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Summit West Independent School

178003 112 St W, Foothills, Alberta, T1S 0V8
Corner of Highway 22X and 53 St W, Calgary, Alberta, T2J 2T9
Grades (Gender):
K to Gr. 12 (Coed)
$8,925 to 10,750/year
Main Language:
Avg. Class Size:
13 to 15
Day: 55 (Gr. SK - 12)

School Address
178003 112 St W, Foothills, Alberta, T1S 0V8

About this school:


Summit West Independent School is a school of choice for Alberta families located in Calgary and surrounding area. Our self directed program engages students to set goals on achieving objectives that lead them to success in their education. The program begins in Kindergarten and goes to Grade 12, preparing children by teaching them how to learn, and not what to learn. It takes a step away from the traditional school model of stand and deliver, and brings students and teachers together in a mentor relationship. — Visit school website



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Our Take: Summit West Independent School

our takeSome students thrive in very controlled, regimented settings, while others require a bit of space to branch out and follow their curiosity. Summit West was designed to appeal to the latter. A facility with the rudiments is of course the goal, though the route to that point is more varied and more active than you’d find in a more traditional learning environment. The approach allows children to begin learning about their role in their education, prepping them to be active, engaged, and responsible learners, both in terms of content as well as time and project management skills. The ideal student is one who is more active and who will thrive in a less-structured, more personally engaging learning environment.

School busing:

Summit West offers bus transferring. Service options offered are regular rider, regular rider AM only, regular rider PM only. The regions it offers busing from are Calgary, Okotoks, De Winton.
Additional notes: Bussing is an additional fee service for our families and is based on bringing children from the closest point of home to our facility and back on a daily basis.

Upcoming Events Next event: June 13, 2018

upcoming events
  • June 13, 2018Copy of Copy of Copy of Open Tours
    Summit West Independent School, 178003 112 St W, Foothills, Alberta
    Join us Wednesday, June 13 from 09:00 am - 02:00 pm



    Open houses to introduce you to self directed learning and how it can impact your child's education.  Our process is simple, first connect with us and receive a package.  Second, book an appointment and come for a tour to see the school in action.  Finally, we set up, up to three trial days so that we get a sense of your student and they get a sense of the school. Then we can decide together next steps.




Principal's Message


Brad Masterson, Principal

Summit West Independent School has its roots embedded in the individualized self-directed learning program, which has evolved since the programs inception in the 1980’s based on the teachings of Don and Anne Green. We operate along with the assistance of dedicated students and parents to bring Summit West Independent School to parents who choose this style of learning for their children, fostering leadership, independence, and a respect for self and community.


The SWIS program encourages students to become motivated and independent learners through the provision of a wide range of learning choices for students to demonstrate their understandings.  We consistently encourage students to become lifelong learners who value themselves, others and learning. Our leadership team and staff promote social responsibility, resilience, perseverance, and independence to capably prepare our students for an ever changing world on the basis of appropriate values, ethical foundations and caring for the school community. As stated in our mission, we offer an individualized self-directed learning approach for tomorrow’s leaders that nurtures lifelong learning, engaged thinkers, and ethical citizens within a spirit of entrepreneurialism.


SWIS attracts a community of learners who are interested in becoming self-directed learners that can make their own choices in the way they learn. Students are given the tools in order to enhance their research skills and time management to prepare them for success in post secondary endeavours, and the workforce. They are able to create their own schedules and determine how they will complete their objectives based on their individual learning styles, their age appropriate abilities, as well as their personal benchmark set in collaboration by the student, parents, and their teacher.


At SWIS, we truly embrace and recognize the unique abilities of each of our students and we consistently work to meet the needs of each of them, no matter where they are or how they learn, inspiring them to approach life and learning as a gift, and as a journey.


Curriculum Progressive

Primary Curriculum: Progressive

What Summit West says: Our approach to curriculum is based upon engaging and empowering students to discover how to learn versus the traditional approach of what to learn. Students approach education through objective goal setting on a daily and weekly basis, until mastery is achieved. Sign off is required by teacher/mentors so that students have gained an understanding of whats required, as well as an ability to demonstrate their own understanding of the concepts. Testing follows and then students move on to next parts of the curriculum.We are an accredited school with Alberta Education, and deliver the approved curriculum during the school year. We also engage and encourage education beyond the academics, through social development, field trips, and interaction.We become a community of learners each day and provide transparency in the educational process

  • Approach:

  • Pedagogies and subject courses:

  • Mathematics Equal Balance

      These math programs feature an equal balance of “Traditional” and “Discovery” methods.
      Learn about the different mathematics approaches  

    • What Summit West says: Allowing students to explore the many facets of mathematics provides them with an opportunity to discover ways of learning that are specific and relevant to them. Whether it is manipulatives, working with a peer, or learning traditionally from the teacher, they are encouraged to explore the multitude of resources while keeping in mind their own strengths and learning models.

    • Textbooks and supplementary materials: Alberta Education suggested textbooks, along with additional on line and student learning support material and technological supports

    • Calculator policy: Calculators are acceptable upon proving their understanding of the fundamental math concepts involved in any calculation.

    Early Reading Balanced Literacy

      Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
      Learn about the different early reading approaches  

    • What Summit West says: This information is not currently available.

    • DIBELS Testing: This school does not use DIBELS testing to assess reading progress.

    • What Summit West says: This information is not currently available.

    Writing Equal balance

      Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
      Learn about the different writing approaches  

    • What Summit West says: This information is not currently available.

    Science Equal Balance

      Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
      Learn about the different science approaches  

    • Teaching approach: This information is not currently available.

    • Topics covered in curriculum:

      Subject = offered
    • Treatment of evolution:

      Evolution as consensus theory
      Evolution as one of many equally viable theories
      Evolution is not taught

    Literature Equal Balance

      These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
      Learn about the different literature approaches  

    • What Summit West says: This information is not currently available.

    Social Studies Thematic

      The Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
      Learn about the different social studies approaches  

    • What Summit West says: This information is not currently available.

    Humanities and Social Sciences Equal Balance

      These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
      Learn about the different humanities and social sciences approaches  

    • What Summit West says: This information is not currently available.

    Foreign Languages
    • What Summit West says: This information is not currently available.

    • Languages Offered: This information is not currently available.

    Fine Arts Equal Balance

      These programs have an equal emphasis on receptive and creative learning.
      Learn about the different fine arts approaches  

    • Program offers:

      Subject = offered
      Graphic Design
      Visual Arts
    • Visual studio philosophy:

    • What Summit West says: This information is not currently available.

    Computers and Technology Heavy integration

      A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
      Learn about the different computers and technology approaches  

    • What Summit West says: This information is not currently available.

    • Program covers:

      Subject = offered
      Computer science
      Web design

    Physical Education
    • What Summit West says: SWIS offers a competitive and a cooperative physical education program, based on the students desired goals in being physically active on a daily basis. Fundamental skills are taught in both settings, and more technical skills are advanced to the competitive class along with other features such as fair play, sportsmanship, and cooperative team play.

    Sex and Health Education Alberta curriculum
    Topics covered in sex and health education: This information is not currently available.

    What Summit West says: This information is not currently available.

    Mostly value-neutral

    By and large, we teach sex education free of any particular moral or ethical standpoint. We try not to impose any particular values or value systems (such as social, political, or ideological values) on our students when teaching sex and related issues.

    Fairly value-based

    Sex education is sometimes taught from a particular moral or ethical standpoint. Sometimes particular values or value systems (such as social, political, or ideological values) are invoked when teaching sex and related issues.


    This includes a range of positions. A traditional approach might, for example, go as far as emphasizing the nuclear family and complete abstinence from sex before marriage. Alternatively, this approach might simply involve placing less emphasis on sex outside of the context of marriage and more emphasis on abstinence. Or finally, it might just involve focusing less on sex outside of the context of marriage.


    This might mean more emphasis is placed on the importance of such things as social equality, diversity, and choice in sex education.

    What Summit West says: Through objectives, class discussion, presenters from several agencies we have partnered with, the sex-ed curriculum is thorough and relevant to students based on age and understanding. Parents may opt out of sex-ed delivery, and those students are supplemented with greater depth objectives relating to daily life skills, personal care, and social responsibility.

    Montessori ApproachNon-orthodox

    Orthodox Montessori     Moderate Orthodox Montessori    Moderately Non-Orthodox Montessori     Non-Orthodox Montessori

      Primary Lower Elementary Upper Elementary Middle High
    Age groupings 5 to 6 6 to 8 8 to 11 12 to 15 15 to 18
    Uninterrupted work periods 1 hours 1 hours 1 hours 1.5 hours 1.5 hours
    Tests and assignments Occasionally Occasionally Semi-regularly Semi-regularly Semi-regularly
    Graded work Regularly Regularly Regularly Regularly Regularly
    Arts and crafts 25% 25% 20% 20% 15%
    Whole-class lectures Moderately orthodox
    • Orthodox

      Whole-class lectures should never be given. Students learn best through small group lessons, interaction, and independent work.

    • Moderately orthodox

      Whole-class lectures should only be given occasionally (e.g., at the beginning of a term or unit). Students usually learn best through small group lessons, interaction, and independent work.

    • Moderately non-orthodox

      Whole-class lectures should be given semi-regularly (e.g., at the beginning of a lesson or a week). While students often learn best through group and independent work, it's sometimes important for teachers to set the stage for and contextualize learning.

    • Non-orthodox

      Whole-class lectures should be given often (e.g., every day). While group and independent learning is important, teachers need to provide lectures on a regular basis to provide the foundation for learning.

    What Summit West says: The classroom space is an environment for motivated self learners. Students are encouraged to discover using a variety of sources, commit to daily and weekly goals and achieve success in learning.

    Special education Moderately non-orthodox
    • Orthodox

      External special education support isn't necessary. Core teachers can deal with all special education needs, by offering the relevant support for each student.

    • Moderately orthodox

      External special education support is only rarely necessary. For instance, a psychologist might be brought in to help out a student with a severe developmental disorder.

    • Moderately non-orthodox

      External special education support is quite important. Outside specialists are needed for a fairly wide range of special needs, such as developmental and learning disabilities.

    • Non-orthodox

      External special education support is very important. Outside specialists are regularly brought in to support students with many different types of special needs, including developmental and learning disabilities, language and speech issues, behavioural issues, and advanced learning abilities.

    What Summit West says: Students with special needs are a gifting and require support in their journey to learn their own way. SWIS staff are assistive in developing programming and assistance where required and available.

    Specialist classes Orthodox
    • Orthodox

      We don't have any specialist teachers or classes. Core teachers are well-equipped to teach all subjects.

    • Moderately orthodox

      We only use specialist teachers and classes in rare cases (for instance, to teach a second language). Core teachers are well-equipped to teach almost all subjects.

    • Moderately non-orthodox

      We have a fairly wide range of specialist teachers and classes (for instance, in languages, music, and art). Core teachers are well-equipped to teach most subjects.

    • Non-orthodox

      We have many specialist teachers and classes (for instance, in languages, music, art, gym, science, and math). It's important that students receive specialized instruction in many subjects.

    Modern-day technology Non-orthodox
    • Orthodox

      Modern-day technology is never used in the classroom. This can interfere with students' social and emotional development and can be a distraction.

    • Moderately orthodox

      Modern-day technology is very rarely used in class, since it can be a distraction and interfere with development. Students at the upper levels, though, might be permitted to use a computer or a tablet to do research for a specific project.

    • Moderately non-orthodox

      Modern-day technology is used in moderation since it can be a distraction. For instance, computers and other digital media might be used for research, writing, and multimedia projects.

    • Non-orthodox

      Modern technology is used fairly regularly. For instance, computers and other digital media might be used for research, writing, multimedia projects, and to learn keyboarding skills. Teachers may sometimes also use digital media, such as interactive whiteboards, to teach lessons or introduce topics.

    Overall approach : Whick option best describes your overall curricular approach?
    • Orthodox
      38% of schools

      Schools that adhere strictly to the original Montessori program. They follow Montessori principles to the letter.

    • Moderately Orthodox
      36% of schools

      Schools that adhere to the original Montessori program and principles. On occasion, though, they supplement it with modern curricular approaches or materials.

    • Moderately Non-Orthodox
      13% of schools

      Schools that are faithful to the original Montessori program and principles, but sometimes supplement it with modern curricular approaches or materials.

    • Non-orthodox
      14% of schools

      Schools that are faithful to the original Montessori program and principles, but often supplement it with modern curricular approaches or materials.

    Teaching Assistants: This school uses teaching assistants.

    What Summit West says: TA's are available to all students as are all teachers to assist in the discovery of methods and pathways to learning.

    Preschool/K Curriculum Montessori

    • Play-based
    • Montessori
    • Waldorf
    • Reggio Emilia
    • Academic

    Montessori programs aimed at preschool and Kindergarten- aged children allow young learners to choose which “tasks” or activities interest them. These tasks centre around special Montessori puzzles -- the essential features of these puzzles being they contain a “right answer” and allow for self-correction. A strong emphasis is therefore placed on learning being concrete and rooted in practical experience, along with children developing a sense of self-sufficiency and confidence. Specially trained teachers act as guides, introducing children to progressively more difficult materials when appropriate. A Montessori classroom is typically very calm and orderly, with children working alone or, sometimes, in small groups.

    If you want to learn more about Montessori education, check out our comprehensive guide. You can also check out our guide to Montessori preschools, elementary schools, middle schools, and high schools.

    If you want to learn more about preschool education, check out our comprehensive guide. You can also read our in-depth answers to important preschool questions: What is preschool? What are the main preschool programs? What are the main pros and cons of preschool? What do children learn in preschool? How much does preschool cost?  What makes for a great preschool?

    What Summit West says: The SWIS-Kindergarten program allows the students to meaningfully learn by completing their daily objectives experientially, such as creating letters and numbers using blocks, creating patterns using their favourite toys, or creating product forms to represent what they learned about any topic they are interested in. Students are able to take the lead, and as a facilitator in the classroom the teacher asks guiding questions to focus their learning. Student learning is far more effective when they are given the freedom to make choices instead of being told exactly what to do and how to do it.

    Curriculum Pace Student-paced

    • Standard-enriched
    • Accelerated
    • Student-paced

    The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.

    Flexible pacing:

    Flexible pacing style = offered
    Subject-streaming (tracking)
    Multi-age classrooms as standard
    Ability-grouping (in-class) as common
    Frequent use of cyber-learning (at-their-own-pace)
    Regular guided independent study opportunities
    Differentiated assessment

    What Summit West says about flexible pacing: Students set their own weekly objective schedules, source their own learning resources and work with the teacher guide for direct learning where required. The concept allows for self-directed learning at a pace that meets the students abilities and differentiated learning style. Engaged, empowered students are the direct result!

    Academic Culture Supportive

    • Rigorous
    • Supportive

    A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.

    What Summit West says: This information is not currently available.

    Developmental Priorities Balanced, Social

    Primary Developmental Priority: Balanced
    Equal attention is paid to a balance of priorities: intellectual, emotional, social, and physical.

    Secondary Developmental Priority: Social
    Socially aware and active citizens, motivated to change the world (or their community) for the better.

    What Summit West says: We meet students where they are at, and provide an environment that allows for growth and support. Essentially we create a blank space for students to learn and grow with the possibilities of anything !

    Special Needs Support Resource Assistance

    Resource Assistance

    Students remain in a regular classroom for the whole day, and periodically receive break-out support (individually or in small groups) within the classroom from a qualified special education teacher.

    • Academic Support:
      Support Type = offered
      Learning strategy and study counselling; habit formation
      Extra support and minor accommodations for children experiencing subclinical difficulties
    • Mild but clinically diagnosed ADHD
      Support Type = offered
      Extra support
    • What Summit West says: We are able to accommodate many of our students in our care, and begin the process by inquiry with parents about their students needs and our ability to assist or not.

    • Support for moderate-to-severe special needs:
      Special needs
      ADHD (moderate to severe)
      Learning disabilities
      Dyslexia (Language-Based Learning Disability)
      Auditory Processing Disorder (APD)
      Language Processing Disorder
      Nonverbal Learning Disorders (NLD)
      Visual Perceptual/Visual Motor Deficit
      Asperger's Syndrome
      Down syndrome
      Intellectual disability
      Williams syndrome
      Behavioral and Emotional
      Troubled behaviour / troubled teens
      Clinical Depression
      Clinical anxiety
      Suicidal thoughts
      Drug and alcohol abuse
      Oppositional Defiant Disorder (ODD)
      Multiple sclerosis
      Cerebral palsy
      Muscular dystrophy
      Spina Bifida
      Dyspraxia (Developmental Coordination Disorder)
      Cystic Fibrosis
      Multiple physical
    • Forms of support delivery:
      Support Type = offered
      A regular class with indirect support
      A regular class with resource assistance
      A regular class with withdrawal assistance
      A special education class with partial integration
      A full-time special education class
    • Additional Support:
      Support Type = offered
      Social skills programs
      Occupational therapy
      Speech-language therapy
    • Summary: Summit West Independent School, by nature, builds in direct connection time with each student and their needs. Additionally, we continue to increase the levels of support for our students through a variety of additional support, by direct partnership, or by engaging services where required to assist the students needs. We are constantly exploring new ways of assisting and engaging.

    Gifted Learner Support Dedicated class; in-class adaptations

    Dedicated gifted programs:

    Program = offered
    Full-time gifted program (parallel to rest of school)
    Part-time gifted program (pull-out; parallel to rest of class)

    Curriculum delivery: Acceleration and enrichment (There is an equal emphasis on acceleration and enrichment.)

    In-class adaptations:
    Practice = offered
    Custom subject enrichment (special arrangement)
    Custom curriculum compacting (special arrangement)
    Guided independent study (custom gifted arrangement)
    Cyber-learning opportunities (custom gifted arrangement)
    Formalized peer coaching opportunities (specifically for gifted learners to coach others)
    Custom subject acceleration (special arrangement)
    Career exploration (custom gifted arrangement)
    Project-based learning (custom gifted arrangement)
    Mentorships (custom gifted arrangement)

    What Summit West says: The nature of our program at SWIS allows for students to accelerate their learning, determine an academic path for success, and truly customize their approach to the curriculum delivery method. It is very common for gifted students to set a student-teacher contract where they provide their won delivery method of their understandings of the topic at hand.

    Gifted education: If you want to learn more about gifted education, check out our comprehensive guide. It’s the first of its kind: it covers different kinds of gifted schools and programs, and a whole host of issues parents face in finding the right option for their gifted child.

    Homework Policy

    In grade 12, Summit West Independent School students perform an average of 1 hour of homework per night.

    Nightly Homework
    Summit West 0 mins0 mins0 mins15 mins15 mins15 mins15 mins30 mins30 mins45 mins60 mins60 mins60 mins
    Site Average6 mins16 mins18 mins24 mins29 mins34 mins40 mins53 mins57 mins69 mins80 mins95 mins108 mins

    This school frequently "flips the classroom": asks students to learn material at home and do the "homework" in-class (with teacher support).

    Report Card Policy

    How assessments are delivered across the grades:

    Prose (narrative)-based feedbackJK to 12
    Academic achievement reportingJK to 12
    Habits and behaviour reportingJK to 12
    Parent-teacher meetingsJK to 12

    Class Sizes Not available

    This information is not currently available.


    What Summit West says:

    This information is not currently available.

    • Sports OfferedCompetitiveRecreational
      Ice Hockey
      Track & Field
      Downhill skiing
      Ice Skating
    • Clubs Offered
      Chess Club
      Drama Club
      Outdoor Education
      Robotics club
      Student Council

    Tuition & Financial Aid


    What Summit West says: Finding a balance between tuition and choice of education is a delicate balance at best. We strive to work with families whose children deserve an independent and self directed learning environment. Families that require assistance may apply for a bursary or assistance to meet that objective.


    Discount TypeEnrollment TypeAmount
    2nd child (sibling)Day15%

    Need-based financial aid

    Grade range that need-based aid is offered: SK to 12
    Percentage of grade-eligible students receiving financial aid20%
    Average aid package size$3,000
    Percentage of total enrollment on financial aid20%
    Total aid available$80,000

    Application Deadline:
    Rolling deadline Repeats annually

    More information:

    Application Details:

    Current copy of most recent Notice of Assessment (CRA), Family based budget, proof of income are required to begin the conversation, each case is individually adjudicated for eligibility.

    Merit based Scholarships

    Emergency Family Aid
    Amount: $1
    Deadline: Rolling
    Eligibility Details: Students grade PS to 12—

    Emergency Family Aid is an emergency program that becomes a discussion should families encounter severe changes to their current situation and need temporary relief during the school year from tuition fees.  Each case is measured on its own merit prior to disbursement.

    Application Details:

    Emergency Family Aid is an emergency program that becomes a discussion should families encounter severe changes to their current situation and need temporary relief during the school year from tuition fees.  Each case is measured on its own merit prior to disbursement.


    Total enrollment 55
    Average enrollment per grade4
    Average class size13 to 15
    Gender (grades)K to Gr. 12 (Coed)
    Boarding offeredNo

    Student distribution:

    Day Enrollment3555555555555



    Admissions Assessments:

    Assessment = requiredGrades
    InterviewK - 12
    SSAT (out of province)
    Entrance Exam(s)
    Entrance Essay
    Application Fee 

    Application Deadlines:

    Day students:

    What Summit West says:


    Application packages will be sent to interested families, and also available at time of touring. Please feel free to request your application through [email protected]



    Acceptance Rate:


    Type of student Summit West Independent School is looking for: Students applying to SWIS are encouraged to be motivated self directed learners, who wish to work at their own pace, in their own way. Leadership, Teachers and School Staff encourage and empower students to become the best they can be, with the abilities and skills that they possess. Small class sizes, whole child development and genuine caring are the hallmarks of our school community.

    Student Entry Points

    Student TypeK123456789101112
    Day Acceptance
    (Acceptance rate)
    1 - 3 (70%)1 - 5 (70%)1 - 5 (70%)1 - 5 (70%)1 - 5 (70%)1 - 5 (70%)1 - 5 (70%)1 - 5 (70%)1 - 5 (70%)1 - 5 (70%)1 - 5 (70%)1 - 5 (70%)1 - 5 (70%)

    University Placement

    Services = offered
    Career planning
    Mentorship Program
    University counseling
    Key Numbers
    Average graduating class size5
    *Canadian "Big 6" placementsN/A
    **Ivy+ placementsN/A

    *Number of students in 2015 who attended one of McGill, U of T, UBC, Queen's University, University of Alberta, or Dalhousie University.

    **Number of students since 2005 that attended one of Harvard, Yale, Princeton, University of Pennsylvania, Dartmouth, Brown, Columbia, Cornell, Stanford, University of Chicago, Oxford or Cambridge (UK)

    Schools our students are admitted to (last 4 years): Students are eligible for all universities and colleges in Alberta, including University of Alberta, Mount Royal University, NAIT, SAIT, Ambrose University and others.

    Notable Alumni

    Alumnus Graduation Year Accomplishment
    Every Graduate 2016 Each one of our graduates is a noteworthy alumni and our ability to keep in touch,return to share are of what this program teaches beyond the academics.

    Alumni Highlights

    • Student mentoring - Students return to add value to up and coming classmates.
    • Alumni become involved in marketing and fundraising to create opportunities for others to attend.

    Stories & Testimonials


    Self Directed Learning


    In my years in the Education business, I have not come across such a program as the self directed learning program and how it envelops the students from day one.  Our school has the ability, in a unique partnership with students, to create a blank space for students where the possibility is unending.  Students can chart their pathway through daily, weekly and yearly progress.  They can explore beyond the curriculum in areas that astound them, and work their way through challenges in learning, alongside gifted teachers and assistants.  It is a place where passion in learning can grow once students commit to becoming responsible for their own education.  it is learning at its most fundamental level, yet exceeds standard classroom experiences that they may have been used to elsewhere. You have to come for a TOUR!





    In the News


    May 10, 2017 - ADMISSIONS ARE OPEN ! 2018-2019 School Year - Schedule your tour now!

    Summit West School is pleased to announce that we are accepting open admissions for 2018-19 school year. ...


    • Association of Independent Schools and Colleges in Alberta (AISCA) Associations

    Social Feeds

    Other Highlights:

    Next Steps

    The most direct action you can take is to plan a school visit. This is the best way to learn more about a school, and requires no obligation.

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