The Summit School campus is fully operational.  Students are on campus, the Admissions Office is accepting applications and the Summit Resource Center is seeing clients. When on campus all persons are required to follow directives designed to mitigate the spread of COVID-19 including active social distancing, use of face masks, and regular hand washing and sanitizing.


the summit resource center

Did you know that Summit offers services for families not enrolled at The Summit School? The Summit Resource Center is your source for diagnostic testing services, individual tutoring, summer programs, consultations and free workshops and seminars. We are pleased to serve children, adults and educators in the Annapolis, Baltimore and Washington, D.C. area.


Tyisha Forbes-Peoples: Mrs. Peoples has recently joined the Summit Team as the Summit Resource Coordinator.  She has enjoyed working in a variety of educational settings for 16 years. Mrs. Peoples earned her Bachelor of Science in Psychology from Bowie State University. She is currently continuing her Masters of Education studies in the field of Counseling at Liberty University. Mrs. Peoples has dedicated many of her years in the early childhood field as a preschool and kindergarten teacher. It was in this position that she also became  certified in  School-age programming and leadership. In more recent years, Mrs. Peoples has held  roles as Director of School Age programs at the YMCA and as Club Director of the Boys and Girls Club of America. It was in these positions that she established programs and provided service that helped prepare youth for the future. She has devoted herself to children of all ages and acted as an advocate for both her students and their parents. Mrs. Peoples is dedicated in her mission to assure that all students are provided with the best resources to meet their individual learning profiles.

Dr. Leslie Eget: Dr. Eget is the Director of Program Supports at The Summit School. Dr. Eget is a Certified School Psychologist with a specialization in family school relations. She has an impressive background which includes thirteen years as a School Psychologist for the Charles County Public Schools where she provided comprehensive mental and behavioral health services and research-based practice for students, and parent and staff consultations. Her scope of work has included staff training, intern supervision, leading crisis intervention teams, conducting assessment for at-risk students and program evaluations, to name a few.

Dr. Karen Kent: Dr. Karen Kent earned her Ph.D. in clinical psychology from the George Washington University in Washington, D.C. in 2000, where her research focused on psychological assessment. She has over twenty years of experience working with children, adolescents, college-age students and adults, providing both psychotherapy and assessment, in a broad range of settings including inpatient, outpatient, and school/college settings.  Dr. Kent worked as staff psychologist at two schools for children and adolescents with learning disabilities and emotional difficulties. Her assessment experience includes evaluation of cognitive, educational, and social/emotional functioning, specific learning disabilities/dyslexia, ADHD, autism spectrum disorders, anxiety and mood disorders, developmental delays, giftedness, executive dysfunction, and Intellectual Developmental Disorders.  Dr. Kent is a licensed psychologist in D.C. and Maryland and is a member of the American Psychological Association.  She has provided assessment services at Summit Resource Center since 2009.

Dr. Carol Tankard: Dr. Carol Tankard received her Ph.D. from the University of Maryland, Baltimore County (UMBC) and concentrated in Clinical Psychology and Behavioral Medicine. She completed her Predoctoral Internship in 2004 at the Kennedy Krieger Institute (KKI) with rotations in family therapy and neuropsychology. After her internship in 2004, Dr. Tankard continued as staff at the KKI Child and Family Therapy Clinic and, in 2007, received a faculty appointment there through the Johns Hopkins University School of Medicine. Dr. Tankard began a private practice in Columbia, Maryland in 2011 and this practice currently focuses on evaluations to help with differential diagnosis, treatment/accommodation planning, and the process of change.  She began providing evaluations for the Summit Resource Center in 2012.  She is a member of the Maryland Psychological Association.

Dr. Karin Cleary: Dr. Cleary received her Ph.D. in Clinical Psychology in 2003 from Pacific Graduate School of Psychology in northern California. She completed her internship with the Child and Family Guidance Center (CFGC) in the Los Angeles area. Dr. Cleary moved to Maryland in 2010, after eight years with CFGC, and worked as the Clinical Coordinator in the St. Mary’s County office of Center for Children, Inc. In this position, Dr. Cleary provided individual and family therapy and psychological testing. After five years with Center for Children, Dr. Cleary became the Director of Clinical Programs for Therapeutic Living for Families, an outpatient community behavioral health clinic in Baltimore. Dr. Cleary left Therapeutic Living for Families in 2016 to open her own clinical private practice for both therapy and testing for children, adolescents, and adults. Dr. Cleary has been doing psychological and psychoeducational evaluations for Summit Resource Center since 2016.



IS YOUR CHILD HAVING DIFFICULTIES KEEPING UP WITH HIS CLASSMATES? Are you concerned with how your child handles her homework? Does something just not feel right? The Summit Resource Center can help you find answers. We offer diagnostic testing services for children and adults. Our comprehensive evaluations measure cognitive learning patterns, academic achievement, executive function, memory functions, speech and language concerns and more. Click here to for a Description of Testing Services.

TESTING PROCESS: A complete evaluation begins with an intake appointment with one of our clinicians. The evaluation consists of multiple testing sessions to thoroughly assess the student’s strengths and challenges. A comprehensive report including the assessment results, test scores, diagnosis, and recommendations for moving forward is provided to parents at the closing conference. The final report is essentially a roadmap to help parents and educators better meet the child’s needs.


Benchmark Testing evaluates students, in math and reading, against specific grade-level standards and learning goals.  It is used to identify a student’s academic strengths and weaknesses. Click here for more information about Benchmark Testing.

If you are concerned about whether or not your child is performing on grade level or progressing throughout the academic year, Benchmark Testing will provide actionable data.  Using Aimsweb™ Plus, test results will indicate current performance, Lexile scores, and estimate reading and math grade level equivalencies.  Results include:

  • Your child’s score
  • National percentile
  • Grade level performance
  • Rate of improvement
  • Academic risk status.

This information highlights:

  • Your child’s progression toward academic goals
  • Effectiveness of current educational programs and curricula
  • Need for intervention or additional support, where performance is lagging.

RESULTS INFORM DISCUSSIONS: Benchmark Testing results can help inform discussions with your child’s teaching team.

Students will meet with one of our Benchmark Evaluators three times during the school year within specified dates. Benchmark Testing takes one to two hours and is both computer-based and has a one-on-one component for reading fluency.  After the testing, results are emailed and will highlight your child’s score on the assessments, national percentile, performance level and academic risk status. Evaluators are available to answer questions once the report is received.

Cost: $200 (due at time of registration).

To register, please call Tyisha Peoples at 410-798-0005 x 150 or email


THE SUMMIT RESOURCE CENTER also offers individual tutoring for students who need additional academic support. Our services are for students in grades 1-12 and we offer remediation in the following academic areas including: reading/spelling, written expression, mathematics, study skills, homework, and time management and organizational skills. We are pleased to offer tutoring at your convenience – in your home, at your child’s school, at a local library – whatever is most convenient for you. Leveraging today’s technologies, our tutors can connect with your child via online meetings and chats in a pinch.  Click here to read a Description of our Tutoring Services.

TUTORING PROCESS: All tutoring programs begin with an assessment of need. If a recent evaluation of skills has not been completed, the tutoring coordinator will do a screening to determine need. The objectives of the student’s program are drawn from what is revealed from the assessment. Tutoring consists of individual sessions which focus upon the remediation of skills and/or the development of study and organizational skills. The frequency and length of tutoring sessions are recommended by the coordinator of the tutoring program. Instruction is diagnostic and individualized. Students strengthen their skills and feel they can be successful in school because of this support.


THE SUMMIT RESOURCE CENTER offers a variety of focused, specialized workshops and seminars for educators and parents, designed to help adults develop techniques that enable students with learning diculties to succeed.

Anxiety and Coping with the Coronavirus: Managing Worry – Your Kids’ and Your Own

December 15, 2020

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definition of dyslexia

Dyslexia is not reading words backwards or writing letters backwards. That is a common misconception.

National Institute of Child Health and Human Development (NICHD) defines dyslexia as a brain-based type of learning disability that specifically impairs a person’s ability to read. Individuals with dyslexia typically read at levels significantly lower than expected despite having normal intelligence. Although the disorder varies from person to person, common characteristics among people with dyslexia are difficulty with phonological processing (the manipulation of sounds), spelling, and/or rapid visual-verbal responding. Dyslexia can be inherited in some families, and recent studies have identified a number of genes that may predispose an individual to developing dyslexia.

Dyslexia is a word level reading disorder resulting in difficulty decoding or sounding out words, recognizing words automatically, and spelling.  Additionally, individuals who have dyslexia demonstrate oral language difficulties that are prerequisites for reading.  These difficulties are word retrieval, for either accuracy and automaticity (i.e., rapid naming) or both, and for phonemic processing which affects the ability to discern, discriminate, and sequence sounds in words before the notion of letter/sound associations are introduced.

what is a learning difference?

At The Summit School, we view learning disabilities as learning differences because we believe that children who struggle in school have many abilities that they are unable to demonstrate because of their processing difficulties. For example they may struggle with working memory and have difficulty remembering facts or procedures. They may work more slowly than their peers. They may know a lot of information but have difficulty retrieving and expressing their knowledge clearly and succinctly. They may struggle with reading decoding and spelling because their brain does not process the sounds of the language easily. However, students with learning differences are bright – they are problem solvers, creative, intuitive, and can succeed given a rigorous, multi-sensory learning environment that is tailored to their individualized needs. Children who have learning differences might be diagnosed with dyslexia, dyscalculia, dysgraphia, written language disorder, or executive function disorder.


Individuals with Disabilities Education Act 2004 (IDEA) is a law ensuring services to children with disabilities throughout the nation. IDEA governs how states and public agencies provide early intervention, special education and related services to more than 6.5 million eligible infants, toddlers, children and youth with disabilities.

Free Appropriate Public Education for Students With Disabilities: Requirements Under Section 504 of The Rehabilitation Act of 1973. The U.S. Department of Education (ED) enforces Section 504 in programs and activities that receive funds from ED. Recipients of these funds include public school districts, institutions of higher education, and other state and local education agencies.

The Sydney Crawford Resolution, House Simple Resolution 623, to increase awareness and to support further research and treatment of dyslexia and related learning disabilities.

Contact your Senator(s) and your House Representative so that you may contact them in support of legislation and resolutions.

online resources

Parent Resources

Architects for Learning is dedicated to promoting 21st century literacy skills through the development of innovative approaches to teaching and learning. Instructors at The Summit School are trained in EmPOWER™, an instructional method for teaching expository writing.

Center for Parent Information and Resources formerly known as National Dissemination Center for Children with Disabilities (NICHCY) funded by The U.S. Department of Education’s Office of Special Education Programs (OSEP).

LD Online is a website for accurate and up-to-date information and advice about learning disabilities and ADHD.

Learning Ally is a national nonprofit with a defined approach to help support students with learning disabilities and their families.

National Council of Teachers of Mathematics (NCTM) is the public voice of mathematics education, supporting teachers to ensure equitable mathematics learning of the highest quality for all students through vision, leadership, professional development, and research. NCTM has a helpful Family Resources page.

National Institute for Neurological Disorders and Stroke (NINDS) Dyslexia Information Page

National Institute of Child Health and Human Development (NICHD) has achieved an array of scientific advances in its pursuit to enhance lives throughout all stages of human development, improving the health of children, adults, families, communities, and populations. Research supported and conducted by the NICHD has helped to explain the unique health needs of many, and has brought about novel and effective ways to fulfill them. Selected NICHD publications:

Reading Rockets offers strategies, lessons, activities and ideas designed to help young children learn to read.


American Speech-Language-Hearing Association (ASHA) is the national professional, scientific, and credentialing association for audiologists, speech-language pathologists, speech, language, and hearing scientists, audiology and speech-language pathology support personnel, and students.

Association of Independent Schools in Maryland and Washington, DC (AIMS) serves independent schools by providing outstanding professional development, accreditation services, public advocacy, and networking opportunities. The Summit School is AIMS accredited.

Children and Adults with Attention Deficit / Hyperactivity Disorder (CHADD) is a non-profit organization providing education, advocacy and support for individuals with ADHD.

Council for Exceptional Children (CEC) is the largest international professional organization dedicated to improving the educational success of individuals with disabilities and/or gifts and talents.

Council for Learning Disabilities (CLD) is an international organization composed of professionals who represent diverse disciplines, is committed to enhancing the education and quality of life for individuals with learning disabilities across the life span. CLD accomplishes this by promoting and disseminating evidence-based research and practices related to the education of individuals with learning disabilities.

International Dyslexia Association (IDA) is an international organization that concerns itself with the complex issues of dyslexia. IDA believes that all individuals have the right to achieve their potential, that individual learning abilities can be strengthened and that social, educational and cultural barriers to language acquisition and use must be removed.

Learning Disabilities Association of America (LDA) advocates for individuals with learning disabilities. It has over 100 state and local affiliates and members from countries around the world.

National Association of Independent Schools (NAIS) is a nonprofit membership association that provides services to more than 1,700 schools and associations of schools in the United States and abroad, including 1,400 independent private K-12 schools in the U.S.

The Dyslexia Foundation (TDF), is a non-profit organization with a mission to promote scientific breakthroughs in the early detection, prevention and remediation of dyslexia and related reading difficulties; to disseminate new findings and evidence based reading approaches to researchers, practitioners and families; to prevent the economic and psychological suffering caused by reading failure, and to unlock the full potential of children and adults with dyslexia so that they may personally succeed and contribute fully to society.


The Education Resources Information Center (ERIC) is an internet-based digital library of education research and information sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Institute of Education Sciences, the research arm of the US Office of Education, provides rigorous and relevant evidence on which to ground education practice and policy and share this information broadly.

Learning Disabilities Innovation Hubs (LD Hubs) aim to address the causes, symptoms, and treatments of learning disabilities that impact reading, writing, and mathematics. The Hubs focus on understudied research topics and on projects that study those diagnosed with and at-risk for these disabilities. Projects also include mentorship of researchers who are in the early stages of their careers with a particular focus on enhancing involvement of under-represented groups in scientific careers.

Learning Disabilities Research Centers (LDRC) Consortium was established in 1989 as a primary means for developingknowledge on the causes, origins, and developmental course of learning disabilities. Projects studied by the Consortium address learning disabilities that affect reading and writing, including basic reading skills, reading fluency, reading comprehension, and written expression.

The Meadows Center: Mathematics Institute for Learning Disabilities and Difficulties is committed to the understanding of mathematics learning disabilities and difficulties and to the validation of evidence-based assessments and interventions to prevent and remediate learning problems.

National Center for Learning Disabilities (NCLD) improves the lives of all people with learning difficulties and disabilities by empowering parents, enabling young adults, transforming schools, and creating policy and advocacy impact.

Society for the Scientific Study of Reading (SSSR) promotes the scientific study of reading and disseminates information about reading and related areas such as language and literacy.


Be Summer Smart - Camp Summit Remote Learning

Summer Learning Opportunities at Summit – Here’s what you need know to make the most of your summer.

Summer slide – learning loss that comes from time spent out of school – began this winter.

Almost without notice schools needed to close their campuses and switch to remote learning. Educators and parents scrambled to find ways to work from home and facilitate remote learning for their children, with many households juggling more than one remote learning platform.

Now that students have been learning remotely for months, some with more success than others, summer slide takes on a whole new meaning. The Summit Resource Center, well-known for its summer academic programming, is pleased to offer a variety of summer learning opportunities including: Camp Summit, Specialty Camps and 1:1 tutoring.

Summer at Summit 2020 will surely look different!

We are very excited to offer academic enrichment to families who recognize that summer is still a time for learning, especially since so many children had remote learning experiences that may not have fully addressed their academic needs.  Whether your child needs to brush up on core skills in preparation for the next grade level or review content from the previous school year, the Summit Resource Center offerings can help.

The health, safety and well-being of our students, teachers and staff is our highest priority; therefore, Summit’s Summer Camp in July will be offered remotely. The delivery of our Specialty Camps (the EmPOWER and Executive Functions), will be evaluated as the situation evolves and the science and experts determine what is needed for social distancing. Tutoring is being offered virtually, but as information becomes available, it may be possible to tutor in person with appropriate social distancing.

CAMP SUMMIT – Camp Summit Remote Learning is for students who need academic support. Students will be placed based on current grade level, skills and ability levels. Placement screenings will be held in late June, either in-person, or virtually, depending upon safety restrictions.

  • Rising 1 – 8 graders
  • July 6 –31
  • Monday through Friday – 9:00 AM – 11:30 AM (one hour each Reading and Math with a break)
  • Maximum class size of 5
  • Daily, engaging, live, interactive lessons with experienced teachers using Google platforms
  • Weekly 15-minute parent/teacher check-ins to discuss individual student progress
  • Cost: $700 for Summit students; $850 for non-Summit students

To apply, CLICK HERE.

For more information about Camp Summit, please email Nancy Rhodes at .

Executive Function Camp - Be Summer Smart

August 3 – 7, Rising 8, 9 & 10 Graders
August 10 – 14, RiSIng 5, 6 & 7 Graders

EXECUTIVE FUNCTION SKILLS help us plan, organize, strategize, manage time, pay attention to and remember details. In school, these skills help students plan for future assignments, sustain attention to tasks, and stay organized. For some students, these tasks are like climbing a mountain: you don’t know where or how to start! This course will tackle organization, time management, and study skills. Students will develop strategies for:

  • Prioritizing assignments
  • Keeping materials organized
  • Sustaining attention to tasks
  • Managing time inside the classroom
  • Starting assignments efficiently
  • Managing time outside the classroom
  • Staying organized in the classroom
  • Studying for subject area tests efficiently and effectively.

If difficulty in any of these areas limits your student’s success in the classroom, he or she may benefit from skill development in the area of Executive Functioning. In addition to learning new skills, students will take home resources that can be used in every classroom, including monthly and weekly calendars, graphic organizer outlines, and study guide shells.

FOLLOW UP SESSIONS INCLUDED: Students will benefit even more with these session! Camp students will meet again to check in on progress and help set up for a successful year. These sessions are included in the cost of camp tuition.

For more information or to be placed on a mailing list for the latest details, please email Nancy Rhodes at .

EmPOWER Camp - Be Summer Smart

August 3 – 7, Rising 8, 9 & 10 Graders
August 10 – 14, RISING 5, 6 & 7 Graders

ACADEMIC WRITING can be a very difficult task for many students. There are so many layers to writing a strong essay for a teacher-pleasing research report. EMPOWER™ Camp will teach students how to use the EMPOWER™ writing process to launch them on the road to writing success. Students will learn how to:

  • Evaluate the writing task
  • Make a plan for the writing task
  • Organize thoughts using one of six specific graphic organizers
  • Write fact or opinion theme statements
  • Organize information in a logical sequence
  • Summarize paragraphs with a powerful closing sentence
  • Develop a voice in written pieces that engages the reader
  • Self-evaluate the quality of the writing
  • Edit to make necessary changes.

The EmPOWER™ writing process is based on solid research and developed to help students connect oral language, organization of thoughts and writing. EmPOWER™ strategies enable students to develop the internal dialogue that guides the writing process and supports thinking for effective writing.

For more information or to be placed on a mailing list for the latest details, please email Nancy Rhodes at .