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Go to child profileModern learners deserve a nimble education. Our unique Inquiry and Project-Based program is relevant and engaging, develops critical and innovative thinking, and builds sophisticated communication skills. Advanced STEM and Computer Science reflect our priority to give students an advantage in the digital age. Challenge and rigour develop character, work ethic and excellence. Summit Micro School prepares your child for a future in a collaborative, technical and global marketplace.
Amanda Dervaitis, one of the founders of Summit Micro School, is a champion of the micro school, and she created the school in light of the benefits a small school can offer. The program is, in a sense, the reinvention of the one-room schoolhouse with mixed age classrooms and very close student-teacher relationships. Likewise, the programming is very responsive to the needs of the students, and adaptable to a wider range of resources, including those within the neighbouring community—while the student body may be small, the classroom extends well beyond the walls of the school, including regular interaction with local businesses and services. It’s perhaps not a typical model, though for many families, it’s rightly a very attractive one. The ideal student is one able to thrive in a flexible, vibrant learning environment.
What does learning at Summit Micro School look like now?
Our focus on 21st Century skills such as adaptability and our regular use of technology made the transition to virtual classrooms quick and manageable for our small community of learners and teachers. Responsive program design is integral to our approach, so pivoting to meet the needs of our students within changing parameters is a familiar process. We provided a synchronous learning program with priorities set on maintaining a meaningful connection to our community, continued academic growth and engagement in learning, all in keeping with individualized student goals and needs. A virtual school environment provided opportunities to develop new technological skills as part of the modified curriculum. Not only did students learn to use new on-line platforms and tools to enhance their learning, but they also discovered what personal skills are needed to be effective learners in this new format, as well as what is means to be a responsible and contributing citizen in a digital community. By the end of the year, students had completed a major integrated PBL project with great success, demonstrating their ability to apply the 21st century skills and their confidence to take on our changing world with a positive and creative solutions-focused approach. While not ideal, the pandemic crisis gave us an opportunity to see how our skills-based curriculum is more critical than ever, and how it is successfully preparing students for an ever-changing and unpredictable world.
Gallery showcasing school life and general photos of Summit Micro School.
Reggio Emilia programs are offered by some schools at the preschool and elementary level. The approach aims to develop curiosity and problem-solving skills through the liberal use of projects (as opposed to activities or lessons): teachers design projects for children around their demonstrated interests. Projects can be geared to an individual student, a small group of students, or the class as a whole. They can last from a few days to the whole year. Art is strongly emphasized and is typically incorporated into every project. Teachers actively participate in projects alongside students, rather than sitting back and observing. The philosophy calls for a high degree of parent involvement as well, particularly when forming curricula and project plans (which happens throughout the academic year).
| Focus |
|---|
| Academic |
DIBELS Testing: This school does not use DIBELS testing to assess reading progress.
| Subject | offered |
|---|---|
| Evolution as consensus theory | |
| Evolution as one of many equally viable theories | |
| Evolution is not taught |
| Subject | offered |
|---|---|
| Biology | |
| Chemistry | |
| Ecology | |
| Geology | |
| Meteorology | |
| Physics | |
| Physiology | |
| Zoology |
| Subject | offered |
|---|---|
| Acting | |
| Dance | |
| Drama/Theatre | |
| Graphic Design | |
| Music | |
| Visual Arts |
| Expressive | |
| Disciplined |
| Subject | offered |
|---|---|
| Computer science | |
| Robotics | |
| Web design |
| 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 |
Students remain in a regular classroom for most of the day, but are pulled out for extra support from a qualified special education teacher.
| Subject Type | offered |
|---|---|
| Learning strategy and study counselling; habit formation | |
| Extra support and minor accommodations for children experiencing subclinical difficulties |
| Subject Type | offered |
|---|---|
| Accommodations | |
| Modifications | |
| Extra support |
Read our guide to special needs schools and special education
| Program | offered |
|---|---|
| Full-time gifted program (parallel to rest of school) | |
| Part-time gifted program (pull-out; parallel to rest of class) |
Curriculum delivery: Enrichment (The main focus is on enrichment. This means that while students may work at a marginally quicker pace than public school peers, the primary aim is to study subject in broader and deeper ways.)
| Program | 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) |
In grade Gr. 8, Summit Micro School students perform an average of 45 mins of homework per night.
| JK | SK | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | |
|---|---|---|---|---|---|---|---|---|---|---|
| Summit Micro School | 0 mins | 0 mins | 0 mins | 15 mins | 30 mins | 30 mins | 30 mins | 45 mins | 45 mins | 45 mins |
| Site Average | 6 mins | 7 mins | 15 mins | 17 mins | 23 mins | 30 mins | 35 mins | 41 mins | 52 mins | 56 mins |
| Lettered or numbered grades | Gr. 7 to Gr. 8 |
| Prose (narrative)-based feedback | JK to Gr. 6 |
| Parent-teacher meetings | JK to Gr. 8 |
Competitive sports: N/A
Recreational sports: 1
Summit Micro School offers 10 clubs and extracurricular programs.
| JK | SK | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | |
| Day | $14,300 | $17,500 | ||||||||
Discounts
| Discount Type | Enrolment Type | Amount |
|---|---|---|
| Full payment | all students | $1,000 |
| 2nd child (sibling) | all students | $500 |
| Grades | Gender | Living Arrangement | Enrolment | |
|---|---|---|---|---|
| Group 1 | JK to Gr. 8 | Coed | Day | 48 |
| Total enrolment | 48 |
| Average class size | 10 to 12 |
| % of international students (total enrolment) | 5% |
| Number of different nationalities within student population | N/A |
| Assessment | Required | Grades |
|---|---|---|
| Interview | 1 - 8 | |
| SSAT | ||
| SSAT (out of province) | ||
| Entrance Exam(s) | ||
| Entrance Essay |
Day students: Rolling
Offer mid-year entry: Yes
Application fee: N/A
Registration fee: N/A
Deposit: N/A
Enrollment into Summit Micro School is open year round. Our admissions process is as follows: submit an Inquiry Form found on our website: www.highparkdayschool.com. A member of our admissions team will contact you directly to set up a private information session. An application package will be available at the information session.
*Summit Micro School is a small school. Although we are well equipped to support diverse learning needs, we do not have the resources to accommodate extreme exceptionalities.
This is the percentage of applicants typically accepted into the school. So if 50 students are admitted out of 100 applicants, the school has an overall acceptance rate of 50%.
Student Entry Points
This shows approximately how many openings there are likely to be in each grade in a typical year, as well as the estimated acceptance rate for each grade level.
| Student Type | JK | SK | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 |
|---|---|---|---|---|---|---|---|---|---|---|
| Day Acceptance (Acceptance rate) | 2 - 4 (100%) | 2 - 4 (100%) | 2 - 5 (80%) | 2 - 5 (80%) | 2 - 5 (80%) | 2 - 5 (80%) | 2 - 5 (80%) | 2 - 4 (60%) | 2 - 4 (60%) | 2 - 4 (60%) |
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