Eagle Hill School Parent Placement Workbook

THE EHS PLACEMENT PROCESS A PARENT WORKBOOK

EHS Placement Office 2018

TABLE OF CONTENTS

Section 1

Overview of the Placement Process

Section 2

School Options

Section 3

Testing, Evaluations, & IEP

Section 4

Know Your Child

Section 5

School Applications

Section 6

Admission Interviews

Section 7

The Public School Process

Section 8

Selecting Your Child’s School

SECTION 1 OVERVIEW OF THE PLACEMENT PROCESS

This workbook’s purpose is to serve as a reference guide for families to navigate the transition process in order to find the most appropriate school for their child after Eagle Hill. As has been the case during your time at EHS, the transition process is individualized and geared toward you and your child. The partnership between school and home is essential in finding the right placement.

The placement process rightly belongs to the family. The EHS Placement Office offers guidance and suggestions during the process, but respects all decisions made by the family. The formal process often begins a year prior to the targeted spring graduation. The family should request a meeting with the Placement Office to begin discussion regarding transition. This initial meeting generally occurs in the spring term, prior to the graduation year, or during the fall of the graduation year. During this meeting, academic progress, transitional goals, and specific placement options are discussed.

The ultimate goal of this meeting is to most closely match the student to a group of schools, so that the academic and social experience can be as successful as possible.

The following sections are divided up to explain the placement process in detail and offer you direction. This workbook is meant to be a guide, along with all the meetings and discussions that take place with members of the Placement Office, so that the process of finding the next school after Eagle Hill is less daunting.

A great deal of this workbook is geared towards the application process for independent day and boarding schools. However, Section 7 is devoted to working with your public school district to find the best placement possible within your local community school.

*A checklist/ timetable is provided at the end of Section 1 to help keep track of all appointments and “moving parts” in the transition process.

Placement Guidelines for Private Schools The first step in the placement process for families is to speak with the team at EHS. If you have not scheduled a transition meeting, contact Alexa Foley to arrange a meeting with a member of the Placement Office. This meeting will focus on: • • •

Academic performance The proper timetable for placement outside of EHS School options

There are certain responsibilities of the family and the Eagle Hill team if your child is about to transition out of EHS. They include: Parent Responsibilities: 1. Attend Open House events of suggested schools 2. Update psycho-educational evaluation and/ or IEP (if applicable)

*families should ask the tester to update goals, recommendations, & accommodations 3.

4.

5.

6.

Fill out school applications for the programs you are interested in Provide Eagle Hill with teacher recommendation forms Arrange student visit days and interviews with schools Notify Eagle Hill in advance of school visits, so that practice interviews can be scheduled at EHS 7. Ask child to write thank you notes after each visit and request recommendations from staff well in advance of due dates Placement Office Responsibilities: 1. Provide school suggestions based on child's skills and interests, and explore parental suggestions 2. Participate in PPT/ CSE meeting with school district with a member of the Placement Office. *if necessary 3. Establish transitional goals to facilitate the development of skills necessary for a successful placement process 4. Hold transition group meetings with students on a monthly basis for those who are transitioning that year 5. Send records, transcripts, and reports to all schools to which the child applies 6. Offer mock interview practice opportunities 7. Submit recommendations 8. Once accepted, provide contact person for ongoing communication with schools

Placement Guidelines for Public Schools Parent Responsibilities: 1. Request PPT/ CSE meeting with public school district 2. Inform the Placement Office of PPT/ CSE meeting date 3. Inform the Placement Office of evaluations/ testing that the school District will perform 4. Request program visits (for parent) for all options offered by school district 5. Request program visits (for students) for preferred options offered by school district Placement Office Responsibilities: 1. Provide school suggestions based on child's skills and interests, and explore parental suggestions 2. Participate in PPT/ CSE meeting with school district with teacher(s) 3. Establish transitional goals to facilitate the development of skills necessary for a successful placement process 4. Hold transition group meetings with students on a monthly basis for those who are transitioning that year 5. Send records, transcripts, and reports to district 6. Provide contact person for ongoing communication with the child’s next school

GENERAL CHECKLIST FOR APPLICATION PROCESS Spring Prior to Transition Year:

[ ] - Meet with advisory team member during Spring Conferencing to begin the placement discussion to determine transition year [ ] – Discuss the need to update neuropsychological evaluation and IEP (if necessary) September of Transition Year:

[ ] – Contact Alexa Foley to schedule a meeting with the Placement Office [ ] – Request a PPT/CSE meeting with your public school district October/ November of Transition Year:

[ ] – Attend Secondary School Admission Fairs in your area [ ] – Attend Open House Events for target schools [ ] – Register for ISEE/SSAT if applying to schools that require these tests [ ] – Submit neuropsychological evaluation and/or IEP to EHS Placement Office and ERB to secure test-taking accommodations [ ] – Submit ISEE/SSAT forms to EHS for registration documentation (if necessary) [ ] – Narrow list of target schools (around 3 or 4) [ ] – Schedule appointments with target schools for visit & tour [ ] – Prepare for school visits (mock interview practice sessions) [ ] – Obtain all paperwork for admission – complete forms and submit school recommendation forms to the Placement Office December of Transition Year:

[ ] – ISEE test is administered at EHS (if necessary) Mid February of Transition Year:

[ ] – Schools to notify parents of admission decision March of Transition Year:

[ ] – Inform Placement Office as to where your child will be attending school the following year

SECTION 2 SCHOOL OPTIONS Students transitioning on from Eagle Hill often attend one of the three following school programs: 1. Local Public School District 2. Local Independent Day School 3. Boarding School Going through the school selection process is no easy task. Over time, you have likely heard the names of schools to which past families have transitioned. Remember to consider the school(s) that will best match your child’s unique skills set in and out of the classroom. Working closely with the Placement Office and/ or a private consultant will help guide you through this process.

Your list of schools can include a combination of “safety,” “target,” and “stretch” options. Sampling different types of schools is a good idea, but be careful not to overwhelm yourself or your child in this process. An initial list of 4-6 schools is common, while a final “applied to” list is more often 3-4 schools.

The graduating student is an integral part of this process, and is the focus for the search. Remember the adults have the greatest sense of what is the most appropriate school placement in the end.

As you research schools on your own or the programs that are suggested to you during your initial Placement Meeting, you may want to consider the following aspects of the schools: 1. Mission & Philosophy 2. Accreditation 3. Governance & Financial Stability 4. School Size 5. Average Class Size 6. Co-ed vs. Single Sex 7. Academic Support vs. Academic Rigor 8. Day vs. Boarding 9. Faculty Training 10. Co-curricular Options à sports, art, music, community service 11. Parent Communication (Advisor System) 12. Related Services Offered à Counseling, Speech & Language, OT, PT

SECTION 3 TESTING, EVALUATIONS & IEP

It is essential to have a current, accurate understanding of your child’s strengths and weaknesses as you begin to explore schools. The two most important sources of information are current school academic reports and an up-to-date evaluation. The evaluation can be either a psycho-educational evaluation completed by your public school district or an independent neuropsychological evaluation. Testing should be completed within 18 months of your child’s graduation from EHS. Testing often takes time to schedule and complete, so it is suggested that these assessments be completed over the summer or the early fall of the send-off year. This way the results can be part of your applications.

Parents often ask if they should seek independent evaluations or have their child tested by the public school district. Both are acceptable for the placement process; however, independent evaluations are typically much more comprehensive.

Finding the right clinician to test your child is not always the easiest process.

The Placement Office is collegial with many local psychologists and specialists. We would happy to offer suggestions in your local area.

If the public school district tested your child initially and you wish to engage them about re-evaluation, contact your PPT or CSE chair to determine the appropriate timetable. Public schools generally adhere to testing every three years to maintain eligibility for special education services. If testing is approved, federal law now states that the town in which the child attends school (Greenwich, CT) must conduct the testing. In this case, you would need to file the proper paper work with your district, as Greenwich will actually test your child. The Greenwich team will then provide the results and report to your home district. In recent years, some school districts in CT and NY have opted out of this clause and conducted the evaluation themselves.

SECTION 4 KNOW YOUR CHILD

Successful transition comes from being aware of your child’s academic strengths, needs, learning style, and social maturation. The more you know, the better equipped you will be to advocate for your child during this process. In order to gain all the proper and accurate information to support you during the process, turn to the following resources as guidance: 1. Evaluations 2. School reports 3. Dialogue with teachers & academic advisor

*A sample cheat sheet has been provided on the next page as a model that you can create in order to help you highlight areas of strengths and needs in the academic and social arena, in preparation for meetings with schools.

SAMPLE ADVOCACY CHART Academics Strengths • My child learns best from personal experiences & with hands-on

activities.

• My child is interested in technology and facile with several different types of assistive technology tools like… “His laptop is an amazing school tool and has helped him stay organized and be productive.”

• My child grasps math concepts quickly.

Academic Needs • While my child is a strong math student, he performs best when he can

use a calculator to manage computations.

• The use of graphic organizers has greatly increased my child’s written performance and production.

• Visuals are a wonderful help to my child during lectures.

Social Strengths & Needs • My child is shy at first, but also caring, empathetic, and a good listener.

• My child is most attentive during lessons when seated in the front of the

classroom.

• My child demonstrated leadership qualities and skills in classes this year.

Talents • My child enjoys participating in community service activities, giving back

to others in need.

• My child has an ear for music and enjoys singing and playing the drums.

• My child is an enthusiastic athlete and excels at individual sports like cross country running and tennis.

SECTION 5 SCHOOL APPLICATIONS The application process varies from school to school. Applications may be downloaded from school websites and submitted by mail, while others ask that all information be submitted through an online portal.

Remember to: 1. Read applications & materials carefully to determine the timetable for submission 2. Find out what paperwork needs to be sent from Eagle Hill 3. Find out what portion the parent must complete 4. Find out what portion the child must complete 5. Submit transcript release forms & ALL recommendation forms to the EHS Placement Office Recommendation Forms • Schools often request 2-3 forms à Math, English, Counselor/ Advisor • Please allow 2 weeks for forms to be completed • Fill out top portion of all forms à name, age, grade, school • Provide EHS with stamped, addressed envelopes • Please know that all EHS staff put great effort into filling out recommendation forms that are honest and put your child in the most positive light Guidelines for Applications • Type all material you can & keep an extra copy for your records • Be mindful of deadlines and submit materials to EHS in a timely fashion for completion • If you are applying for Financial Aid, be sure to submit all information in a timely fashion

ADMISSIONS TEST REQUIREMENTS Some schools require a standardized entrance test to be complete and added to the application file. This test is separate and different from psychoeducational evaluations and tests. The most common tests that schools ask for are: 1. ISEE 2. SSAT 3. TACHS, HSPT (Parochial Schools only) Over the past several years, the Placement Office has spoken with many of the private schools, day and boarding, to see if this application requirement could be waived for EHS students. Some schools will gladly accept a current psycho-educational evaluation or a neuropsychological evaluation (in place of these entrance tests) if it has been completed within the past two years.

Eagle Hill is licensed to administer the ISEE and offers two separate testing dates annually. Both dates are held in December, one during the school week for EHS students solely and one on Saturday open to any student living in the area. The ISEE is taken on a computer and families obtain results within two days.

Testing Accommodations: Guidelines for Applications • Accommodations are granted to students only after a testing accommodation request approval form is submitted by the family to EHS and ERB (ISEE Company) • Accommodation forms must be submitted for approval 4 weeks prior to the testing date • ERB will only grant accommodations that are noted in: 1. A current IEP 2. A psycho-education or neuropsychological evaluation, less than three years old 3. A signed letter from a prescribing doctor

The following 9 pages include a checklist for parents to keep track of all the important application materials necessary for submission and the dates required, as well as SAMPLE pages from the Common Application Form families to review.

APPLICATION CHECKLIST FOR PARENTS

School Name & Number

Submit Application

Date

Schedule Appointments (Open House, Tour, Student Visit) Attend Open House

Date

Attend Tour

Date

Student Visit

Date

Take Entrance Exam (ISEE, SSAT, TACHS)

Date

Confirm Records Sent

Date

Application Status

Date

Notes

SAMPLE APPLICATION PACKET

SECTION 6 ADMISSION INTERVIEWS

The interview is a key step in the admissions process. However, before students take part in this step, most private schools offer families the opportunity to attend an Open House event or Take-a-Look school tours in the fall. These family oriented events give an early perspective into campuses, faculty, students, and information gathering.

Most school visits and interviews take place during the day, so your child will likely miss a day or two at EHS. Be sure to inform the Placement Office of the date. The Placement Office will gladly arrange a “mock interview” for your child if given advance notice, so that the interview process won’t be so stressful.

What to consider during your school visit: • Do the students appear happy and engaged?

• Is the campus clean, up to date, and safe?

• Do you get a sense of “community” from the staff and students?

• Does the school match with its stated mission?

• What after school activities are required each year?

Remember to: • Be honest with the school about your child • Ask questions of the Admissions Officer to gain the best understanding of the school • Always be thinking about what is the “best fit” for your child academically and socially • Have your child write a thank you note to the Admission Office after the visit • Stay in contact with the EHS Placement Office if the school you visit is missing application materials i.e.: school reports, recommendations, etc.

INTERVIEW TIPS FOR STUDENTS Some things to do BEFORE the interview…

1. Gather information about schools of interest: • Read brochures, pamphlets, flyers, & visit school websites to learn more about what the school is like.

2. Dress appropriately: • Neatness, cleanliness, & grooming are key ways to impress the interviewer.

3. Be on time: • Plan ahead so that you can arrive on schedule.

4. Be prepared: • Try to recall some of the mock interview questions asked by the team at Eagle Hill. It might be a good idea to rehearse one last time at home.

5. Reassure yourself: • Remember that you are interviewing at this school because it is an appropriate place for you to attend…convince yourself that you are a strong candidate and SELL YOURSELF!

Some things to do DURING the interview…

1. Relax: • It is okay to be a bit nervous & anxious, especially during your first interview. Just be yourself & be honest about who you are. Eye contact, sitting up straight, and a firm handshake are important.

2. Remember the names of your interviewer & tour guide: • Make a point to refer to them by name during your conversations.

3. Be enthusiastic: • Express your positive impressions about the school and the people … show some spunk and your spark!

4. Be Positive: • The interviewer may ask about past school experiences. Be honest but don’t complain.

5. Take the initiative: • Towards the end of the interview be sure to ask some questions of your own. It’s a good idea to prepare one or two questions beforehand.

TYPICAL SCHOOL INTERVIEW QUESTIONS 1. Tell me about yourself ‌ your family ‌ your school experiences?

2. What is your current school like?

3. What subject(s) do you like the most at school? Why? 4. What subject(s) do you like the least? Why? 5. Why do you want to go to this school?

6. How did you learn about this school?

7. What do you enjoy doing in your free time after school?

8. Have you ever lived away from home before? (boarding school question) 9. What can you contribute to our school community?

Write down a few questions that YOU or YOUR CHILD might want to ask the interviewer:

1. Is there a dress code?

2. How many students are enrolled here?

3. Do you have a football/ golf/ dance team?

4. What kinds of community service projects are offered here?

5. What are the start/ dismissal times for a typical day?

6. Can I use my mobile phone during the day?

7. What levels of academic support is offered here?

8. Are students assigned an academic advisor?

SECTION 7 THE PUBLIC SCHOOL PROCESS

Eagle Hill encourages all transitioning families to consider the public school system as a placement option. Some families have come from their local public school to EHS, while others have never entered the public school system. Parents should contact the school district in the fall on their transition year to explore all available public school options. It is best to request a meeting with school/ district personnel to begin the discussion.

Eagle Hill suggests that all families who move on to public school placement seek support services. These services and the model will vary from district to district and child to child, but we advise to enter the new school with as many supports in place as possible.

Things to Consider: 1. Does your child have a current IEP from your district?

2. Does your child have a current 504 Plan from your district?

3. Does your child require “specialized classes” for instruction or “resource room” support services?

4. What classroom modifications or accommodations will your child need?

5. What related services will your child need?

*Eagle Hill encourages all families to pursue the IEP procress if your child will be transitioning out to a public school program. This process will help the public school learn about your child’s needs through discussions with the family, Eagle Hill team, and evaluations that have been administered.

SPECIAL SERVICES & PROGRAMS Special education classes vary among districts and schools. They are all designed to address deficits that impact educational performance. Possible service models include: • • • • • • •

Special Class Program Special Class in one or more areas Specialized Designed Instruction Specialized Supplementary Instruction Consultant Teacher Service (Direct or Indirect) Integrated Co-Teaching Adaptive Physical Education

Related services offered by the public school address deficits in specified areas that impact educational performance. Possible services include: • • • • • • • • • •

Speech & Language Therapy/ Pathology Occupational Therapy Physical Therapy Counseling Services Audiology Services Assistive Technology Sign Language & Interpreting Services School Health Services Mobility Services Parent Training

*Remember that… A student with a disability is an individual who, because of mental, physical, or emotional reasons has been identified as having a disability and requires special services and programs approved by the Department of Education.

SECTION 8 SELECTING YOUR CHILD’S SCHOOL

The placement process for your child comes to an end only when your next school has been determined and you have decided as a family to move forward with that particular placement. This is a journey that the Placement Office takes with you and your child. Eagle Hill does not create the school options, but rather we work with you to explore what is available and help determine which of the schools would best serve your child.

During this journey, most families consider several schools – private day, boarding, and often the local district. Acceptances do vary by program and school type, but it is a general rule among the private school community to send out written acceptances in mid February. If you as a family applied for financial aid, these awards are often offered at the time of written acceptance.

School Acceptances All schools, public and private, are looking to create a well-rounded community with contributing members in all grade levels. With that being said, private schools, unlike public, select and only admit whom they wish to their community. Each private school has a specific mission and philosophy.

They are looking to match those ideals to the students who apply. The following are contributing factors towards acceptances:

1.

2.

3.

4.

5.

6.

7.

8.

Gender balance & diversity Academic ability Athletic & co-curriculum talents School recommendations Student application essays School reports Interview Test scores

The Wait List: Most private schools also send wait list notifications. This could happen for a variety of reasons, but it does not mean that you are likely to get accepted later on in the application year, nor does it mean that you have been rejected. If your child receives a wait list notification at a school of choice, be sure to follow through by calling their admissions office to ask: • How many students are on the wait list?

• What is the best time to check back in regarding the wait list?

• Realistically speaking, how many students are expected to come off the wait list and be accepted?

• Would it support my child’s candidacy to repeat a grade and apply for 8th grade?

Making a Final Decision: Once you have received offers, you are encouraged to reflect on all the schools your child has applied to and could attend. Consider the following as you weigh all your school options:

1. Weigh the pros and cons of each school 2. Revisit campuses & programs 3. Discuss the schools with the Placement Office Remember, the final decision on which school to choose is yours to make for and with your child. Eagle Hill will support you throughout this process, but recognize our role as one that provides information, guidance, and encouragement, and respects your role as the decision maker.

Once you have made your school choice, please contact the school(s) that your child does not plan to attend, thanking them for their time and admissions offer. They will understand that your family has decided to make alternative school plans. This will allow the school(s) to offer a placement to another candidate.

The final thing to do now that you have your next school is to relax and celebrate! Buy a sweatshirt or bumper sticker from that new school. You are about to enter the next phase in your child’s academic life, but please know that the team at Eagle Hill is available down the road to listen and help out if needed.