoring depending on students'needs and PLP designated plans. Summit has a peer tutoring program, works with the Stanford Writing Center (which come to campus), and has many parent volunteers who can help in different subject areas.
[edit] Mandatory Afternoon Study Hall (MASH)
As part of Summit's commitment to excellence in academics, Summit students are required to turn in every assignment and/or project. Every assignment and project must be completed to meet course standards. AT the end of the school year, students with one or more missing assignment and/or project will not be elgible to pass their grade level, regardless of their final grade. Mandatory Afternoon STudy Hall supports all students in meeting the 100% work completion policy.
[edit] Mandatory Academic Review Session (MARS)
During Intercession, students may be required by their teacher to attend MARS. MARS is typically for struggling students who may not be passing their courses. IT is mandatory for all students who are not passing their course. Session for each subject area take place on different daysand sessions last from 3-5pm. Students and families who receive notification at the end of each semester if students are being considered for MARS. The structure of each course's MARS session is left to the discretion of the teacher.
[edit] Academics
[edit] Ninth Grade
Courses available for freshman are:
- Geometry
- Biology
- Literature and Personal Development
- World Studies I
- Spanish
- Connections I
[edit] Tenth Grade
Courses available for sophomores are:
- Advanced Algebra
- Chemistry
- Literature: The Individual and Society
- World Studies II
- Spanish
- Independent Learning
- Connections II
[edit] Eleventh Grade
Courses available for juniors are:
- Pre-Calculus & Trigonometry
- Physics
- AP English Language & Composition
- AP US History & Government I
- Spanish
- Independent Learning
- Connections III
[edit] Twelfth Grade
Courses available for seniors are:
- AP Statistics
- AP Environmental Science
- AP English Literature & Composition
- AP US History & Government II
- Spanish
- Independent Learning
- Connections IV
[edit] Extracurricular and Student-Initiated Activities
[edit] Summit's Annual Camping Trip
At the end of the second week of school, all Summit students go camping! All students, faculty, and many parent chaperones camp overnight together in a large, local campsite. This fun-filled all-school overnight event includes lots of student and mentor group bonding and we truly feel that it is one of our most important community building tools. We depart early on Thursday morning and return by 3 pm on Friday.
[edit] Study Trips
Study trips are important ways to enhance our academic curriculum, demonstrate interdisciplinary connections, and allow students to apply their classroom lessons to the real world. Interdisciplinary field trips are planned for each grade level to add depth to the academic curriculum. In the past, ninth graders have gained a greater understanding of biology and English literature through their visits to the Monterrey Bay Aquarium, Cannery Row, UC Santa Cruz, and the Steinbeck Museum. Tenth graders have also explored the connections between history, chemistry, English, Spanish, and Advanced Algebra at the Museum of Tolerance in Los Angeles, the J. Paul Getty Museum, and three college campuses. EAch year we are spicing up the curriculum and activities for the study trips in all the grade levels.
[edit] Intersession
Elective courses are taken during two intensive intersessions, allowing students to focus on a specific experience such as preparing an art exhibit, developing a website, or performing in a musical theater production. This focused time more colsely mirrors a professional experience and allows the intensive participation without conflicting with core academic course work. Summit has developed partnerships with the Reikes Center for Human Enhancement in Menlo Park and the Community School of Music and Art (CSMA) in Mountain View.
As the Summit student body continues to grow and change, so do our intersession offerings. Last year we offered SAT prep class and many students arranged valuable internships in field that interested them. In addition, intersession allows catch-up time for students who need it. Students can receive academic support (which may be manditory for some students) at the end of intersession day from their teachers on scheduled days.
[edit] Clubs
Clubs will form and grow out of student interest. In the Connections course, students are taught the skills necessary to conceive of, form, and lead a group of people with a common interest and purpose. Students can chose to form clubs at any time. An extended lunch hour provides time for meetings and activities. Faculty members and parents serve as advisors. Some clubs that exist at Summit are the Yearbook Club, Asian Club, Community Service Club, and the Art Club.
[edit] Sports and Athletics
The Summit Athletic Program has many opportunities for every student to participate. Summit currently offers eight varsity sports and four intramural sports throughout the school year. The sports offered are listed by season:
Fall:
- Varsity Boys Soccer
- Varsity Girls Volleyball
- Intramural Co-Ed Ultimate Frisbee
Winter:
- Varsity Boys Basketball
- Varsity Girls Soccer
- Intramural Girls Basketball
Spring:
- Varsity Boys Basketball
- Varsity Girls Softball (pending)
- Intramural Co-Ed Flag Football or Ultimate Frisbee (pending)
- Intramural Co-Ed Badminton
The overall values and vision of Summit apply equally to the Athletic Program. This means that every student is valued and encouraged to be a part of the athletic teams. There are no varsity cuts at Summit. The only requirement to play varsity sports is a commitment to attending practice on a regular basis and a postivie, supportive attitude.
Summit also highly encourages students to join clubs outside of the school or to start their own clubs if they have an interest outside of what is currently offered here at school. Many students opt to join alternate clubs, some examples being Rowing, Rock Climbing, and Cheerleading.
[edit] Graduation Requirements
In order for the students to graduate the requiring pre-requisites must be met.
- Social Science – Four Years
- English Language Arts – Four Years
- Mathematics – Four Years
- Laboratory Science – Four Years
- Language other than English – Four Years
- Visual/Performing Art – One Year
- Elective – Three Years
- Connections – Four Years
- Physical Activity – Four Years
- Senior Project – Four Years
[edit] Board of Directors
[edit] Executive Board of Directors
- Beth Bartlett
- Chris Buja
- Steve Humphreys
- Stacey Keare
- Paul Koontz
- John Novitsky
- Diane Tavenner
[edit] Community High School Foundation Board of Directors
- Bob Adams
- Leslie Burns, SPOT Representative to the Foundation Board
- Leslie Field-Barth, Communications Chair
- Jorge Glascock
- Sue Jaggers
- Ginny Kavanaugh
- Dana Starling, Events Co-Chair
- Andrew M. Thompson, Chairman
[edit] Faculty
[edit] Administration
- Diane Tavenner, Executive Director
- Isabelle Parker, Chief Operations Officer
- Yvette Sarnowski, Director of Professional Development
- Kelly Garcia, Teacher on Special Assignment
[edit] English Language Arts
- Lilla Toal, Literature & Personal Development (9)
- Drew Grimshaw, Literature: The Individual & Society (10)
- Stephanie Decker, AP Language & Composition (11)
- Crystal Yang, AP Literature & Composition (12)
[edit] History / Social Science
- David Richards, World Studies I (9)
- Meghann Tovar, World Studies II (10)
- Megan Jellinek, AP US History & Government I (11)
- Diego Arambula, AP US History & Government II (12)
[edit] Mathematics
- Jon Deane, Geometry (9) & Advanced Algebra (10)
- Angela Knotts, Geometry (9)
- Dave Cade, Trigonometry / Pre-Calculus (11)
- Bruce Brege, AP Statistics (12) & Advanced Algebra (10)
[edit] Science
- Charlotte Lum, Biology (9)
- Howard Shen, Chemistry (10)
- Todd Dickson, Physics (11)
- Sarah Riggs-Stapleton, AP Environmental Science (12)
[edit] Spanish
- Debra Kerner, Spanish II
- Arturo Aldana, Spanish I, III
- Zulema Ortiz, Spanish IV
- Monica Schleimer, Spanish I, V (AP), VI (AP)
[edit] Special Education
- Judy Hanson, Resourse Specialist
- Andrew Lichtblau, Resource Specialist
[edit] Teacher Candidates
- Chris Proctor, English
- Kari Doyle, English
- Kori McLaughlin, History
- Brian Valek, Science
- Christina Nawas, Science
- John Musser, Spanish
[edit] External Links
Summit Preparatory Charter High School Official Website Summit Preparatory Charter High School Athletics Official Website
