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Summit Charter Renewal Application 2025 Part 1. Renewal Reflection Summit Middle Charter School Summit Charter School’s Leadership Team for the 2025-26 school year is as follows: Principal: Adam Galvin, Principal Administration: Meredith Changeux, Assistant Principal Joseph Gutierrez, Assistant Principal Tara Waters, Business Manager

Governing Board: Molly Stauffer, President Erica Stone, Vice President Erin Robbins, Secretary Wendy Dunning, Treasurer Marine Siohan, Board Member Lana Kimayeva, Board Member Chong Shen, Board Member Katie Schwalb, Board Member Grace Koo Wickersham, Board Member

Section 1: Academic Performance Question 1: Describe and Reflect on the School’s Mission and Vision Summit’s Vision is to create a caring community of scholars. Summit executes its Vision through its Mission: ● To provide a rigorous, academic curriculum that promotes high levels of student effort and academic achievement. ● To foster high self-esteem through stimulating intellectual challenge and meaningful academic accomplishment. ● To inspire in students a lifelong love of learning, a desire for self-development, and good citizenship. ● To create a caring community of peers who value scholarship, academic achievement, and creativity. ● To serve as an excellent preparation for students intending to study in rigorous college preparatory high school programs, including International Baccalaureate and Advanced Placement.

Reflections on Achieving our Mission: Summit’s mission is not aspirational only in words—it is observable daily through our instructional design, student outcomes, and community relationships. At Summit, we are a community of scholars guided by our ambitious school mission, which resonates with our stakeholders: to promote effort and achievement through academic rigor; to build self-esteem through challenging and meaningful accomplishment; to instill a love of learning through scholarly and creative endeavors; to create a caring community that fosters well-being, character, and leadership; and to prepare students for rigorous High School studies. Having these high expectations and rigorous curriculum requires great levels of student support and encouragement for all types or learners, for all academic abilities, and for students’ various social and emotional needs. We scaffold this rigor through tiered supports, advisory programs, and intentional focus on social-emotional learning to ensure that students thrive. A Summit education provides benefits that will last a lifetime. Summit Middle Charter School was established in 1996 as the first charter school in Boulder, Colorado. To date, the school has graduated over 3000 students. Summit’s positive school culture centers around high expectations, instructional excellence, and a supportive community. We learn in intellectually and personally challenging ways. We set high expectations for students and provide support to reach those expectations. We believe that learning is a process that relies upon habits of scholarship and strong individual character. We learn through caring relationships. We make learning authentic and relevant to students. We demonstrate learning to public audiences, as advocates to raise awareness of issues, educate others, or create change. We are joyful and curious about what we learn. We learn with technology to increase creativity, innovation, and interaction with the global community. We strive for our personal best, but not perfection. We believe middle school is a pivotal time for children who enjoy learning because they are ready for enormous intellectual and personal growth. We offer talented and motivated learners a challenging and meaningful curriculum facilitated by outstanding teachers in a caring community environment. Our students grow into what we call Summit Scholars. Summit Scholars are students who are capable of much more than getting good grades. Summit Scholars are ready to meet any academic challenge with a growth mindset, apply their knowledge to make the world a better place, and are prepared for their future in higher education and beyond. Our alumni consistently report that Summit prepared them not only for success in advanced high school coursework, but also for leadership roles and civic engagement. Local high schools recognize Summit graduates for their preparedness, independence, and love of learning. Reflection on Achieving our Vision: At our core, Summit is a caring community of scholars. The key to Summit’s unequivocal success over the last 30 years is that we care for our students as much as we expect from them. Summit excels in aligning high academic rigor and expectations with appropriate support. After nearly two decades, we formally added the word ‘caring’ to our mission, affirming what had always been at

Summit’s heart. A caring community is essential to turn effort into growth and achievement, to turn meaningful academic accomplishment into self-esteem, and to turn academic rigor into a love of learning. We continue to evolve, deepening our commitment to equity, belonging, and innovation, while preserving the academic excellence that defines Summit. Question 2: Describe and Reflect on the School’s Authorizer Determined, School Specific Measures. School Specific Measure #1 - Academic Achievement: Reflection on Academic Achievement: Our achievements demonstrate that rigor and care are mutually reinforcing, not mutually exclusive. Summit has been nationally recognized as a four-time U.S. Department of Education National Blue Ribbon School (2003, 2004, 2012, 2019) and was slated for a fifth recognition prior to the program’s discontinuation in September of 2025. Summit has received multiple John Irwin Schools of Excellence awards, given by the state of Colorado to schools that demonstrate excellent academic achievement. School Performance Rating: Summit has consistently been rated at the Performance level—the highest rating given—on the School Performance Framework by the Colorado Department of Education. ● Summit Performance Framework 2025 ● Summit Performance Framework 2024 ● Summit Performance Framework 2023 Academic Achievement: Summit students continuously perform at the highest levels on state accountability assessments. Particularly noteworthy, Summit did not experience a significant dip in student performance following Covid and in most categories our achievement scores actually increased during this period. Summit routinely maintains high levels of student achievement, both schoolwide and within tracked sub-groups, as seen in the below 2025 data:

Sub Group Achievement Percentile Rank Sub Group

ELA

Math

FRL

84%

98%

Minority

98%

99%

Hispanic / Latinx

94%

97%

Multilingual

60%

95%

Two or More Races

97%

99%

Asian

98%

99%

White

97%

99%

Percent of All Students Who Met or Exceeded Benchmark

Year

ELA

Math

2018-2019

89%

82%

2020-2021*

90%

76%

2021-2022

91%

82%

2022-2023

91%

88%

2023-2024

84%

2024-2025

90%

87%

* Pandemic data set not including all grades (6th & 8th Math plus 7th ELA)

These results show that when students are challenged and cared for, they rise to the occasion and meet high standards. The sustained strength of our performance, even though the disruptions of the pandemic, speaks to the effectiveness of our teachers and the resilience of our students. Continuously monitoring student data allows us to identify and address learning needs quickly, ensuring that every learner remains on a trajectory of growth and success. We are particularly proud that our subgroup performance mirrors overall achievement, illustrating Summit’s long-standing commitment to equity and access to rigorous learning for all students.

School Specific Measure #2 - Academic Growth: Reflection on Academic Growth: We believe that growth is the natural outcome of a community that values challenge and care. Even with achievement consistently among the highest in the state, our students continue to demonstrate meaningful growth year after year. This reflects the heart of our mission, to promote effort, perseverance, and a love of learning through rigorous and supportive instruction. Our teachers know each student well and use that understanding to tailor lessons, create flexible learning groups, and extend enrichment for those ready to move further. The strength of our math growth across all subgroups highlights not only instructional excellence but also the equity that comes from knowing and nurturing every learner. In a community where striving and belonging go hand in hand, growth is both expected and celebrated. When baseline academic achievement is already at the highest level, it can be challenging to show measurable academic growth year-over-year, however, Summit routinely maintains positive MGP schoolwide and with sub groups, including in 2025:

2025 Median Growth Percentile (MGP) by Sub Group Sub Group

ELA MGP

Math MGP

FRL

50%

68%

Minority

53%

70%

Hispanic / Latinx

56%

65%

Multilingual

47%

69%

Two or More Races

45%

63%

Asian

60%

76%

White

54%

63%

All Student Median Growth Percentile (MGP) Year

ELA MGP

Math MGP

2018-2019

57%

58%

2021-2022

71%

74%

2022-2023

56%

65%

2023-2024

50%

60%

2024-2025

53%

66%

Question 3: Is the School’s Educational Program a Success? Unequivocally, yes. Summit has sustained a high level of success over its 30-year history as it has succeeded in creating a caring community of scholars. Summit’s mission systematically serves as the north star to inform the design of our educational and social-emotional programming. Summit’s success has been externally validated as well. Student applicants have increased annually, from 158 in 2018, to 277 in 2025 (a 75% increase) showing a demonstrated interest in the school, and Summit has won four National Blue Ribbon Awards from the Department of Education, honoring its commitment to overall academic excellence, and for making progress toward closing achievement gaps. Further evidence of Summit’s success, measured by various benchmarks, is discussed in detail below. Curriculum: Summit adheres to a rigorous standards-based curriculum. Students are placed in courses by demonstrated ability level and provided supportive accelerated learning options based on readiness assessments. We utilize data driven instruction with measurable benchmarks for each core subject and provide outstanding teachers who are highly skilled in their craft. ● English: Four levels of literature-based English classes are offered emphasizing essay writing components, grammar and academic vocabulary, and literary analysis. ● Math: Eight levels of math are offered from sixth grade level through Algebra II. ● Sciences: The general middle school science curriculum is completed in the first two years allowing two options for advanced science in eighth grade. ● Foreign Language: Summit is unique in that we require all students to take a World Language, either French or Spanish, as a fifth core class—not an elective. World Language classes utilize an immersion format balanced between writing, reading, speaking, listening,

and culture. Students complete the first two levels of high school language allowing entrance to level three in high school. ● Electives: Our extensive elective offerings reflect our belief that creativity, physical wellness, and curiosity are integral to academic success. In addition to the five core classes, students choose from a wide variety of elective classes including: PE, health, arts, instrumental music, vocal music, musical theatre, technology, engineering, robotics, digital design, film, creative writing, mythology, debate, ecology, and cooking. Because of our relatively small school size and many mixed-age classes, students get to know each other well and become part of a community of scholars. Our extensive list of elective options grows depending upon student interest. We added advanced robotics, sports statistics, wallet wizardry and World War II based on student interest. ● STEM: We are a BVSD 1:Web school where digital citizenship is cultivated, innovation is encouraged, and 21st Century Skills are practiced. Instructional technology is prevalent in all classrooms and always balanced with traditional methods. Summit’s robust STEM offerings include computer programing, robotics, design, and engineering. Character Development: Summit’s positive school culture centers around high expectations, instructional excellence, and supportive community. For students, Summit is a place where it is cool to be smart and where they find the challenge and engagement with learning they have been seeking. Our school is small enough to be safe, caring, and community-oriented, and foster a vibrant school community. We encourage a high degree of parent involvement, which leads to collaboration and accountability at home and at school, enriching each student’s educational experience. Our investment in social-emotional learning has resulted in one of Summit’s greatest strengths — a culture where students support one another, take pride in scholarship, and demonstrate empathy and leadership. We have a dynamic social emotional learning program known as BEAST (Bring Everyone at Summit Together) to provide community building and wellness practices. We believe that building positive relationships is the best way to prevent bullying and to encourage students to stand up for each other. We take time each week to engage students around non-cognitive learning and take four days per year to focus exclusively on social emotional learning through various activities which promote leadership, service, kindness, and wellness. We also engage students outside of the classroom through a multitude of enrichment opportunities including clubs, leadership, sports, entertainment, and service. Community Connections: Summit utilizes a range of strategies to engage with community members and community partnerships. The broader community is well connected to our academic endeavors through numerous partnerships, scholarly research, and mentoring opportunities. We routinely partner with community organizations to volunteer and engage in service learning projects. Our students are active in numerous community-based academic competitions, performing arts, and

sports. Many of our students work directly with community mentors, who are experts in their field, in connection with school projects. In short, our community of scholars is not confined to the walls of our school building, it is connected to a vast and supportive network. Such experiences reinforce Summit’s vision of developing scholars who are capable, compassionate, and mindful of community. Extracurricular Opportunities: Summit has an array of innovative programs, practice, initiatives, and curricula. Our Strategic Plan seeks to utilize three core themes, explained in further detail below, which are adaptable to the future strategies: Expand the Impact, Embrace the Future, and Ensure Success. By expanding our impact, Summit seeks innovative opportunities to apply academic rigor and prepare students for their future. By embracing the future, Summit sustains and enhances high quality curriculum and instruction. By ensuring success, Summit remains committed to the success of our scholars indefinitely. For example, Summit has a unique Student Ambassador program that promotes leadership skills and develops the community. As a charter school, 100% of Summit students must enroll through a process referred to as Open Enroll. Our 7th grade student ambassadors lead Open Enrollment tours to showcase our mission and to welcome new families. Given Summit’s excellent reputation, the Open Enroll process garners high interest every year and exposes the program participants to excellent opportunities to develop agency, confidence, and self-esteem. Experiential Learning: Over the last decade, Summit has taken learning to new levels by moving beyond the classroom walls. For example, semester long travel electives combine classroom and expeditionary learning. Students can travel to Catalina Island Marine Institute in California to learn and apply concepts in Biology and Environmental Science. Such a travel program is intended to spark a love of learning that is essential to our mission. Summit’s experiential programs are consistently cited by students as transformative experiences that ignite curiosity, foster independence, and strengthen community. Professional Development: Our professional development process is known as the Quest Program. The Quest Program espouses the philosophy that “Learning is not attained by chance, it must be sought for with ardor and attended to with diligence.” ― Abigail Adams Annually, faculty and administration create individualized goals in three key areas: Instructional, Professional, and Student Growth. These goals are enacted, measured, supported, and evaluated collaboratively each year by the individual, instructional coach, and principal. In creating these goals, teachers reflect on their progress periodically through the evaluation processes.

Furthermore, Summit offers a variety of support systems to enhance professional growth. New teachers are provided with faculty mentors and training seminars throughout their first year. Every Wednesday, faculty have collaborative meetings and collegial exchange. Faculty meet by department throughout the year. Instructional rounds are held periodically so teachers can observe their colleagues in class and share best practices. Summit provides a teacher induction program for obtaining and renewing teaching credentials and provides supplemental compensation for obtaining National Board Certifications. Summit offers a Summit Master Teacher program that provides a year long, personalized, professional growth opportunity. Once successfully completed, the program allows teachers to move to the highest salary scale column. Summit collaborates with leading external professional development partners, including: Peak to Peak Charter School Professional Development Team, World Leadership School, Denver Language School leadership team, Ron Ritchart, Cultures of Design, Harvard University, etc. Summit welcomes the opportunity to work with pre-service teachers for field experiences, student teaching, and internship opportunities. We partner with area universities, including CU Boulder, Regis University, Metro State University, and Colorado State University. Summit’s professional development model sustains a culture of instructional excellence. By aligning teacher growth with student outcomes, we ensure that learning at Summit is dynamic and continuously improving. Stakeholder Feedback: Summit utilizes a range of strategies to engage with families for stakeholder feedback. Parent engagement starts long before the school year. We have a comprehensive enrollment process where parents visit, explore, and learn about our school before they enroll, providing a full understanding of our challenging academic program. We offer summer socials for new students to build community before the first day of school. Once the school year starts, weekly communications are sent. Parents attend community events geared towards supporting their student’s academic and social needs. Our Parent Connections group meets monthly and is supported by school administration. We utilize the Schoology Learning Management System, which allows parents to follow along with classroom learning and progress anytime. Parent/teacher conferences occur twice each school year and our administrative team communicates with parents on a daily basis whenever questions or concerns arise. Summit parents are highly engaged in their student’s academic life, and we expect a Summit education to be a family affair where parents provide support and encouragement. Parents are connected to school leadership on numerous levels. Our nine-member school board and its various committees are composed of talented and caring parents and often collaborate with faculty and administration. Parent Survey results are reviewed annually by leadership and accountability committees. We utilize an online volunteer system, HelpAtSchools, which provides easy access for parents to engage in school activities.

With respect to state testing, our student academic achievement and growth is consistently at the highest levels and communicated clearly to parents. In addition, we use school-based assessments to periodically monitor progress and share with parents on a regular basis. Summit’s School Accountability Committee evaluates all state test scores annually and consults on our annual school improvement goals. Community Engagement Opportunities and Volunteers: Summit provides many opportunities for parents to help build a strong community. Parents join in field trips, fundraisers, educational travel, and service learning alongside our students. They run clubs, assist with coaching sports, mentor students, judge academic competitions, and critique learning demonstrations. Summit uses various strategies to connect with community members and establish community partnerships. The broader community stays engaged with our academic efforts through numerous collaborations, research projects, and mentoring programs. We regularly work with community organizations to volunteer and participate in service learning initiatives. Our students are very active in community-based academic competitions, performing arts, and sports. Many students work directly with community mentors who are experts in their fields on school projects. In short, our Community of Scholars isn’t limited to the walls of our school; it’s connected to a vast and supportive network. Alumni Network: Summit has a large alumni network. Every Spring, we invite Alumni from the current high school graduation class to return to Summit for a reception before graduation day. Each year, nearly the entire class returns for a celebratory gathering to reconnect with friends, classmates, and teachers. This event underscores the benefits of a Summit education which extend far beyond middle school — equipping graduates with the academic foundation, confidence, and character to thrive in high school, college, and life. Question 4A: What Changes, if any, do you propose making to your educational program or model? Perhaps our biggest change over the last decade has been with our facility which has allowed us to dramatically expand and improve our educational offerings in innovative teaching methods. Today, we continue to lead with middle school Career and Technical Education (CTE) design and programming, in line with BVSD’s district wide initiative in this area. Beginning in January of 2024 our design teams toured four CTE Centers (St. Vrain, Douglas, JeffCo, and Littleton) and conducted expensive research on CTE building design and programming options to create the perfect CTE model for Summit. Through this extensive research and collaboration, our team designed a new CTE wing that includes a STEM Classroom, an Prototyping Lab, an Outdoor Building Yard, a Culinary Lab, and an Innovation Commons.

Every step of the way, Summit has been driven by the motto that Instruction Drives Construction. Our new CTE Learning Community enables students to apply rigorous academic content in innovative and experiential ways that construct deep, meaningful, and unforgettable learning. Students are inspired to explore career opportunities while building agency for independent living. Question 4B: Is the school effectively serving all students, including students with disabilities and English Learners? Summit effectively serves all students including neurodivergent students, students with disabilities, and English Learners. Summit’s positive school culture centers around high expectations, instructional excellence, and supportive community. For students, we are a place where it is cool to be yourself and where learning is the primary focus. Students at Summit find appropriate levels of challenge and high engagement with learning, which they have been seeking. Our school is small enough to be safe, caring, and community oriented. Our diverse student body creates a vibrant school community. We welcome a high degree of parent and community involvement with accountability to each student’s educational experience. Summit Serves All Learners: As a public school serving all learners is an essential commitment. At Summit our challenge and commitment is to teach all students with the highest level of academic rigor, which often means learning one to two grade levels above their actual enrolled grade and sometimes even higher. Therefore, we provide ability-level course placement which includes many high school level courses along with accelerated and compacted curriculum design in all of our core academics and many electives. Additionally, we provide each student with the training, resources, care, and support to reach these high expectations and learn at the highest level. We utilize a multi-tiered system of academic support and pay close attention to each student’s growth trajectory, academic achievement, and emotional needs. Academic supports include: a required study hall for all students, academic support classes, teachers’ weekly office hours, math Science, and English tutoring (provided in study hall), counselor access, Advanced Learning Plans, special education IEP services, and 504 plan accommodations. We have a dynamic social emotional learning program known as BEAST (Bringing Everyone at Summit Together) to provide community building and wellness practices where students meet in grade level groups regularly. We employ an extensive and dynamic team of Academic Support Professionals including a: Math/Science Tutor, English Tutor, Study Hall Teacher, Family Liaison, Full time Special Education Teacher, ELL Specialist, TAG Coordinator, etc. The resources expended for this level of academic support is substantial.

Summit Serves Neurodivergent Students, Students with Learning Differences, and Students with Disabilities: Summit serves all types of students, including students that have Individualized Education Plans and 504 plans. Summit follows these plans with fidelity while maintaining the high expectations of our school curriculum. In order to meet the needs of all our students, Summit provides direct Special Education services. We respond to the need for more targeted literacy intervention for students below grade level in ELA and offer English Scholars as an academic support class. English Scholars class is specifically targeted to accelerate students who are behind or struggling with language skills. We also have a mirror process for Math Scholars. All students are included in core classes and expected to meet course level standards. We strive to move every student above grade level no matter what their learning challenge. Additionally, we believe academic rigor and acceleration must be paired with meaningful differentiation to serve today’s diverse student population. Academic rigor and differentiation are not opposing values. Rather, they are the binding catalyst for scaffolded instruction that ensures success for every kind of learner. Teachers iterate and differentiate their instructional materials responsively and responsibly. Assignments, projects, and assessments are designed to provide access and the opportunity to accurately demonstrate learning. We strive for consistent core curriculum differentiation in order to provide greater access to our accelerated curriculum and opportunity for growth and achievement. We incorporate differentiated instruction strategies into every unit of our core curriculum. Differentiation strategies include adjustments, modifications of choice in the process, product, content or environment of curriculum, and instruction based on individual students’ academic needs, language proficiencies, physical needs, SEL needs, interests, and/or culture. District-based SPED purchased services are beneficial to enacting these goals and much appreciated from BVSD. However, the school-based SPED funding which Summit currently utilizes is critical to enacting these goals. Summit Serves Multi-Lingual & English Learners: We have many multi-lingual (ML) and English Learners (EL) students at Summit due to a wide range of ethnic and cultural backgrounds. Many students do not have English as their first language. Our current student growth goal is to increase schoolwide Hispanic/Latinx MGP in ELA to 55 MGP or higher: ● Schoolwide Hispanic/Latinx MPG N-count increased from 26 to 34 from 2023 to 2024 but the Hispanic/Latinx MGP has decreased from 56 to 51 MGP in ELA. ● Schoolwide Hispanic/Latinx MPG N-count increased from 34 to 39 from 2024 to 2025 and the Hispanic/Latinx MGP has increased from 51 to 53 MGP in ELA; which is solid

progress towards our two-year goal of 55 MGP or higher. ● Schoolwide Hispanic/Latinx MPG N-count has increased from 34 to 39 from 2024 to 2025 and the Hispanic/Latinx MGP has increased from 67 to 73 MGP in Math.

With increasing numbers of Hispanic/Latinx students, Summit consciously focuses on the academic growth of this subgroup. We are supporting emerging bilingual students by providing literacy intervention services using the Orton-Gillingham program and IXL diagnostic snapshots and recommended skills. We are using research-based instructional practices within our core curriculum by teaching students at their level including a new, standards-based, on-grade level, math pathway. We utilize morphology training in our Orton-Gillingham program for our Intervention Coordinator as well as IXL diagnostics with BOY, MOY, and EOY snapshots through the ELA diagnostic tool on all students in all English classes. To ensure equitable access to high achievement in this subgroup, we share implementation progress with the Academic Support team at weekly meetings. We track student progress in core classes through a grade pull on a spreadsheet every 4-6 weeks, identify root causes (missing homework, low test scores, skill gaps, etc.), and determine adult actions for each student underperforming. District-based ELL purchased services are very beneficial to enacting these goals and much appreciated from BVSD. However, the school-based ELL funding which Summit currently utilizes is critical to enacting these goals. Summit Serves Students Above Grade Level: Programs and services at Summit are aligned to a student population which is highly motivated for academic achievement. Nearly half of our students are identified as Gifted and Talented and many of those students are twice exceptional such as on the Autism spectrum. Many of our TAG students display the need to develop social, communicative, or organization skills. We cater our counseling and academic support services to those needs through daily contacts with support personnel, referrals to student support services when necessary, and constant collaboration with teachers and families around students’ individual needs. Course placement is primarily based on academic (and not grade) level. Accurate placement combined with opportunities to accelerate into more challenging classes is a top priority for our teaching teams. Students have individualized schedules and are required to take five core courses: English, math, science, social studies, and world language. Having such high expectations and a rigorous curriculum require high levels of student support and encouragement for all learner types and abilities and for students’ social and emotional needs. The foundation for academic success is developing habits of scholarship including: study skills, time management, homework prioritization, research skills, digital citizenship, leadership opportunities, public speaking, a growth mindset, and much more. Nearly all Summit students are performing above grade level. Sustaining this level of achievement while also promoting growth is perhaps the biggest challenge our school faces

each year. High achieving students also need high levels of academic and social/emotional support. We offer a variety of opportunities for successful students to seek assistance and support. And we are mindful of incorporating practices to alleviate student stress, such as requiring all teachers to balance their assessment schedule so a student never has more than two assessments on a particular day. We have a TAG Advisor who manages Advanced Learning Plans for our students. Our TAG Advisor helps students align their academic program with their area of talent, encourages students to reach their full potential, and provides support when concerns arise. We have academic tutors in English, Math and Science available during every study hall period for students who seek help and curriculum reinforcement. All students are enrolled in study hall every other day. All core teachers offer office hours twice per week so students can receive timely support and feedback on assessments. We have myriad student-centered grading practices which allow students to improve results when they don’t meet their expectations. Summit also provides numerous opportunities for additional academic challenges in fun, engaging clubs or academic competitions such as Spelling Bee, Brain Bowl, Destination Imagination, Robotics, etc. These opportunities allow high achieving students to take risks of their own choosing and experience low stakes setbacks which build confidence and resilience. Summit Serves Students Below Grade Level: Summit also serves students that are performing below grade level and need additional academic support. To best serve these students, we have a robust Academic Support team available every day for just-in-time support through study hall, academic coaching, tutoring, office Hours, language scaffolding, differentiated instruction assistance, homework help and much more. We offer additional classes called “scholars” classes for students who need regular academic support, specific skill remediation, and/or executive functioning assistance. As a charter school we are continuing to innovate to provide adequate instructional support. We observed an increase in the number of students entering Summit below grade level in Math. During Covid, our 6th graders were in k/1st Grade and our 7th graders were in 1st/2nd grade. The pandemic caused unprecedented disruptions to K-12 education starting in March of 2020 and it appears gaps in learning still exist. We identified a need to create a math pathway and curriculum for students to learn at grade level standards, whereas previously all of our accelerated math curriculum was above grade level. We built a new curriculum and data analytics system for at or below grade level students so they can meet or exceed expectations. We focus on mathematical vocabulary, specific skill deficiencies, and accelerated growth. Creating this new math pathway was a collaborative effort which involved budget and scheduling adjustments. The results have been very positive as students are displaying more growth and achievement in the grade level course then they would have made in the accelerated course. Therefore, their math growth and achievement are accelerating at a faster pace. Students are also developing more confidence and comfort with math, which will support 14

them in the years to come. Summit Serves Low Income Learners: In 2019-20, we established an Open Enrollment preference for low income students. This Family Income Preference applies to in-district applicants for 6th grade until 10% of the qualifying entering 6th grade students are enrolled. As a result of this open enrollment preference, our Fee Waived Student enrollment increased from 5 students in 2018 to 34 students in 2024. In keeping our commitment to equity and access, we are providing transportation to ensure our low income students enroll in Summit, maintain excellent attendance, and succeed in our rigorous academic program. Summit provides transportation services for low income students through HopSkipDrive, a trusted network company that offers safe and reliable supplemental rides for children. The program typically includes four to five daily pickup locations throughout the district to ensure students arrive at school safely and on time. In order to further ensure equitable access for low income students, we exempt low income families from course fees, athletic fees, and field trips fees, and we have worked with IT to eliminate the 1:Web Chromebook fee. Summit has a Family Liaison who collaborates and communicates with families to provide community resources and offer athletic and school supplies. We also work with local churches during the holiday season to ensure inclusion and support at these times. We offer extra support for ELA and math as needed via our Academic Support team and through after school programming with the I Have a Dream Foundation as a school base learning partner. We also run a monthly Family Engagement Team (FET) meeting in the evening to support and engage Spanish speaking families. Summit’s statistics demonstrate the results of our commitment to serving all types of learners. Diverse Learner Academic Achievement: ● FRL students - 84th percentile in ELA ● FRL students - 98th percentile in Math ● Minority students - 98th percentile in ELA ● Minority students - 99th percentile in Math ● Multilingual Learners - 95th percentile in Math ● While Multilingual Learners - 60th percentile in ELA Diverse Learner Academic Growth: ● FRL students - 50 MGP in ELA ● FRL students - 68 MGP in Math ● Minority students - 53 MGP in ELA ● Minority students - 70 MGP in Math ● Multilingual Learners - 69 MGP in Math ● Multilingual Learners - 47 MGP in ELA

Part 2: Board Governance Question 1: Is the school operating and governed effectively? Leadership and Operations: Summit maintains highly effective operational management run by the school administration as well as skilled, transparent governance run by the Summit Board of Directors. Charter schools espouse innovation and autonomy, balanced with accountability. Summit cultivates both individual ownership and group responsibility, empowering staff to lead initiatives that strengthen the school as a whole. The school’s leadership philosophy is democratic and collaborative. We value the opinions and contributions of all staff, teachers, and administrators. We actively engage colleagues in decision making processes. The school’s leadership structure begins with the administration team but extends to staff and teachers in the essential aspects of school curriculum, school community, and school life. Instructional and Student Support: Summit’s management team ensures that we stay, first and foremost a community of scholars, learners, and educators. We do so by supporting a talented and effective faculty, and continuously supporting faculty growth. Current leaders provide guidance, support, coaching, and mentoring to teachers both new and veteran in any area that enhances pedagogical effectiveness. School management also allocates resources to support every student in their endeavors to reach their full potential for learning, academic achievement, and personal development. Culture of Trust and Communication: Building on the book, Trust in Schools: A Core Resource for Improvement (Bryk & Schneider), Summit has developed a unique framework of “commitments for relational trust” based on character and competence. We focus on four essential elements of relational trust at an intrapersonal level through:

● regarding others by seeking first to understand their position ● showing integrity by making and keeping commitments ● demonstrating capability by clarifying expectations ● showing results through continuous improvement We strive to practice these commitments daily and examine issues and problem solving within this framework. We have also developed an original set of “communications agreements” for our

school community, centered on encouraging solution focused, direct communication with empathy and positive intent. Governance: Summit’s Governance is enacted primarily through our nine-member Board of Directors composed of independent parent representatives (not faculty or administration). Summit’s Principal serves as non-voting, tenth member of the Board in order to ensure effective communication between management and the Board. The Board espouses and practices a policy governance model, with a structured approach to decision-making and accountability. The Board provides strategic oversight and fiscal accountability while supporting the professional expertise of school administration. Question 2: Reflect on the Board's compliance with ethics and open meeting laws. The Summit Board complies with ethical standards and open meeting laws. The school board governance model is set on a solid foundation including board by-laws, board policies, charter contract, as well as state and federal laws. The Board follows a meeting policy which covers open meeting laws as well as a code of ethics policy which covers conflicts of interest. All meetings of the Board and its committees are publicly noticed on the school’s website at least 24 hours in advance, and minutes are recorded and available upon request. The Board’s Governance Committee meets regularly to review and monitor governance structure as well as compliance requirements. All board members are trained in legal compliance including conflict of interest, open meeting law requirements, norms and procedures prior to the start of their term. Question 3: Reflect on the Board's training of new members. Summit’s Board membership rotates so new board members are inducted on a staggered cadence, ensuring continuity and a mix of experience with fresh energy and ideas. The Summit Board provides annual training for new members to ensure effective governance and alignment with the school’s mission and legal responsibilities. New member orientation includes: ● The school’s culture and climate ● Governance model ● The legal oath of office ● Board policies and bylaws ● Financial oversight and budgeting ● Open meeting and ethics laws The board also provides ongoing annual training to its members and is a member of the Colorado League of Charter Schools. Training covers policies and procedures regarding budget, governance, 17

committees, principal evaluation, digital resources, open meeting laws, communication pathways and more. New members are very well prepared to start their term and uphold the responsibilities and obligations of board membership. Partnership with BVSD Summit deeply values its partnership with BVSD and actively collaborates with district leadership to ensure alignment in policy and practice. Summit regularly attends district training to ensure we are aligned in practice when it comes to policies that we have not waived in our charter contract. We attend and contribute to District Leadership Team meetings and the principal-level meetings. We partner and collaborate with BVSD Safety and Security to ensure our practices align to the district. Summit has been an early adopter or pilot site for several BVSD initiatives, including Schoology, MAP Testing, 1:Web Chromebooks, vape detectors, indoor cameras, and Smart Panel technology. We greatly value our partnership with BVSD safety and security personnel. We are grateful to utilize all of the modern safety and security systems available in other BVSD schools. When BVSD eliminated the School Resource Officer program we lost our designated security personnel and were unfortunately not included in BVSD School Safety Advocate (SSA) Program. We are interested in having an SSA presence more regularly at Summit, but do not currently have the resources for a full-time SSA. Question 4: Is the charter school advancing equity and access and fulfilling its obligations as a public school, including through its admissions, programs, services and outcomes. Summit advances equity and access by fulfilling its obligations as a public school: we ensure open access, equitable resources, culturally responsive engagement, and consistently outstanding outcomes across student groups. Summit’s proactive partnerships, inclusive culture, and targeted support make Summit a model for equity and excellence in Colorado. Advancing Equity and Access Through Admissions: We greatly value our partnership with BVSD in managing enrollment. This safeguards integrity of process and ensures that enrollment preferences are implemented consistently and with fidelity. Rising Demand: We are proud of our positive reputation in the community and the consistently high demand for enrollment in our school. Our award-winning success has increased the annual number of student applicants from 158 in 2018 to 277 in 2025. Increased Diversity: Summit is a diverse community in many ways. Summit enrolls students from nearly every elementary school in the district. In 2019-20, we established an Open Enrolment preference for low income students, resulting in an increase in Fee Waived Student enrollment increased from 5 students in 2018 to 34 students in 2024. During the same time period our Special Education count increased from 7 students to 16 students.

In observing the needs of our diverse families, we worked together to better understand how to make them feel part of our community. Communication was essential to promote belonging. We added a new Community Liaison position to Summit. The Community Liaison served as the connecting point for families and Summit. Communication improved through translating documents, newsletters, and emails as needed for staff. Interpretation was more readily proved for parents in meetings and Parent Teacher Conferences. We also use Talking Points school wide to enhance communication with non-English speaking families. We have partnered more effectively with diverse families to ensure they have what they need to be successful at Summit. Key Demographics: ● 33 students with 504 plans ● 10 students with READ plans ● 198 students with Advanced Learning Plans ● 21% of our students do not have English as a primary language. Their native languages include: Spanish, Aramaic, Dutch, French, German, Hebrew, Iranian Persian, Italian, Japanese, Korean, Macedonian, Mandarin, Polish, Portuguese, Russian, Tamil, and Wu ● 35% of Summit students are Non-White Advancing Equity and Access Through Programs & Services: Student Executive Functioning Support: Programs and services at Summit are aligned to a student population which is highly motivated toward academic achievement. Half of our students are identified as Gifted and Talented (“TAG”), and many of those students are twice exceptional, and/or neuro-divergent. Many of our TAG students display the need to develop social, communicative, or organization skills. We cater our counseling and academic support services to those needs through daily contacts with support personnel, referrals to student support services when necessary, and constant collaboration with teachers and families around student individual needs. Transportation: Summit provides transportation services for low income students through HopSkipDrive, a trusted network company that offers safe, reliable supplemental rides for children. The program typically includes four to five daily pickup locations throughout the district to ensure students arrive at school safely and on time. Low Income Support: In order to create equitable access for low income students we exempt those families from course fees, athletic fees, field trips fees and have also worked with IT to eliminate the 1:Web Chromebook fee. Our Community Liaison works with families to provide community resources, offer athletic and school supplies.

Academic Support: We offer extra support for ELA and Math as needed via our Academic Support team and through after school programming with the I Have a Dream Foundation as a school base learning partner. FET Community: We host monthly Family Engagement Team (“FET”) meetings in Spanish focused on community building, giving families a voice, understanding our school system, breaking down language barriers, and connecting staff with parents. Our families have consistently shown up to these meetings to work together for their students’ future. These meetings include dinner, childcare, and topics chosen by parents. Topics include Schoology, Infinite Campus, Boulder Public Library, conferences, transitioning to high school, Robotics, and more. We often collaborate with Manhattan’s FET group, where both parent groups learned about GRADplus and connected with each other. This gives them a chance to connect with other parents across the district. FTE Meetings also serve as social community building, to take a break from parenting. Partnership with IHAD: Summit has a strong and longstanding partnership with the I Have A Dream Foundation. Current students participate in the program, and receive academic support through the after-school program at the Summit site. IHAD AmeriCorps members also work with Summit students, which allows IHAD to see firsthand what Summit students are learning, and to better understand how to support them. We stay in regular communication with IHAD and dreamer families, sharing updates on grades, events, and additional ideas for family support. We help students reach the IHAD community center by providing rides and, most recently, bus routes. This has given our dreamer students not only the opportunity to keep up with their academics but also to experience activities like kickboxing, fishing, camping, and more. Parent and Family Collaboration: Summit is uniquely and impressively responsive to the needs of parents. As a Charter School we were founded by parents, we are governed by a parent Board of Directors, and supported by parents every day. We partner with parents for social and educational events as well as volunteer opportunities like most schools. But we go much deeper by supporting parents with direct assistance and advice on the unique academic and social emotional needs of their students. This includes proactive conversations on course placement, adjustments to stress or trauma, and much more. We have designed our team services very intentionally to meet the needs of parents.

BEAST Program: We have a dynamic social emotional learning program known as BEAST (Bring Everyone at Summit Together) to provide community building and wellness practices. We believe that building positive relationships is the best way to prevent bullying and to encourage students to stand up for each other. We take time monthly to engage students around non-cognitive learning and several days per year to focus exclusively on social emotional learning through various activities which promote leadership, service, kindness, and wellness. We engage students outside of the classroom through a multitude of enrichment opportunities including clubs, leadership, sports, entertainment, and service. We have led the way in programming and investment in student wellbeing and stress management through our innovative partnership with Upstream Education. We enact an Upstream curriculum with students every week to teach and practice valuable SEL skills related to self-regulation, gratitude, executive functioning, emotions, relationships, confidence, and stress management. Advancing Equity and Access Through Outcomes; Academic Growth: Summit maintains exceptional proficiency and positive growth, even at already high achievement levels, affirming equitable outcomes for all learners. Sub Group Achievement Percentile Rank Sub Group

ELA

Math

FRL

84%

98%

Minority

98%

99%

Hispanic / Latinx

94%

97%

Multilingual

60%

95%

Two or More Races

97%

99%

Asian

98%

99%

White

97%

99%

Percent of All Students who met or exceeded benchmark

Year

ELA

Math

2018-2019

89%

82%

2020-2021*

90%

76%

2021-2022

91%

82%

2022-2023

91%

88%

2023-2024

84%

2024-2025

90%

87%

* Pandemic data set not including all grades (6th & 8th Math plus 7th ELA)

Question 5: Describe how the board monitors the school’s academic, operational and financial performance. Summit’s Board of Directors exercises diligent financial oversight through structured committees, transparent reporting, and long-term strategic visioning—ensuring that academic excellence, operational effectiveness, and fiscal health remain at the core of the school’s success. Academic and Operational Oversight: Summit’s academic and operational performance are monitored through several standing committees that guarantee high-level governance and continuous improvement. Governance Committee: This committee reviews policy, legislative action and legal compliance in relation to the school’s curriculum and instruction. It also reviews policies regarding Human Resources and financial matters. This committee ensures that the school’s academic and operational practices align with charter requirements and best practices. Principal Evaluation Committee: This committee reviews key indicators of success and satisfaction regarding all facets of the school community from academic achievement to parent, student satisfaction and school culture and climate indicators. This process provides accountability for leadership and helps identify areas for improvement.

School Accountability Committee (SAC): This committee focuses on academic achievement, growth and resource allocation. The committee sets and evaluates annual school goals as well as UIP goals and reports. The committee engages in Strategic Planning every 3 to 5 years which is a process that includes stakeholder representation from the entire school community. Strategic Plan: Husky Tracks: The Summit Board of Directors has established Husky Tracks, a five-year strategic plan designed to provide clarity and continuity on the direction of the school. Our plan was developed collaboratively by the Board’s Strategic Planning Committees and is monitored by the Board’s School Accountability Committee. Both committees are representative of our entire school community and gather a wide range of stakeholder input. Husky Tracks utilizes three core themes which are adaptable to the future strategies: 1. Expand the Impact - Create innovative opportunities to apply academic rigor and prepare students for their future. 2. Embrace the Future - Sustain and enhance high quality curriculum and instruction. 3. Ensure Success - Maintain a thriving school culture, caring school climate, and positive employee relations. Strategizing according to these themes has made Summit one of the most successful middle schools in the country over the last three decades and will sustain our excellence into the future. The school administration, faculty and staff are responsible for the tactical implementation of the Strategic Plan as well as progress and accountability measures. Financial Performance: Financial performance is closely monitored by two key committees. Finance and Development Committee: The board monitors the school’s financial performance through the Finance and Development Committee. Committees meet regularly and report to the board at monthly meetings. The committee prepares reports and training to keep up with changes in funding models or legislative action. There are many touchpoints in establishing and revising the annual budget with the board throughout the school year. Audit Committee: The board monitors the school’s financial performance through the Audit Committee. Every year this committee successfully oversees an independent audit of Summit Financials and Supporters of Summit Financials. Results which are shared in a meeting directly with the board every year are consistently excellent.

Section 3: Legal and Contractual Compliance Question 1: How has the school ensured compliance with federal law, state law, and the school's charter contract? (please describe any notices of concern and the school’s response, as applicable) Summit has ensured compliance with federal law, state law, and the school’s charter contract in a variety of ways. Summit has not received any notices of concern. Summit relies on many internal and external resources to ensure compliance with legal and contractual obligations. There is overlap in governance structure and strategies used to comply with laws at the federal and state levels as well as the School’s charter contracts, including: Membership in the Colorado League of Charter Schools: As a member of CLCS, Summit uses CLCS services frequently for training and consultation. We attend CLCS training events and access a library of legislative initiatives and session summaries and updates. We also meet regularly and consulate with other BVSD Charter School Leaders on compliance and contractual topics to share best practice. Partnership with BVSD: The Summit administration works closely with BVSD leaders regarding regulatory compliance, including ADA, Title 9, Special Education, Security, food services, technology, human resources, and much more. Summit management consults regularly with BVSD legal and security departments when relevant matters arise, not only to ensure compliance with all legal precedent, but to ensure consistency with district policies and norms. Further, Summit has an open line of communication with BVSD Special Education Department and 504 Coordinator to address legal and regulatory matters related to IEPs, 504s, and other aspects of Federal and state disability and special education law. Independent Legal Counsel: Summit retains its own Independent legal counsel in addition to utilizing BVSD’s legal department and resources when appropriate. Summit legal counsel provides guidance on matters operational and governance matters which may arise throughout the school year. Internal Governance: Summit provides internal oversight through Board and Governance Committee which serve as an internal resource to ensure compliance with federal and state law and Summit’s operative Charter Contract. The Summit Board has adopted a set of policies (a hybrid of the District’s Policies and Summit’s own policies) drafted in compliance with applicable laws and regulations that serve as the school’s north star. The Board Governance Committee tracks changes to

policy, tracks legislative changes, consults with the League of Charter Schools, and engages in regular BVSD legal training to make sure that Summit’s policies remain appropriate. We work closely with our Financial Charter Liaison, Carrie Allbright on budgetary or charter contract matters. Section 4: Financial Performance Question 1: Provide an analysis of the school’s financial strengths, challenges, and opportunities for growth. Financial Strengths: One of Summit’s greatest financial strengths is its excellent budget management. Summit’s historical financial performance and operations demonstrate the school’s fiscal responsibility. Summit’s board and administration cooperate to make the most of available financial resources and internal management and monitoring processes ensure the budget is well-managed. Summit’s financial and operational team develops an annual budget based on actual costs as well as any anticipated changes for each fiscal year and the school has always been able to operate within the budget. Further evidence of Summit’s financial strength can be seen through the following: Audits: Summit has maintained a record of clean audits. Audit results are shared in a meeting directly with the board every year and are consistently excellent. Sustainable revenue sources: Summit’s revenue is mainly based on the state per pupil revenue (PPR) and a share of the mill levy overrides approved by the local voters. Stable enrollment numbers allow Summit to have multi-year financial projections and planning. Bond funds: Access to School Bond funding for facilities Improvements and maintenance is a financial strength for Summit and we have expanded this positive impact by matching and contributing additional funding to facilities projects. History of Budget and BVSD Investments for Capital Improvements: Our facilities partnership with BVSD is essential to our success. To date, BVSD has invested fifteen million dollars of school bond revenue in our campus and Summit has invested six million dollars from reserves, building funds, and parent donated revenue. We have greatly appreciated the opportunity to participate in BVSD bonds and rely on this for future facilities improvements.

As taxpayers, our families appreciate that taxpayer-supported measures are benefiting students at district-managed and charter schools like Summit. In collaboration with the district, the following improvements were made to the Summit campus over the years: 1996-2006 Summit was established on the Southern Hills campus in 1996 with shared facilities between the two schools. In the fall of 2000, Summit moved to the Majestic Heights building where it remains today. At the time, some minor changes were made to the small elementary school building to accommodate 300+ middle school students, including the addition of portables. Despite these short-term solutions, the campus lacked most BVSD middle school programming requirements and was inadequate compared to other middle schools. In 2003-04, the Summit Board hired an architectural firm to develop a master plan for a variety of building needs including: more classrooms, science labs, office space, art room, gym, library, etc. Cost estimates were $10M. Fundraising efforts began, in order to build a fund for future, significant renovations. 2006-2014 After exploring options, in 2006, Summit and BVSD agreed to maintain Summit on the Majestic Heights campus and solidify their long-term partnership with Summit remaining a BVSD charter school. BVSD continued to insist that Summit invest in facility improvements. A 10-year charter contract cemented this commitment and building partnership. Prior to 2006 no BVSD school bond money was provided to Summit, so Summit’s 2006 charter contract stipulated that Summit would receive ~$4M if the bond passed. BVSD and Summit partnered to support a successful 2006 school bond. Then Summit committed to spend at least $1M on the building, totaling $5.2M. The bond passed and the building project concluded in 2010 resulting in many renovation improvements and expansion to include the Science/Library wing and Gym. 2014-2016 A November 2014 Bond approved $9M for Summit—a dramatic increase from past years—targeted toward a district goal of removing portables (of which Summit had three ). At that time, Summit recruited Fielding Nair International (FNI) Architects to plan a renovation and expansion using the language of Learning Community school design where instruction drives construction. To achieve the educational program goals of both Summit and BVSD each party contributed an additional $1.2M, and Summit was provided a 500K, interest free, loan from BVSD. The total project funding was increased to ~$12M.

Construction began in Spring of 2015 and finished in Fall of 2016. This remarkable school redesign and expansion was transformative and finally made our campus ideal for middle school education. 2022-2026 Another BVSD bond was approved in November 2022 Bond for deferred maintenance and funding for Career and Technical Education (CTE) in every middle and high school. In most schools, funds help advance existing CTE infrastructure, however, Summit did not have CTE infrastructure, so it pursued an exciting opportunity to develop a CTE Learning Community for the campus. The cost of Summit’s CTE project is $5M. $1.2M of this is funded by the 2022 Bond. The $3.8M balance was supplied by Summit through reserves funds, building funds, and fundraised dollars. The Summit campus is designed for our Mission with a Learning Community Model based on areas of academic affinity such as: English & History, Math & Science, World Language, Academic Support & Research, Athletics, Creativity & Innovation as well as Career Technical Education. Financial Challenges: Faculty and Staff Compensation: Offering competitive compensation is a top priority and perennial financial challenge, particularly because BVSD is one of the highest paying districts in Colorado and cost of living in our area is very high. To ensure competitive and equitable compensation, Summit’s Finance Committee has carefully examined salary data from both district positions and charter schools throughout the state. Summit offers competitive salaries and benefits and to ensure that employees are being compensated equitably and to keep pace with BVSD. As the state has worked hard to increase per pupil revenue over the past four years to offset the budget stabilization / negative factor, Summit has invested in salaries. See the table below for the specific adjustments made over the past five years:

Teacher Pay Increases

Hourly Support Staff Pay Increases

Salaried Support Staff Pay Increases

Admin Pay Increases

2022-23

7.5%

2023-24

6.25%

2024-25

2025-26

Summit aligns its employee benefits with those offered by BVSD, including health, dental, and long-term disability insurance. The school combines sick, personal, and vacation time into a single category called ‘Annual Leave,” which is granted to all employees at the beginning of each school year and adjusted according to full-time equivalency (FTE). Summit has recently implemented a “Sick Bank Policy” to support employees facing extended medical needs. With the implementation of the Colorado FAMLI Act, the separate Maternity, Paternity, and Adoption Leave policy has been phased out. Operational Costs: Operation costs are a continuing financial challenge. Inflationary pressures have increased costs, resulting in greater constraints on supplies and equipment purchasing. Rising inflation has driven up prices for supplies and equipment, tightening our operating budget and limiting purchasing flexibility. Purchase service costs assigned by BVSD have increased year over year. Reliable Forecasting: Economics and long-term planning are financial challenges because our revenue streams come primarily from federal, state, and local sources, which we cannot control, we have to account for uncertainty in long-term budgeting and planning. Transportation: In keeping our commitment to equity and access, Summit provides transportation to low income students who rely on this support to ensure strong attendance. In the Fall of 2023, Summit began using ride share services for this program, and since that time Summit has paid $147,375 to provide transportation to low income students. This school year alone, we are on pace to invest $50,000 in ride share transportation. We rely heavily on our 2005 Transportation Mill Levy (funding of approx. $667/pupal for a total of $98,256 annually). Unfortunately, BVSD is planning to remove this critical mill levy funding for low income families in 2027. Summit provides transportation through HopSkipDrive, a trusted network company that offers safe, reliable supplemental rides for children. The program typically includes four to five daily pickup locations throughout the district to ensure students arrive at school safely and on time. Financial Opportunities for Growth: Summit is continuously pursuing opportunities for financial growth through grant writing. We have secured grant funding from a variety of sources in the past and will continue these efforts in the future.

Question 2: Is the school financially solvent and viable? Financial Solvency Summit defines solvency as having enough assets to cover the school’s liabilities, demonstrating financial stability. Summit operates on a cash basis and incurs no debt beyond 30 days, showing that it meets its obligations promptly. Annual audits confirm sound financial practices, and the school’s budget consistently balances year over year — clear indicators of solvency. Summit defines viability as the ability to continue operating successfully and sustainably over the long term. Summit demonstrates viability through its disciplined financial management, meeting and rebuilding of reserves after funding the CTE addition, and strong community support through cost savings and fundraising efforts. Additionally, stable enrollment allows for the highest per pupil revenue possible. Financial Viability Teacher and Staff Degrees and Recognitions: Summit is proud of the advanced degrees and other recognitions received by our talented faculty and staff. The chart below provides details on teacher and staff degrees and recognizes the percent of staff at each level and their highest earned degree. Staff Type

Total

PhD

National Board Certified

Summit Master Teacher

Core Teachers

10%

75%

60%

Elective Teachers

18%

86%

Total

13%

79%

42%

* Summit Master Teachers is a Summit-specific job embedded professional development program designed to provide opportunities for veteran teachers to earn higher salaries and take on additional leadership at the school.

Staff Numbers: The table below shows the number of staff at each level and in other roles for the 2025-26 school year. Category

Total Employees (2024-25 SY)

(teachers/interventionists/sped)

27.5

Counselors

Administrators (100 level)*

Professionals (300 level)

1.5

Support Staff (400-600 level)*

9.5

Total Teachers

27.5

Total Teachers & Counselors

28.5

Total All Staff

42.5

Food Service Program: Summit has utilized BVSD Food Services successfully for many years. Our food service includes lunch and morning nutrition break. We participate in the National School Lunch Program and maintain a high-quality satellite prep kitchen in our school cafe. We serve an average of 150 breakfasts per day and 140 lunches per day. The high-quality food service program provided by BVSD is essential to student health and wellbeing as well as positive educational outcomes and is very much appreciated. Supporters of Summit: Supporters of Summit is a non-profit with 501(c)3 tax-exempt status that handles all of Summit’s fundraising functions. Fundraised dollars support professional development, educational tools for learning, student activities, student enrichment, facilities improvements, extracurricular activity scholarships, and parent activities. Question 3: Has the school met the financial goals described in its charter? Yes, Summit has met or exceeded the finance goals described in its charter. As a public charter school with the autonomy to independently manage our budget, Summit works hard to be nimble and responsive in utilizing resources that best meet the school’s current needs and align with our mission, vision, values, and strategic plan. Our Leadership Team is directly involved in the budget planning process and in devised budget changes. Our Board, Finance and Budget Committee and School Accountability Committee also play an important role in providing effective financial oversight and ensuring allocation of resources is fully aligned with educational needs.

Summit has fulfilled its pledge for facilities funding, providing ongoing exemplary stewardship for our campus which has added substantially to BVSD asset net worth. We maintain our required Special Education Reserve and have not needed to use it in over a decade, which indicates exemplary management of our School Based Special Education programing and budgeting. Similarly, we displayed exemplary management of our School Based ELL programing and budgeting. We met all of our obligations for purchased services including participation in BVSD Community Schools Facility Use, and we served as the site-based host for a Special Education Summer Day Camp each summer for nearly a decade.

Part 2: Required Body of Evidence Submissions Body of Evidence Submissions Checklist Academic Performance

●

Summit Performance Framework 2025

●

Summit School Calendar - 176 School Days

●

Summit 25-26 Master Schedule Semester One Summit 25-26 Master Schedule Semester Two

●

Staff Roster

●

Summit Curriculum Overview

●

Summit English Learner Self-Reflection

●

Summit SPED Self-Reflection

●

Summit Professional Development Plan

●

Summit Teacher Evaluation Plan

●

Summit Middle School Employee Handbook SY 25-26

●

Summit Teacher Effectiveness Rubric / Summit Principal Evaluation Overview

●

Assessment Plan

●

Summit Unified Improvement Plan - two year plan Board Governance

●

Summit Board Meeting Schedule

●

Summit Board Roster

●

Summit Strategic Plan

●

Summit Bylaws, Board Member Policy (including Conflict of Interest Policy)

●

Summit Board Goals (Self Evaluation / Needs Assessment)

●

Summit Policy Index 2025 Summit 2025 Policy Waiver Requests and Rationale

Summit New Replacement Policies Summit 2025 State Law Waiver Requests and Rationale

●

Organizational Chart

●

Summit Complaint & Grievance Policy Legal & Contractual Compliance

●

Title IX Plan/Policy (Joseph Gutierrez, AP Compliance)

●

Student Discipline Policy

●

Summit Discipline Data Behavior Proportionality (p1) & (p2) by Subgroup for Previous Four Years

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Summit Student ~ Family Handbook 25-26 Summit Open Enrollment / BVSD Open Enrollment / JECC-R

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Summit Student Enrollment by Subgroup for Previous Four Years

●

Re-enrollment Rates for Previous Four Years

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Student Enrollment Projections

●

Notices of Concern and School’s Response (if applicable) - None

●

Summit 2025 State Law Waiver Requests and Rationale

●

Request for Contract Modifications Financial Performance

●

Long-term Budget (5-years if available)

●

Summit Financial Policies and Procedures

●

Unaudited Financial Statements

●

Summit Annual Independent Audit - FY24

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Summit Audit Management Letter - FY24