The Peak School

“The form 990 is reviewed by the chairman and the head of school, and is made available to the entire board for review before it is filed.”

“The conflict of interest policy covers all officers, directors, and employees of the organization. Individuals covered by the policy must disclose any actual or possible conflict, and all relevant details, to the board chair and to the head of school annually, or as such situations arise. The board of directors or board committee shall review and determine if a conflict exists. The minutes of the meeting of the board or its committee shall reflect that the conflict of interest was disclosed, that the interested person was not present during discussion or decision on the matter, and did not vote.”

“The peak school's board of directors reviews and approves the compensation of the head of school and other top management officials annually. Comparability data of similar positions at similarly situated organizations is used in the determination. Deliberations and decisions regarding compensation are documented by the organization.”

“The peak school makes its governing documents, conflict of interest policy, and financial statements available to the public upon request during normal business hours.”

“The peak school seeks to ignite a passion for learning, to develop students of diverse talents and backgrounds who think critically and act with integrity, and to graduate compassionate, confident, capable students who will embrace their roles as local and global citizens.”

“The academic environment at the peak school is challenging, thought provoking, engaging, and authentic. We aim to prepare students to think critically to analyze information, to communicate clearly, and to question themselves and others. Our dynamic faculty pushes students to consider knowledge in new ways and to reach beyond the usual in their demonstrations of concept mastery. At peak, we accomplish this goal in four primary ways: essential questions. Each year, the peak school's curriculum is guided by one central question. This question unites the disciplines, providing a framework for students to understand concepts across mutiple subject areas. Immersion projects. Students complete in-depth research, technology, portfolio, or service learning projects at three distinct points in their peak school career, earning their movement from one division to the next. These projects encourage intellectual risk-taking, project management, and strength in communication skills. Integrated teaching. At the middle-school level, the peak school teachers use critical thought through multi-subject teaching in their area of expertise. Students spend longer periods of time in each class. Students are evaluated by the entire faculty across the learning areas, rather than in each class. Division learning: at the peak school, we understand that students' personal development affects their learning and that students cannot always be broken up chronologically in a way that is most effective for their academic growth. Students at the peak school move through three divisions, allowing them to spend more or less time on specific concepts as needed.”