SUMMIT ACADEMY HIGH SCHOOL

SELF-REPORTED INDICATORS

Schools may choose to describe up to two additional pieces of information about how their school is supporting students. These self-reported indicators are not factored into school accountability calculations but provide the opportunity for schools to highlight successful programs or practices in addition to the indicators included in school accountability.

SCHOOL-LEVEL FACTORS

Something For Everybody

“All the cited research suggests that extracurricular activities provide all students—including at-risk and gifted students—an academic safety net.”(Under Standing Youth Culture Vlm 57 pgs 87-88 John Holloway; Extracurricular Activities: the Path to Academic Success). At Summit Academy High School there is something for everyone. Though we are numerically a small high school, Summit Academy High School offers the total high school experience in leadership, academics and extracurricular activities. The National Center for Education Statistics states that, “Extracurricular activities provide a channel for reinforcing the lessons learned in the classroom, offering students the opportunity to apply academic skills in a real-world context, and are thus considered part of a well-rounded education.” Recent research suggests that participation in extracurricular activities may increase students' sense of engagement or attachment to their school, and thereby decrease the likelihood of school failure and dropping out. According to a recent student survey, nearly 80% of Summit Academy High School students are involved in some type of extracurricular activity, with many being involved with more than one. From HOSA, Debate and Model UN to theatre productions and state champion in 3A sports; Summit Academy High School has something for everyone.


TEACHER FACTORS

Professional Learning Community Success

“The professional learning community is seen as a powerful staff-development approach and a potent strategy for school change and improvement”. Summit Academy High School began implementing the successful, research-based concepts, systems and structure of a Professional Learning Community (PLC)school with a focused commitment to student learning during the 2017/18 school year. Currently, SAHS, teachers, administration and staff engage in a variety of activities including sharing a vision (Summit Academy Improvement Plan/(SAIP)/SAHS Improvement plant), working and learning collaboratively, visiting and observing other classrooms, and participating in shared decision making. “The benefits of a professional learning community to educators and students include reduced isolation of teachers, better informed and committed teachers, and academic gains for students.” (Hord, S. M, Professional Learning Communities http://www.sedi.org/change/issues/issues61.html). As a result of basic implementation of a PLC the standardized test scores of SAHS have improved.