THE ROEPER SCHOOL ISACS SELF-STUDY 2025/2026
Works of Art The works of art in this Self-Study were chosen from those created by Roeper students in the past year. The art represents students from our different divisions, stages, and grades, as well as the varied media in which they worked. We hope they add depth and breadth to the picture of the School we are presenting. Many thanks to our artists: Ayla Alijabbari-Wellman Fulton Amaral Henry Billings Damian Drain Pearl Giroux Arianna Gruber Phoenix Jones Stella Kolk
Frances Miller Quinn Milshteyn Abrahim Nounou Brooklyn Pfeffer All Stage II Students Ben Stuntz Vivia Westenberg Charles White
Special Thanks The Steering Committee would like to offer special thanks to: Jenny Irvine, Executive Assistant to the Head of School, member of Administrative Leadership Team for unwavering help in organization. Bonnie Schemm, former Publications & Development Associate, for the beautiful layout and production of this document. We would also like to thank the members of our entire community for their committed participation and hard work in our self-study project. This document would not be possible without input from all our community members — past and present — who contributed to the process.
Steering Committee Anne Glass, Head of School Sarah DeVries, Self-Study Co-chair, Lower School Faculty & Current Parent Michelle Stamler, Self-Study Co-chair, Middle/Upper School Faculty & Alumnae Parent Jennifer Irvine, Executive Assistant to the Head
© 2026 THE ROEPER SCHOOL
TABLE OF CONTENTS
Introduction . . . . . . . . . . . . . . . . . . . . . 3 Mission & Guiding Principles . . . . . . . . . . . . . .
9
Governance . . . . . . . . . . . . . . . . . . . . . 13 Learning & Teaching . . . . . . . . . . . . . . . . .
21
Curricular Themes . . . . . . . . . . . . . . . . . . 27 Student Services . . . . . . . . . . . . . . . . . . . 49 Student Life . . . . . . . . . . . . . . . . . . . . . 55 Equity & Inclusion . . . . . . . . . . . . . . . . . .
59
School Climate and Community . . . . . . . . . . . . . 65 Adminstration Overview . . . . . . . . . . . . . . . . 71 Advancement . . . . . . . . . . . . . . . . . . . .
77
Enrollment Management
85
. . . . . . . . . . . . . . .
Business Management . . . . . . . . . . . . . . . . . 91 Personnel & Human Resources . . . . . . . . . . . . .
97
Technology . . . . . . . . . . . . . . . . . . . .
107
Facililties, Safety, & Security . . . . . . . . . . . . . . 111 Conclusion . . . . . . . . . . . . . . . . . . . . .
115
Standards for Membership Checklists . . . . . . . . . .
119
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INTRODUCTION & VISITING TEAM SCHEDULE
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Introduction & Visiting Team Schedule Introduction from Head of School Dear ISACS Colleagues, On behalf of The Roeper School community, it is my pleasure to welcome you and introduce our school. We look forward to hosting you on our campuses this November. We are honored by your visit and deeply appreciate the time you are taking away from your own schools to serve on our ISACS visiting team. Thank you for your commitment to this important work. We hope you will find that the Roeper community lives its mission and values each day in all that we do. Our shared priority is to provide a holistic educational experience for our students while fostering a vibrant, inclusive community for families and staff. We continue to embrace the philosophy established by our founders, George and Annemarie Roeper, while also innovating to meet the evolving needs of our students in a changing world. Central to our approach is a deep understanding of the inextricable connection between intellectual curiosity and social-emotional well-being. We believe that students must feel a genuine sense of belonging in order totake the academic, creative, and/or athletic risks essential for personal growth. The Roeper School was founded by George and Annemarie Roeper, whose philosophy was shaped by their experiences as refugees from Nazi Germany. They were committed to creating an educational environment grounded in inclusion, equity, access, and justice. In 1956, the Roeper’s expanded the school’s mission to include the education of gifted learners. They believed that intelligence and curiosity should be nurtured within a community rooted in humanistic values. Today, our student body reflects a wide range of racial, ethnic, religious, and socioeconomic backgrounds. Our commitment to inclusion has only deepened as we have continued to serve gifted students. As a community, we recognize that the culture we share is shaped by how we treat one another. Our words and actions matter, and they define the community we create together. Like all independent schools, we regard Roeper as a unique and special place. At the same time, we recognize opportunities for growth and improvement. We value the insights your visit will provide as we seek to strengthen our teaching, operations, and governance. We will use both our self-study and your candid assessment of our strengths and challenges to inform the goals and priorities of our next strategic plan. As we encourage in our students, our Board, administration, faculty, and staff are also engaged in an ongoing journey of learning and reflection about ourselves and our responsibilities to our community. This year, we celebrate our 85th anniversary — a meaningful opportunity to reflect on the legacy of our founders, honor the philosophy they established, and look ahead to how The Roeper School will continue to grow and thrive. Thank you again for your time, care, and service. We look forward to welcoming you in person in November. Respectfully submitted,
Anne M. Glass, Ed.M. Head of School
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Visiting Team Schedule 1st Day: Sunday, November 15, 2026 — Arrival & Orientation of Visiting Team 3:00pm
Arrival of team, check-in at hotel
3:30pm
Brief preliminary meeting of the visiting team
4:00 – 4:30pm
Tour of Bloomfield Hills Campus
4:45 – 5:15pm
Tour of Birmingham Campus
5:30 – 6:30pm
Informal social hour for community and visiting team — Naas Commons/Birmingham
7:00pm
Dinner, organization, orientation, and planning meeting of the visiting team
2Nd Day: Monday, November 16, 2026 — Visits & Meetings 7:00am 8:00am – 12:00pm
Breakfast Visits to classes and talks with faculty
12:00pm
Lunch at school, informal talks with faculty and students
1:00pm
Visits to classes, activities, and athletics
4:30pm
Meetings with special groups such as trustees, parent leaders, alumni representatives, faculty committees, and departments
7:00pm Dinner, evening meeting of visiting team as a whole — discussion, examination of exhibits, preparation of reports, and review of reports
3Rd Day: Tuesday November 17, 2026 — Visits & Meetings 7:00am 8:00am – 12:00pm
Breakfast Visits to classes and talks with faculty
12:00pm
Lunch at school, informal talks with faculty and students
1:00pm
Visits to classes, activities, and athletics
4:30pm
Meetings with special groups such as trustees, parent leaders, alumni representatives, faculty committees, and departments
7:00pm
Dinner, evening meeting of visiting team as a whole — discussion, examination of exhibits, preparation of reports, and review of reports
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Final Day: Wednesday, November 18, 2026 — Reporting 7:00am
Breakfast
8:00am
Final visits, or re-visits, with emphasis on areas with questions or those not covered earlier
11:00am
Meeting of visiting team, final review of subcommittee reports, sharing of major findings, and recommendation on accreditation
12:00pm 2:00pm 3:45pm
Lunch Exit interview with Head of the School (visiting team leader and vice-chair), and sharing major findings Oral exit report of major findings to community by the visiting team leader
Groups to be Scheduled Self-Study Steering Committee Administrative Team Board Executive Committee Board Finance Committee Faculty RPC Executive Board Student Groups Parent Group
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MISSION & GUIDING PRINCIPLES
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Mission & Guiding Principles
An internationally recognized leader in gifted education, The Roeper School offers a highly individualized, inquiry-based program that focuses on the whole child while accommodating the complexity of gifted students. The School’s approach offers the intellectual challenge gifted children crave and allows them to explore personal passions deeply and imaginatively. The Board of Trustees is responsible for adopting a clear statement of the school’s mission, vision, and strategic goals and establishes policies and plans consistent with this statement. As stated in the School’s Mission Statement, the mission of the Roeper School is: “We empower gifted learners to be active and compassionate citizens of the world.” The School’s current Mission Statement was developed in 2023-2024 by a Mission Statement Task Force comprised of trustees working collaboratively with the Head of School. The Task Force gathered feedback and input from the wider community and the Board of Trustees in developing the Mission Statement. The Board of Trustees formally adopted the Mission Statement in November 2024. In developing and approving the Mission Statement, the Mission Statement Task Force and the Board of Trustees took care to review and discuss documents and records reflecting the deep historical roots of the School’s Mission and Philosophy. These documents included: • • • • • • • • • • •
Statement of Policies of the City and Country School of Bloomfield Hills, December 5, 1963 Statement of Policies of the City and Country School of Bloomfield Hills, February 3, 1965 Brief Statement on the Philosophy, Purpose and Development of RCCS with special focus on the High School, August 7, 1969 Philosophy of the School, undated Mission Statement, January 1987 Mission Statement, 1989 The Philosophy Reflected in the Living, Learning Environment, Pre-1993 The Roeper Philosophy, undated Statement of The Roeper School Philosophy, approved June 7, 1999 Philosophy in Practice Statement of the Philosophy of the School, approved June 7, 2010.
These historical documents provided the Mission Statement Task Force and the Board of trustees a unique opportunity to better understand the evolution of the School and its mission as experienced and expressed by its founders. In addition to these records, the work of the Task Force and Board in adopting the Mission Statement was further informed by the School’s Core Tenets of the Philosophy and Educational Statement of Purpose. These documents and the ideas articulated in them contributed significantly to the Mission Statement, as approved by the Board of Trustees in November 2024. Submitted by: Anne Glass, Head of School Kevin Carlson, Chair, Board of Trustees, Parent
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GOVERNANCE
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Governance
Governance The Roeper School is a nonprofit corporation organized on a non-stock, directorship basis under the Michigan Nonprofit Corporation Act. An elected Board of Trustees, independent of other organizations, is responsible for the school’s governance and holds in trust the preservation and implementation of the school’s Mission, Educational Statement of Purpose, philosophy, and values passed on from the school’s founders, George and Annemarie Roeper. Articles of Incorporation, Bylaws, and a set of Board Policies describe and guide board operations for the school, as an independent school consistent with the ISACS definition of independence. The board’s Committee on Policy oversees and regularly reviews the policies and bylaws. The school complies with all requirements of the State of Michigan for full recognition and approval to operate as an independent school. The board’s responsibilities specifically include hiring and evaluation of the Head of School, as well as resource acquisition and allocation, including approving the annual budget and strategic planning. While the board oversees the administration of the school, the board is careful not to impinge upon the role of the school’s administrators, and acts as a support to, and resource for, the Head of School. Governance Structure The bylaws authorize the election of up to 30 trustees, in addition to ex-officio and honorary members. The school currently has 17 trustees. The Head of School serves as an ex-officio trustee. The current trustees include constituent trustees: (1) two faculty trustees (one from each campus, selected by current faculty members); (2) two parent trustees (one from each campus, selected by current parents); (3) two Upper School student trustees (selected by current Middle School and Upper School students); and (4) one alumnus/a trustee (selected by the former students of the school). The board’s Trusteeship Committee selects the remaining trustees and presents all trusteeship candidates to the full board for election at the annual meeting. Constituent representatives serve a term of two years and can serve up to eight terms, not more than four of which can be consecutive. At-large trustees serve for a term of three years and can serve not more than three consecutive terms. The board conducts the majority of its work through a committee model. The board’s standing committees are: (1) Finance, Facilities, and Risk; (2) Development; (3) Governance; (4) Diversity, Equity, Inclusion, and Justice; and (5) Executive (which is currently comprised of the officers of the board along with the chair of the DEIJ committee). A trustee serves as chairperson of each board committee; the chairperson is responsible for setting the committee’s schedule and reporting at regular meetings on its work. On occasion, the board Chair has supplemented the committee structure with a task force model to allow for focused study and creation of proposals on important matters on an ad hoc basis. Membership on board committees and task forces is not restricted to trustees. The bylaws require the board to meet five times during the year, including the annual meeting held in June. The annual schedule of board meetings appears in the school’s calendar. With the exception of executive sessions, meetings are open to attendance by community members; allowing comments or questions by non-trustees is within the board chair’s discretion. At the board meetings, the board conducts an open session, followed by a closed session for the Head of School and trustees only. In advance of each board meeting, trustees receive a substantial packet comprised of reports from board committees, task forces, and the Head of School. The expectation is for all trustees to come to meetings having read the packet material in advance, so that the board can use meeting time for questions and for discussion of specific and significant strategic, policy, and other issues within the purview of the board. THE ROEPER SCHOOL ISACS SELF-STUDY 2025/2026
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The board recently updated its practices so that committee chairs (with the exception of Finance and Risk) no longer provide oral reports during each board meeting. Instead, the agenda for each board meeting includes prompts for generative discussion based on the committee reports that are submitted in the packet prior to the board meeting. Committee reports are due no later than ten days before the board meeting and the board meeting agenda, including generative discussion prompts, is sent to trustees the week prior to the board meeting so trustees can prepare for substantive discussion of strategic issues. The board officers are the Chair, the Vice-Chair–Finance, the Vice-Chair–Administration, the Secretary, Treasurer, and the Head of School as a non-voting ex-officio member. During the year prior to the last year of a Chair’s term, the board elects an additional officer, a Chair-Designate, as the expected successor to the Chair. All officers, other than the Chair, serve a one-year term. The Chair serves a three-year term and may serve an additional term of one to three years. The Roeper Philosophy and ISACS Standard With two faculty members (employees) serving as full voting members of the board of trustees, the school is knowingly and intentionally out of compliance with ISACS Standard E2. Standard E2 provides that the Head of School and/or any employee will not be a voting member of the board of trustees (i.e., the Head of School and any other employees designated by him/her may serve only in an ex-officio capacity on the board of trustees). Consistent with the school’s philosophy, historical values, and pre-standard practices, the school believes that faculty participation as voting members in the governance of our school is consistent with the intention and practices of our founders, and that the philosophy of the school supports this practice. The school community is made up of a variety of constituencies that, consistent with our philosophy, believe in a commitment to justice rather than power. This tenet yields a process-oriented model of decision making, in which we expect the presence of faculty in governance discussions, and is consistent with historical practices. It also is important to note that, in addition to the two elected faculty trustees, the school also seats two parents, two students, and a member of the alumni as voting members of the board (their respective constituencies having elected each of them). Annemarie Roeper wrote in The Role of Leadership Within this structure not only the role of the members of the community, but also that of the leadership (Board of Trustees, administrators) becomes differently defined. The trustees are the guardians of the philosophy, the administrators its chief implementers. This also requires different types of skills and attitudes on the part of the leadership. For this leadership is not based on the authority vested in the power on the top of the hierarchy but rather on the confidence of the community in the expertise and goodwill of the leaders. It requires the skills to establish open communication and respect in the constituency, as well as their legitimate participation in decision making. Only those who are affected by a decision experience its consequences and therefore should participate in reaching it in some form and to the extent that they are able. It includes the obligation to be continually aware of the rights of each individual and maintain a balance between all of those individual rights. From the beginning, the school has had faculty members serve as voting members of the board of trustees. This governance practice was integral to the core values of the school’s founders, who sought to provide a voice to faculty members in the governance of the school. Given the process-oriented nature of decision-making in the school, having faculty members at the table has been essential to our work. The question of, “what does the faculty think,” is not something about which we need to speculate when faculty members are present for the conversation. Faculty members who serve on the Board of Trustees understand, as all board members understand, their duty to be aware of conflicts of interest. All board members are familiar with and are required to sign and acknowledge
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the board’s conflict of interest policy and confidentiality policy, and must abide by both at all times. The conflict of interest policy and confidentiality policy are distributed annually to each trustee to be promptly reviewed, signed, and returned. trustees who are also parents, faculty, students, or alumni must understand that while they are elected to the board from their respective constituencies, their fiduciary obligation runs to the school as a whole. Consistent with these principles and policies, we call upon all members of the board to recuse themselves from issues that raise any such conflicts. While the ISACS Standard anticipates a conflict of interest between the Head of School and a faculty member with voting privileges on the board, it does so based on an assumption of a traditional set of governance practices. The Roeper School, like many other progressive schools, Montessori schools, and Waldorf schools, views the role of faculty members in decision-making as essential to the governance of the institution. It was the intention of George and Annemarie Roeper to have those directly affected by a decision be present for, and to participate in, the decision-making process. Equally important to our founders was the inclusion of students and alumni in the governance of the institution. As Annemarie Roeper wrote, our goal is “[t]o protect the equal rights of each member within our specific community: children, maintenance and all support persons, teachers, administrators, parents, board, etc.” Consistent with the core values of the school, helping each individual find and use her or his voice was essential to living the philosophy. Historic in nature, embedded in the founding practices of the school, and consistent with the operations of the institution for 85 years (even predating the school’s membership in ISACS), faculty participation in school governance, as voting members of the Board of Trustees, is an essential part of the school. It is consistent with the school’s philosophy and core documents. We therefore ask the visiting team, the ARC, and the ISACS board to see our noncompliance with Standard E2 as just and proper, given the information presented. Head Evaluation The board annually evaluates the Head of School. The Chair and at least one other member of the Executive Committee, serving as the Evaluation and Support Committee, construct and implement the process for the evaluation. These members work with the Head to set annual goals that are appropriate, attainable, measurable, and clearly articulated. The Evaluation and Support Committee meets with the Head to construct the Head’s goals prior to the start of the school year, and they meet at various additional times during the school year to review progress toward those goals. The Head communicates progress to the full board through the Head’s reports to the board. The process culminates with a written report by the Support Committee to the Board Chair who, in turn, reports to the full board. The board has renewed the current Head of School’s contract through June 30, 2027. The full board makes the decision to renew, and the Head and the Board Chair negotiate the terms of the renewal. The board carefully documents the process to comply with all relevant laws and best practices. Self-Evaluation of the Board In keeping with the NAIS Principles of Good Practice and the ISACS Standards for Membership, the board is committed to a program of professional development that includes annual new trustee orientation, ongoing trustee education, and self-evaluation on an annual basis. The board asks its members to reflect in writing on their work as a whole group and on their roles as committee members. The Committee on Trustees is responsible for overseeing this process, reviewing the data collected, and making recommendations based on the information obtained.
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The Strategic Plan In the fall of 2018, the board adopted its most recent strategic plan, Roeper Next, under which the school currently operates (see Addendum). The Strategic Plan articulates major areas of focus, while still providing flexibility to adjust and adapt as our school develops and evolves. Like any good map, it gives us direction without dictating a single path to our goals. The document was a collaborative effort of the whole community and involved committees that included all constituency groups. Bringing together different voices, listening with care and concern, and acknowledging the need for inclusion are tenets of our philosophy. These practices are evident in the development of the strategic plan. A prior board Chair, serving as Strategic Planning Committee Chair, oversaw the strategic planning process and engaged in extensive work on the Plan, as did the former Head of School, and multiple board staff members. The Strategic Planning Committee collaborated to initiate and guide the work to its final written form. Core Documents: The philosophy, Core Tenets of the philosophy, Educational Statement of Purpose, and Mission Statement In 2012, the school developed a series of Core Documents that built upon the guidance of the philosophy. The 2018 Strategic Plan builds upon and advances the ideas and principles set forth in these Core Documents.
• •
•
The Core Tenets, created in 2013, clarify the key elements of the philosophy. Using the language of the founders, the Tenets distill the eight-page philosophy into five clear bullet points. The Educational Statement of Purpose, written in 2014, articulates how each of us applies a philosophy for living our life, as Annemarie Roeper described, to the day-to-day operations of working in a school. The Mission Statement (revised in 2015) thus completes this collection of key writings, by expressing our vision for the gifted students whom we serve.
The school will begin the process of developing its next Strategic Plan in the summer of 2026. The information developed in the course of this self-study will be essential in initiating and guiding the next Strategic Plan. Communications The Head of School and the Board Chair schedule an annual evening State of the School presentation and discussion. Other joint communications include an informative letter, which accompanies the re-enrollment contract, as well as regular updates (emails and letters) on other significant topics, such as fund-raising and building plans, and the renewal of the Head’s contract. Engagement All trustees regularly attend athletic events, fine and performing arts events, as well as signature community events such as the Scholarship Dinner and the Auction. Trustees are fully engaged philanthropically, with 100% support for the Annual Fund and 100% support for the Phase I of the Accessible by Design capital campaign, which was completed in fall 2025.
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Strengths: 1. The school’s mission and philosophy guide the board. 2. The bylaws, polices, and core documents are living guideposts for decision-making. 3. The board’s members are highly engaged and participate in a strong committee structure. 4. The board focuses on its fiduciary responsibilities, supported by solid and reliable financial oversight, planning, and stewardship. 5. The board is reflective and critical in its thinking when it comes to its practices. 6. There is a diversity of voices within the board’s membership. 7. There is trust between the board and the school leadership. Challenges: 1. Recent turnover and the loss of long-term trustees, depriving the board of institutional memory, connection, and relationships. 2. There is a risk of burning out or deterring the participation of strong volunteers by overextending their time. 3. There is a need for continuing governance education and professional development for trustees. 4. There is a need to develop time for generative thinking. 5. There is a need to review Bylaw definitions of committees to reassess the charter for each group. Plans and Priorities: 1. The board will recruit non-trustees to obtain more expertise in the work of board committees. 2. The board will establish facilitated retreat session(s) to provide necessary time to focus on generative topics. Submitted by: Kevin Carlson, Chair, Board of Trustees, Parent Mykolas Rambus, Trustee, Alumnus 1996, Parent
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LEARNING & TEACHING
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Learning & Teaching
At all levels of Roeper, the curriculum is designed to empower gifted learners to be active and compassionate citizens of the world: students not only learn content and skills that will allow them to make the most of their talents and abilities but also are guided in how to contribute thoughtfully to the world as engaged community members. The Lower School (PK-5) program is organized by Stages: students of two sequential grade years are grouped in homerooms. Ideally a student remains in the same classroom for both years of a particular stage for PK-4, while Grade 5 exists as a standalone Stage. At each level of the Lower School, students engage in the study of language arts, mathematics, science, social studies, world language, physical education, visual arts, and performing arts. Students engage in most classes for the duration of the year; some enrichment or elective opportunities will run for a shorter interval with the intent of exposing students to new experiences. In the Middle School (6-8), students are grouped in homerooms of grade-level peers. These students advance in math and world language based on their ability level and take grade-level classes in English, social studies, and science. In the Upper School (9-12), students are grouped in mixed-grade homerooms (ideally a student remains in the same homeroom throughout Upper School). Students continue with grade level classes in English and social studies and pursue a range of curricular paths in world language, math, and science based on interest and ability. Though not required, there is an expectation that students participate in physical education, fine and performing arts, and Makerspace/programming electives. The Upper School has a suggested path towards graduation which reflects the intent of most Roeper graduates to pursue college education. Health and Government are required for all students. As in the Lower School, Middle and Upper school students engage in most classes for the duration of the year; some elective opportunities will run for a semester or a quarter (eight weeks) with the intent of exposing students to new experiences and enabling a range of experiences within the course of a school year. In many areas, but especially at the Lower School, state standards are referenced to ensure student progress and pacing with the general population. The school is improving its efforts to document curriculum and offer consistency in student experience while also prioritizing student choice, interest, and need. Additionally, the school has made significant progress in making experiential learning, via grade-level trips, a part of the curriculum. Trips in Stage V, Grade 6, Grade 8, Grade 9, and Grade 11 are now included in tuition costs. At all levels, classroom work is enhanced by extracurricular activities and opportunities, which are designed to be inclusive (e.g., all sports teams are no-cut), foster teamwork, and help students hone their individual talents. Student choice is a critical facet of every level of Roeper’s educational program. Elective classes offer students voice and choice in how they want to connect with their learning experience. As early as first grade, students are guided in selecting at least some of their classes based on their interests. Offerings include everything from Creek Monitoring, Ceramics, and Introduction to Industrial Product Design in the Lower School to the History of the Olympics, Comedic Studies, and Engineering Design in the Middle School, to Film Studies and Epidemiology in the Upper School. In general, the older a student is, the more ownership and choice they have in the development of their academic schedule. The faculty considers student interest in developing classes and offering curricular choices for a given year. Roeper’s origin in humanistic principles and long-standing commitment to diversity and equity is evident in both the onboarding of faculty and development of curriculum. All new faculty are required to complete SEED, a professional development program based on building cultural competency through personal reflection and thoughtful conversation. The school has prioritized ensuring that all faculty hired prior to that requirement also complete this training. In the 2024-2025 school year, the faculty completed a training in curricular review with Kimberly Phillips intended to self-audit curriculum for inclusion, cultural competency, and diverse THE ROEPER SCHOOL ISACS SELF-STUDY 2025/2026
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perspectives. Standardized inclusions of pronouns in email signatures and gender-neutral bathrooms on both campuses have been steps toward inclusion for community members of diverse gender identities. Increasingly, neurodivergence has been a prominent identifier among Roeper students. Teachers have engaged in professional development with Eton Academy to increase capacities for serving students with learning differences and improving pedagogical techniques to fully integrate certain accommodations into the general curriculum with the intent of providing the best experience possible for all students. The school spotlighted neurodiversity by inviting renowned speaker Jonathan Mooney to campus in 2023, and the Lower School has added a learning specialist to their staff since the last ISACS self-study. Environmental stewardship is an important element of global citizenship and is emphasized through curricular work and campus programs such as the Chartwells composting programing on both campuses. The school uses a variety of strategies to provide feedback and support to students. Students receive narrative reports each semester (including skill checklists in the Lower School) and engage in family-teacher conferences twice a year. In addition to supplemental reports for quarter-length classes and progress updates for semester and yearlong classes at the Upper School, teachers are expected to regularly communicate with families if challenges arise, though remediation with the student directly is always the first line of intervention. More intensive interventions include a staffing/roundtable model: a meeting with student, family, administrators, homeroom advisors, and teachers to fully deconstruct a student’s challenge and collaborate on steps forward. Depending on age and circumstance, students may actively participate or take the lead in these systems — from contributing a selfevaluation to a narrative report to participating in or even leading a staffing with teachers and family. If a student has a learning difference documented by a medical or neuropsychological evaluation, the school will develop a SSAP to document the student’s necessary classroom accommodations. Effective teaching is evidenced first and foremost by student growth that is documented in the aforementioned systems. We encourage faculty to solicit student feedback, and different processes of observation, formal and informal, exist on both campuses. Strengths: 1. An authentic love of learning is fostered at all levels. Faculty are powerful models of the scholarship and compassion we want to see our students develop. 2. We encourage self-awareness and metacognition in students at all levels. 3. We respond to the individual needs of learners and use a variety of strategies to ensure students’ learning needs are recognized, addressed, and honored. Challenges: 1. An ongoing tension exists between the need for consistent, documented curricula and teacher autonomy with a program guided by student interest. We no longer rely on a single platform (i.e., Rubicon) for curriculum documentation, and recent high levels of staff turnover have resulted in a loss of institutional memory regarding curricula. 2. The school lacks shared language around teaching practices, and as a result, we are less effective in communicating our processes both within and beyond the school. 3. The growing size of our population of twice-exceptional learners is outpacing our resources to identify and adequately support those students.
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Plans & Priorities: 1. Revisit the concept of staffing’s (that include specialist teachers) at the Lower School as a means of student support. 2. Develop a structure of curriculum assessment and review that will help guide priorities for professional development, recognizing that PD needs may differ among and between faculty members. 3. Prioritize professional development opportunities that focus on the teaching of gifted students. Addenda: 1. Handbook and Community Guidelines 2. Lower, Middle and Upper School Course Guides 3. School Calendar Submitted by: Cynthia Harris, Lower School Director, Alumni Parent Susannah Nichols, Middle & Upper School Director, Parent Curriculum Coordinators: Susan Knight, Michal McConville*, Hans Muer, Roz Larson*, Paula Romano^, Ellen Hoppe, Matt Vallus*, Cat Gallighan 2013, Andrew Blechman, Venee Natarajan, Kendra McKenzie*, Sarah DeVries*, Michelle Stamler^, Carmen Flora^, Ben Fisher 2017# * = Parent, ^ = Alumni Parent, # = Alumnus
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CURRICULAR THEMES
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Curricular Themes
Curricular Area: ENGLISH & LANGUAGE ARTS Overview The Language Arts program at the Lower School provides many opportunities for children to experiment with language through reading, writing, speaking, and listening. A central aim is to foster a love of literature, encouraging children to become life-long readers. The school integrates language arts into all content areas, including social studies, mathematics, and arts and sciences. The Lower School faculty members tailor their language arts curriculum to the strengths and needs of individual students and groups of learners. Rather than adhering to a single methodology, the faculty members adopt eclectic approaches and are continually developing their repertoires of instructional tactics. They have been trained in and utilize research-based curricula to best meet the needs of the wide range of skills that students bring to the table each year. Most teachers have been trained in an Orton-Gillingham aligned phonics program and Brainspring Phonics First. Additionally, at least one teacher from each stage is currently piloting the Units of Study Writing curriculum. Faculty members use best practices in both language arts and gifted education to provide a comprehensive and meaningful language arts curriculum to students. Reading assessments are administered across all stages at designated times throughout the school year to monitor student progress. Our literature-based program at the Lower School is rooted in helping students develop a sense of self, as well as a global perspective. Through high-quality literature, students explore themes of social justice, identity, global awareness, and diversity. Students throughout the Lower School explore these themes during both class readalouds and within smaller literature circles, which group children with similar interests and reading levels. As they discuss literature with one another, children become adept at using critical reasoning to delve into social themes and make connections to prior knowledge and the world around them. Lower School students explore many types of literature, including picture books, historical fiction, fantasy, poetry, myths, folklore, biographies, and informational text. In addition to our focus on the aesthetic value and social implications of literature, we utilize a balanced literacy approach. This includes direct instruction in phonics and phonemic awareness, as well as decoding and comprehension strategies. Another goal of our language arts program at the Lower School is to help students construct and communicate meaning, through both oral and written communication. Children gain an appreciation for the power of language and the importance of finding their “voice.” We ask our students to represent their experiences, feelings, ideas, and opinions through oral language daily. Being an active participant in our learning community also requires students to listen attentively and respectfully to the ideas of others, ask questions, and offer constructive feedback. Lower School children are encouraged to see themselves as emerging writers and to gain comfort in taking risks with their ideas and playing with different writing styles. Children throughout the Lower School practice various forms of writing, such as creative prose, poetry, expository reports, persuasive essays, letters, descriptive and interpretive responses to literature, and personal narratives. While we value choice and creativity in expressing their ideas, we also give children direct instruction in writing conventions as developmentally appropriate. The writing process often begins with the use of pictorial symbols, dictation, and phonetic spelling. As the children become more comfortable with language, they are ready to explicitly learn about language, conventions, and functions. This includes writing in complete sentences, using traditional spelling, and thoughtfully developing characters, setting, and plot. We also encourage students to begin editing for content, as well as for spelling and punctuation. In the Middle School, the language arts curriculum serves a vital role of transition within the larger program’s scope and sequence. Beginning in the 6th grade, Middle School students work to acquireskills and to cultivate understandings that facilitate the shift of focus from independent expression towards participation within specific cultural discussions that require a variety of discourse-specific competencies. At the outset, we ask our students to look closely at how the elements of grammar and narrative interact within specific linguistic structures. The THE ROEPER SCHOOL ISACS SELF-STUDY 2025/2026
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students are required to consider new vocabulary both in situ and in the abstract, and to view it as part of an interwoven etymology bound together by common lexical objects (such as affixes and roots). By the 8th grade, students are regularly asking how and why words have the power(s) that they do and begin working to challenge hegemonic structures through neologism, re-appropriation, and deconstruction. Linguistic, narrative, and thematic content for discussion are rooted in a core selection of texts in each grade, with an emphasis placed on diversity of perspective and form. We select texts and design lessons to stimulate various modes of critical thought across a widely differentiated student body. As the depth and complexity of content and language intensifies, so does the Middle School program’s approach to linguistic expression and humanism. All grades place great emphasis on research as a necessary component of any inquiry, whether the product is an expository response to complex text or a science fiction short story centered on a current global crisis. Beginning in the sixth-grade curriculum, students take an in-depth audit of their own identity, culture, and role within the school community. As they continue to the 7th grade, students wrestle with ideals versus reality and begin to gain confidence in understanding the social systems surrounding them, as well as how to use their agency to facilitate change. Finally, the eighth grade takes a deep dive into multiple forms of texts from varying time periods and a diverse pool of authors. Students learn to see themselves as part of the global community. The 8th grade English curriculum focuses on themes of independence, rebellion, and argument while analyzing literary devices such as theme, symbolism, irony, and perspective. In the Upper School, teachers begin by selecting rich and challenging material. Often literature is conventionally deemed to be “out of reach” for a particular age group. The literary canon is a starting point, but by no means a boundary, and teachers routinely incorporate texts that represent perspectives outside of dominant discourses, including voices marginalized by social inequities. Students’ individual cultures, prior knowledge, and personal passions serve as access points to literature, in order to heighten academic, social, and personal relevance, which inevitably lead to deeper engagement. Through consideration of how texts function within broader cultural contexts, students can see their learning not as an isolated experience, but as a part of a larger, ongoing conversation with the world. Furthermore, they are encouraged to take ownership of their own learning and to become active participants in multidisciplinary investigations. A significant part of this process is the encouragement and nurturing of multiple and diverse perspectives, both those of students and those that are offered through the work that is studied. In a similar pursuit, classes work to broaden the definition of a text, as students apply their analytical skills to art, film, visual culture, historical texts, and literary theory and criticism. Particular attention is paid to formal characteristics of texts with the belief that form and content always work together to create meaning. Never separate from the study of literature is the consideration of the scholarly argument process. Significant time and effort are devoted to the construction of successful and meaningful arguments that reflect student voices and allow for creativity and exploration. In the classroom, this takes the form of guided and independent research, individual and small group work, peer editing, writing workshops, and student presentations. We consider writing to be a process rather than a single, inspired event, which we intend to foster personal, social, and academic growth. To this end, teachers teach vocabulary, grammar, mechanics, and general principles of composition not as a set of rules to be memorized but as tools to strengthen the value of an individual’s writing. The overarching goal of the program, through all levels and classes, is the development, nurturing, and honing of critical thinking skills. Students are valued deeply for their perspectives and contributions to a highly invested, supportive, and collaborative learning community. In terms of specific course study, the Upper School faculty aims to offer an enriching and diverse program without being overly programmatic. The program balances the acquisition of skills and knowledge with freedom and flexibility for both students and teachers. Core classes in 9th grade and 10th grade cover foundational texts and essential forms, providing a solid foundation for more sophisticated Humanities studies and formalized expression. The 9th grade curriculum centers the themes of community and ethical thinking through the study of American literature. The 10th grade curriculum, thematically centered around monstrosity and otherness, pushes students to PAGE 30
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take increasing ownership of their study of the most influential texts in Western culture. Where 9th grade focuses on ethical and community issues through thematic analysis and textual interpretation, 10th grade emphasizes historical and sociological interpretation. By the time they reach 11th grade, students know themselves, their abilities, and their passions very well, and it is this knowledge that allows them to design their own courses of study and to take even greater ownership of their English education. The elective portion of the program, which is ever changing and varied, represents the commitment to honor both student interest and teacher expertise. We strive to offer elective opportunities in writing, literary study, non-print media, and interdisciplinary pursuits to nurture authentic, curiosity-driven learning. From start to finish, the program allows for academic, personal, and social growth, as students come into their own as individual scholars and community members. Strengths: 1. The Language Arts program places an emphasis on personal expression, embracing the philosophy in its curricula and delivering differentiated instruction that encourages creativity and personal, purposeful engagement through language in varied contexts and forms. Student choice and empowerment are embedded in our Language Arts programs across all levels. 2. At all levels, the Language Arts program is interwoven with intra-, inter-, and extra-disciplinary discourses, demonstrating social and artistic interconnectedness and the utility of these skills in novel and authentic contexts. Students learn the skills to reflect upon their own and others’ experiences, develop empathy, and engage intellectually across different communities and contexts. 3. The faculty are passionate, open-minded, and creative educators who thrive on continuous learning and professional growth. Supported by the freedom to experiment, pursue professional development, and implement new strategies, they bring flexibility, curiosity, and innovation into their teaching. This shared disposition not only fuels personal growth but also enhances student learning by ensuring access to responsive, evolving best practices. 4. We effectively support students across a spectrum of strengths and needs through individualized supports including office hours instruction on the Middle/Upper School campus and with the designated learning support specialist on the Lower School campus. This was a challenge we recognized in the last ISACS self-study cycle. 5. The content and structure of our English classes provide opportunities to build authentic intellectual relationships that empower students to take the academic risks that will help them grow as people and scholars. Challenges: 1. The program’s emphasis on personal expression and creativity is often at odds with the necessity for explicit instruction in standard usage and essential forms. 2. The (often dramatically) asynchronous development of gifted learners and the program’s commitment to individualization can create instructional challenges as small populations (such as a single Stage or grade) routinely present a widely distributed set of skills and proficiencies. 3. Students seem to have reduced capacity and willingness to write for extended periods. 4. The department needs more resources or development to adequately address the impact of AI on our department, particularly regarding concerns about ways AI may facilitate plagiarism and shortcut critical thinking. 5. Within and across divisions, the department would benefit from having a strong, data-supported sense of where students are with their skills. 6. As a result of decreased enrollment and reduced department size, we are currently offering fewer electives in the Upper School. Decreased elective offerings may have a long-term impact on enrollment and program strength.
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Plans and Priorities : 1. Share assessment data between campuses and develop a middle school assessment to collect data on student growth, which would include reading comprehension and mechanics. 2. Develop a system for getting writing feedback from multiple teachers 3. Work within and across divisions to develop a better understanding and expression of our scope and sequence of instruction. Submitted by: Sarah DeVries, Lower School Department Coordinator, Parent Ben Fisher, Upper School Department Coordinator, Alumnus 2017 Roz Larson, Middle School Department Coordinator, Parent Dan Jacobs, Middle/Upper School Department Member Elise Lind, Lower School Department Member, Alumni Parent Trevor Mattea, Lower School Department Member, Parent Kelly McDowell, Upper School Department Member, Alumni Parent Tyler Pemberton, Middle School Department Member Sarah Smith, Lower School Department Member Addenda: Lower School Literacy Scope and Sequence created 2021: https://theroeperschool-my.sharepoint.com/:w:/g/personal/lisa_bottesi_roeper_org/IQBRKE55l8ZQp0c1JFGzlWCAZexXC79rL5JwuoTTHcyU7w?e=pxnLm2 00 26-27 Upper School English Department Scope and Sequence.docx
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Curricular Area: FINE & PERFORMING ARTS Overview The Fine and Performing Arts Department at Roeper recognizes the essential role the arts play in the lives of individuals. Through the arts, students have a myriad of opportunities to develop their creative, emotional, and cognitive abilities. Students learn various technical skills, but more significantly, they learn empathy and gain tools for understanding themselves and their world. Self-actualization and expression are core tenets of our arts curriculum; we empower our gifted learners to be active and compassionate citizens of the world. Cognizant of the asynchronous development of gifted children, we support divergent thinking by designing challenges that promote complex thinking skills and creative engagement. We create a safe space for students to find their voice through a range of disciplines which is essential for our population of gifted students. The teacher’s role in the arts is instructive and supportive. Faculty members prioritize creating an environment where students feel comfortable challenging themselves, knowing that risk-taking is integral to artistic growth. Our department members are passionate professionals who constantly refine and broaden their own areas of expertise. We base our curricula on transferable concepts that generate higher-level thinking. While skill development is fundamental, we celebrate our students’ creativity and foster it through intentional experimentation. Both the process and the product or performance of students’ efforts are valued and linked to their individual sense of accomplishment. The importance of relationships between students and teachers cannot be overstated. The arts provide singular opportunities for us, as teachers, to discover and share the cognitive, emotional, and creative complexities of the children we teach. We empower students to share their thoughts, dreams, and culture. We foster empathic relationships, reinforcing students’ belief that what they think is important. Students have a voice in shaping the arts program: at all levels, faculty provide opportunities for students to choose processes that will lead to new skills and promote self-expression. Autonomy and the flexibility to change or differentiate curriculum allow teachers to meet students in the moment. This iterative nature of changes to program, courses offered, content of courses, and our schedule, allows flexibility, and responsiveness to student needs. Through our classes, students explore their own interior landscapes in unique and powerful ways. Our faculty strives for a delicate balance between supporting students’ choices while continuing to maintain the technical integrity of our programs. While experimentation is essential, students also work toward appropriate levels of proficiency and skill development. We foster the balance of individual development and collective growth. Through examination of historical, social, and cultural perspectives of diverse communities, our students are appreciative patrons of the arts while underscoring our role as global citizens as well as our commitment to humanitarian principles. We complete the circle of creating and appreciating both the individual’s and the group’s artistic development as we share performances and exhibits within classrooms, throughout Roeper, and in the greater community. Strengths: 1. Personalization is the foundation of the Fine and Performing Art Department. Teachers foster creativity, artistic development, collaboration, and individual vision. We encourage our students to reach their potential by striving toward personal excellence and individual improvement.
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Interdisciplinary collaborations amongst faculty, students, and outside artists provide extraordinary opportunities for cognitive and creative exploration and growth. 3. Students are taught translatable skills and competencies that go from the classroom to the world. They are valued as artists and grow as individuals through artmaking, becoming active community members through their performances and exhibitions. 4. Multi-age classrooms in all three divisions encourage peer exchange and mentorship. Challenges: 1. Scheduling problems in all three divisions and faculty cutbacks in the arts due to budget deficits have limited student choice and access to electives, performance materials, and affected the art program quality. Several of the arts faculty teach non-fine arts classes that pull them out of the fine arts classroom, which reduces the fine arts class offerings, diminishing our program. 2. We work to meet the needs of students who are highly gifted in the arts. To meet the disparate and challenging needs of our increasing population of twice-exceptional students, the Fine and Performing Art faculty members need appropriate support in the form of focused professional development. 3. At the Lower School, there is an inconsistency with programming in part due to reactive scheduling and frequent staff changes. While the iterative nature of changes to program allows flexibility and responsiveness to our students, it can come at the expense of continuity. The Arts schedule defers to the core curriculum, often competing for students in the same time slots in MS/US. At both campuses, the arts are ‘last domino’ for scheduling, often diminishing the program as a result. 4. Cross-campus meeting time for the Fine and Performing Art faculty must return; it is essential to ensure continuity of curricula, exchange of ideas, and collaborative programming. Plans and Priorities: 1. We are committed to elevating our programs to the same position as the core curriculum by requesting a place at the table during the scheduling process. 2. Continue working on and finalize how afterglows for all performances and exhibitions will be arranged, making everything equal and not dependent on uneven parent support. 3. We strongly request that cross-campus department meeting time be built into the faculty meeting schedule. 4. We will continue informing the community about the vital role art plays in the lives of our students. The Fine and Performing Art Department will continue to explore, investigate, and participate in community outreach, and will expand our relationship with the greater community through the arts. Submitted by: Michelle Stamler, Department Coordinator, Middle/Upper School Photography, Graphic Design, Yearbook, Alumnae Parent Amy Cova, Middle/Upper School Dance, MS Dean of Students, Current Parent Todd Larson, Lower School Visual Art, Parent Hans Muer, Lower School Music Teresa Pachniak, Lower School Dance Alex Pedica, Lower/M/iddle/Upper School Theatre Shoshanna Utchenik, Middle/Upper School Visual Art, Alumni Parent Eric Ambrose, Middle/Upper School Instrumental Music Steven McGhee, Middle/Upper School Vocal Music Addenda: Lower School Music Scope and Sequence Lower School Art Scope and Sequence Lower School Dance Curriculum Curricular Area: HEALTH & PHYSICAL EDUCATION PAGE 34
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Overview Physical and health education are important parts of a student’s education. Roeper seeks to educate the whole child, and physical education plays a role in this through encouraging physical health, social and emotional skills, and foundational knowledge. The physical and health education department strives to align and define the curriculum across the divisions. In physical education classes, there are four goals that serve as the foundation of all classes: 1) have fun, 2) be active and participate, 3) demonstrate sportsmanship, 4) students are in class to learn. The curriculum is concerned with the introduction of skills and skill progression. Classes are focused on cultivating effort, working through challenges when they arise, and finding enjoyment in the journey of trying new things. Physical education classes are for all, and we encourage students who are more skilled to be inclusive of everyone. The curriculum strives to create opportunities for students to learn cooperation, teamwork skills, and other social emotional skills through physical activity. All Lower School students attend PE as a core class that meets two times in a six-day cycle. Stages III, IV, and V have a wide variety of PE elective choices they can choose in addition to their core PE class. Elective class offerings are driven by student interest, and can include Racquet and Net Games, PE Games and Sports, and Jump Roepers. Stage IV second year and Stage V students attend sex education classes for a couple of weeks in the spring. Health education is delivered across curricular areas. While there are no Middle or Upper School physical education class requirements, the students have a choice of many elective classes, and many choose to take a physical education class. Middle School students are required to take a health class each year. This class meets two out of six days a semester. Upper School students are required to take one core health class prior to graduation. This class meets four out of six days for one semester. The Lower School has a 0.5 FTE physical education teacher who delivers classes to Stages III, IV and V. An administrator, trained in PE, supports the curriculum by offering approximately 0.2 FTE in physical education classes. The Lower School early childhood specialists deliver the physical education program to Stages I and II. The science teacher delivers the sex education curriculum. The Middle and Upper School has 1.5 FTE teachers who deliver the physical education and health education program. Strengths: 1. Physical education classes are inclusive. Classes are designed so that all students can experience success in class. Games and activities used in class are designed to encourage total participation. Being active and having fun is stressed over winning. 2. Students have a large variety of choices both in what classes they take and what activities will be included in a particular class. 3. Students enjoy PE classes. At the Lower school, it is the most requested class when students make their course selections. Challenges: 1. The amount of PE any one student gets is quite variable. With no requirement at the Middle and Upper School and core PE only meeting once per cycle, some students are not getting enough physical education.
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3.
We have a lack of teachers dedicated to teaching physical education. When the physical education teacher at the Lower School retired, we did not replace her. Currently, there are only two full time teachers who are responsible for teaching physical education to Stage III through 12th grade and health to 6th through 12th grade. There are some challenges surrounding facilities. The gym on the Birmingham campus is small, so classes cannot be open to as many students. The gym on the Bloomfield Hills campus is large and can be divided with a partition, but noise levels make it difficult to teach two classes simultaneously.
Plans and Priorities: 1. Collect data to assess how much physical education each student is receiving, and from that data create a plan to ensure all students are getting adequate amounts of physical education. 2. Hire a full-time teacher for the Lower School Submitted by: Paula Romano, Lower School Department Member, Parent Akwia Tilton, Lower School & Middle School Department Member, Alumna 2016
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Curricular Area: MATHEMATICS Overview: Roeper’s educational philosophy considers the whole child, which values an understanding of how students learn and honors individual learning paths. Math faculty guide and create the foundation of a multi-layered collaborative process to ensure a coherent student experience. Teachers and administration plan and instruct with an open mind, which weaves its way through the culture of the school and the math department. We may pivot midway through planning or teaching, depending on how students react to the material. Experienced staff with diverse skill sets allow us to meet changing student needs. Pre-assessments, inventories, and collaborative discussion with colleagues and students allow Roeper teachers to focus on student progress and learn to better tailor instruction to students’ needs. Through trust in professional judgment, teachers are given autonomy and creative freedom in instruction. Students are placed in flexible groups based on learning needs which remain fluid based on observations, monitoring, and formative assessment. This process shows a deep understanding that learning is dynamic and evidence-based and allows teachers to meet students where they are. In Lower School, students in Stages III, IV, and V have 50-minute math blocks daily. Groups are right sized to allow faculty to provide meaningful instruction and support for students’ needs. All Stage III and IV math groups use Singapore Dimensions as the foundation for lessons; homeroom teachers teach groups. In Stage V, Big Ideas is the foundational curriculum; one homeroom teacher is dedicated to math instruction. In Middle and Upper School, math classes meet for 55 minutes four days out of a six-day cycle, except for Math A and Calculus BC which meet every day. Middle School bridges the connection between Lower and Middle School by using Big Ideas as its foundation for Math A and B courses. As students show readiness, they move into more traditional math paths: pre-algebra through calculus. For students who have completed Calculus BC, options are available to study advanced math topics, including Malone Online School or independent study with the support of an advisory faculty member. Advanced classes that are part of the available curriculum include AP Statistics and Calc 3. Practical Math is offered as an alternative to Pre-Calculus. Math Clinic is available as a support class for anyone who needs help. Middle and Upper School math faculty consists of four dedicated math teachers. Across divisions, our subject-area experts enhance and enrich course content from year to year and lesson to lesson, providing experiences and opportunities for enriched learning. All divisions use beginning of the year assessments to ensure that students are placed where they will be challenged but not frustrated. Formative, ongoing assessment helps to determine content appropriately and provide for student needs. Feedback from parents, students, and the community is valued. Faculty conferences with previous teachers are used to support the next grade level. Math content is analyzed through a DEIJ lens. Collaboration amongst curriculum coordinators and administrators helps facilitate faculty regularly review instructional planning and development. Current students are supported through coordinated efforts between teachers to provide students with feasible expectations and approaches that promote independence. Common SEL language and cues developed by learning specialists ensure a universal tool for all learners to apply in combating anxiety, supporting emotional regulation, and creating a safe environment. New students’ learning and SEL needs are assessed during initial school placement tests as well as interviews with families with the intention to set goals that fulfill their capacities for success in the future and identify potential anxieties to support. Collaboration with parents and teachers ensures a clear plan to support the student’s individualized instruction as needed. THE ROEPER SCHOOL ISACS SELF-STUDY 2025/2026
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Learning specialists provide tiered interventions for students showing difficulties in core academics or behaviors. Assessment and daily observation from instructors indicate who would benefit the most from these services. Differentiation methods are used to help engage all students and utilize their potential in productive ways. Routine check-ins with families provide clarity for student needs and develop an academic and behavioral plan for improvement. This has all instructors involved coming together to develop the best possible plan for student success. Transparent goals are set in place with appropriate times set for reviewing the progress of these goals. Documentation from daily observations, assessment data, and the like are considered in making a final decision in whether a student will be fully successful in the learning environment. Throughout all levels at Roeper, math faculty responds to student interests in math with the use of structured tangents during lessons. Part of the Roeper philosophy states that “with freedom comes responsibility” and inasmuch; students have a voice in their learning. This starts at a young age; extensions and supports supplementing the base curriculum at the Lower School. Students are given opportunities to explore topics more deeply. Middle School electives include Math Counts (offering mathematical challenges and competitions) and Fun Topics in Math, which are electives generated from teacher and student interest and need. Upper School clubs include Math Club for students who want to prepare for math competitions. (B5) By offering a combination of an essential math canon in addition to engaging, more personalized, and elective math offerings, students at Roeper receive rich mathematical opportunities from their pre-kindergarten through their senior years in high school. Strengths: 1. Faculty recognizes students’ needs and responds flexibly and fluidly with instructional decisions. 2. Faculty acknowledge that our students are diverse learners, and differences are honored. 3. Math department faculty across all divisions are collaborative and supportive in the best interests of students. 4. The math curriculum is strongly connected to school philosophy and mission. Challenges: 1. Cross-division planning for math is limited by schedule restraints. 2. In the Lower School, differentiated math groups sometimes must share learning spaces — making instruction difficult. 3. Learning differences in math (2e) are unique. Faculty desires access to more professional development to respond to needs. Plans and Priorities: 1. Propose specific meeting opportunities for all divisions for math development. 2. For the Lower School, explore and implement best practices for placing students in math groups. 3. Investigate opportunities for math-specific professional development.
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Submitted by: Ellen Hoppe, Lower School Homeroom Teacher, Stage V Math Specialist, Math Coordinator Susan Knight, Middle/Upper School Math Teacher, Department Coordinator Rachel Blum-Jose, Lower School Stage IV Homeroom/Math Teacher Hasan Humadi, Upper School Math Teacher Kevin Kildea, Upper School Math Teacher Blake Pynonnen, Lower School Stage III Homeroom Teacher/Math Teacher Laura Sobieralski, Lower School Stage IV Homeroom Teacher, Parent Scott Vartanian, Middle School Math Teacher, Alumni Parent Jay Watson, Lower School Stage III Homeroom Teacher Addenda: Singapore Mathematics Program: Lower School ISACS Addenda — Math 2026.xlsx Singapore Dimensions 3A-3B.pdf Singapore Dimensions 4A-4B.pdf Big Ideas Mathematics: Stage V Mathematics
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Curricular Area: SCIENCE Overview Science education is about learning to think critically and analytically about the world. Science courses at The Roeper School emphasize how to approach problems in this way. Our program invites students to construct and use models and representations to describe a problem and use appropriate mathematics as well as taking a common-sense approach. We put emphasis on empirical knowledge and experimental design, learning how to ask scientific questions that stem from well-posed theoretical models, make predictions, and carefully evaluate evidence with experiment or provided data. We encourage scientific collaboration and inquiry with lab work, group projects, and presentations. Built into our philosophy and mission is the promise that each Roeper student will be seen and valued as an individual and helped to grow in the ways they need and desire socially and emotionally as well as academically. This is a continuous process in science across both campuses that is always a focus of our work together with our students. Our smaller class sizes enable us to assess student needs for support and provide that support to help each student succeed. Our deep understanding of the often complex and varied nature of the needs and abilities of gifted learners enables us to deliver this support with great compassion and respect for the self of each child. The science department provides a rich experience for students by being flexible in an individual student’s pathway within the sciences. Students are supported in areas of weakness and given opportunities to explore interests through choice (electives, senior projects). Teachers communicate regularly in teams (grade level and department) around individual students’ needs for acceleration and support. Teachers continuously assess individual students’ progress through formative and summative assessments within the classroom. Roeper teachers are entrusted with a great deal of autonomy in the development of curricula for both existing courses as well as for the development of new content electives and programming. Teachers are seen as experts in their respective science fields and with few exceptions are the sole educator within their respective fields. From informal discussion with science department members, formal and informal course-specific studentprovided feedback, and periodic collegiate and to a lesser extent administrator feedback, teachers evaluate and modify curricula effectiveness and make appropriate adjustments. Larger decisions about course elective availabilities are supported by student course-request data as well as staffing availabilities. Content mastery and essential skills are developed by creating targeted goals. Students’ freedom of inquiry also plays an integral role in the school’s curriculum development, such as students’ input on offered electives and the order in which they take them. The students’ growth and program’s impact on their success are done by individual teachers. This includes pre-assessment, class observation, formative and summative assessments, and discussions with other teachers during departmental and grade-level meetings. The emphasis is on individual student growth showcased by individual portfolios, such as lab reports and interactive science notebooks. Strengths: 1. The science department works intentionally to foster student confidence in learning and encourages a lens for students to see themselves as scientists promoting science literacy and life-long learning. 2. The science department effectively lives the school’s core tenet “Celebration of individual growth and achievement.” Each teacher continuously observes and assesses each student to understand and support them as individuals, and advocates for their personal growth. 3. Teachers are passionate about and deeply engaged in their subject areas, drawing upon expertise in their fields and exercising autonomy to provide inquiry-based curricula and instructional experiences that will best meet the individual needs and interests of the students in their classes. 4. Students are provided opportunities to develop independent study and senior project options as well as elective choices to more deeply explore areas of science in which they have particular interest. PAGE 40
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Challenges: 1. Lack of dedicated time for discussions around alignment between Lower School and Middle and Upper School. 2. Lack of structured process or time for observation and feedback between colleagues and administrators. 3. Less elective offerings due to reduction in staff numbers. 4. Less annual class contact time compared to pre-pandemic schedule resulting in less content covered. Plans and Priorities: 1. Allocate time for cross-campus department discussion and planning when setting the school professional development calendar. 2. Develop an opportunity for peer observation/feedback and the opportunity for administrative observation/feedback. 3. Explore staffing options to increase the number and variety of electives offered and recapture time in the schedule lost due to changes in this year’s schedule. 4. Explore alternative methods for delivering content and reassess skill and topic priorities for each class. Submitted by: Andrew Blechman, Upper School Physics Teacher (Co-chair) Cat Galligan, Lower School Science Teacher (Co-chair), Alumna 2013 Barbara Lasecki-Webb, Upper School Chemistry Teacher, Parent Brian Hewitt, Middle School Science Teacher Cheryl Blau, Lower School Science Teacher, Alumna 1980 Mahmooda Hafeez, Middle School Science Teacher Sosha Haynes, Upper School Biology Teacher, Alumna 1996 Addenda: Science Scope & Sequence.pptx Scope and Sequence Presentation Community Survey Results
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Curricular Area: SOCIAL STUDIES Overview Social Studies instruction at Roeper aims to foster active and engaged learning, where students develop the skills and perspectives required to understand and transform societies in a manner consistent with our humanistic values. These skills and values are drawn from a variety of disciplines such as history, geography, civics, economics, anthropology, and philosophy. Students engage in open inquiry, public discourse, decision making, as well as civic and experiential participation. By prioritizing Project-Based Learning (PBL), student choice, open inquiry, individualized course selection, and experiential learning, students engage in meaningful, collaborative work that connects classroom learning to their own lives, communities, and the global environment. We equip our students to be informed, active, and compassionate citizens of the world by integrating our school’s values and history into our curriculum, where themes of social justice, diversity, equity, inclusion, community involvement, and environmental stewardship are paramount. In Stages I through IV of the Lower School, social studies is a scaffolded experience, where students explore their individual and collective identities and begin to develop skills as historians, sociologists, and citizens. The concept of a community is a consistent touchstone in these classes, and even young students are guided to grapple with the injustices of history and the ranging experiences of people of different cultural identities. While heritage months and national observances are recognized in the classroom, such cultural discussions occur throughout the year. Students are encouraged to share their personal traditions and experiences as part of the learning process. Additionally, students in older grades learn about the history of both Michigan and The Roeper School. Lessons in geography, civics and government, and economics are infused in class projects and project and problem-based learning. In Stage V, social studies is integrated into our humanities curriculum. Faculty design instruction that is eclectic, flexible, and responsive to the needs and interests of students. Teachers draw from a rich and evolving set of strategies grounded in gifted education and language arts best practices. Learning experiences are adaptive and scaffolded, with varied entry points and opportunities for student agency. Students express ideas through spoken language, writing, drama, discussion, graphics, debate, mapping, and digital tools. Year-long essential questions around the themes of history and human stories, geography and place, civics, voice and responsibility, economics and decision making, and culture, identity and community, guide thinking across all units. The Middle School program offers the following grade-level cores that focus on the following themes: 6th Grade: Studying Human Communities Across Time and Space, which chronologically and thematically explores studying human cultural diversity, social justice, and evaluation of evidence; 7th Grade: United States History Through 1800s; and 8th Grade: Modern World History, which study increased interdependence between societies and all parts of the world, and the impact of globalization, colonization, and industrialization. The Upper School program focuses on year-long core courses and a multitude of electives. The 9th-grade class centers on United States History since 1877, and the 10th-grade class centers on 20th-century global history, with particular focus given to genocides in various regions. At each divisional level, students extend their core learning experience through a wide variety of electives and experiences consistent with Roeper’s values and goals.
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Strengths: 1. The faculty members recognize a balance between centering student voice and experience and addressing teaching vital skills and content to all learners. At each level, the curriculum addresses student interests, challenges students to build upon what they know, and develops varied skills: speaking, writing, mapping, classifying, logic, inquiry, research, interaction, negotiation, analysis and study. The autonomy of the Roeper faculty and a degree of flexibility in course offerings is integral to maintaining this balance. 2. The goals of the social studies program foster a heightened global awareness. Learners investigate multiple perspectives on local and world events. We guide students in developing their skills in public discourse, inquiry, collaboration, research, mapping, and an understanding of the production of goods and services. 3. The faculty possesses content expertise as well as skill as educators. This allows for the development of unique courses that dig deeper into diverse social studies content areas. Challenges: 1. There is not a formalized scope and sequence to the social studies program. 2. There is not a block dedicated to social studies in Stage V. 3. Despite considerable teacher autonomy in course design (see “strengths” section above), determinations about course offerings at the MS/US levels are made so late as to prevent adequate professional development. Plans and Priorities: 1. Develop an explicit scope and sequence, supported by the tenets of the Roeper Philosophy. As part of this process, spend intentional time discussing and thinking about what we want our students to leave our stage/grade levels knowing (including reflection on state standards as part of this process). 2. Spread and codify the importance of civic engagement and related skills in social studies courses across divisions and in cores (as well as electives). Performance tasks of civic engagement in Middle School Community Service and Government (+Lower School courses, presumably) could exist in other courses as well. This component of social studies learning should be enshrined in department goals/yearly offerings. Submitted by: Venee Natarajan, Lower School Homeroom Teacher, Parent Matt Vallus, Upper School Social Studies Teacher, Parent Megan Lassere, Middle School Social Studies Teacher Ben Shepard, Middle School Social Studies Teacher, Alumnus 2003 Adam Derington, Upper School Social Studies Teacher Elisabeth Stayer, Lower School Homeroom Teacher, Alumna 2000, Parent Jesie Qi, Lower School Homeroom Teacher, Parent
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Curricular Area: WORLD LANGUAGES Overview The Roeper Lower School offers French and Spanish from Stage II to Stage V. In Stages II and III, students explore both languages, switching halfway through the year. In Stages IV and V, students engage in visitations, choose one language at the start of the school year, and stay in the chosen language all school year. In Stages II-IV, the students visit their language class twice per six-day cycle. In Stage V, the students visit their language three times per cycle. In the Middle and Upper Schools, French and Spanish are offered from 6th through 12th grade. Latin is offered from 8th grade to 12th grade. World Language classes meet four times in a six-day cycle and are divided by level rather than grade, with some students advancing more quickly through the program than others. The school previously offered Mandarin Chinese, but after our Chinese teacher left last year, students remaining in the program had the option to complete coursework via an online alternative. At all levels of the school, the World Language department focuses on the four areas of literacy: reading, writing, listening, and speaking. Teachers aim to instruct as much in the target language as possible, creating an immersion-style classroom. Within this model, faculty strive to differentiate between students to ensure they are challenged and are not hindered by gaps in their knowledge. Faculty also incorporates cultural studies into classes, including literature, art, music, and current events. Middle/Upper School classes use formal assessments such as quizzes and tests, but also measure learning via projects that explore and reinforce unit themes. Lower School classes develop routines for students as well as focus on play-based activities, including songs, dances, and games. Middle/Upper classes are theme-based and explore vocabulary, grammar, and culture through those themes. After a hiatus during Covid, faculty have just started incorporating field trips into our classes again. We plan to continue offering field trips to encourage interaction with different speakers, present authentic learning situations, and challenge our students to engage spontaneously. The World Language department supports the mission of the school by focusing on diversity and inclusion and endeavors to help students grow as citizens of the world. These classes prepare the students for the unknown by helping them look at things through different cultural lenses; this practice develops their critical thinking and community engagement sensibilities. Classes allow gifted learners to explore different themes and use their creativity to complete projects in an individual way. Because students often work with the same teacher for multiple years, the consistency of relationships creates strong bonds and a deep knowledge of students’ learning and social-emotional needs. Teachers in this department are particularly suited to recognize and celebrate student progress over time. Strengths: 1. Teacher autonomy allows for the development of dynamic curricula that can be adapted based on student needs. 2. The experience and longevity of the department teaching faculty results in a particularly deep understanding of the Roeper Philosophy and how to incorporate those principles into content area while remaining mindful of national and international standards for language learning.
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Challenges: 1. Lack of time to meet as an all-school department compromises consistency of curriculum and methodology including the development of a shared document that encapsulates world language goals and expectations). Lack of meeting time also limits opportunities to mentor and onboard new teachers. 2. There is not a formal observation or review process to provide meaningful teacher feedback. 3. Lack of professional development opportunities directly related to language learning in order to incorporate technology and other advancements into classes. Plans and Priorities: 1. Request time once per year to meet as a full department to review challenges and concerns, set goals, and consider professional development opportunities. 2. Create a document with an overview of what we do so that we can clearly communicate these ideas to families and future language faculty. 3. Apply for professional development money to travel to conferences where faculty can learn more about changes, advancements, and best practices in world language instruction. 4. Strategically consider how to proceed with instruction of Mandarin Chinese. While it would be a great loss for diversity and choice if we could no longer offer Chinese coursework to our students, the number of students who are in the program is unfortunately relatively small, and it doesn’t seem financially prudent to hire a part-time teacher for. Re-imagining that program might be the best next step. Submitted by: Michal McConville, Upper School French Teacher, Parent Eulalia Ferrer, Upper School Spanish Teacher, Alumni Parent Kyla Robison, Lower School Spanish Teacher Natalie Abbott, Middle/Upper School Latin Teacher Sylvia Bell, Middle School Spanish Teacher Towela Okwudire, Lower and Middle School French Teacher, Parent Addenda: Spanish Scope and Sequence 25-26 – Lower School Lower School French Long Range Table.docx
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Curricular Area: EARLY CHILDHOOD Overview If we wish to initiate intellectual development on the nursery level, we do not just want to teach content at an earlier age. Initiating intellectual development means developing capabilities young children already have in regard to joy of discovery, to thinking things through, to advance ideas, to find solutions. We do not want to push children; we want to develop what they are capable of. Pushing a child means expecting something of the child for which he is not ready. (George A. Roeper, The Importance of Initiating Intellectual Development in Early Childhood 1963) During the last ISACS self-study that occurred in 2015/16, the teachers in the Stage I classrooms felt overlooked in both the data collection/chapter writing process and observation and analysis from the visiting team. In response to this, we formed our own curricular committee so that we could better assess and address the specific and diverse needs of the youngest Roeper students to advocate for and strengthen our Early Childhood Program. Our current work as a committee includes the task of defining and aligning our curriculum within and across stages to better articulate our scope and sequences and provide a clear and unified vision of the program creating an equitable foundation for veteran and new teachers. Inspired by the educational philosophy of the Roepers, the Early Childhood Program lays the foundation for learning through exploration, inquiry, and play. Stages I and II provide developmentally appropriate curriculum for learners aged two and a half to six. Children who begin their journey in Stage I establish the foundational skills necessary to learn and play in a group setting. Children aged four and up who have already mastered these skills in Stage I or elsewhere, can start in Stage II. Students in Stage II must attend school for five full days; students in Stage I can attend three or five half or full days. Teachers form strong relationships with students in order to assess their academic and social emotional needs and move them forward on their educational journeys. Teachers recognize the needs of gifted learners are often asynchronous and strive to meet the needs of individuals and the group. Mixed age groupings allow students to learn from their peers and provide opportunities for students to find academic and social peers when their needs are outside those of typically developing children. The goals of our program are to encourage children to explore their passions, discover the diversity in the world outside of what they already know, and foster a love of learning. Both Stages use play and project-based learning to develop children’s intellectual curiosity, depth of thinking, and problem-solving skills. Our areas of study are determined by the passions and interests of the children who are in the room each year and are not set in predetermined units. In Stage II, kindergarten and those junior kindergarten students who are ready, receive direct instruction in reading, writing, and math using Brainspring, Units of Study, and Singapore Math curricula. These lessons take place in small groups so attention can be given to differentiation for students at varying levels of readiness and ability. All classes in the Early Childhood program have Special Classes including library, PE, Science, Music, and Art. Students go to library with the school librarian, and the other classes are taught by the Early Childhood Specialist. Students in Stage II also have Spanish or French with a world language teacher. Curriculum and assessment are informed by state standards and developmentally appropriate practices for young, gifted learners. Teachers use formal and informal assessments throughout the school year to assess the whole child. Documentation through narrative and data-driven reports in the areas of Language and Creative Arts, Math, Science, and Social Emotional learning are provided to families at mid-year and end of year, in addition to two Parent Teacher conferences. Student progression from Stage I to II is determined by teacher evaluation and family need (some families are not ready to send their child to school five full days before kindergarten). Movement from Stage II to Stage III is decided by evaluating data collected from homeroom teachers and an IQ score. It may be determined that some students who enter the program in Stage I or II may not be successful continuing to the next Stage. Homeroom teachers work with support staff, parents, outside therapists sought out by families, and/or Bloomfield Hills early interventionists to try to meet the needs of students in an inclusive setting. If students have learning needs that take precedence above giftedness that can’t be met by homeroom teachers PAGE 46
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and aforementioned supports, they may not be able to proceed at Roeper. There is a need for more clearly defined processes for determining a student’s ability to progress in the program and the steps needed to share this information with administration, admissions, and families. The use of outdoor spaces and playgrounds is integral to academic and social emotional learning as well as physical development of the students in the early childhood classrooms. Access to natural spaces and ageappropriate play equipment enhances the learning experience of all children. Indoor spaces are utilized to the best of teachers’ abilities, but outdated buildings as well as the cross-campus separation of the two Stages are barriers to quality and collaboration. Unlike teachers in other Stages, Early Childhood homeroom teachers are in direct care of the students in their homerooms for the majority of the day; overseeing lunch, recess, and in some cases attending special classes. While this is appropriate for the developmental needs of the younger students, it does create a sense of inequity in comparison to other homeroom teachers who have more dedicated time for lunch, planning, and teacher collaboration. As we adjust to the shift in expectations for Stage II Associate Teachers providing direct instruction in core academics, it is questionable if the Associate model is sustainable, just as it proved not to be in the upper stages. An additional issue of equity is that many teachers and support staff on the lower school campus do not have the additional training and security clearance to work with Early Childhood students and therefore cannot provide coverage and assistance to Stage I and II teachers and classrooms. The Early Childhood Program embodies Roeper’s commitment to nurturing young, gifted learners through responsive teaching, meaningful relationships, and environments that honor children’s curiosity and individuality. As we continue to refine our practices, it is essential that our structures—physical, instructional, and organizational—evolve to support the highly specialized work of Early Childhood educators. Clarifying progression processes, strengthening systems of communication, addressing inequities in staffing and planning time, and ensuring facilities that reflect the quality of our pedagogy will allow us to more fully realize our mission. By embracing these opportunities for growth, we ensure that the youngest members of our community experience a program that not only meets their developmental and academic needs but also reflects the values and vision at the heart of the Roeper philosophy. Strengths: 1. Creating child-centered curriculum that utilizes play and project-based learning, as is developmentally appropriate best practice for young learners, with a whole child approach that prioritizes social emotional learning and meeting the learning and developmental needs of asynchronously developing, and/or twice exceptional gifted students. 2. Strong commitment to DEIJ work making sure all children feel seen and represented 3. Breadth of knowledge about young children and ability to be flexible to meet the needs of many 4. A dedicated specialist for Early Childhood allows us to provide quality direct instruction in a way that is developmentally appropriate for the children’s schedule and teacher relationship needs. Challenges: 1. Early Childhood teachers don’t have dedicated time for planning together and with teaching partners or breaks. This reduces the stamina needed to teach through the day and inhibits our ability to retain high quality teachers. It is hard to find coverage when so many lower school teachers cannot legally supervise our students. 2. With the realignment and new teachers in Stages I and II, there is a need for explicit documentation of language, expectations, and curricular goals within a stage and between stages. 3. Clearer processes for documenting and evaluating children who struggle developmentally or academically are needed for how to provide accommodations and/or determine their success in continuing at Roeper. There is a need for more clearly defined processes for determining a student’s ability to progress in the program and the steps needed to share this information with administration, admissions, and families. THE ROEPER SCHOOL ISACS SELF-STUDY 2025/2026
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4.
It is hard to run a cohesive program when we are far apart from each other on campus, and Domes and Hill House classrooms are outdated and not ideal for educating young learners.
Plans and Priorities: 1. Define and document scope and sequence for aligned curricular goals and expectations for readiness for both stages. 2. Work with Lower School administration (Dean, Director, Learning Specialist, Counselor) to outline a clearer process for children with challenging behaviors and/or academic struggles. Use SSAPs to keep parents and teachers aligned. If other neurodivergences take precedence over giftedness, help find a path out of our program and toward placement in a program that better suits their needs. 3. With administration and other lower school staff, create a schedule that allows Stage I and II teachers to have the planning time and breaks that other stages already have. Get more staff fingerprinted and trained so they are able to work with Stage I and II students.
Submitted by: Kendra McKenzie (Chair), Head Teacher Stage I, Parent Jennifer Allen, Head Teacher Stage II Mara Jackson, Associate Teacher Stage I Grace Jolliffe, Associate Teacher Stage II Kathryn Knight, Head Teacher Stage II, Parent Nicole Weibel, Early Childhood Specialist, Parent Cor Vens, Associate Teacher Stage I, Alumna 2014 Jennifer Ziemann, Head Teacher Stage I
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STUDENT SERVICES
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Student Services
The Roeper School serves the needs of a diverse gifted population, including many students considered twice exceptional. In addition to supporting giftedness, The Roeper School’s Student Services Team provides guidance and support across academic, social-emotional, behavioral, counseling, college counseling and health areas. Students are identified by parents, teachers and through self-referrals. The Student Services Team works to support students by understanding their academic and social-emotional needs across grade levels. When a student experiences academic, behavioral, social-emotional, mental health or physical health challenges that impact the student’s educational or social-emotional progress, the team works to lessen the impact and provide resources and strategies so the student can continue to be successful. Members of the Student Services Team are knowledgeable experts in working with gifted and twice exceptional students and are focused on academic, behavior and health supports. Our team is currently comprised of a Lower School Counselor, Lower School Dean of Students, Middle and Upper School Counselor, Middle School Dean of Students, Upper School Dean of Students, Lower School academic support, coordinator of learning support services for Middle and Upper School, Resource Room teacher and Director of College Counseling. As a team we meet in departments regularly to support teachers, students and families through verbal and written communication to report progress or need for additional supports. Learning Support Student Learning Support assists students who are experiencing academic challenges resulting from exceptionalities either suspected or formally identified as meeting federal criteria for support under the Individuals with Disabilities Education Act (IDEA). Our two campuses offer universal supports as well as specific accommodations for students with a documented need. Services provided under IDEA can be accessed through the LEA — Bloomfield Hills, servicing the Lower School, and Birmingham servicing the Middle and Upper School. Additionally, a significant number of families will seek outside evaluations for identification and recommendations of support and accommodations. Depending on the need of the student, the Learning Support team may generate a Student Specific Accommodation Plan (SSAP) for in-class accommodations, schedule small group interventions (LS), or provide structured academic and executive functioning support through the Resource Room/Directed Study block (M/ US) (see attached document). Students at the LS/MS/US have a variety of Universal Design for Learning supports that provide access to the curriculum to all students. Some of these supports may include high and low technological tools. If these UDL strategies are not sufficient to support students, further evaluations may be requested. The LS administers reading screeners across all grade levels to help identify any areas of need for reading skills. Within each subject area, continuous progress monitoring assists in identifying areas of need. At both the LS and M/US, we monitor student progress through structures such as weekly grade level lunch meetings and Building Instruction Team meetings. These meetings are avenues for teachers to discuss concerns regarding students, to share information, and to develop strategies to support individual students (see attached SSAP Road Map). The divisional Director and Student Learning Support staff document the meetings. In addition, these structures serve as a resource for us to monitor progress and modify strategies if needed. Counseling Counseling Services exist on both the Bloomfield Hills and Birmingham campuses. Each campus has a full-time counselor to serve students, parents, faculty, and the broader community with a variety of direct services, programs and activities. The wide range in development (Pre-K through 12) and gifted intensities across the school guide the work and engagement that each counselor has with
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students. Both counselors provide: (1) direct counseling with students, either individually or within a group setting, (2) interventions with homerooms broadly or with individual students (including crisis support), (3) facilitation and/or engagement in staffings, grade level meetings, student support meetings, and re-entry meetings to plan for and support the social and emotional needs of students, (4) consultation with parents and faculty regarding academic, social-emotional, and behavioral needs, (5) facilitation of parent education focused on various social and emotional needs of gifted children, (6) referrals for in school support (i.e., directed studies/resource room) and outside mental health resources, (7) support and facilitate affinity and other student groups at both campuses and support whole school programming, (8) support transition planning between grades and campuses, as well as support Lower School and Middle/Upper School orientation, (9) development of Student Support Plan (Lower School) and collaboration in the development of student Specific Accommodation Plans (SSAP), and (10) development of counseling protocols. Advising Advising at the Lower School happens daily in homerooms in both formal and informal ways. Homeroom and specialist teachers spend a great deal of time learning about their students, which allows them to act as advisors when students need direction or support in decision making. Our teachers use the Responsive Classroom social emotional learning framework to build community and foster ownership in their homeroom environments. Daily opening and closing meetings are held to build a sense of belonging as students share themselves with each other. From the time that even our youngest students enter our doors, they are taught to advocate for themselves as they grow in their ability to find agency in their interactions. Adults aim to support students through this process. Our teachers guide students through conflict resolution using restorative practices principles. When problems arise, students are encouraged to discover and own the part that they play and to recognize the harm that may have occurred because of their actions. They then work with each other to determine what actions need to be taken for each person to feel whole and to move forward, repair the relationship, and restore a student’s place in the classroom/school community. Meetings with teachers, students, and parents are available and held as needed to preserve these relationships. Health Services Our health services are currently managed by our campus Administrative Assistants. They work to gather and maintain the appropriate health records for each campus, verify allergies and medical needs, ensure that each classroom and school space is supplied with necessary health and medical supplies, and schedule necessary medical training for staff and faculty. Additionally, they schedule formal testing with Oakland County for both hearing and vision for students annually based on requirements from the state of Michigan. Immunization records are also submitted to the State of Michigan for both campuses and childcare, ensuring a 95% compliance rate among Kindergartners, 7th graders, and new students. These files are collected and maintained digitally through Blackbaud and in the offices as required. Library *See the Technology Chapter* Academic Technology *See the Technology Chapter*
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Student Records As an independent school, we begin gathering student information from families during the admissions process. Much of our record gathering happens through Blackbaud and our admissions enrollment system. During the admissions process we gather the following documentation: • • • • • • • • •
IQ Evaluation (1st grade and above) Latest school report card Teacher recommendation form Writing sample Visit Recommendation form Writing Sample Skills Evaluation Parent Report Form Other family, teacher, counselor input
The administrative staff handles all records according to state and other regulatory standards with the highest level or privacy. Documents are only shared with the admissions committee, under the guidance of the Director of Enrollment Management. Student records are stored through digital management system, Blackbaud as well as on-site in paper form in locked and protected administrative offices. Strengths: 1. We have moved to reports and records all being handled electronically across both campuses. 2. We have increased the number of staff members in the student support team by adding a full-time learning support teacher at the lower campus, two full-time counselors, two full-time deans of students, one therapy dog and a counselor and dean who all have multiple, accessible spaces on each campus. 3. Counselors are providing individual student check-ins on a frequent, weekly basis and have added social skills groups, groups to support LGBTQIA students and groups to support children from split homes. 4. Counselors engage with multiple external providers to gather information to share with internal stakeholders to ensure comprehensive understanding of student needs and continuity of care. 5. Counselors and Deans provide whole-school programming, parent education, faculty consultation and greater support to the Roeper community. 6. Our Student Support Cross is a meeting across campuses to evaluate and improve how we service our 2E population on both campuses and address trends and student transitions. 7. Student Specific Accommodation Plans highlight accommodations and strengths for students to maximize learning opportunities. 8. Teachers have confidential access and knowledge of students’ SSAPs and provide documented accommodations. Challenges: 1. Increasing number of students with significant needs with or without plans across campuses puts an added burden on the current support staff that has not increased at the same rate as the need. 2. The school schedule, across both campuses creates significant restraints on our ability to meet with students and teachers. 3. The model of support is different between campuses. Often the academic supports that are put in place at the Lower School cannot continue at the Upper School.
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4. When/if students are re-evaluated for various reasons, there are times that new diagnoses or other cognitive challenges supersede their gifted identifier and it becomes increasingly difficult to meet their needs. 5. Teachers do not always have enough training and understanding of twice exceptional learners and how to support them academically and socially-emotionally in the classroom. Plans and Priorities: 1. Add more student support staff or consider social work interns at the Lower School that could work specifically on providing whole-school programming and running affinity or small groups. 2. Collaborate with divisional administration to create a schedule that would best accommodate student and teacher needs and availability. 3. Implement continuing education for teachers focusing on twice-exceptionality, the social-emotional needs of gifted learners and how that impacts academic functioning and performance. 4. Obtain a Director of Health Services that could be utilized across both campuses. 5. Determine a threshold of students we can support at each division in terms of academic needs, behavioral needs or other supports. 6. Continue to work to align our vision and mission with our current student profiles. Submitted by: Alyse Belkin, Resource Room Support Patti Bostwick, College Counselor Amy Cova, Middle School Dean of Students, Parent Brian Durst, IT Director, Parent Neda Ebrahimi, Lower School Counselor, Parent Karrie Chagnon, Lower School Academic Support Carmen Flora, Lower School Media Specialist, Parent Marie Halpin, Middle/Upper School Academic Support Corrine Hatcher, Middle/Upper School Media Specialist Angie Mann Williams, Upper School Counselor, Parent Gretchen Osgood, Middle/Upper School Administrative Assistant, Alumni Parent Amber Webb, Lower School Dean of Students, Parent Hale Williams, Middle/Upper School Registrar, Alumnus 2009
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STUDENT LIFE
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Student Life
The Roeper School provides many opportunities for students to enhance their school life through extra-curriculars, co-curriculars and summer camps. Students at the Lower School can participate in athletics, afterschool enrichment classes, the school musical and affinity groups. Most Lower School enrichment classes charge a fee for participation. Examples of afterschool enrichment programs include; Fired Up: Clay Creations, Vex Robotics, Kitchen Kidz and Soccer Stars. Summer camp offers a regular day camp, theatre camp, science camp, art camp, tech camp, forensic camp, dance camp and soccer camp. These programs operate for a fee. Middle and Upper School students have all these opportunities as well as Model UN, forensics, debate, and student led clubs. Student-led clubs are clubs created by the students around their interests, so these vary each year. Current examples include Helping Hands, Dungeons and Dragons and the Fun Fun Fun club. New this year (2025-26), Middle and Upper School students participate in Tuna Time which is a time set aside during the school day for Middle School students to take extra electives and Upper School students to pursue passion projects and independent study projects. Middle and Upper School students also participate in significant committee work to plan events for the campus as a whole. Spirit Week is planned by students from both divisions and creates opportunities for grade-level bonding. Middle School students enjoy one dance per year, and Upper School students have two dances per year, both planned by student committees. Middle and Upper School also each have a Student Government that oversees student engagement and needs and responds throughout the year to real-time student issues. Roeper Fest is another school-wide event that allows students to fundraise for grade bonding opportunities, build some life skills, and serve the community at a family bonding event. Junior/Senior dinner is another long-standing tradition where the Junior class cooks dinner for the graduating Seniors and their families. All of these events are rites of passage that serve as rally points for the school and are a source of pride for students who each get a turn organizing diverse events for the community. Students often customize the school’s extra and co-curricular programs to fit their interests, making the programs more likely to enhance a positive convergence of intrinsic motivation and personal passions. These programs allow students to test and develop relationships in settings that may feel more natural than the classroom, and where they have more control in terms of associations, affiliations, and degrees of participation. Sometimes, these relationships involve cross-age interactions, with mentoring and coaching occurring among students across divisions. Students also have the opportunity to learn to give and receive compliments and constructive criticism with grace and an open mind. Students can develop skills in leadership and cooperation at their own pace and can support each other through role modeling and general encouragement from teammates. Students can participate in a broad range of extra-curricular and co-curricular programs that allow them to compete, cooperate and establish relationships with both students and teachers. It gives teachers the opportunity to share their passions with the students and students see them in a different light. These activities give students a safe space to discover teachable moments where we turn challenges into opportunities for growth. Our camp program supports the school financially and also creates an opportunity for the external community to get to know Roeper. Children get the opportunity to create their own day through the variety of options available to them each day and each session. Roeper Middle and Upper School students have the opportunity to get involved in camp through our CIT program and once 16 by applying to work at camp. Camp has about 470 campers attending per session. Most campers do not attend Roeper. Extra and co-curricular programs are a vital part of a Roeper student’s life. They contribute to the development of an individual who is intrinsically motivated to grow, take risks and contribute to their community. Strengths: 1. Our programs are inclusive. Students who want to participate are able as we have a no cut policy on our sports teams and include all students in the clubs and other activities. For example, students who want to be in the musical will be given some role. Most programs are free to our students. THE ROEPER SCHOOL ISACS SELF-STUDY 2025/2026
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2.
The school offers a diverse range of opportunities for the students. They can participate in many different activities over the course of their time at Roeper. Students can be more than one thing. They can be an athlete and a musician, an actor and a skilled debater. They can create their own clubs based on their interests. 3. Transportation is provided free of charge for all extracurricular activities that occur off campus or cross campus. A shuttle ensures cross campus activities can occur, and a bus transports all students to activities that do not occur at Roeper. 4. Camps support the school financially and provide an outreach to the broader community. Challenges: 1. We have seen some decline in numbers in our extracurricular and co-curricular activities. There is no requirement for students to participate in some way in extracurricular activity to ensure all students gain the skills from participation. With the diversity and quantity, we need students to participate in activities and encourage them to take risks and try something outside their comfort zone. 2. Staffing bus drivers is a challenge. 3. The limited space for athletics has created challenges. Because of Varsity practices, the Lower School is unable to offer activities in the gym after school. Our lease with our outdoor soccer field changed to a short term one when the facility was sold to new owners. We do not have our own baseball field or track. This shortage of athletic facilities limits the sports programs that camp can offer in the summer. 4. Two different schedules on our two campuses makes it hard for cross campus co-curricular and extracurricular activities. Plans and Priorities: 1. Develop a plan to require participation in the extra and co-curricular program. 2. Create a plan for finding permanent outdoor athletic facilities and develop a relationship with our field facility — UWM to create a long-term agreement to ensure field space well into the future. 3. Develop a recruitment and retention plan for bus drivers and look at alternative transportation options for extracurriculars and camp. 4. Revise the schedule to create a timetable that allows easier cross campus participation. Submitted by: Ed Sack, Athletic Director Paula Romano, Director of Auxiliary Programs, Alumni Parent
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EQUITY & INCLUSION
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Equity & Inclusion
The Roeper School Philosophy as defined by founders, George and Annemarie Roeper, is firmly established on principles of equity and inclusion. This philosophy demands that we make equal rights for all people a priority. We believe that our cooperative community respects and embraces diversity, thereby emphasizing the relationship between the individual and the community at Roeper. Inclusion requires that every individual be recognized as a whole being, deserving dignity, respect, and opportunities to realize their full potential. We value the voices and contributions of all members of our community and continue to work at creating an environment that is safe and welcoming to all. Diversity, equity, inclusion, and justice must not be concepts embraced in thought only. Rather, these values must be the benchmark for everything we do at and for Roeper. The school’s commitment to socio-economic and racial/ethnic diversity has been an established and long-standing practice. Scholarships and financial aid programs have been in place for many years, benefiting students of various backgrounds and needs. Funding sources have included the Malone Foundation Scholars, the Iten Endowment Fund, and the Kellogg Foundation. The most recent addition for the 2024/2025 school year, the Dwayne McDuffie Genius Grant is named in memory of the Roeper alumnus, class of 1980, and generously funded by his family. Roeper continues its Summer Day Camp, an excellent means of outreach to children throughout the Detroit metropolitan area. Upholding the commitment to diversity, equity, and inclusion, the camp awards at least 20 scholarships per summer. The scholarships are offered to campers from various socio-economic, racial, and ethnic backgrounds. That same commitment to diversity, equity, and inclusion is demonstrated in the hiring of camp counselors providing the representation that supports belonging. The Board of Trustees continues to demonstrate commitment to equity and inclusion through frequent discussions around these topics at their meetings. trustees often engage in activities designed specifically to expand their knowledge and awareness of diversity issues at the beginning of their meetings. This practice helps to center a diversity lens through which all board business is conducted. In January of 2021 a standing Diversity, Equity, Inclusion, and Justice (DEIJ) Committee was established assuring the Roeper community that a diverse, equitable, and inclusive approach to developing the school’s strategic direction will remain a priority. The DEIJ Committee led the work in creating the school’s Anti-Racism Resolution in 2021. Other standing committees include Executive Committee, Finance- Investment and Risk Committee, Development Committee, and Governance Committee; the DEIJ Committee is comprised of members from each of the other standing committees. Roeper elevated the diversity and community programs coordinator to a director level position and expanded the department to include an administrative assistant. The diversity and community programs department works to maintain diversity, equity, inclusion, and justice as integral to the culture of the school and its daily operations. The director of diversity and community programs chairs the multicultural leadership team (MLT), an advisory and action group of faculty and administrators committed to supporting the multicultural-related work and experiences within the community. This team guides programming and creates recommendations regarding policy and practice including school hiring decisions. During the 2021/2022 school year, the MLT invited Alison Park of Blink Consulting to conduct a DEIJ audit of all school constituencies. Audit results prompted the creation of an online Bias Incident Reporting tool to detect and track potential trends which could reveal opportunities for professional development and community education. The MLT, along with our faculty, worked with Kimberly Phillips of The Orchid Life Consulting to create a rubric tool for assessing the cultural responsiveness of curriculum. This tool supplements the ongoing development of the Stage I – Grade 12 DEIJ scope and sequence work of our MLT faculty members. The gender and ethnic composition of the school for 2025/2026 is as follows: 1. 18 Board Members (11 female, seven male, including five people of color) 2. 11 Administrators (seven female, four male, including two people of color) 3. 63 Faculty (42 female, 20 male, one non-binary, including eight people of color)
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4. 34 Staff (21 female, 13 male, including five people of color) 5. 455 Students (202 female, 249 male, four non-binary, including 108 people of color) We provide students and faculty with opportunities for growth and leadership development through customized, on-site workshops facilitated by resources like the Mill Institute which helps schools build a culture that supports an open exchange of ideas, and Rosetta Lee who shares techniques for leaning into courageous conversations. We maintain active participation with the AIMS Diversity Committee and arrange for faculty and staff to attend the NAIS People of Color Conferences as well as the ISACS Diversity Summit when offered. Our partnership with RIISE (Resources In Independent School Education) helped our parents develop strategies for successfully navigating their independent school journey. In addition to our overall Roeper Parent Community, the school also maintains a network of parent affinity groups including Roeper Jewish Families, 2e (Twice Exceptional) Parents, and Black Parent Affinity Group. Our Roeper Parent Community continues to have a parent representative serve as vice president of DEIJ. The school continues the SEED (Seeking Educational Equity and Diversity) Project as compulsory professional development training for faculty and staff; we also offer parent and student SEED seminars. All participants deepen their understanding of systems of power and oppression and the role they can play in driving change toward diversity, equity, and inclusion. SEED training explores various facets of diversity, such as race, gender identity and expression, sexual orientation, abilities, exceptionalities, ethnicities, and class, through activities, conversation, and other resources. The SEED experience bondseach cohort as they learn and grow together in a safe and affirming space. We continue to demonstrate our commitment to diversity, equity, and inclusion with our annual Cultural Exploration Day celebrations on both campuses. Our theme and focus for Cultural Exploration Day varies from year to year to include culture, identity, local and global discussions, and social justice topics. We observe Neurodiversity Week with school events to raise awareness and curate resources for parents to increase their knowledge. Our faculty advises and supports student engagement in programs and activities reflecting their different interests — including Peace Day assemblies, banned booksprotests and Pride celebrations. Upper School SDAC (Student Diversity Advisory Committee) leaders serve as mentors to our Stage V students. During classroom visits, they facilitate discussions and activities that emphasize equity, inclusion, and justice while preparing Stage V students for the transition to Middle School. The school embraces Restorative Practices as a means for strengthening our relationships. We have faculty and staff members trained in facilitating listening circles and others who are trained in facilitating restorative conferences. Our commitment to justice emphasizes individual accountability and pathways to healing in a safe and welcoming environment. Strengths: 1. We maintain our commitment to Diversity, Equity, Inclusion, and Justice. These principles are foundational to the philosophy and core tenets of the school. 2. Representation from the school’s multicultural leadership team is required on all hiring committees to support a thoroughly inclusive process. 3. The SEED Project provides a common baseline across School constituencies for diversity education. 4. The school continues to make learning for gifted students accessible for various socio-economic classes through scholarships and financial aid. 5. The Board of Trustees and school leadership support diversity and community programs with a department budget and with their physical presence at department events.
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Challenges: 1. Although we have made progress in hiring racially diverse faculty members, there remains the challenge of retention in this area. 2. We have difficulty with every school constituent group fully understanding the Bias Incident Reporting tool and how to effectively use it. 3. While we have embraced Restorative Practices as a community for our students, we need more training and implementation to maximize the benefits. We also need to think more about Restorative Practices in adult, peer-to-peer relationships. 4. Faculty and staff need a clear and respectful process for airing grievances and concerns. Plans and Priorities: 1. The school should expand our training and implementation of Restorative Practices throughout the community. 2. Hiring, and specifically retention, of racially diverse faculty needs to be a continual project for the school. Submitted by: Camellia Lewis, Chair, Director of Diversity and Community Programs Roz Larson, Middle School Faculty, Parent Mara Jackson, Lower School Faculty Elise Lind, Lower School Faculty, Alumni Parent Carmen Flora, Lower School Librarian, Parent Amber Webb, Lower School Dean, Parent Amy Cova, Middle School Dean, Middle/Upper School Faculty, Parent Addenda: 1. DEIJ Audit Results and Comments 2. Bias Incident Report Stats 3. Anti-Racism Resolution 4. Culturally Responsive Curriculum Rubric
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School CLIMATE & Community
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School Climate & Community
As part of the 2025–26 ISACS self-study process, The Roeper School surveyed its constituencies using the prescribed ISACS instrument. This data allows the School to compare current perceptions across constituencies, benchmark against other ISACS schools, and examine continuity and change since the 2015–2016 ISACS review. Overall, attitudes and perceptions related to school climate and community remain positive across constituencies. In identifying strengths and challenges, the School considered both survey results and narrative responses, with particular attention to themes that have persisted across review cycles. Consistent with findings from the 2015–2016 ISACS survey, over 90% of parents, faculty, and trustees report that Roeper provides a caring and supportive community environment. Similarly, approximately 90% of respondents, including alumni, indicate that the School supports moral values and character development in alignment with the Roeper Philosophy. At the same time, survey data indicate modest declines in these same areas among students and staff. Although these changes are not statistically significant, they suggest opportunities for continued attention to consistency, clarity of support structures, and the day-to-day experience of students and employees. As in the prior ISACS review, perceptions related to adequate funding and administrative capacity fall below ISACS benchmarks across most constituencies. These concerns reflect ongoing financial and economic challenges rather than isolated issues. Narrative responses describe Roeper as collaborative and relationship-centered, while also identifying persistent challenges related to communication, transparency, and consistency across divisions and campuses. Welcoming, Engagement, and Relationships Roeper centers relationships as a foundation for student success and community well-being, beginning with the admissions process and extending through graduation and beyond. Engagement is sustained through advisory structures, parent education programming, and regular communication with advisors and division leaders. Feedback indicates variability in how welcoming and engagement processes are experienced across divisions and entry points, highlighting the need for greater consistency and coordination. Roeper communicates expectations for academic success and school culture through handbooks, advisory conversations, progress reporting, and leadership messaging aligned with the Roeper Philosophy. Survey and narrative feedback indicate that expectations are not always experienced as clear or consistently reinforced, particularly during periods of transition or challenge. Roeper reflects regularly on its welcoming, engagement, and communication practices through leadership review, committee work, and community feedback. These reflections have identified areas requiring greater intentionality, particularly related to transparency, communication, and accountability. Social-Emotional Growth and Character Development Roeper supports students’ social-emotional growth and character development through classroom experiences, advisory programs, and co-curricular activities that emphasize collaboration, ethical decision-making, and leadership. While these structures are in place, community survey results indicate that students report lower levels of confidence and reveal a discrepancy between adult and student perceptions of the social-emotional skills students are developing, including skills related to interacting with others, coping strategies, empathy, and conflict resolution. These findings highlight the need for continued reflection and deeper exploration to ensure that socialemotional learning is experienced as meaningful, consistent, and effective from the student perspective. THE ROEPER SCHOOL ISACS SELF-STUDY 2025/2026
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Family Partnerships Families generally report strong confidence in the School’s academic program and alignment with its educational philosophy, along with genuine enthusiasm for a relational, values-driven culture that emphasizes respect, individuality, and intellectual engagement. Many families describe feeling known and supported by faculty and administrators; however, perceptions of connection and feeling fully informed can vary by division, timing, and circumstance. During periods of transition or challenge, the School has identified opportunities to strengthen consistency in communication and response. The School seeks to understand what parents and guardians want for their child’s educational experience through a combination of conferences, advisory communication, listening sessions, surveys, and ongoing individual dialogue—balancing structured feedback with relational insight. As challenges arise, there is a growing recognition of the need to more fully implement restorative justice practices. This includes clarifying roles and responsibilities during complex situations, ensuring that the appropriate voices are involved, and strengthening the capacity of multiple administrators to respond with experience, thoughtfulness, and care. Expanding shared knowledge and training in restorative practices will support more effective, aligned, and compassionate responses across the School community. Alumni Connections Roeper maintains connections with alumni through ongoing communication and engagement opportunities. The School continues to recognize the value in strengthening consistency and participation across alumni cohorts. Alumni who remain engaged report that their Roeper experiences — academic, social, and ethical — have had a lasting impact on their lives. Expanding outreach, data collection, and alumni engagement will remain as a central focus of alumni relation efforts. Local Community Partnerships The Roeper School develops and sustains connections with the local community through partnerships, servicelearning projects, and collaborative initiatives aligned with its mission and values. This work presents a unique opportunity, as Roeper engages with multiple communities beyond campus while also honoring its immediate neighborhoods in Bloomfield Hills and Birmingham as essential partners. These efforts reflect a shared commitment among students, families, and faculty to social responsibility and active citizenship. Survey feedback indicates opportunities to strengthen participation and broaden the variety of service experiences. At the same time, the School has established a strong foundation of engagement, including community-led protest walks around the Birmingham campus, use of shared public spaces, and partnerships with Pontiac and R-Day related projects that support families across the greater metro Detroit area. While community service has long been a core value of the Roeper Parent Community, the School continues to focus on better coordinating, assessing, and communicating the impact of its efforts, with the goal of strengthening alignment between service-learning, community partnerships, and curricular goals. Strengths: 1. The Philosophy remains central. The Roeper Philosophy continues to serve as a living framework guiding behavior, instruction, and relationships. Across all constituencies, there is deep alignment with our mission to educate and empower gifted students through respect, self-awareness, and social responsibility.
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2.
A Relational Culture rooted in belonging Students and families consistently describe Roeper as a place where they feel seen, supported, and celebrated for who they are. This culture of acceptance begins early and is reinforced through multi-age learning, mentorship, and collaborative experiences that build bridges across divisions and campuses. 3. Commitment to Diversity, Equity, and Inclusion The School’s commitment to a racially, culturally, and economically diverse environment remains a defining strength. Community survey results indicate increased awareness and intentionality around belonging and inclusion across all constituency groups, reflected not only in enrollment practices but also in curriculum design and community programming. 4. Developmentally Responsive Programming The academic and social-emotional program is designed to evolve with students as they progress from dependence to independence. This developmental focus ensures students are challenged appropriately while being supported in their growth, regardless of age level. Peer mentorship, advisory programs, and leadership opportunities strengthen empathy and responsibility. 5. Enduring Alumni Affiliation Roeper alumni — students, parents, and retired faculty — express a deep, enduring sense of belonging. Encounters among alumni feel familial, and programs like Encore, alumni regional events, and mentorship opportunities reflect a commitment to maintaining lifelong relationships. The expanded vision of alumni engagement to include alumni parents and retired employees will only strengthen this network. Challenges: 1. Need for Greater Consistency and Clarity Students, teachers, and parents express a desire for more clarity and consistency in behavioral expectations and support systems. Disruptions in class can affect the learning climate, and faculty would benefit from more timely guidance and coordinated intervention strategies. 2. Blurred Boundaries in a Flat Culture Roeper’s intentionally “flat” culture promotes accessibility and open dialogue, but it can blur lines of authority and respect. The community would benefit from clearer articulation of boundaries, confidentiality expectations, and what mutual respect looks like in practice. 3. Communication Gaps and Information Overload Families appreciate transparency but find current communications inconsistent or overwhelming. Long newsletters and multiple platforms can cause confusion or missed information. Simplifying channels and providing concise, audience-specific updates would increase accessibility and trust. 4. Survey Fatigue and Limited Feedback Closure Constituents report feeling “surveyed out” and uncertain how their feedback is used. Stakeholders desire more personal, authentic channels for dialogue; such as small group conversations, town halls, or informal leadership check-ins alongside visible follow-through on suggestions and concerns. 5. Campus Division Although significant strides have been made since the last review, the two-campus structure still presents challenges for unity. Opportunities remain to strengthen the “one school” identity through intentional collaboration, cross-divisional experiences, and consistent communication. 6. Family Engagement — Emerging Trends Family engagement remains a defining strength of the Roeper community, with families demonstrating enthusiasm, strong attendance at events, and a genuine desire to contribute to school life. This level of engagement reflects the School’s relational culture and shared optimism for its future. At the same time, engagement patterns are evolving. Families increasingly seek intentional, school-sponsored social opportunities that are planned for them — particularly child-centered experiences, structured performances, and inclusive community gatherings—rather than relying primarily on one-to-one
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7.
or family-initiated events. This shift mirrors broader trends across the independent school sector, where rising tuition costs have contributed to heightened expectations that schools will offer more than an academic experience, including expanded social and community-building offerings. As family schedules, capacities, and expectations continue to change, sustaining broad and inclusive participation presents an ongoing challenge. The School recognizes the need to thoughtfully adapt its approach to family engagement, balancing educational priorities with meaningful opportunities for connection. Continued attention to these emerging trends will be essential in the years ahead to ensure that engagement remains accessible, purposeful, and aligned with Roeper’s mission and values.
Plans and Priorities: 1. Develop a Comprehensive Feedback Framework for Community Involvement Combine formal and informal feedback methods including community assessments, listening sessions, and exit interviews into a structured, ongoing system that is mindful of survey fatigue. Prioritize meaningful dialogue alongside targeted data collection, and pair each feedback cycle with transparent communication of outcomes (“You said, we did”) to demonstrate accountability and responsiveness. 2. Foster Inter-Campus and Cross-Divisional Connection Continue building a cohesive “one school” experience through joint faculty meetings, shared student projects, and all-school celebrations. Encourage cross-divisional communication between all constituencies (e.g., faculty to faculty, student to student), and mentorship to strengthen unity. 3. Expand Alumni and Extended Community Engagement Supported by overwhelmingly positive feedback in the community survey, the school will continue to nurture and strengthen the alumni community by expanding meaningful engagement between alumni and the broader Roeper community. Building on this strong foundation, the school will deepen relationships with alumni parents, grandparents, and retired faculty through new initiatives such as Grandparents History Day and alumni parent gatherings, while continuing to emphasize authentic connection over solicitation. 4. Institutionalize Reflection and Transparency Prioritize structured reflection after major events and initiatives to identify lessons learned. Share outcomes with the community to model openness, shared recognition, and collective accountability. Submitted by: Shani Yapa-Kimpson, Director of Alumni Relations & Annual Fund, Roeper Parent Community Administrative Liaison, Alumna 2008, Parent Paige Wilson, Stewardship & Gifts Associate, Alumna 2008 Gloria Despard, Event Coordinator, Alumni Parent Jack Williams, Digital Marketing & Design Specialist Patricia Bostwick, Upper School Dean of Students, College Counselor Anna Stuntz, Current Student, Board Trustee
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ADMINISTRATION OVERVIEW
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Administration Overview
OVERVIEW Administrative Structure In adherence to our founders’ belief in a leadership structure that favors participation of the School’s constituents, Roeper’s Administration and Board continue to value the voices of faculty, families, and students in its decisionmaking and daily work through thoroughness, transparency, breadth, and depth of process. While this model of administrative practice can be cumbersome, the community trusts and therefore anticipates and expects processes that reflect these fundamental philosophical tenets.
The Administration of The Roeper School is led by the Head of School and Administrative Leadership Team. Each member of the Administrative Leadership Team reports to the Head of School and is comprised of the following members: 1. Head of School, Anne M. Glass 2. Associate Head of Finance and Operations, David Fluent 3. Director of Development, Lara Edwards 4. Director of Enrollment Management and Financial Aid, O’Neal Turner 5. Lower School Director, Cynthis Harris 6. Middle & Upper Schools Director, Susannah Nichols 7. Director of Diversity and Community Programs, Camellia Lewis 8. Director of Athletics, Ed Sack 9. Director of Auxiliary Programs, Paula Romano 10. Executive Assistant to the Head of School, Jennifer Irvine The Administrative Leadership Team oversees the daily operations of the School and is an integral part of all major decisions. Led by the Head of School, the Administrative Leadership Team co-constructs the agenda for meetings in a collaborative manner, with each administrator providing content through a shared, electronic document. This electronic document provides a running record of our discussions.
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The expectation of the Team is that discussions are candid and confidential. The Administrative Leadership Team members seek to be resources for each other in the work and attainment of annual and strategic goals, to provide support with challenging issues and professional growth, and to contribute to the collegial enjoyment and partnership in our work. It is the goal of Leadership Team meetings to ensure the alignment of efforts and activities. The Administrative Leadership Team begins each school year with a retreat. At these retreats, we generate plans within the framework of the School’s strategic goals and major initiatives. The Head of School focuses on the clear articulation of goals and collaboration as essential components of an effective administrative team. The members of the Leadership Team construct their own goals in alignment with the Head’s goals. The full Administrative Leadership Team meets once every two weeks. The Head of School meets individually each week with the Associate Head of School for Finance and Operations, the Director of Development, the Director of Enrollment Management and Financial Aid, the Lower School Director, and the Middle & Upper Schools Director. The Head also meets each week together with The Director of Development and the Director of Enrollment Management and Financial Aid as the Advancement Team. The Head of School meets every two weeks with the Director of Diversity and Community Programs, the Director of Athletics, and the Director of Auxiliary Programs. Some Leadership Team members serve on Board committees based on roles and functions. The Director of Development is a member of the Development Committee; and the Associate Head for Finance and Operations is a member of the Finance, Facilities and Risk Committee. Beginning this year, the Director of Enrollment Management and Financial Aid is also a member of the Finance, Facilities and Risk Committee. The Head of School is a non-voting ex-officio member of the Board and serves on the Executive, Diversity, Governance, and Finance, Facilities, and Risk Committees. The Head of School Anne Glass is the Head of School. She began her tenure August 1, 2025 as Interim Head of School for one year. During the fall of 2025, the Board of Trustees voted unanimously to name Ms. Glass Head of School and extend her contract through June 30, 2027. In June 2026, the Board announced to the extended Roeper community that there would not be a search for a Head of School. Ms. Glass received her Bachelor’s degree in Economics from Wellesley College and her Master’s degree in Reading and Learning Disabilities from Teachers College, Columbia University. Prior to her work at Roeper, Ms. Glass served as the Head of School and Academic Dean at Purnell School in New Jersey. Prior to Purnell, she was a Learning Specialist at the Chapin School in New York City. Earlier in her career, Ms. Glass was a Financial Analyst in the Investment Banking Division of Smith Barney, Inc. Ms. Glass has been a lecturer in the Master’s programs in Curriculum & Teaching at Teachers College and Hunter College CUNY. She is the 2019 recipient of the Learning Disabilities Association of America Educator of the Year. Administrative Role in the Strategic Planning Process The Board completed the School’s most recent Strategic Plan in 2018. The development of this five-year Strategic Plan involved the Board, the administration, faculty members, parents, alumni, and students. The then Board Chair and the outgoing Board Chair (acting as the Strategic Plan Committee Chair) oversaw this work. Administrators served on various committees, according to their roles. Participants developed topics based on the last ISACS Visiting Team report and on community focus groups.
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Roeper will embark on its next Strategic Plan this fall with the benefit of the preliminary report from this ISACS Visiting Team. We will again invite the participation of faculty, parents, students, and alumni in the form of Focus Groups. The next Strategic Plan will also be informed by research into the current competitive landscape among schools in our region, educational and student life programming, and capital needs for our campuses and facilities. Strengths: 1. Administrative practices complement the School’s Philosophy and Mission. 2. The School expanded the role of the Director of Enrollment Management and Financial Aid to focus on retention as well as recruitment and affordability. a. This role has been added as a non-trustee member to the Finance, Facilities and Risk Committee on the Board of Trustees. 3. The School eliminated the position of Director of Marketing and Communications in favor of an Advancement effort that subsumes marketing and communications within a new Advancement framework. This model consolidates leadership and addresses the overlap among these functions and constituent relations. (Please see Advancement Restructuring organizational chart below.) 4. Under the Director of Auxiliary Programs, the School has bolstered revenue streams through a successful summer camp and enrichment and extended day programs, all of which generate financial and enrollment resources. 5. Roeper has recently adopted a new interdisciplinary Learning + Wellness approach to support all students and twice-exceptional (2e) students. Challenges: 1. The Roeper School recognizes the increasingly competitive landscape among independent schools and the economic challenges for families in our region and nationally. This has impacted our enrollment, retention, and financial aid. 2. The Advancement Team has been restructured over the last several months to better align functions with school goals. This new model (below) emphasizes collaboration among enrollment, development, and communications. Some positions have been filled, and others will be in place by early fall 2026.
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3.
4. 5. 6. 7.
The Roeper School has relied primarily on net tuition revenue. The Head of School is evaluating other sources of revenue in partnership with the Director of Auxiliary Programs and the Associate Head of School for Finance and Operations. With respect to Curriculum Coordinators, it has been difficult to develop leadership roles to prepare interested faculty to take on administrative roles. Providing appropriate support, review, and guidance to faculty members is difficult for academic Directors, given the number of Directors, their workload, and time constraints. The Learning + Wellness approach is a build over the next few years. We have added a Middle School Learning Specialist for 2026-27 and will continue to staff this interdisciplinary effort. The process-oriented and collaborative nature of the School’s Philosophy allows for important input, but it also slows administrative and governance decision-making.
Submitted by: Anne Glass, Head of School David Fluent, Associate Head for Finance & Operations Jenny Irvine, Executive Assistant to the Head
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ADVANCEMENT
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Advancement
Since the last self-study in 2015-2016, the Advancement Team has played a critical role in guiding Roeper through a period of significant institutional change. Operating amid declining enrollment at Roeper, rising tuition, and shifts in the local economy, the team has remained focused on strengthening community connection and philanthropic support. Despite these challenges, the Advancement Team has achieved meaningful growth in engagement, participation, and Annual Fund revenue. Formally known as the Development and Publications Office, the department underwent structural realignment in 2024, with publications transitioning to a renewed Marketing and Communications Department. These changes centralized communications expertise and enabled the creation of school-wide policies, cohesive branding guidelines, and a unified and singular Roeper voice. Concurrently, the Advancement Team adopted data-informed decision-making practices to assess program efficacy and support strategic planning. This period of transition also included the retirement of the Development Director, a veteran leader of 36 years, who closed out her career at the end of the 2024–25 academic year. Mission & Philosophical Alignment Anchored in the Roeper Philosophy, the Advancement Team embraces the mission of empowering gifted students to be citizens of the world in both spirit and practice. Guided by mission-driven storytelling and values-centered philanthropy, the team supports faculty, staff, and students to ensure that Roeper is well positioned to nurture student curiosity, creativity, and lifelong learning. In alignment with that philosophy and commitment to diversity, equity, and inclusion, the Advancement Team strives to engage all constituent groups across multiple levels of volunteerism, participation, and philanthropic support. Roeper’s scholarship program is deliberate and intentionally need-based, ensuring that gifted children can access a Roeper education regardless of their families’ financial circumstances. Currently, approximately 40% of Roeper families receive tuition assistance, and Roeper’s biennial fundraiser is dedicated to raising scholarship support. Independence & Governance The Roeper Advancement and Leadership Teams, in partnership with the Board of Trustees, ensure the school’s independence and freedom from undue influence and conflict of interest through its stated and consistently applied policies. The Conflict of Interest Policy and the Gift Acceptance Policy are included in the addendum (Addenda pages 1–12). Roeper’s fundraising is dedicated to ensuring that all giving is free of undue influence, and the school intentionally avoids fundraising approaches that could compromise its educational values, inclusivity, or institutional independence. In alignment with these principles, the school comprehensively reviews letters of intent and evaluates major gifts before acceptance. All fundraising initiatives are reviewed by the Board of Trustees to ensure alignment, shared understanding, and consensus. The Board maintains oversight of all giving with the authority to review and approve capital campaign proposals, assess strategic plans, and evaluate the feasibility of initiatives in relation to the school’s overall financial health. As part of its governance structure, the Development Committee, led by its Chair, meets bimonthly to review short- and long-term goals, progress updates, and the status of Advancement initiatives. This oversight model ensures trustees have a comprehensive understanding of the school’s philanthropic health while day-today operations remain within the purview of the Advancement Team. The governing body also oversees and is responsible for the financial stability of the school, ensuring necessary resources for facilities, equipment, and materials, as addressed in full in the Business Management chapter.
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trustees have a strong and unrelenting level of commitment and lead by example through their participation in annual giving and capital campaigns, reinforcing the importance of philanthropy throughout the Roeper community. Over the last five fiscal years, 100% of Board members have participated in giving initiatives. Participation Trends Recent trends in annual giving demonstrate consistent year-over-year growth in both total dollars raised and participation over the previous five school years (Addendum pages 13– 14). This sustained performance suggests strong alignment between philanthropic messaging and the lived student experience, while current parent and alumni participation continue to show gradual improvement as engagement efforts become more targeted and relationship centered. Participation trends in annual giving offer important insight into institutional health and engagement. Current family participation closely correlates with retention and deeper involvement in the life of the school. Alumni participation is increasing gradually and is viewed as a long-term investment in building a sustainable philanthropic culture. Faculty and staff participation has grown and now exceeds national independent school norms, while governing body participation remains at 100%. The latter reinforces a culture of leadership philanthropy and shared responsibility. Longitudinal analysis further indicates that giving is becoming more broadly distributed across constituencies, signaling expanded community buy-in and reduced reliance on a narrow donor base. Capital giving remains cyclical and closely tied to institutional priorities. Since the previous self-study, capital campaign revenue growth has slowed, particularly in the areas of major gifts and contributions of $100,000 or more. From 2015 through 2022, the Advancement Team raised $638,000 to redesign the Middle and Upper School courtyard, including three gifts over $50,000 or more from alumni parents. From 2023 through 2025, the Advancement Team raised $414,000 to advance ADA compliance at the Lower School, including one major gift exceeding $100,000 from a current parent and two gifts of $50,000 from alumni parents. Roeper’s endowment supports a broad range of institutional priorities, including scholarships and financial aid, student travel, professional development, faculty and staff enrichment, forensics and debate, fine and performing arts, athletics, and chess programming. Since the previous self-study, the total endowment has grown from $6.9 million in 2015, with an annual draw of $284,000, to $9.6 million in 2024, with an annual draw of $384,000. Since the last self-study in 2015-2016, a declination in major giving has tempered the pace of endowment growth. Despite this trend, two new endowment funds have been established since 2015. The Roeper Academic Fund for Poetry was launched with a $100,000 gift to support an Endowed Poetry Chair and an expanded poetry curriculum (Addendum pages 15–17). The second endowment is dedicated to faculty and staff enrichment. Currently, the Advancement Team is working in partnership with faculty, staff, and donors to strategically steward and maximize the impact of all endowed funds. Prior major donor support and alumni satisfaction as reflected in the ISACS survey, and consistent trustee leadership — combined with ongoing readiness and feasibility conversations — indicate growing capacity for future capital, endowment, and comprehensive initiatives.
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Data-Driven Response In response to these trends, Roeper has strengthened donor onboarding and stewardship, reinvigorated alumni engagement, and enhanced the online giving experience for ease of use and to better align with donor interests. We have refined data-informed solicitation strategies and deepened trustee partnerships, positioning trustees as ambassadors and thought leaders. Building on this foundation, the Advancement Team will renew its focus on major donor cultivation and stewardship. The most useful data for assessing the effectiveness of Advancement Team fundraising initiatives includes multiyear participation rates by constituency, giving distribution, donor retention and new donor acquisition rates, and campaign-readiness indicators. Collectively, these trends and responsive actions demonstrate an Advancement program that is intentional, reflective, and mission-centered, supporting both current priorities and long-term institutional vitality. Community Relationships Roeper builds and sustains strong, mission-aligned relationships with current and prospective donors through a relationship-based strategy grounded in personalized engagement and thoughtful stewardship. Donors are offered meaningful opportunities to see the impact of their giving through events, campus engagement, and studentcentered storytelling, which fosters trust and long-term commitment. A special acknowledgment event is held annually for major donors to share appreciation and the impact of their investment. The Advancement Team leverages individualized outreach and community-wide, impact-driven communication with the objective for donors to feel connected to the school’s values and student experience (Addenda Social Media Strategy, pages 18–23; Annual Fund Communications Calendar, pages 24–28). Newsletters, social media, direct mail, segmented email, and a quarterly magazine, are employed to reach and engage the Roeper community (Addenda social media posts, page 29–30; alumni newsletter, pages 31–44, Giving Tuesday email, page 45; capital campaign email, pages 46–47, Roeper Record newsletter, pages 48–69). Our community magazine Keeping In Touch was recently redesigned to more clearly communicate Roeper’s mission and lived experience. A new all-school student video centers student voices and perspectives, offering an authentic representation of learning and community life. It has been extremely well received. Consistent messaging and communication policies across print, digital, social media (Addenda brand guidelines, pages 70–71; communication guidelines and email protocols, pages 72–75; Roeper Record submission guidelines page 76), and in-person experiences reinforces the school’s commitment to progressive education and belonging, while direct engagement through events and conversations provides opportunities to clarify and build understanding. Engagement and communication efforts with alumni, former families, and the community at large are intentional and evolving. Alumni survey data indicates strong affinity for Roeper’s mission, educational philosophy, and sense of belonging, affirming a solid foundation for long-term engagement. Alumni relations is in a period of strategic rebuilding, with increased focus on programming, digital outreach, and class-based connections. Communication Efficacy The school determines which means of communication are most valued by its various constituents for building connection with the school through broad surveys and qualitative data collection. Across family communications surveys, clear patterns emerge to better understand how families prefer to receive information. The all-school newsletter The Roeper Record remains the main communication channel for current families, with roughly 75% of respondents in the most recent survey reporting they read the newsletter weekly. This aligns closely with the 2022 survey, where All-School Newsletters were rated as the primary source of
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information. Homeroom or teacher emails consistently appear as the second most common way to ensure that current families remain informed, reinforcing a long-standing preference for a combination of schoolwide and classroom-level communication. Recent ISACS survey data reflects a positive response by alumni to communication practices. Additional opportunities include strengthening surveying communication preferences from alumni parents. The school uses multiple measures to assess the effectiveness of its marketing and messaging and to understand how the broader community perceives Roeper’s mission and culture. Both quantitative data and qualitative feedback inform ongoing reflection, decision making, and planning. To assess prospective family engagement, the school tracks inquiries, campus visit registrations, event RSVPs, and application patterns to understand how effectively messaging reaches and motivates this constituency. To track engagement and messaging clarity, the school monitors open rates and click-through rates for newsletters and digital communications, readership data for print publications, qualitative feedback, and Google Analytics. Alumni newsletter open rates average 80%; fundraising specific open rates average 48% (Addendum qualitative feedback, page 77). Although open rate data for independent K-12 schools is not consistently tracked, Mailchimp benchmarks open rates for the entire Education & Training industry at approximately 35.6%. The school also uses analytics provided by advertising and outreach partners, including Metro Parent and Niche, to evaluate the effectiveness of targeted outreach. These partners supply data on email campaign open rates, click-through rates, and performance of targeted promotions. This information helps the school align messages more appropriately to specific constituencies and audiences to better reach mission-aligned families in the broader community. Social media engagement metrics, including follower growth, engagement (likes, comments, shares), and reach, have shown a consistent upward trend over the past several years, suggesting increasing resonance with the school’s messaging. Average reach per Facebook post increased from 166 in 2023 to 1064 in 2025; that number on Instagram increased from 163 in 2023 to 682 in 2025. Average engagement per Facebook post increased from 33 in 2023 to 61 in 2025, and per Instagram post increased from 77 in 2023 to 90 in 2025, a slight decrease from 101 in 2024. The school has recently added a LinkedIn channel to expand its reach to target a different audience. Attendance at admissions events, community programs, performances, and athletics events also serves as an additional key indicator of community interest and connection. Collectively, these indicators are reviewed by school leadership and the Advancement Team. In keeping with Roeper’s reflective and responsive culture, marketing is viewed as an iterative process. The Marketing Team works to optimizemessage effectiveness. When messaging becomes diluted, outdated, or less effective, timely adjustments are made in language, platforms, or strategies to ensure communications remain clear, authentic, and mission aligned. When misconceptions within or outside of the school arise, the school responds intentionally through transparent, values-based messaging. For example, a current misconception of Roeper in the broader community is that Roeper is a school for “quirky” kids. In response, the RoeperKid campaign, featuring a new, student-centered, allschool video, was launched to allow the community the opportunity to more intimately understand the breadth and nuance of the student population. Together, these practices allow the school to monitor effectiveness, respond thoughtfully to feedback, and strengthen community understanding in ways that reflect Roeper’s mission, culture, and commitment to continuous growth.
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Fundraising Perception The recent ISACS survey results, across constituencies, indicate opportunities to strengthen communitywide perceptions of the Advancement Team. Areas for continued growth include refining impact-focused communications, broadening engagement across constituencies—with a strategic focus on alumni and alumni parent stewardship—increasing constituent segmentation, and more intentionally cultivating a culture of philanthropy. Addressing these areas will deepen donor relationships, broaden participation, and further support a sustainable, community-wide culture of philanthropy. Strengths: 1. A defining strength of the Roeper community, and the Advancement Team in particular, is an authentic, collective commitment to the school’s mission and philosophy. The Advancement Team intentionally cultivates and elevates this connection through strategic communication, compelling messaging, and inclusive philanthropy at all levels. These efforts support sustained engagement, strengthen retention, and advance revenue generation in service to Roeper’s educational priorities. The Team will continue to highlight project-based learning, student-led inquiry, and advanced academic pathways, leveragingvideo and continuously improving its publications to attract new families and retain current ones. 2. The Advancement Team has intentionally implemented a community engagement model designed to grow philanthropic support and deepen relationships across Roeper’s constituent groups. These efforts have strengthened the effectiveness of communications, giving days, fundraising initiatives, and community events, resulting in increased participation and connection. 3. Annual Fund and Alumni Relations programs have demonstrated consistent, longitudinal growth in both participation and financial outcomes. These programs now serve as foundational pillars of Roeper’s philanthropic efforts and play a central role in fostering long-term community engagement and support. 4. The Advancement Team has embraced data-driven decision making as a core practice. Over the past ten years, significant progress has been made in leveraging data to expand social media engagement, strengthen communications strategies, assess annual giving opportunities, and research major gift prospects. The Advancement Team remains committed to continued growth and refinement in the use of data and benchmarking to inform strategy and maximize impact. Challenges: 1. Philanthropy from major donors has declined over the past decade, as evidenced by trends in endowment growth and capital campaign participation. While annual giving remains an important source of support, the reduction in major and transformational gifts presents a challenge to the long-term financial sustainability and growth of the school. 2. Advancement Team’s stewardship and engagement across constituent groups have been inconsistent, with notable gaps in major donor stewardship. The Advancement Team requires additional tools, structures, and strategies to strengthen alumni and current parent engagement, deepen relationships, and ensure consistent, meaningful follow-up across all donor levels and particularly at the major donor level. 3. The Advancement Team’s efforts operate within a broader community context that includes hesitancy and reservations about philanthropy and institutional advancement as evidenced through the ISACS survey. These perceptions impact engagement within the school community and among prospective families who are a key feeder for philanthropic growth and School success and sustainability. 4. The school and Advancement Team have a need for improved documentation and preservation of its institutional advancement history. Inconsistent recording of constituent interactions, engagement activities, and historical advancement data limits strategic planning and continuity. Improved systems for record keeping, contact information management, and institutional knowledge are needed to support long-term relationship building and advancement success.
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Plans and Priorities: 1. The Advancement Team will intentionally cultivate a culture of philanthropy that addresses donor fatigue and public perception by leveraging its strength in authentic storytelling and its collaborative relationship with the Board of Trustees. Through enhanced donor impact communications, expanded opportunities for meaningful engagement, and the strategic deployment of Board Members as Gratitude Ambassadors, the team will reinforce trust, transparency, and donor confidence. 2. The Advancement Team will build on its successful engagement with constituent groups through a deepened focus on community engagement by evaluating strategic opportunities across all constituencies, with particular emphasis on alumni parents and alumni. 3. The Advancement Team will further strengthen its community engagement model to better dimensionalize our fundraising strategies to meet more robust fundraising goals and expectations. This will be accomplished through one-on-one meetings and thoughtfully designed events that will support stronger fundraising outcomes, enhanced data collection for contact management and stewardship, and the overall health of the Advancement program. 4. The Advancement Team recognizes that major donors require sustained cultivation and will implement enhanced strategies to deepen relationships with these vital supporters. These efforts will focus on increasing participation in endowment giving, capital initiatives, and major gift opportunities, while ensuring donors feel meaningfully connected to Roeper’s mission and long-term vision. Submitted by: Lara Edwards, Director of Development Kim Adams House, Board of Trustees, Development Committee Chair, Alumni Parent Kari Kress, Director of Marketing and Communications, Alumni Parent Paige Wilson, Stewardship & Gifts Associate, Alumna 2008 Shani Yapa-Kimpson, Director of Alumni Relations and Annual Fund, Alumna 2008, Parent
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ENROLLMENT MANAGEMENT
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Enrollment Management
Roeper’s students participate in a rich academic and co-curricular program that averages 165 school days per year. Administrators, faculty, staff, and students work collaboratively to enhance recruitment and retention. Roeper subscribes to the ISACS statement of “principles of good practice in admissions of students” and is guided by the NAIS “principles of good practice.” The first criterion for admission to Roeper is that an applicant is intellectually gifted. After careful assessment of our process, we have developed and adopted the admission criteria of the 6 C’s by which we start evaluating an applicant more thoroughly (Communication, Connection, Collaboration, Creativity, Commitment, Capability). These aspects allow us to better understand how this applicant can be a successful Roeper student. In addition, we make a determination as to whether or not the applicant’s academic, intellectual, social, emotional, physical needs, potential learning differences can be met by Roeper. Additionally, understanding a family’s partnership and compatibility with our mission and philosophy has increased in importance for our staff and admission committee. Roeper’s admissions process is non-discriminatory and is in keeping with its Philosophy, and with state and federal law. The Roeper School admits students of any race, color, sexual orientation, and national and ethnic origin to all the rights, privileges, programs, and activities generally accorded or made available to students at the school. It does not discriminate on the basis of race, color, sexual orientation, or national or ethnic origin in administration of its educational policies, admissions policies, scholarship and loan programs, and athletic or other school-administered programs. Roeper requires an IQ evaluation for admission into Stage III.1(1st grade) and above. Prior to the 2025-26 school year, the requirement for submitting an IQ test was for Stage II but greater understanding of national trends in gifted education of starting IQ testing in kindergarten allows us to consider alternative assessments. This also allows us to mirror our natural transition point to Stage III while addressing our retention goals. Although the commonly agreed-upon benchmark for giftedness is a full-scale IQ of 130, the IQ test has a standard deviation of 15 points, which is taken into consideration. Since the last ISACS self-study, Roeper has used the WPPSI-IV and the WISC V tests as the standard to provide a comprehensive picture of intellectual ability. In addition to the verbal comprehension score, the perceptual reasoning score is broken into two components (visual spatial and fluid reasoning), which provide greater indicators of success at Roeper. The remaining scores (working memory and processing speed) may be lower than in previous tests, thus rendering a full-scale score below 130 while still reflecting a clearly gifted student. In addition to IQ test scores, Roeper collects information from the applicant to form a holistic profile. To ensure a child’s ability to thrive within the Roeper community, candidate profiles include a positive faculty report from a previous teacher, a record of academic success, a personal family interview conducted by a member of the admissions staff, and one or more successful student visit days at Roeper. During the visit, we observe an applicant for positive interactions with peers, adults, and the school environment. Depending on his or her age and development, we expect an applicant to demonstrate some internal governance, an ability to make transitions, and an eagerness to learn and discover. For applicants in Stages III, IV, and V, homeroom and special teachers conduct a skills evaluation to determine academic levels in language arts and math. The student must be working at grade level or above. In addition, Stage I and II applicants must be toilet trained. Applicants to the Middle School and the Upper School also submit an IQ test (typically a WISC V) and all admissions forms, with the addition of a student questionnaire form; applicants also have a one-day visit to the Birmingham Campus. There are some students we take a risk in accepting. Many of these children flourish, while others experience more of a challenge; if, after undertaking reasonable efforts to enable a student to be successful, he or she still is not succeeding at Roeper, further discussion regarding fit at Roeper may become necessary.
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Committees in each division make admissions decisions, as follows: 1. Lower School Committee A. Admissions Counselors B. Director of Enrollment Management C. Division Head and Dean of Students D. Homeroom teacher from each stage, plus one special teacher 2. Middle/Upper School Committee A. Dean of Admission for Middle and Upper School B. Director of Enrollment Management C. Division Head and Deans of Student D. Three or four faculty members from different disciplines The Director of Enrollment Management and Financial Aid oversees the outreach, enrollment, financial aid, and retention processes. We integrate individual plans for enrollment, marketing, retention, and financial aid/ scholarship to form a cohesive admissions program. In addition, the Admissions, Marketing (Communications), and Development Departments meet to assess and update Roeper’s overall marketing plan, which focuses on evaluating and setting new goals in the fields of recruitment, retention, admissions, public relations, and advertising while taking into account financial aid availability. Affordability is one of the key obstacles for families considering Roeper. The admissions staff informs families from the first conversation in the process that financial assistance is available. Prospective families who express any concern about cost are encouraged to apply for financial aid. Roeper bases its yearly enrollment projections upon a review and calculation process consisting of: 1. the five-year weighted averages for both retention and new students; 2. the number of available spaces within each stage/grade level; 3. the amount of financial aid and the number of scholarship spaces that are available in a given year; 4. the maximum enrollment number in each stage/grade; and 5. gender balance and diversity priorities. After the enrollment projection is set, we finalize an outreach plan for the year. We tie the financial aid/ scholarships allotted in a given year to the budgeted enrollment projections. Retention plan activity is ongoing throughout the year; faculty, staff, and administrators carry out the plan. The Head of School and division directors play a key role in ensuring that retention remains a priority. The Director of Enrollment Management has created and oversees the retention team by monitoring families who are considering other choices, providing them with pertinent information, and tracking the retention/attrition percentages annually in each stage/grade and division level. The daily work of all school employees includes retention activities by means of an ongoing commitment to building relationships, delivering a personalized educational program, communicating with families, and participating in specific recruitment events to keep families informed, connected, and engaged in the Roeper community. The parent education program has evolved with the needs of parents of gifted children by offering current families several opportunities to get involved through classes on gifted children and education, parenting in the digital age, diversity, and Roeper’s history and Philosophy. The information gained through both informal and formal retention activities is helpful in providing the best service to our families.
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Strengths: 1. We have crafted and fine-tuned admissions materials to serve a digital purpose (brochures and advertising) specifically to communicate the Philosophy and to connect with the community served by Roeper. 2. We have partnered with Clarity and Mission Enrollment to better serve and communicate our financial aid practices to families. 3. We moved away from quarterly Open House events and now host well attended monthly Information tours that have been successful at showcasing Roeper in action and allowed us to convert attendees into applicants. 4. Roeper proactively markets itself at outreach events in order to reach a wide variety of constituents and constantly reevaluates its strategy to ensure optimal efficacy. 5. Roeper deliberately works to create and promote a more diverse, gifted student body to provide a unique peer population for gifted students. 6. The new Director of Enrollment Management has 18 years of enrollment and financial aid leadership experience over a wide variety of independent schools and is supported by a diverse admissions staff. 7. We have successfully digitized the admission and financial aid processes for a variety of reasons, including increasing customer service and data collection to help us make data informed decisions. From the admission side, we have adopted Blackbaud, to include a digital admission committee review process, and from the financial aid side we have adopted Clarity and retained Mission Enrollment to guide our financial assessment of families’ need levels. 8. We have established a retention committee with the primary goal of increasing retention through increased awareness and communication schoolwide. 9. We have established a transportation partnership with another independent school to provide a bus to Livonia. The intention is to increase retention and market saturation for families in that area. Additionally, we hope to increase the number of bus routes to other areas we aim to serve. Challenges: 1. While Roeper offers generous and increasing financial aid packages and scholarships, affordability remains an obstacle for some applicant families. 2. Roeper has a narrowly defined, niche population; competitive schools (to include new public gifted programs) are advertising “gifted programs,” but not necessarily using the same criteria to determine giftedness. 3. There continue to be public misconceptions of the Roeper community. The public frequently regards the school as a place for children who require special education, including twice exceptional students. 4. Enrollment and Revenue goals have become a challenge for us due to increasing tuition costs and a shrinking school age children population in the SE Michigan area. 5. Streamlining the exit survey process for both prospective families and current families 6. Creating admission committee policies procedures 7. Investigate establishing admission application and financial aid deadlines for new families Plans and Priorities: 1. Educate local community on giftedness in order to strengthen Roeper’s reputation as an international leader in gifted education. 2. Continue to refine Roeper’s financial model to reduce institutional costs, increase enrollment, and minimize tuition increases.
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3.
Continue putting processes in place to quantify the effectiveness of the admission process, retention, and the reach of our marketing in SE Michigan. Establish relationship with DNI Consulting to implement an annual current parent survey, interview community leaders, and collect psychographic consumer data from 20 zip codes of our choosing. 4. Review student population needs per grade level and work toward building stronger classes with the “best fit” students; progress in this area will yield better results for all students. Submitted by: O’Neal Turner, Chair, Director of Enrollment Management and Financial Aid Jason McIntosh, Dean of Middle & Upper School Admissions, Scholarship and Financial Aid Coordinator, Parent Kellie Bagne, Lower School Admissions Assistant, Parent Brittney Yuille, Lower School Admissions Coordinator, Parent Addenda: Application materials Enrollment contract Viewbook
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BUSINESS MANAGEMENT
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Business Management
The fiscal management of Roeper is the responsibility of the Board of Trustees through its Treasurer, Finance Committee, Head of School, and Associate Head of School for Finance and Operations. Roeper is committed to having an active Finance Committee whose members have expertise in business, management, and finance. Through fiscally responsible management, Roeper eliminated its working capital deficit which totaled ($1.2M) [un-restricted / non-designated cash less total non-debt related current liabilities] in 1996. In 2022, Roeper continued to strengthen its balance sheet by paying off its outstanding debt totaling $2.5M and has remained debt free. As of June 30, 2025, the School has a working capital surplus of $395k and the following board designated reserves: $880k for plant & equipment and $3.2M for operating shortfall. Roeper is primarily tuition driven; however, it has successfully supplemented revenue by the following additional sources of income: Summer Day Camp and Summer Stock Theatre. The Business Office, under the direction of the Associate Head of School for Finance and Operations, manages all financial affairs of Roeper, including treasury management, accounts payable and receivable, payroll, budget preparation, risk management, human resources, and benefits administration. The Business Office staff includes a Human Resources Manager responsible for human resources and payroll; an Accounting Manager responsible for accounts receivable/general ledger/accounts payable; an Accounts Payable Associate/Transportation Supervisor responsible for accounts payable processing, receiving purchased supplies and oversight of bus transportation; and a part-time hourly Accounting Coordinator who assists human resources during summer programs peak season and evaluates/implements new business office workflow solutions. Management of the facilities, transportation, technology oversight, and food service are also the responsibility of the Associate Head of School for Finance and Operations. The Business Office utilizes Blackbaud Accounting Software for accounting and record keeping. Reports generated from this system, as well as customized spreadsheets, allow for timely information to be provided to the Head of School and Finance Committee, keeping them well informed of Roeper’s financial status. The Head of School and Finance Committee also receive interim financial reports. Rehmann performs an annual independent audit of Roeper’s financial statements in accordance with Generally Accepted Auditing Standards. The Audit Committee, which consists of non-employee Finance Committee members, approves the audit report, along with the management letter, and the final audit report is distributed at the November Board of Trustees meeting. This Audit Committee is charged with hiring and retaining the auditors. Roeper has consistently received an unmodified audit opinion. Roeper conducts a new trustee orientation session each fall which includes an in-depth review of the budgeting process, financial reporting, and financial outlook. The Associate Head of School for Finance and Operations is responsible for the development and maintenance of the budget, with input from departments and the Head of School. Enrollment is projected based on a historical five-year weighted average of retention and new admissions. The Head of School, Director of Enrollment Management and Financial Aid, and Associate Head of School for Finance and Operations review the feasibility of the projection data. Tuition rate increases are established after careful consideration of short-term and long-term budgetary needs, strategic priorities and progress, projected enrollment, and local market conditions. The Finance Committee presents an outline of the budget at the November Board of Trustees meeting. The Board of Trustees approves the annual budget in January. The Business Office distributes monthly budget reports to departments for their review and action if necessary. Student billing and collections, including tuition and material fees, are processed through the Business Office. There are two options for tuition payments by check directly to Roeper discounted full prepayment on or before June 30th and payment in full on or before August 1st. Roeper uses Blackbaud Tuition Management for payment options by credit card or ACH: four equal installments in July, September, November, and January; 10 monthly THE ROEPER SCHOOL ISACS SELF-STUDY 2025/2026
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installments beginning in July and twelve-monthly installments beginning in May. Delinquent accounts are turned over to a collection attorney after all internal collection efforts have been made. The Associate Head of School for Finance and Operations review the accounts receivable aging on a regular basis. The Business Office continues to strive to make its processes easier for both internal and external stakeholders to navigate, increase office efficiency, and reduce costs. In 2015, Roeper transitioned from paper contracts to Blackbaud online re-enrollment which helped to streamline processes, improved communication, and positively impacted retention. The result was better contract return rates and updated demographic information. In 2022, Roeper implemented Blackbaud Tuition Management which integrated the payment selection into the online re-enrollment process. In addition, Roeper has the majority of Business Office documents available for employees on the school website and employee portal e.g., plan documents, school policies, field trip forms, check request forms, etc. The Business Office interacts with the Development Office that uses the Blackbaud Raiser’s Edge program for donations and pledges receivable information. Roeper has linked all the school systems demographic information. The Business Office oversees all risk management programs for Roeper: comprehensive insurance program for property, educators legal liability (including directors and officers), fiduciary, casualty, auto, cyber, earthquake, flood, general liability, and workers’ compensation. The Business Office staff reviews the programs annually, and the recommendations are shared with the Finance Committee for final approval. Human Resources oversees background screening for personnel, contractors, and volunteers. Roeper maintains a Compensation Philosophy Document which expresses our commitment to providing a competitive compensation and benefit package to employees. The comprehensive benefit package offered by Roeper includes medical insurance, dental insurance, vision insurance, flexible spending account medical reimbursement, flexible spending account dependent care, life insurance, short term disability, long term disability and retirement benefits through the Savings and Match Plan. Roeper offers a Tuition Reduction Plan of 55% for children of an employee who are enrolled at Roeper. In the area of professional development, Roeper offers a Continuing Education Tuition Incentive Plan which provides up to 60% per course tuition reimbursement to employees for undergraduate and graduate studies up to a maximum of $5,250 per calendar year and the opportunity to participate in the professional curricular grant summer program. Strengths: 1. Roeper has a responsible, efficient, and dedicated Business Office Team, Maintenance Team, and IT Team that is responsive to students, families, faculty, and staff. 2. The Finance Committee is active and meets on a regular basis. There is regular oversight of financial statements vs. budget by the Finance Committee. Collectively, resources are stewarded prudently to ensure Roeper’s future. 3. Roeper is investing in its infrastructure by maintaining an operating budget allocation to capital projects and a six-year capital project expenditures plan for deferred maintenance. 4. The financial reports provided by the Business Office are timely, thorough, accurate, and conservative in nature. The reports incorporate audit recommendations and comply with accounting standards. 5. Roeper fiscal management is both highly professional and empathetic.
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Challenges: 1. Balancing the budget with declining enrollment while adequately funding all programmatic and operational needs, maintaining affordable tuition, and managing faculty staffing levels that exceed NAIS/ ISACS benchmarks. 2. Maintaining competitive compensation, salary, and benefits, to attract and retain high‑quality faculty and staff. 3. Investing in technology and facilities to support current and future learners while also meeting mission‑driven priorities such as financial aid. 4. Growing annual giving and Roeper’s endowment while preparing for the next phase of deferred maintenance, including the replacement of aging buildings and classrooms. 5. Managing resource strain caused by ad hoc projects and unexpected contingencies. Plans and Priorities: 1. Prioritize a balanced operating budget and long‑term financial sustainability, considering all key variables: staffing levels, compensation, professional development, technology, facilities, enrollment, financial aid, annual giving, and endowment. 2. Once enrollment is stabilized through improved retention and new admissions, develop an updated five‑year budget aligned with Roeper’s long‑term strategic goals. 3. After achieving a balanced operating budget, reinstate the Finance Committee and Board’s annual allocation of reserve funds to meet long‑term working capital and plant & equipment reserve targets. 4. Grow the endowment to strengthen support for financial aid and scholarship. 5. Reduce reliance on tuition revenue by increasing annual giving, expanding the endowment, and continuing to enhance and grow summer programs. Submitted by: David Fluent, Chair, Associate Head of School for Finance and Operations Leslie Bailey, Human Resources Manager Amy-Beth Fleischer, Chair of Finance Committee, Alumni Parent Kris Fleszar, Accounting Coordinator Loree Kelly, Accounting Manager Tonia O’Rourke, Accounts Payable Associate/Transportation Supervisor Addendum: Business Office organization chart
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PERSONNEL & HUMAN RESOURCES
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Personnel & Human Resources
At the center of Our Guiding Principles, Roeper is committed to empowering gifted learners to be active and compassionate citizens of the world. To help Roeper fulfill its objectives, we employ individuals who are qualified, mission aligned and are dedicated to putting the philosophy and their expertise into action. Roeper’s employees include faculty and staff members who serve throughout the year in its academic, auxiliary, enrichment, and summer programs. Structure and Distribution of Responsibilities for Faculty and Staff For its foundational academic program, for the 2025-26 school year, Roeper employs 133 faculty and staff members, which includes 100 full-time employees. These core employees work throughout the academic and calendar year to help Roeper fulfill its objective to offer a vibrant learning environment where students flourish intellectually, artistically, and emotionally. Faculty includes 64 teachers dedicated to providing learning experiences that are developmentally appropriate and encourage cultivation of independent, critical thinkers. Professional experience earned by Roeper faculty varies from one year to over forty years. The average years of teaching experience for full-time faculty is 17. The faculty retention rate for the 2025-26 academic school year was approximately 84%. Roeper teaches respect for the whole human being and a commitment to diversity and independence. Roeper accepts students without regard to ethnicity, gender, cultural background, religion, or sexual orientation. Roeper is committed to upholding its policies on diversity and inclusion in addition to complying with legislation prohibiting discrimination. Currently, people of color represent 13% of the faculty and 20% of the staff. Currently, individuals who identify as male comprise 29% of faculty and 32% of staff. Currently, individuals who identify as female comprise 71% of faculty and 68% of staff. In the 2025-26 academic year, Roeper maintains a student teacher ratio of 7.2:1 in the Lower School and 7.0:1 in the Middle Upper School. Additional administrative and instructional support is provided by a team of 6 staff members who collaborate with teachers to meet the academic, social, and emotional needs of the students. The average class size for the Lower School is 18 students for preschool and 20 to 24 students for kindergarten through fifth grade. The average class size for the Middle School students in grades six through eight is 12 students. The average class size for Upper School students in grades nine through 12 is 14 students. Roeper teachers strive to prepare students for success both in the classroom and beyond. Knowledge is shared with students by teachers who are experienced and well-educated scholars. Currently 42 full-time Roeper teachers have earned an advanced graduate degree at master’s level or above. This number includes four teachers with a doctorate degree. Currently, 43 of Roeper faculty have earned teaching certificates to document their educationrelated expertise. Roeper teachers demonstrate lifelong learning by continuing their education through formal college courses, professional development, sharing knowledge through mentoring and partnerships. Roeper staff members are partners with Roeper faculty each serving in their respective roles to provide an environment which enriches the education of the students and the community at large. Roeper staff members are employed in the following departments: Admissions, Communications/Marketing, Development, Administration, Administrative/Clerical, Business Office/Finance, Information Technology, Coaching Academic and Athletics, Child Care, Maintenance, Transportation and Summer Camp Programs. Members of these departments work collaboratively with faculty to provide the necessary components to make the operations of Roepersuccessful. The Admissions department actively recruits students who can benefit from the specialized approach of the Roeper educational philosophy. Admissions share the educational experiences available to Roeper students and seek best fit candidates for admission to Roeper. The admissions team guides families through the admissions application process and works with a committee to assist in evaluating eligibility for enrollment. The Communications/Marketing department works with departments and constituents to provide clear and helpful information and works to enhance the perception of Roeper. THE ROEPER SCHOOL ISACS SELF-STUDY 2025/2026
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Administration includes divisional directors of the respective departments within the school who engage in the strategic planning, implementation and oversight of school initiatives and programs. The Administrative/Clerical team performs specific functions within each department to support the school and departmental goals. The administrative professionals offer functional support for faculty and staff. The Business Office/Finance provides support for faculty, staff, parents and students through communication and interactions related to finance, budget, accounting, student enrollment, personnel, and transportation logistics. The Information Technology department works to ensure the security, integrity and functionality of all technological tools and infrastructure used by the Roeper community including employees and students. The IT team monitors the efficiency of existing technology, explores upgrades to operations, teaches and assists users of the system. The Maintenance department is responsible for facilities management including safety compliance, preventative maintenance, repairs, supply delivery, and custodial assistance. Roeper also employs individuals who support and supplement the academic program through childcare, enrichment classes, academic and sports teams and summer camp programs. As an independent school, financial resources are essential to sustaining the success of the academic program. Roeper is primarily funded through tuition but to enhance existing programs and ensure that a Roeper education is available to students of varying economic backgrounds; funding through giving is integral. Development reaches the community including parents, students, and alumni to share Roeper’s educational goals, the benefits of a Roeper education and to inspire gift giving to promote the advancement of the program offered to our students. Employee Recruiting and Retention Including Salary and Benefit Overview As stated in Roeper Compensation Philosophy, Roeper believes that it is in its best interest to attract and retain faculty and staff who are outstanding educators, scholars, teachers and administrative professionals; individuals who lead in the classroom, in the studio, and on the playing fields with high standards, fine character and personal commitment; leaders, mentors, and advisors who guide our students lovingly and judiciously with respect for the mission and philosophy of Roeper. To attract and retain exceptional faculty and staff, and to encourage their professional growth, Roeper established several key goals including: 1. To create a compensation package of cash salary and benefits that is competitive with the Midwest region ISACS/NAIS member schools with enrollments of 501 to 700 students. 2. To meet the differing needs of new and experienced faculty and staff (e.g., balancing salary and benefits). 3. To create and implement an employee evaluation process, which provides clear communication and feedback. 4. To create a compensation package which is fiscally responsible and gives due consideration to the various needs and priorities of Roeper, as well as attracting and retaining employees. Roeper is committed to attracting and retaining faculty who are outstanding scholars and teachers. Our commitment in action includes providing competitive salaries and benefits. Roeper reviews teacher salaries and compares them to the ISACS/NAIS median on an annual basis with the objective of providing competitive salaries, maintaining salary equity, and improving overall compensation and benefits in a fiscally responsible manner. Roeper’s current compensation package of salary and benefits is competitive with the Midwest region of ISACS/NAIS member schools with enrollments of 500+ students. We strive to continue
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to offer a desirable compensation package to our teachers. In 2016-17, Roeper began addressing the gap in compensation that was evident when comparing Roeper teacher salaries to the ISACS/NAIS benchmarking salary inequities. Additional progress towards reaching salary equity was made in 2017-18. In 2018-19, we met the 201718 teacher salary benchmark for Midwest region ISACS/NAIS schools of our size at all experience levels. Since that time, Roeper teacher salaries have consistently been on par with ISACS/NAIS benchmarks. As part of Roeper’s commitment to providing competitive and equitable salaries, Roeper teacher salaries are compared to the ISACS/NAIS benchmarking median. Roeper’s teacher salaries are based on teaching experience, teaching position, and when applicable, education. As in previous years, Roeper’s 2025-26 Budget included an across-the-board adjustment raise pool that was distributed among returning Roeper teachers based on a fixed dollar amount. The raise allocation was dependent on the teaching position (Teacher or Associate Teacher) and when applicable, education achieved (Bachelor’s degree or Master’s degree or above). Roeper reviews and compares teacher salaries to the ISACS/NAIS benchmark each year. The review includes considering the level of experience, determining whether the salary is below, on par, or above the benchmark. Teachers whose adjusted base salary would fall below the ISACS/NAIS benchmark, receive an equity adjustment in addition to the across-the-board adjustment raise pool amount. In recognition of teaching specific education, Effective with the 2024-25 academic year, Roeper began providing additional pay to recognize the achievement of teaching certification. Roeper provides a competitive benefit package to eligible employees with the intent of providing salary and benefits that provide employees with tools that may contribute to their overall health and wellbeing. A variety of benefits are offered to meet the needs of employees at each stage of their life or career journey. An employee’s participation in these plans is contingent on meeting the eligibility requirements. The terms, conditions, and eligibility requirements for benefits are set forth in accordance with applicable federal and state laws and through formal plans and policies for the specific benefits. Roeper’s benefits program includes medical insurance dental insurance, vision insurance, short-term disability, long-term disability, life and accidental death and dismemberment coverage; flexible spending account for medical care reimbursement and dependent care reimbursement. Employees with an employment agreement of 50% or more are eligible to participate in the healthcare plans and pay premiums on a pre-tax basis. Employees eligible for a school contribution toward medical insurance who do not select medical insurance will be eligible to receive a cash payment after proof of alternative coverage. Roeper’s Flexible Benefits Plan offers employees the option to customize benefits to individual needs, including tax-advantaged options such as medical and dependent-care reimbursement accounts. Roeper augments the voluntary retirement program by offering a defined contribution Savings and Match Plan to provide retirement benefits for employees who participate in the plan. The retirement program includes up to a 5% employer contribution for the matched elective deferral plan participants. Beginning in 2025, plan restrictions were modified allowing all Roeper employees to enroll in The Savings and Match Plan. Beginning in 2025, the plan was also modified to allow participating Roeper employees to defer compensation as either pretax elective deferrals or Roth after tax elective deferrals. The plan changes allow for greater participation and provide participants with more flexibility for their retirement savings. In the interest of maintaining a healthy lifestyle and a healthy balance between work and home, Roeper offers generous paid time off to employees. Qualifying employees may have access to paid time off through school breaks, vacation time, personal time, holiday bonus days, flexible scheduling during school breaks, paid sick time. The type and/or amount of paid time off depends on the nature of the employment relationship.
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Employment Policies and Communication Information on benefits is shared with employees through various mediums including the Roeper intranet site, Human Resources Information System (HRIS), provider website, handbook, booklets, electronic or traditional mail. Roeper’s benefits policies have established standards for eligibility to ensure that they are administered equitably. Roeper also maximizes its “climate advantage” as a workplace, with faculty and staff-friendly policies and perquisites including continuing education tuition reimbursement, professional development funding, technology purchase financial assistance, Roeper tuition reduction for the children of employees; free before and aftercare and discounts on The Roeper Summer Day Camp fees for children of employees. Roeper also strives to encourage engagement through social events including school kick off activities, luncheons, periodic celebrations, employee recognition, and access to student centered activities including sports, arts, and theater. Communication of information essential to establishing and maintaining the employment relationship is provided to employees. The information which is shared includes the communication of Roeper policies, procedures, practices, and philosophy. The initial sharing of information begins during the recruiting cycle as candidates are provided with an overview of Roeper’s philosophy, objectives for the department, requirements for the position and include information on Roeper’s compensation and benefits programs. Using technology, the application and onboarding process were streamlined to provide both prospective and current employees with access to helpful information. During onboarding, employees receive information defining the terms of the employment relationship, the Employee Handbook and Policy Reference Guide, employment policies, and applicable benefits. At the beginning of each academic year, new hire faculty and staff participate in an orientation to help them engage as part of the Roeper community. Both returning and new hire faculty and staff participate in activities where employees reconnect, collaborate on objectives, participate in professional development, and receive information on priorities, policies, and expectations. Information is provided through various mediums including Roeper’s intranet site, web-based tutorials, in person training sessions, on the job training, the faculty mentor program, staff cross-training, departmental meetings, and meetings with supervisory staff, department newsletters, and electronic or traditional mail. Employment related information disseminated by the Human Resources office is provided to employees using the aforementioned methods. Additional information is also provided to employees by request. Roeper also maintains an easily accessible Employee Document page on the Roeper website which includes employment-related documents and forms. As stated in the Employee Handbook and Policy Reference Guide, it is the policy of Roeper to be fair and impartial in all of its relations with its employees and applicants for employment. Roeper does not discriminate in employment opportunities or practices because of race, color, religion, gender, sexual orientation, national origin, height, weight, familial status, marital status, age, or disability. The school complies with applicable federal and state employment laws. The school properly maintains personnel records in accordance with school policy and applicable laws. Terms of employment including job responsibilities, pay rate, and benefit eligibility are communicated in writing at the time of the initial hire. For employees with an agreement for the academic year, information about the status of renewal of employment for the successive year is generally provided in the spring either through distribution of a renewal agreement, notification that the employment relationship is under review, or notification that the employment relationship will cease.
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Policies to Protect Students and Staff To protect the health and well-being of Roeper students and employees, and in compliance with state and federal rules Roeper has documented guidelines for background screening. Background screening is required for all employees. It is also required for independent contractors or volunteers who will have regular or continuous contact with students or unsupervised contact with students. Prior to beginning employment, employees of Roeper and personnel leased as employees through a vendor are required to undergo a fingerprintbased background check. Satisfactory results verified by Roeper are required before the individual starts work. The assignments of independent contractors and volunteers are reviewed in advance to determine what background screening policies are applicable. When the assignment necessitates background screening, individuals are required to undergo screening. Satisfactory results verified by Roeper are required before the individual starts the assignment. Roeper communicates its policies on appropriate conduct through its policies. Applicable policies are provided to prospective employees, independent contractors, and volunteers as part of the background screening process. Roeper complies with state-mandated reporting requirements. Roeper’s policies and training provide information on appropriate conduct and how to report allegations of inappropriate conduct. It is Roeper’s policy to contact the proper authorities if it receives reports of illegal conduct. Roeper’s policy also states that claims of inappropriate conduct will be investigated and addressed. Roeper complies with the NAIS Principles of Good Practice in hiring. Prior to initiating a search, organizational and departmental needs are reviewed to determine whether it is appropriate to hire. If approval is given by the authorized school leader to hire additional employees to fill a new or existing position, then the search process is initiated. The search process begins with identifying and documenting the position, title and description of responsibilities, essential duties, required skills, and description of skills, education, and experience needed. A salary range is also established based on the type of position, job duties, candidate experience, market research, and Roeper’s compensation guidelines, including the school’s budget. After establishing the criteria, a job posting is created and prepared for distribution. Roeper maintains a written policy which outlines the search and recruitment process. Guidelines include the composition of the search committee, job placement techniques to inclusively solicit interest from candidates, appropriate interview protocols, and candidate vetting. The guidelines are utilized with the objective of filling positions with qualified candidates, in a process that is consistent, equitable, and effective. Directors, managers, and supervisors along with members of the search committee are trained on how to perform their respective responsibilities. Additional coaching and support are provided by Human Resources. Employee Onboarding, Orientation, Professional and Leadership Development To acclimate new hires, Roeper provides onboarding and orientation for new faculty and staff. The orientation is designed to help employees gain a deeper knowledge of gifted education, the Roeper Philosophy and helpful employment related information. The objective is for employees to feel welcomed, informed, and equipped to apply the Roeper Mission and Philosophy during their work , articulate the relationship between philosophy of teaching and daily practice, identify the characteristics of gifted learners, Additionally, participants are given practical job related information to assist them in their new role as a Roeper employee. To ensure that new teachers begin to understand the many facets of teaching at Roeper and applying the Roeper Philosophy and to aid with day-to-day procedures, new teachers participate in a mentoring program with established faculty. Lower School mentors may either be from the same Stage/academic department or another department. New faculty are also encouraged to select an informal mentor. In Middle/Upper School, each new faculty member has two mentors, one is the department coordinator, and the other is a faculty member outside the department. Mentoring begins at the new hire orientation and continues with periodically scheduled meetings throughout the school year. Less formal mentoring may occur in the second year of employment when either the director or employee identifies and communicates a need for additional guidance through mentoring.
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At the Lower School and the Middle/Upper School, the academic director meets with mentors and new faculty mentees to encourage a self-reflective and self-evaluative approach to professional philosophy and practice. The mentors help the new faculty deal with everyday procedural issues including offering insight about students, Roeper as an institution, and classroom needs. The mentor may also help acclimate the faculty by informing the new faculty of available in-services, conferences, and workshops and professional organizations. For both the Lower School and the Middle/Upper School, the mentoring faculty is available to both observe and be observed by the new faculty. The new faculty is also given the opportunity to observe other experienced faculty periodically during the school year. Administrative and additional resource support is throughout the mentoring program. Support by the administrator may include contacting the new faculty and/or mentor for updates regarding the mentoring process and offering assistance/support to the new faculty. In the Middle/Upper School, the mentor teacher and mentee teacher are paired together as Homeroom Advisors provide mentoring opportunities and purposeful, regular interaction. Additional meetings are scheduled periodically. Each school year, the division directors review the number of incoming faculty. In those years in which several new faculty are being onboarded, the director schedules group a session to provide guidance around report writing and parent teacher conferences. These group sessions are led by administrators and supported by mentor faculty. When new teacher numbers are lower, the guidance is provided through one-onone meetings. Following the first year, mentoring is less structured; guidance continues to be available from the department coordinator. Roeper holds several in-service professional development days for faculty and staff per year. In addition, directors and academic departments have funds available for individual and group professional development. Roeper also offers professional development, in which faculty apply for funds to do outside research or academic study. Faculty who participate in the program are expected to share their knowledge with colleagues. Professional development includes opportunities for training in giftedness and inclusion. Faculty and staff participate in the Association of Michigan Independent Schools conference every other year. Administrators and faculty may also participate in the National Association for Gifted Children and the National Association of Independent Schools conferences. The Middle/Upper School library contains a collection on giftedness, and the Lower School library houses a separate parent education collection. The National SEED Project (Seeking Educational Equity and Diversity) guides participants on a journey of self-discovery. Roeper participates in the SEED at the institutional level, with SEED trained Roeper faculty or staff leading school constituency groups through a SEED program. SEED describes its program as ”a peer-led professional development program that promotes change through self-reflection and interpersonal dialogue and builds capacity for more equitable curriculum, campuses, and communities.” The SEED program is one of the tools used to impact and prompt reflection on views and perspectives in diverse areas including: race, gender, sexual orientation, abilities, exceptionalities, ethnicities, class are explored through activities, conversation, and other resources. Roeper faculty and staff may also participate in the national program, Supporting Emotional Needs of the Gifted (SENG). Roeper faculty and staff recognize that parents may feel isolated from resources they need to successfully parent their gifted child. As part of Roeper’s commitment to nurturing the whole child, Roeper provides trained faculty act as facilitators for the SENG Parent Support Group. SENG’s mission is to support gifted and twice exceptional individuals. SENG’s vision is for “gifted and twice exceptional individual s have the opportunity to thrive socially, emotionally, and intellectually.” Roeper facilitators share their knowledge and facilitate discussions with parents/guardians with the objective of assisting gifted and twice exceptional students in fulfilling their potential as individuals and as students.
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New hire employees receive web-based training at the time of hiring. Returning employees complete annual web-based refresher training. The web-based training communicates expectations on appropriate conduct. Topics include appropriate boundaries, discrimination, diversity, and harassment. Safety and security topics include bloodborne pathogens, child abuse, concussions, bullying, and digital security. Roeper provides onsite first aid and CPR training for all employees, bi-annually. Staff may also participate in professional development through job specific webinars, seminars, conferences in addition to on-the-job training. Performance Management and Evaluation Previously faculty would have a periodic review in years one, two, and five of employment. Reviews were then scheduled to occur every five years thereafter. Since that time, the review program has been modified. Directors meet with faculty on an annual basis to discuss expectations and goals. Directors observe faculty periodically to provide coaching and feedback. New faculty and faculty who directors identified as needed are observed at a higher frequency and provided with additional and/or coaching. Reviews for non-faculty are scheduled to occur on a bi-annual basis. The periodic review reflects accomplishments, challenges, objectives for the positions, and summarizes employee job performance. During the 2024-25 school year, Roeper went through a significant transition. Planning for a re-structure of existing positions and reduction in positions occurred through most of the school year. The end of the school year was met with significant turnover in the leadership team. Reviews that were scheduled to occur at the end of the 202425 school year were deferred. Managers and supervisors interact with, observe, and review employee performance. They also clarify expectations and provide valuable feedback on performance. When an employee is not meeting expectations, interventions include additional coaching, training, and professional development. In cases where performance is not enhanced by professional development, a Performance Improvement Plan may be initiated to identify the areas that need improvement and monitor progress towards specified goals. Strengths: 1. High faculty and staff retention contributes to institutional stability and ongoing progress on initiatives and programs. 2. School policies, guidelines, and benefit information are easy to access and clearly presented. 3. Compensation and benefits are competitive and aligned with ISACS/NAIS benchmarks. 4. Roeper offers a comprehensive benefits package, including professional development, continuing education assistance, and paid time off. Challenges: 1. Reliance on tuition revenue, coupled with financially unsustainable low student–faculty ratios, limits available funding for compensation, benefits, and facility improvements. 2. Significant faculty recruitment occurs primarily near the end of the school year and during the summer, reducing the candidate pool and creating a compressed timeline for faculty and staff who are simultaneously managing end‑of‑year and start‑up responsibilities. 3. The teacher review process would benefit from additional structure. 4. Changes in the importance assigned to diversity and inclusion by society, including our community, contribute to challenges in building an inclusive community with faculty and staff who reflect greater diversity.
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Plans and Priorities: 1. Review and prioritize funding needs for compensation, benefits and facility improvement that will align appropriately with school budget. 2. Shift recruitment timelines earlier in the academic year to expand the candidate pool. 3. Standardize a user-friendly tool to document the check-ins and mid-year touchpoints and feedback provided to faculty. 4. Conduct assessment of school climate to identify how inclusivity and belonging can be strengthened. 5. Review targeted outreach to attract more diverse and qualified candidates. Submitted by: Leslie Bailey, Human Resources Manager and Committee Chair Kris Fleszar, Accounting Coordinator Dave Fluent, Associate Head for Finance and Operations Loree Kelly, Accounting Manager Tonia O’Rourke, Accounts Payable Associate and Transportation Supervisor
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TECHNOLOGY
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Technology
Roeper maintains a focus on commitment to innovation, equity, and mission-aligned integration of technology across teaching, learning, and operations. Guided by the school’s philosophy of nurturing gifted learners through curiosity, creativity, and social responsibility, the school provides infrastructure and instructional design that empowers students, faculty, and staff. Roeper maintains a Technology Strategic Planning Committee that provides long-range vision and coordination between divisions. The committee ensures that technology decisions align with Roeper’s mission and the evolving landscape of digital learning, including the responsible use of emerging technologies such as artificial intelligence. The IT Department manages a structured device replacement cycle and oversees purchasing, cybersecurity, and technology support. Technology infrastructure is robust, with reliable internet connectivity, robust cybersecurity, and modern hardware at both campuses. Faculty can request instructional support through the help desk or collaborate directly with the Technology Integration Teacher, who provides classroom-based coaching as well as scope-and-sequence development. Roeper emphasizes equitable access to devices and connectivity, ensuring that financial or learning needs never limit a student’s participation. Teachers are encouraged to experiment with new tools and pedagogies independently, with support from IT and the Technology Integration Teacher available as needed. The school continues to balance innovation with manageability, seeking solutions that enhance learning while remaining sustainable for staff. Overall, Roeper’s technology ecosystem is characterized by collaboration and alignment with school values, fostering an environment where both educators and students develop technological fluency grounded in ethical and creative engagement. Strengths: 1. Robust infrastructure — Modern computing equipment, solid cybersecurity operations and efficient support systems across both campuses. 2. Collaborative structure — A Technology Strategic Planning Committee that bridges IT operations, pedagogy, and leadership across divisions. 3. Supportive professional culture — Teachers can easily access individualized technology assistance. There are strong collaborative relationships between faculty/staff and the IT department. 4. Commitment to equity — Devices, access, and assistive technologies are provided based on educational need, ensuring inclusion for all learners. 5. Mission-driven innovation — Technology policies and practices reflect Roeper’s philosophical emphasis on curiosity, authenticity, and student agency. Challenges: 1. Seasonal workload peaks — Ticket volume increases significantly at the start and end of each school year, slowing resolution times. 2. Shadow IT practices — Occasional unapproved purchases by employees can introduce unsupported devices into the technology environment. 3. Evolving AI and digital ethics landscape — Ongoing need to balance innovation with responsible use and clear policy guidance. 4. Change management — New tools and workflows can overwhelm staff when rolled out without adequate time or training.
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Plans and Priorities: 1. Finalize K–12 Technology Scope and Sequence to define digital literacy and computational thinking outcomes across divisions. 2. Strengthen professional development by curating hands-on learning opportunities for faculty integrating technology in classrooms. 3. Improve asset management and purchasing oversight to prevent unapproved acquisitions and ensure consistent support. 4. Advance cybersecurity training and risk management through ongoing third-party audits, awareness campaigns, and technical controls. Addenda: Technology Scope and Sequence (Draft, K–12) Submitted by: Brian Durst, Chair, Director of Technology & Innovation, Parent Matt Frymark, Data and Security Analyst Wendy Mayer, Technology Integration Teacher Nick Weibel, Network Administrator, Parent Cori Hatcher, Middle/Upper School Librarian Carmen Flora, Lower School Librarian, Parent Dan Jacobs, English & Communications Jacob Vacante, IT Technician
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FACILITIES, SAFETY & SECURITY
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Facilities, Safety & Security
Roeper’s approach to facilities, safety, and security reflects Roeper’s deep commitment to the well-being of every member of its community. Guided by the Roeper philosophy, which values respect, equity, and the holistic development of each individual; Roeper maintains an environment that is both nurturing and secure. Across both campuses, physical spaces, operational systems, and health and safety protocols are managed collaboratively among administrators, facilities staff, faculty, and the Board of Trustees to ensure that all environments support Roeper’s mission and educational program. Roeper complies with all applicable state and local health, fire, and safety requirements. Routine inspections, such as fire, AED, pool, playground, and general facility checks, are conducted in accordance with local, county and state regulations. Roeper also engages in proactive safety planning, including a third-party Safety and Security Program Assessment and ongoing review of its Emergency Operations Plan (EOP) with local law enforcement. Physical security measures include a keycard access system, security cameras, and procedures for visitor checkin. Roeper balances a welcoming atmosphere with clear expectations for access and supervision. Behavioral Threat Assessment Management (BTAM) provides a common framework for addressing potential concerns. Regular emergency drills are completed and reported to county authorities as required by the State of Michigan, including fire, tornado, and shelter-in-place events. In the realm of health and safety, policies and practices are designed to protect both physical and emotional wellbeing. Students with medical conditions have detailed Emergency Action Plans, medication forms, and critical medical information (such as severe allergies or asthma.) These forms are securely stored and made accessible through Roeper’s Blackbaud system to designated personnel. CPR, first aid, and mandatory GCN and LARA trainings are completed by all faculty and staff. Facilities maintenance and improvement are managed through weekly operations meetings and bi-monthly crosscampus facilities/safety meetings. Deferred maintenance is addressed via a six-year Capital Project Expenditures forecast, with $200k allocated annually in the operating budget. Significant projects, such as the Accessible by Design initiative, are developed in partnership with the Board of Trustees and funded through a capital campaign. Environmental sustainability remains an institutional priority. Both campuses have implemented LED lighting upgrades, motion-sensor systems, recycling, composting programs, and hydration stations. The Board of Trustees’ Environmental Sustainability Policy formalizes this commitment, ensuring that new construction and renovations prioritize energy efficiency and stewardship. Roeper’s cybersecurity, privacy, and data-protection practices are robust and align with industry standards. Multifactor authentication, phishing simulations, penetration testing, and regular audits help ensure compliance with best practices. Sensitive information is protected through access controls, encryption, and data-loss prevention filters. A designated data security specialist in the IT department oversees risk assessments and staff training. Collectively, these efforts ensure that Roeper’s facilities and operations remain safe, sustainable, and supportive of its educational mission — fostering a secure, inclusive, and forward-looking learning environment. Strengths: 1. Comprehensive Emergency Operations Plan (EOP) reviewed annually with local law enforcement and implemented through regular drills. 2. Physical security infrastructure including keycard access, cameras, upgraded classroom door locks, window safety glazing, and clearly defined visitor protocols. 3. Proactive health and medical safety management through individualized Emergency Action Plans and trained staff. 4. Culture of safety supported by staff training (GCN, LARA, CPR/First Aid) and consistent compliance documentation. THE ROEPER SCHOOL ISACS SELF-STUDY 2025/2026
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5.
Well-established maintenance and facilities planning process with clear budgetary support for deferred maintenance. 6. Environmental sustainability initiatives — including LED lighting, composting, and hydration stations — demonstrate ongoing stewardship. 7. Strong data-privacy and cybersecurity program, including third-party assessments, phishing simulations, and multifactor authentication. Challenges: 1. Variability between campuses in age and condition of buildings presents ongoing maintenance and accessibility challenges. 2. Staff feedback indicates a desire for additional training and confidence-building in lockdown and crisisresponse scenarios. 3. Exterior doors and windows require staff oversight to ensure consistent security and closure. 4. Visitor management systems rely on manual compliance (e.g., requiring sign-in after entry), which can result in procedural gaps. 5. Deferred maintenance and long-term sustainability goals require continued prioritization amid competing fiscal demands. Plans and Priorities: 1. Modernize facilities — Integrate accessibility, safety and environmental priorities into ongoing capital planning and future renovations, e.g., replacement of Domes buildings 2. Expand crisis-response and security training — Deliver annual all‑staff workshops and tabletop exercises to enhance everyday preparedness and build confidence in emergency response. 3. Sustain technology security posture — Continue annual external cybersecurity audits and organization‑wide awareness initiatives. 4. Enhance security infrastructure — Review recommendations from the third‑party Safety and Security Program Assessment and develop implementation plan. 5. Improve visitor management — Evaluate electronic visitor‑tracking and notification systems to strengthen compliance with check‑in protocols. 6. Advance sustainability initiatives — Continue expanding composting programs, LED lighting conversions, and renewable‑energy feasibility assessments. Submitted by: Ryan Boyl, Co-chair, Maintenance Supervisor David Fluent, Co-chair, Associate Head for Finance & Operations Jessica Guenther, Administrative Assistant, Birmingham Campus Gretchen Osgood, Administrative Assistant, Birmingham Campus, Alumni Parent Mary Shutty, Administrative Assistant, Bloomfield Hills Campus Michael Waddington, Maintenance Assistant, Bloomfield Hills Campus David Webb, Maintenance Associate & Bus Driver, Bloomfield Hills Campus, Parent Ryan Zinser, Maintenance Assistant, Birmingham Campus, Alumnus 2010 Addenda: 1. Official inspections 2. Completed capital projects list 2016-2025
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CONCLUSION
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Conclusion
The process of creating The Roeper School’s ISACS Self-Study has provided an invaluable opportunity for our school community to reflect thoughtfully on who we are, examine our practices, and consider how we can continue to grow. From the outset, the Head of School and Steering Committee encouraged the community to approach the Self-Study not simply as an accreditation requirement, but as an opportunity for honest introspection — to deepen our understanding of the school, recognize our strengths, and identify areas for continued growth and improvement. This perspective gave our collective work both purpose and focus. The Self-Study process was widely perceived as smooth, productive, and thoughtfully organized. We established a timeline that allowed us to accomplish our work efficiently while minimizing additional demands on the community. The Steering Committee provided clear guidance and expectations, established deadlines, and helped set the pace for discussion, reflection, and drafting. This structure allowed the committees to engage meaningfully with their assigned areas while steadily moving the work forward. Throughout the process, we gained a deeper appreciation for the many ways Roeper’s mission and educational philosophy are reflected in our daily work. Faculty and staff demonstrated a strong commitment to the Self-Study, meeting regularly to prepare for and lead content-specific discussions. Academic coordinators also collaborated during dedicated work sessions to examine academic practices and consider how our programs and pedagogy reflect Roeper’s distinctive educational philosophy. We dedicated a professional development day to cross-campus collaboration, allowing curriculum coordinators to facilitate pedagogical discussions among colleagues from both campuses who teach within the same disciplines. The engagement and enthusiasm of faculty and staff were evident throughout these conversations. Teachers were eager to identify and celebrate successful classroom practices, exchange ideas with colleagues, and explore opportunities for greater collaboration across campuses and divisions. The process fostered meaningful dialogue and reinforced our shared investment in Roeper’s mission and continued growth. Through the Self-Study, we identified five priorities that will guide our efforts to advance Roeper’s mission through continued improvement and innovation: 1. Reestablish Roeper’s identity as a leader and recognized expert in gifted education. 2. Develop a strategic enrollment plan that responds to regional demographics, market, and economic conditions; clearly articulates what distinguishes Roeper; and attends intentionally to the student and family experience. 3. Continue to develop a robust, multidisciplinary student support system that is fully integrated into academic and school life and serves not only twice-exceptional (2e) learners, but all students. 4. Provide more dedicated opportunities for faculty collaboration across campuses, divisions, and content areas, including classroom observation and the sharing of instructional practices. 5. Expand opportunities for faculty leadership and professional growth, enabling faculty members to develop and exercise leadership skills while contributing more broadly to the life and future of the school. Taken together, these priorities reflect both confidence in Roeper’s distinctive strengths and a commitment to thoughtful evolution. The Self-Study has reminded us that our mission is not simply something we preserve; it is something we continually examine, interpret, and bring to life in response to the students and families we serve. The process has strengthened our understanding of ourselves as a school and clarified important opportunities for the years ahead.
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On behalf of everyone at The Roeper School, we thank ISACS for its guidance in helping us know ourselves more deeply and examine our work with greater clarity and purpose. We look forward to welcoming the Visiting Team to our campuses later this fall and to continuing the reflection, dialogue, and growth that this process has inspired. Submitted by: Anne Glass, Head of School Kevin Carlson, Chair/Board of Trustees, Parent Sarah DeVries, Lower School Faculty, Parent Jennifer Irvine, Executive Assistant to the Head of School Michelle Stamler, Middle/Upper School Faculty, Alumnae Parent
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STANDARDS FOR MEMBERSHIP CHECKLISTS
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Standards for Membership Checklist
1. 2. A1.
IRS 501C3 Confirmation Letter 1-26-17.pdf TBD
Mission & Governance 2A. Mission & Philosophy.docx 2A. TBD
A2. Roeper Bylaws June 2025 .pdf 2A. Roeper Employee Handbook and Policy Reference Guide.pdf 2A. Roeper Handbook-Community Guidelines - October 2025 directory policy.pdf A3. A4. 2A. Roeper Mission Statement Committee — Nov 2024 Board Report.docx 2A. Sept 2024 Minutes FINAL.pdf 2A. Nov 2024 minutes FINAL.pdf A5. A6. A7. 2B. Board of Trustees Roster Contact List 2025-2026.pdf 2B. Roeper Officers and Committees 2025-2026.xlsx 2B. 2025-2026 Board of Trustees Professional Listing.pdf 2B. Conflict of Interest Policy.pdf 2B. Confidentiality and Non-Disclosure Agreement 2025-26.pdf 2B. Confidentiality Agreement - Non-trustee 2025-26 (1).pdf 2B. Governing Body Handbook.docx 2B. Roeper_Succession_Matrix Feb 2026 Updated.xlsx 2B. Roeper Bylaws June 2025 .pdf A8. A9.
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THE ROEPER SCHOOL 41190 Woodward Avenue Bloomfield Hills, MI 48304 248.203.7300 www.roeper.org
We empower gifted learners to be active and compassionate citizens of the world.