This guide has been prepared to assist Ridgefield Academy families with the secondary school placement process. Every attempt has been made to provide our families with useful and accurate information about secondary schools, their admission policies and deadlines. All information is subject to change; families are responsible for verifying all information directly with schools and testing organizations.
Table of Contents
Chapter I.
Page
Introduction
1
Secondary School Admissions Calendar
2
III.
Secondary School Selection Criteria
5
IV.
Getting Information
6
Directory
7
Interviewing
9
II.
V. VI. VII.
Admissions Criteria
14
The Application
15
Recommendations
17
Testing - SSAT
18
Financial Aid
19
Public School Procedures
22
XIII.
Decision Time
24
XIV.
Appendix – School Assessment Form
25
VIII. IX. X. XI. XII.
I. Introduction Our school is dedicated to the critical preschool through eighth grade year when we believe students can and will acquire the necessary training, confidence and enthusiasm for learning to be successful in any secondary school setting. Helping to find the right school and the right “fit” is our commitment to every eighth grader. Ridgefield Academy sponsors one of the most thorough and comprehensive Secondary School Placement programs in Fairfield County. As students enter Upper School, the Head of School and the Head of the Upper School lead them through a sequence of steps designed to help prepare, plan, investigate and consider a wide range of options. Given our proximity to many independent day schools; being within two hours driving distance of some of America’s leading boarding schools, and nestled among several highly rated public school systems, our students are presented with compelling choices. This handbook will serve as a guide to help students and families prepare for the challenges and opportunities ahead. Based upon our experience and positive feedback from our alumni, we are confident this carefully sequenced process will present good insight into the world of secondary education and the selection of the right “fit.” Tom Main Head of School
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II. SECONDARY SCHOOL ADMISSIONS CALENDAR
JanuaryFebruary
7th Grade § General Parents Meeting - Placement Process
8th Grade § Public School interviews and course selection. § School decisions § Re-visit opportunities (if offered) § Families must return their enrollment contract and tuition deposit to the school of their choice. § Families should write a brief note of thanks to any school that has sent a letter of acceptance and notify the school of a decision to go elsewhere. § Families should notify Mr. Main or Mr. Howarth as to their decision and results of all applications.
March March - April
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SECONDARY SCHOOL ADMISSIONS CALENDAR April - May May June-August
7th Grade ยง Individual parent meetings with Mr. Main and Mr. Howarth ยง Boarding School Tour ยง Summer preparation for SSAT ยง Call schools for applications and viewbooks ยง Research schools via the web
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8th Grade
SECONDARY SCHOOL ADMISSIONS CALENDAR 7th Grade §
September
§ § October
§ Attend RA’s Annual Secondary School Admissions Fair
§ § §
November December
§ §
4
8th Grade Individual parent meetings with Mr. Howarth Students meet weekly with Mr. Howarth through December Make school interview/visit appointments Attend RA’s Annual Secondary School Admissions Fair Take SSAT (Secondary School Admissions Test) Communicate schools applying to and online application tool used (Gateway, SAO, etc.) to Mr. Howarth and Mrs. Maguire Submit teacher recommendation requests online. Early decision applications must be completed
III. Secondary School Selection Criteria Many factors determine where students should apply to high school. The major ones are size, geographical location, family association, academic program, and type of student body. There are, of course, many others, some of which are listed below: Academic atmosphere Admission criteria (tests, grades rank, recommendations, interests) Advisor system Affiliation and control of school Application deadline Backgrounds of other students Calendar schedule (quarter, trimester, semester, term breaks, independent study) Competition level desired Cost Counseling services available Course offerings Cultural advantages Day-boarding relationship Distance from home Educational support Extracurricular offerings Facilities Financial assistance Four-year attrition
Honor system Independent study Interscholastic athletics Interests of student body Intramural athletics Library facilities Methods of instruction Percentage of classmates applying Religious affiliation and facilities Requirements of student behavior School regulations Size of the freshman class Size of teaching classes Student-faculty relationships Student involvement in school government Teachers of freshmen Type of school Urban/rural setting
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IV. Getting Information In the latter part of the seventh grade year or the following September, students should request brochures, view books, applications, and financial aid information from specific schools. Also, all schools have comprehensive web sites where you can request these same materials. These materials will give good insight into the nature of each school and will help begin the process of selection. We recommend the CAIS (Connecticut Association of Independent Schools) or NYSAIS (New York State Association of Independent Schools) website at www.CAISCT.org or www.NYSAIS.org for a complete listing of member schools. The Association of Boarding Schools (TABS), accessible through the web at www.schools.com, provides a complete listing of boarding schools in the country. Calling schools for these materials is also appropriate. Encourage your son or daughter to take responsibility for this task.
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V. Sampling of Secondary Schools
1. 2. 3. 4. 5.
Avon Old Farms - B/D, Boys (CT) Berkshire School - B/D, Co-ed (MA) Blair Academy - B/D, Co-ed (NJ) Brooks School - B/D, Co-ed (MA) Brunswick School D, Boys (CT) Greenwich Academy – D, Girls (CT) 6. Canterbury School - B/D, Co-ed (CT) 7. The Cate School - B/D, Co-ed (CA) 8. Chase Collegiate School - D, Co-ed (CT) 9. Cheshire Academy - B/D, Co-ed (CT) 10. Choate Rosemary Hall - B/D, Co-ed (CT) 11. Concord Academy - B/D, Co-ed (MA) 12. Convent of the Sacred Heart - D, Girls (CT) 13. Cushing Academy - B/D, Co-ed (MA) 14. Dana Hall School - B/D, Girls (MA) 15. Deerfield Academy - B/D, Co-ed (MA) 16. Dublin School - B/D, Co-ed (NH) 17. Ecole d’Humanité - B, Co-ed (Switzerland) 18. Emma Willard School - B/D, Girls (NY) 19. Ethel Walker School - B/D, Girls (CT) 20. Fairfield College Prep School - D, Boys (CT) 21. Forman School - B/D, Co-ed (CT) 22. Foxcroft School - B/D, Girls (VA) 23. Gould Academy - B/D, Co-ed (ME) 24. Greens Farms Academy - D, Co-ed (CT) 25. Greenwich Academy – D, Girls (CT) 26. Greenwich Country Day School- Co-ed (CT) 27. Groton School - B, Co-ed (MA) 28. The Gunnery - B/D, Co-ed (CT) 29. Hackley School - B/D, Co-ed (NY) 30. Hamden Hall Country Day School - D, Co-ed 31. The Harvey School - B/D, Co-ed (NY) 32. Hebron Academy - B/D, Co-ed (ME) 33. The Hill School - B/D, Co-ed (PA) 34. Hopkins School - D, Co-ed (CT) 35. Hotchkiss School - B/D, Co-ed (CT) 36. Immaculate High School - D, Co-ed (CT) 37. Kent School - B/D, Co-ed (CT) 38. Kimball Union Academy - B/D, Co-ed (NH) 39. King - D, Co-ed (CT)
40. Lauralton Hall - D, Girls (CT) 41. Lawrenceville School - B/D, Co-ed (NJ) 42. Loomis Chaffee School - B/D, Co-ed (CT) 43. Marvelwood School - B/D, Co-ed (CT) 44. Masters School - B/D, Co-ed (NY) 45. Middlesex School - B/D, Co-ed (MA) 46. Millbrook School - B/D, Co-ed (NY) 47. Milton Academy - B/D, Co-ed (MA) 48. Miss Hall's School - B/D, Girls (MA) 49. Miss Porter's School - B/D, Girls (CT) 50. New Hampton School - B/D, Co-ed (NH) 51. Northfield Mount Herman - B/D, Co-ed (MA) 52. Oakwood Friends School - B/D, Co-ed (NY) 53. The Peddie School - B/D, Co-ed (NJ) 54. Phillips Academy Andover - B/D, Co-ed (MA) 55. Phillips Exeter Academy – B/D, Co-ed (NH) 56. Pomfret School - B/D, Co-ed (CT) 57. Portsmouth Abbey School - B/D, Co-ed (RI) 58. Ross School - B/D, Co-ed (NY) 59. Rye Country Day - D, Co-ed (NY) 60. St. Andrew’s School - B, Co-ed (DE) 60. St. George's School - B/D, Co-ed (RI) 61. St. Luke's School - D, Co-ed (CT) 62. St. Mark's School - B/D, Co-ed (MA) 63. St. Paul's School - B/D, Co-ed (NH) 64. Salisbury School - B/D, Boys (CT) 65. School of the Holy Child - D, Girls (NY) 66. South Kent School - B/D, Boys (CT) 67. Storm King School - B/D, Co-ed (NY) 68. Suffield Academy - B/D, Co-ed (CT) 69. Tabor Academy - B/D, Co-ed (MA) 70. Taft School - B/D, Co-ed (CT) 71. Trinity Pawling School - B/D, Boys (NY) 72. Upper Canada College - B/D, Boys (Canada) 73. Vermont Academy - B/D, Co-ed (VT) 74. Walnut Hill School – B, Co-ed (MA) Continued on next page
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V. Sampling of Secondary Schools - continued
75. Westminster School - B/D, Co-ed (CT) 76. Westover School - B/D, Girls (CT) 77. Wilbraham & Monson Academy - B/D, Co-ed 78. Williston Northampton School - B/D, Co-ed 79. Wooster School - D, Co-ed (CT)
80. Wyoming Seminary - B/D, Co-ed (PA) 81. Knox School - B/D, Co-ed (NY) 82. Trinity Catholic High School - D, Co-ed (CT) 83. The Winchendon School - B/D, Co-ed (MA)
Key: B – Boarding D – Day Co-ed Boys Girls
Local Public Schools School Name
Telephone #
Head of Guidance
Joel Barlow High School (Redding)
(203) 938-2508 ext.1519
Paula Panos
(914) 763-7203
Marisa Merlino
(203) 594-4649
Cynthia Rivera
(203) 438-3785 ext.11019
Juanita Hall
(203) 341-1225 ext.1434
Elaine Schwartz
(203) 291-1660
Meredith Starzyk
(203) 762-0381 ext.6292
Deborah Marino
www.joelbarlowps.org John Jay High School (Cross River) klschooldistrict.org New Canaan High School www.newcanaan.k12.ct.us/nchs Ridgefield Public High School www.ridgefield.org Staples High School (Westport) shs.westport.k12.ct.us Weston High School www.westonps.org Wilton High School www.wiltonhighschool.org
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VI. Interviewing Most students anticipate interviews with dread. They imagine hostile strangers grilling them with impossible questions about the Peloponnesian War. After one or two interviews, students will discover that admissions counselors are interested in discovering a student’s strengths, not in trapping them. They are professionals who know how to allay a student’s nervousness and apprehension. They are interested in spontaneity, not in polished performances. The interview will focus on two areas – the student and the school. Students should be prepared to discuss their academic history, extracurricular involvement, and personal attributes. They may be asked about a book they would recommend, their families, or future plans. Students should also be prepared to explain why they are considering that particular institution. Consequently, a thorough review of the school’s literature is essential. There will also come the time when the interviewer will ask the student if he/she has any questions about that school. The student should be ready with questions that are not readily answered by the school’s literature or website. Parents who are courteous, prompt, thorough, pleasant, kind, respectful and honest can do a great deal to enhance their child’s application. We have included a list of questions students may be asked, as well as questions they may want to ask during a typical interview. The interviewing policy at each school varies. Whatever the interview policy is, plan well in advance (some schools’ fall interviews and tours are booked very early). We also practice interviewing skills with Mr. Howarth in class or one-on-one. Make your requests for an interview and visit early in August or September. Boarding schools have a limited number of Saturdays dedicated to campus visits. Ask if there is an Admissions Open House 9
you might attend if you are not certain you will make a formal application or visit. Use Ridgefield Academy’s school holidays to arrange visits so not to miss too much school during the fall term. (For example, most boarding schools remain open on Columbus Day and Veterans Day). Finally, students should always write THANK YOU NOTES; therefore, the student should carefully record the correct spelling of his/her interviewer’s name, as well as, that of his/her tourguide. Parent Interview/Tour 1. 2. 3. 4.
4. 5. 6. 7. 8. 9. 10. 11.
Arrive on time for an appointment. Read the school’s mission carefully. Do not oversell your child. Ask questions which encourage the Admissions Office to discuss culture, priorities and “mission”. § What type of student thrives in your school? § What were the “burning issues” last year that caught the attention of the students? Faculty? Parents? § Why do your teachers choose to work at your school? Be pleasant and gracious (especially to support staff). Let your child speak for him/herself. Do not “grill” the student tourguide about a particular school or aspect of the school. Unless asked, do not try to impress with contacts, connections, etc. Be forthcoming with all schools about important information. Do not expect or insist on an interview with the Director of Admissions. Do not disparage the school you are visiting, your child’s current school or any other school. Do not send video to the school unless specifically requested. Do not send gifts to admissions officers or coaches.
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Some Tips for Students Before Visiting Schools Preparation § Preview the school through the website or catalog - underline - take notes § Think about your strengths, your interests, your needs (we all have them.) § Keep an open mind – you are looking for the best school for you. § Dress neatly – conform to each school’s dress code. If you are not sure, give the Admissions Office a call. On Site § Be alert –
to people: students, teachers, tour guides to place: classrooms and corridors, student centers, sports fields, art facilities, etc. to pace: to the energy of a place, how people walk, talk, smile § Present a firm handshake, maintain eye contact and say something gracious. § Ask questions and listen. § Be natural. Post Script § Take notes right away – in the catalog, on index cards, on tape (date and save), or see Appendix – School Assessment Form. § Talk with parents, teachers or Mr. Howarth § Be an independent thinker. Form your own opinions. § Write a thank you note to the school interviewer and tourguide for the opportunity to visit. 11
Some Questions Students May Be Asked § § § § § § § § § § § § § § § § § § § § § § §
What were your impressions of the tour? In what ways could you contribute to this school? Why are you considering this school? Where else are you applying and why? Which is your first choice? What makes you think this school and you are a good match? How would your teachers describe you? Describe a favorite teacher; what admirable qualities does this person have? What is your favorite subject? What have you liked or disliked about your elementary and middle school? What would you like to change? What leadership roles or opportunities have you experienced? In what extracurricular activities are you involved? What extracurricular activities have you found most satisfying? What are your special interests? What are your strengths? Who are your heroes? Are you a leader? What do you like to do in your free time? What newspapers and magazines do you read? What do you like to read? What is your favorite movie, book? Why? Tell us about your family. How do you spend your summers? What are your future plans? 12
§ § § § §
Where do you expect to be in 10 years? How would you handle the following situation? What is the most important decision you have had to make? What event or person has had a profound effect on our life? Think of someone you like or dislike and tell me why you feel that way.
Questions Students May Want to Ask § Tell me about your advising system. Are freshman automatically assigned an advisor? How many students does each advisor counsel? § Describe student access to music/athletic facilities. § For boarding schools: How is housing assigned? What are my options as an upperclassman? § What are the “big issues” this year (what students are discussing)? § What is the usual course load? § Does the school help with college guidance? § How many students are there in introductory freshman courses? In junior year English/History/Math courses? § How often are advanced placement courses in English/U.S. History, etc. offered?
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VII. Admissions Criteria The more you know about how admissions committees review a student’s application, the better your application is likely to be. Despite the great differences among schools, they all look to the same criteria in an effort to create a well-rounded class. Following is a list of the most salient features schools examine. Please note that the academic record and recommendations are decidedly the most important factor. Academic Record Quality and range of courses Consistency of performance Improvement of performance Recommendations: (All require one from both the current English and Math teachers; some allow a third recommendation of your choice.) Extracurricular Activities Degree of involvement on campus Summer activities Testing Profile (SSAT) Quality of Applications – the Essay(s) Other Demonstrated academic or scholarly achievement Member of minority group/foreign student Child of alumnus/alumna Sibling of past or current student Athlete/Musician/Performer Outstanding social contribution Unusual background “The Gamble” (while some aspects of the candidate are lacking, the Admissions Office takes a calculated risk based upon something “special” about the candidate.) 14
VIII. The Application Your children have not needed to fill out as many applications as are now suddenly required of them. Therefore, do not be surprised at how cumbersome this initial confrontation may be. Your child will discover that each school has its own particular application that contains many different portions. Do help your children keep organized and sane while dealing with the plethora of materials that will arrive at your home. Help them create a file system and a master sheet with deadlines and task assignments throughout the fall term. Some Suggestions 1. Send for materials early (Spring and Summer). Admissions Offices are deluged with requests for applications in October, sometimes resulting in a two-week to four-week lag in receiving applications – very valuable time lost in processing an application. Many times applications are available on the school website. 2. Review and note all requirements for each school to which you are applying. The successful completion of the application is important. Be sure to thoroughly and accurately complete each piece. If you choose to complete a paper application, please be as neat as possible; type if you can. Make sure that you use the correct color of ink (some schools insist on black ink). To ensure a presentable final copy, we suggest you make a copy of the application and use it as a rough draft. You will quickly learn how certain information fits or does not fit into a given space. Finally, do the work yourself. Some institutions are offended by the slickness of some applications, which are obviously prepared by professionals. 3. You might want to get a Social Security number for your child. 4. Allow plenty of time to contemplate and complete the application. Your son /daughter may want to spend one Sunday filling in his/her name and address on all the applications; he/she may devote another 15
Sunday to listing his/her extracurricular activities. All the while he/she should be considering the all-important ESSAY, if required. The Essay The essay reveals both intellectual analysis and technique. Most importantly, the essay needs to be written in the voice of the writer. It must be the student’s writing-not the parents; keep in mind that the SSAT has a writing component which will be shared with the school and can be used for comparison. Parents are encouraged to read and assist in the process of editing, but the tone and content must be the student’s own. Graded Writing Examples Often a school will request the student submit a graded writing sample. While it is natural to wish to submit a paper with, perhaps, your highest grade, consider submitting a paper that you feel is a product of some of your best writing and thinking. As a courtesy, inform the teacher that you are submitting a copy of their graded assignment.
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IX. Recommendations 1. Provide Mr. Howarth and Mrs. Maguire your list of potential schools to which you will be applying and the online application tool (Gateway, SAO or online school specific) you will use to apply. Additions and deletions to this list can be made at anytime. Most importantly, give teachers plenty of advance notice. Applicants should ask teachers for recommendations by November 15. 2. Teacher Recommendations: Required recommendations can be requested online through Gateway, SAO, etc. Please send English and Math Recommendations to your current 8th grade teacher of that subject. Please send Principal Recommendation request to Mr. Howarth and School Report/Transcript Release request to Mrs. Maguire. If there is an extra-curricular recommendation option, teachers should be chosen carefully. Please let Mrs. Maguire know of any additional recommendations you have requested of a teacher or coach. It is not always best to ask the teacher who gave you the best grade. Select a teacher who knows you well, who can provide specific examples of your abilities (perseverance is an admired quality), and who will present you in a favorable light. We have asked teachers to candidly respond if they feel they cannot write a positive recommendation. Please do not consider such a refusal a personal rejection; consider it a favor. 3. Other Recommendations: Alumni/alumnae recommendations should be considered carefully. They should clearly show knowledge of the candidate. Please do not beat the bushes just to have an alumnus/ alumna recommendation. Your application will be accepted on your strengths, not those of others. 4. Change in Application: If at any point during this process you decide not to make full application to a particular school, please notify us. 17
X. Testing
In addition to a student’s transcript, secondary schools will require a standardized test score. We recommend taking the Secondary School Achievement Test (SSAT) for all schools except selected parochial schools (Laurelton Hall, Fairfield Prep, Fordham Prep, etc.) that require their own specialized testing on specific Saturdays during the fall term. Some ‘day’ schools in our region may encourage you to register for the Independent School Admission Test (ISEE) but in our experience they will accept either the SSAT or the ISEE. Since all boarding schools use SSAT and many of our students apply to both boarding and day schools, we feel it is sufficient to prepare for only one exam: the SSAT. We will administer the SSAT in school in the winter of the seventh grade (as a practice exercise) and “for real” in October here at Ridgefield Academy during the school week. The October testing will be shared with the schools of your choice. Students will have the opportunity, if they wish, to re-take the SSAT in November, December or January to help improve their scores. Please share your scores for any test you take with us by simply including Ridgefield Academy on the list of schools to receive testing results. We keep this information in strictest confidence. Tracking student scores helps us counsel and advise future students.
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XI. Financial Aid Many families cannot afford to foot the entire bill for a secondary education and must consider financial aid. The financial need is determined by subtracting what the parents can realistically afford from the cost of the education. By far the most important advice for applying for financial aid is also the simplest. Apply on time, apply for everything you hear about, and fill out all applications as honestly and completely as possible. Financial aid is parceled out at most schools from February to April in advance of the upcoming academic year. To qualify for any available aid, families must mail out their completed SSS (School and Student Service for Financial Aid) to Princeton, NJ, as soon as possible after January 1 of the year your child will be attending school. Online applications can be completed at www.nais.org/financialaid/sss.com. Essentially, the SSS is a detailed review of your federal income tax form; your need is computed on the basis of a standard formula. The formula takes into account many factors including parental income, other assets, cash savings and checking accounts, number of children attending higher institutions, independent schools, etc. Do not assume that all your assets are “open game�; there is built-in protection of a certain percentage of your assets for retirement income. On the SSS, there is a place to request the information to be sent to schools you designate. Institutions set their own deadlines for financial aid requests so you must check beforehand to determine each school’s deadline. Ordinarily, it takes 3-4 weeks to process the SSS, so if the school date is February 15th, you should have completed your SSS by the first week in January. In addition to having your SSS processed, you should also fill out the Financial Aid Applications for the various schools to which you are applying. These should be submitted to the schools by their deadlines. 19
Action by the School Financial Aid Officer First you must be admitted to the given school before any financial aid package will be put together at the school. The financial aid officer must have in hand your SSS findings based on the School and Student Service for Financial Aid’s computation and any forms particular to that institution. It is up to the financial aid officer to put together the “package” of aid. Aid can be influenced by the resources available to that school – i.e., its endowment. Generally, the more selective, higherpriced institutions are often more heavily endowed and in a better position to offer more extensive aid. Assuming you do qualify for aid, the financial aid officer may offer you a specific amount of money arranged in a number of ways. A typical “package” includes a combination of loans and non-repayable grants from the school. Things to Remember 1. Virtually all schools require that students and their parents complete the confidential financial aid form, the SSS, to determine financial need. You have to complete this form only once a year, and you designate the schools that you wish to receive the information. 2. Schools tend to interpret the data from the processing service differently, and this may cause the estimated family contribution to be lower or higher than the figure indicated by the processing service. 3. The financial need is usually assumed to be lower if the income is high. Yet a high income does not always mean you will not show a need. A large family, more than one child in college at a time, extraordinary expenses, and parents nearing retirement will all affect the estimated need. If you feel there is a remote chance that you will qualify for financial assistance, submit the required financial aid application. 20
Things to Remember (continued) 4. Do not be embarrassed to request assistance. The information provided is always kept confidential, and you will not be alone. 5. Many schools require a copy of a Federal Tax Return (1040) for their financial aid records, and on occasion, they may ask for additional supplemental data from the family.
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XII. Public School Procedures While public schools do not engage in a selective admissions process, we do recommend that students and parents try to understand as much as they can about their home school district before you officially enroll your child. We ask that you meet with us at any time to learn about your intentions and to help plan for a smooth transition. The High School Guidance Office will serve as the primary source for information. We recommend the following steps: § Contact your local guidance office to request a description of courses and any other materials that describe programs (athletics, clubs, activities, etc.). § Ask the Guidance Office if they would permit a tour of the school and if your child might be permitted to visit a class or two. In some cases, they will ask that you identify a current student in the school system that could serve as a “tourguide”. (If there are several students considering the same public high school, we will ask that they consider a group tour.) § Find out when they recommend that you register your child for the following September. § Ask when students new to the school system will be eligible to select courses. If you are considering honors placement, ask whether they rely solely on teacher recommendation and transcript evidence of proficiency, or whether they will administer their own placement exams.
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§ If the public schools require RA to submit recommendations, you will need to meet with the Head of the Upper School and the relevant teachers to determine whether we are all in agreement that the placement is in the student’s best interests. Generally this takes place during the spring trimester. Once again, we highly recommend meeting with us at any time to explore all options.
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XIII. Decision Time Accept: When a student has been offered the opportunity to join a school, and is excited to attend, sign and complete the enrollment agreement and return it with a deposit promptly. Decline an Offer of Acceptance: If a student is accepted but decides to go elsewhere, it is considerate to write a prompt and gracious thank you note to the Director of Admissions. The note should thank them for their offer but inform them you have decided to go elsewhere. (Let them know where you will be attending in the Fall.) Keep in mind there are likely many students on a waitlist eager for your spot! Waitlist: Students who are placed on a waitlist for their first choice school should follow the instructions from the school regarding the procedures for remaining an active and interested candidate. It is appropriate to write a brief note to the Director of Admissions emphasizing your desire to either remain on the waitlist or be removed. If you choose to remain on a waitlist, but have to make a decision on other schools that have accepted you, speak with the school immediately to work through the appropriate means of informing all parties of your desires.
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XIV. Appendix – School Assessment (To be completed soon after your visit)
School Name: __________________________ Date of Visit: _______________ In one word, how did your visit go in general? ____________________________ Could you imagine yourself as a student at this school? Yes____ No____ Maybe____ Do you think this school would challenge you as a student? __________________ Was the overall size of the school too big, too small or just right? _____________ What were the other students you observed like? ___________________________ __________________________________________________________________ What did you think of the facilities? _____________________________________ If observed, what did you think of the teacher – student relationships? __________ __________________________________________________________________ What did you think of the extra-curricular activities (i.e. sports, clubs, performing arts, etc.) __________________________________________________________ __________________________________________________________________ Was the location of the school desirable to you and your parents? _____________ __________________________________________________________________ Boarding School Questions: What did you think of the dorms? ______________________________________ __________________________________________________________________ What did you think of the dining hall? ___________________________________ What was your impression of weekend activities? __________________________ What was the day vs. boarding ratio? __________ Is that an issue for you? _____ Can you recall anything that happened during your visit that will help you recall this school? ________________________________________________________ __________________________________________________________________
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Four Guiding Principles 1.
Follow the directions (Every school has different protocols and procedures. Do not give the admissions office a reason not to take you seriously.)
2.
Do not apply to a school you do not wish to attend. (Sounds obvious, but do not risk adding a school to your list should it turn out that is your only option.)
3.
Be prepared to change your mind‌often! (You and your child will grow significantly in the fourteen month process and will become more and more open to new ideas.)
4.
Be prepared to confront your own anxiety. (This is a process you are ultimately unable to fully control. Despite all the strategic planning, careful consideration, influence and networking, the outcomes are held by the school, not by you.)
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Notes
223 West Mountain Road Ridgefield, CT 06877 (203) 894-1800 – Telephone (203) 894-1810 – Fax www.ridgefieldacademy.org