1
INTRODUCTION
This handbook is addressed to families of Carroll
students who are in the 7
th, 8
th, and 9
thgrades. We
hope that it will answer many of the questions asked
about high school planning and that it will serve as a
guide for the process of returning to public schools as
well as applying to independent schools.
The Transition Office has the primary responsibility
for assisting families as they consider school options
for their children after graduation. It is our goal to
ensure that after leaving Carroll, students continue
their education in the most appropriate settings, ones
in which they can be successful.
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Please refer to the Transition pages on the Carroll
website for up-to-date information and forms. These
can be found by clicking on the “Parents” button
located above the Carroll logo at the top of the home
page, and then clicking on ‘Transition’ which is under
‘Parents Page’ on the left side. The link follows:
http://www.carrollschool.org/
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TABLE OF CONTENTS
Roadmap to High School 4
Overview of High School Transition Process 5
Transitioning to a Public or Technical School 8
Responsibilities
Transition Office 10
Families 11
Levels of Support at Private Schools 12
A – Maximum Support 13
B – Moderate Support 14
C – Minimal Support 16
D – No Support 18
Independent School Admissions Testing 19
Questions to Ask Schools 20
Admission Interview – Tips for Students 22
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ROADMAP TO HIGH SCHOOL
Transition Overview Presentation Research & Visit Schools Interview SSAT ?? Transition Meeting w/ Parents Public Private Maintain Grades and Attendance for
GRADUATION! IEP Apply Identify Child’s Needs Accept/Deny Revisit Team Meeting Testing
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OVERVIEW OF
HIGH SCHOOL TRANSITION PROCESS 7th/ 8th GRADE
January - March
Arrange for and schedule updated testing (WISC IV) and educational battery if current testing is older than 18 months.
March
Attend parent teacher conference to learn about your child’s current performance.
March - April
Attend a transition overview meeting at Carroll.
Complete Transition Parent Questionnaire and return to Transition Office.
Call the Transition Office at ext. 9712 or ext. 9722 to schedule an appointment in the spring of the student’s 7th/8th grade or fall of 8th/9th grade.
Summer Months
If you want to get an early start, drive by schools under consideration.
If applying to schools that require the SSAT, review SSAT vocabulary posted on Carroll website.
September
Schedule transition meeting if not done in spring.
Check with Transition Office to find out whether the schools you are considering for your child require the Secondary School Achievement Test (SSAT).
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8th/ 9th GRADE
September - continued
Begin/continue researching a broad range of school options by collecting materials and visiting school websites.
Attend Open Houses.
Schedule interviews at schools to which your child will apply.
Call Transition Office to schedule a mock interview session before the first interview.
As you pursue your options, keep the Transition Office informed of what you are learning. We are interested in your impressions of other schools and can help guide you with our knowledge.
November
If interested in Landmark, complete application and send all necessary paperwork by Thanksgiving.
If interested in Catholic schools, register to take the required diocesan entrance exam in November or December.
Check application deadlines, as these vary. Most parochial school deadlines are in December, and others are January 15 or February 1.
December
Continue interviewing at schools.
Take the SSAT if necessary.
Submit applications to parochial schools.
Notify the Transition Office of the schools to which
your child will apply.
7 January
Bring essays to language teachers for editing.
Submit applications to private schools by their deadlines.
Check application deadlines carefully. March
Notification of admission decisions from Independent schools – on March 10.
Call or email the Transition Office to inform us which schools have accepted your child.
March - April
Inform an admissions office ASAP if no longer considering their school.
Attend Revisit Day if desired – usually in early April.
Inform all private schools and the Carroll Transition Office of your child’s final school choice – by April 10. June
Carroll will send final report cards to the school your child will attend in the fall.
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TRANSITIONING TO
A PUBLIC OR TECHNICAL SCHOOL
When entering or returning to the public school, it is important that you establish positive relationships with the Special
Education personnel within the school district. Together, you will collaborate and develop an Individual Education Plan (IEP) that best meets the needs of your child. It is essential that you share information about your child, as well as advocate on his/ her behalf.
For funded students currently on an IEP with their school district, Carroll's School District Coordinator will arrange a review with your child’s team and schedule an IEP meeting. For privately funded students, Carroll will consult with you and provide guidance as you navigate the special education process. The special education personnel in your school district are responsible for writing an IEP or 504. Carroll teachers will advise.
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Returning to Public - Timeline for privately funded students
Contact your school district to discuss and explore high school offerings.
Send a Referral Letter along with any new testing to the school district to initiate the Special Education process so that the child can receive appropriate services and support.
Make an appointment to observe the Special Education offerings in your district, including technical school options.
NOTE: Some technical schools will accept applications on a rolling basis starting in the late fall.
Register your child at the school.
Arrange for your child to shadow a student in the high school.
School district requests teacher input about the child’s current performance on Educational Assessment Part B Form.
Parents write sections for Parent Concerns and Vision Statement. Email to district before the IEP meeting.
IEP meeting
o Review Testing
o Determine Eligibility
o Develop IEP Goals and Accommodations.
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RESPONSIBILITIES
Carroll School Transition Office Responsibilities
Advise students and parents.
Gather information from current teachers on student performance and research the child's academic history, progress at Carroll, test scores, learning style & needs.
Recommend range of schools to fit child.
Together with the family, discuss additional
considerations for placement, specific interests, and goals.
Compile list of fall Open Houses.
Interview preparation.
Facilitate application process.
Provide guidance for transition to public school. The Transition Office is responsible for sending a packet of each student’s Carroll records by the designated school’s deadline, including the following materials:
Teacher Recommendations - We request and collect Character, Language, and Math recommendations from the appropriate teachers. Parents usually do NOT need to send us specific school forms as standardized Carroll recommendation forms are used for all students.
Detailed Grade Reports for current & previous year.
Transcript for Q2 grades including Carroll activities.
Standardized testing administered at Carroll
11 Family Responsibilities
Research schools.
Schedule interviews.
Complete and submit formal application.
** Most boarding schools accept the Common Application. Check with the school to find out.
Write student and parent essays. The essay should be the student’s work; however, if requested by the student, Carroll faculty provides editing assistance.
Submit recent neuropsych and educational testing.
If applicable, be sure to send SSAT scores electronically to each school.
Notify Transition Office of school acceptances, waitlists, and rejections.
Notify schools and Carroll Transition Office of your decision by April 10 and submit enrollment deposit.
Maintain strong grades throughout the remainder of the year, as all acceptances are based on the assumption that students will complete the year in good standing. Keys to Success
Relax!
Listen to your child
Have fun
Trust the process – it will all work out
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LEVELS OF SUPPORT AT SCHOOLS
All students attending Carroll have a language-based learning disability; however, their skill level and educational needs for high school vary widely. Each student is a unique individual with distinctive needs and interests. There is a school for everyone, but not one school for everyone.
On average, approximately 1/3 of graduating Carroll students return to their public or technical school, 1/3 go to private day schools, and 1/3 go to boarding schools for high school. The types of schools students attend depend on the child’s academic development, independence, self-advocacy, and ability to apply strategies and be an active learner.
Support is offered in varying degrees at schools, and the needs of each individual child should be considered when selecting certain schools. Following are the broad categories of the types of school programs that exist, ranging from the most
supportive to the least.
A - Maximum Support - School with remedial LD support B - Moderate Support - Mainstream setting with integrated
academic support and accommodations.
C – Minimal Support - Mainstream faster-paced setting that can be understanding of students with different learning styles, but provides little support. Tutorial support can be arranged; drop-in Learning Centers might be available and few
accommodations are allowed.
D – No Support – Demanding school with heavy workload and no accommodations.
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Sample lists of schools that match the profile within each category are highlighted on the following pages. This list is not to be considered inclusive of all the options within these categories; it is New England-based and intended to be used merely as a guide to help you begin your research.
A - SCHOOLS WITH MAXIMUM SUPPORT
Provides Specialized/ Remedial Support -The LD School – offers a full-service remedial support program to the LD student population: day or boarding.
Corwin Russell/Broccoli Hall, MA (grades 5-12, D) * Eagle Hill School, MA (grades 8-12, D & B)
Forman School, CT (grades 9-12, B) Gow School, NY (grades 7-PG, B)
Greenwood School, VT (grades 5–12, B) Kildonan School, NY (grades 6-PG, B) Landmark School, MA (grades 2-12, D & B) * Learning Prep School, MA (grades 2-12, D) * Linden Hill School, MA (grades 5–9, B) Maplebrook School, NY (grades 5-12, B) Oxford Academy, CT (grades 9-12, B, boys) White Oak School, MA (grades 5–12, D) * Willow Hill, MA (grades 5-12, D) *
14 B – MODERATE SUPPORT
College Prep, mainstream education setting with Academic Support on site – a school, public or private that offers an integrated LD program within the larger school. These services are provided during the school day and are delivered in
various ways with varied levels of support:
Full day of small group classes or certain classes, usually Math and English.
Through a Learning Center, which can provide both subject specific assistance and support with study skills, writing skills, organization, time management, and varied remedial assistance. B - MIDDLE SCHOOL PROGRAMS
Cardigan Mountain School, NH (grades 6-9, B) Eaglebrook School, MA (grades 6-9, B & D) Fenn School, MA (grades 4-5, D, boys)
Fessenden School, MA (grades K-9, D & B, boys) Hillside School, MA (grades 5-9, D & B, boys) Indian Mountain School, CT (grades 6-9, B) Rectory School, CT (grades. 5-9, B)
15 B - HIGH SCHOOL PROGRAMS Public High Schools with IEP in place
Assabet Valley Reg. Vocational, MA (grades 9-12, D) Avon Old Farms School, CT (grades 9–12, B, boys) Brewster Academy, NH (grades 9-12, B)
Carroll Nine, MA (grade 9, D)
Chapel Hill-Chauncy Hall, MA (grades 9-12, D & B) Cushing Academy, MA (grades 9-12, D & B)
Darrow School, NY (grades 9-12, B) Dublin School, NH (grades 9-12, B) Gann Academy, MA (grades 9-12, D) Gould Academy, ME (grades 9-12, B) Hoosac School, NY (grades 8–12, B)
Keefe Technical School, MA (grades 9-12, D) Kent’s Hill School, ME (grades 9-12, B) Malden Catholic, MA (grades 9–12, D) Marvelwood School, CT (grades 9-12, B)
Minuteman Career & Tech High School, MA (grades 9-12, D) Miss Hall's School, MA (grades 9-12, B, girls)
Mount St. Charles, RI (grades 7-12, D) New Hampton School, NH (grades 9-12, B) Proctor Academy, NH (grades 9-12, B) Purnell School, NJ (grades 9-12, B, girls) Salisbury School, CT (grades 9-12, B, boys) St. Andrew’s School, RI (grades 7-12, D & B)
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B – HIGH SCHOOL PROGRAMS – Continued
St. Johnsbury Academy, VT (grades 9-12, B) Stoneleigh Burnham, MA (grades 9-12, B, girls) Tilton School, NH (grades 9-12, B)
Trinity Pawling School, NY (grades 9-12, B, boys) Vermont Academy, VT (grades 9-12, B)
Waldorf High School, MA (grades 9-12, D) White Mountain School, VT (grades 9-12, B) Winchendon School, MA (grades 8-12, D & B) C – SCHOOLS WITH MINIMAL SUPPORT
College Prep, mainstream setting. Parents arrange for subject support tutorials. Writing and math labs may be available as well as drop-in Learning Centers. Extra time is generally provided for tests when there is a documented need. Applewild School, MA (grades K-9, D)
Austin Prep, MA (grades 6–12, D)
Beaver Country Day, MA (grades 6-12, D) Belmont Day School, MA (grades K-8, D) Berkshire School, MA (grades 9-12, B) Boston Arts Academy, MA (grades 9–12, D) Brimmer and May, MA (grades K-12, D)
Cambridge School of Weston, MA (grades 9-12, D) Catholic Memorial, MA (grades 7–12, D)
Charles River School, MA (grades K-8, D) Clark School, MA (grades K–12, D)
Coyle Cassidy High School, MA (grades 9–12, D)
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C – SCHOOLS WITH MINIMAL SUPPORT – Continued
Dana Hall School, MA (grades 7-12, D & B, girls) Dedham Country Day, MA (grades K-8, D) Dexter School, MA (grades K-12, D, boys) Fay School, MA (grades 1-9, D & B) Fenn School, MA (grades 6-8, D, boys) High Mowing School, NH (grades 9–12, B)
Jewish Community Day School, MA (grades K–8, D) Kimball Union Academy, NH (grades 9–12, B)
Lawrence Academy, MA (grades 9-12, D & B) Matignon High School, MA (grades 9-12, D) Marian High School, MA (grades 9-12, D) Meridian Academy, MA (grades 6–12, D) Newman School, MA (grades 9-12, D) Parker Charter School, MA (grades 7-12, D) Prospect Hill Academy, MA (grades 1-12, D) Providence Country Day, RI (grades 5–12, D) Rashi Jewish Day School, MA (grades K-8, D) School One, RI (grades 9-12, D)
Southfield School, MA (grades K-12, D, girls) St. Bernard’s High School, MA (grades 9-12, D)
St. John’s High School, Shrewsbury MA (grades 9-12, D) St. Joseph’s Preparatory High School, MA (grades 9-12, D) St. Marks, MA (grades 9-12, D & B)
St. Sebastian’s, MA (grades 7-12, D, boys) Suffield Academy, CT (grades 9 – 12, B) Thayer Academy, MA (grades 6–12, D) Walnut Hill School, MA (grades 8-12, D) Worcester Acad., MA (grades 6-12, D & B) Xaverian Brothers, MA (grades 9–12, D, boys)
18 D – NO SUPPORT
Competitive College Prep, fast-paced, demanding schools with heavy workload and no accommodations.
Archbishop Williams High School Arlington Catholic High School Bancroft School
Belmont Hill School
Boston College High School Brooks School
Buckingham Browne & Nichols Commonwealth School
Concord Academy Governor’s Academy
Lexington Christian Academy Middlesex School
Milton Academy Newton Country Day
Noble and Greenough School Northfield Mt. Herman Pingree School
Rivers School
Roxbury Latin School St. John’s Prep
Tabor Academy Winsor School
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INDEPENDENT SCHOOL ADMISSION TESTING There are two standardized admission tests required by SOME private schools:
SSAT (Secondary School Admission Test)
ISEE (Independent School Entrance Exam) – used primarily for students entering grades 6-8
These tests are not required at public schools, nor at any “A” or “B” level schools. The SSAT/ISEE score is one part of a
student’s complete application; and while it is important, it is not the only criteria for admission. The tests measures broad academic skills - specifically, verbal reasoning, reading comprehension, and mathematics.
The SSAT is a norm-referenced test that interprets an
individual test-taker’s score relative to the distribution of scores for a comparison or “norm” group. This norm group consists of all the test takers (same grade/gender), who have taken the test for the first time. It is important to remember that the SSAT norm group is a highly-competitive group.
In contrast, a criterion-referenced test interprets a test-taker’s performance without reference to the performance of other test takers. For example, your percent correct from a classroom math test is 90%, because you answered 90% of the questions correctly. Your score is not referenced to the performance of others
Please visit www.ssat.org for further, up-to-date information. There are many helpful webinars and other resources available at this site that will answer many of your questions.
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QUESTIONS TO ASK SCHOOLS Following are some suggestions for questions that specifically relate to the level of academic support and accommodations a school can provide.
Describe the student profile that is best suited at the school.
What is the average class size?
How many levels of classes in language and math are offered?
Are remedial instructions offered, and if so, what modality is used (OG, Wilson, Project Read)?
What type of writing support is provided?
Is there a specific LD academic track, and, if so, describe?
Describe the type of learning support provided –
o How are tutorials arranged?
o Is there a Learning Center and where is it located? o Who staffs the Learning Center and what are
their credentials?
o How do the Learning Center staff and the regular teachers communicate?
o What percentage of the student body uses the
Learning Center and when and how frequently do students visit the Learning Center?
o Is there an additional charge for Learning Center support?
o Is the support one-on-one or small group? o How is the degree/level of support determined
for students?
o Ask for examples of the type of support the
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Tell me about the advisor system -
o When do students see their advisor?
o How involved are advisors in a student’s daily life?
How accessible are the teachers for extra help, and when are they available?
Are there free blocks in the academic day to see teachers?
Do they accept foreign language waivers?
Are study skills classes offered?
Do they allow extra time accommodations for tests?
Are laptops allowed in class for note taking and homework?
Do students use assistive technology while at school?
Are teachers trained to use assistive technology?
What specific technology is offered to students?
o Kurzweil
o Laptops & iPad o Dragon
o Books on Tape
o Speech recognition software
o Reading for the Blind and
o Dyslexic (RFBD) o Smart Boards
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ADMISSION INTERVIEW – Tips for Students Preparation
Visit school websites and read over the catalog before you visit and write down questions.
Set up an appointment with the Transition Office to practice interviewing and practice with your parents.
Plan to talk about why you went to Carroll; explain your learning style and the type of extra help you may need, including what helps you to learn.
Plan to say something about yourself - talk about your interests or an accomplishment. It’s OK to brag.
Dress in good, clean clothes (look at what the students are wearing in the catalog pictures). No T-shirt or jeans. Do not wear a hat during the interview or chew gum.
When you have your interview
Be prompt. Call if you are going to be delayed.
Shake hands firmly when you meet the interviewer and when you leave.
Look the interviewer in the eye when he/she speaks and when you answer.
Be yourself – do not pretend to be someone you are not!
Do take a deep breath and try to relax and enjoy
yourself. Understand that everyone is nervous in these situations.
Avoid saying “Uh,” “Well,” “Like.”
Take your time to answer. Do not feel rushed.
First Impressions
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Try to sit still with your hands in your lap or at your side. Do not wiggle around or handle your belongings.
If the interviewer asks what you can offer the school, comment on topics such as:
o Your aim to utilize your talents, skills, and interests by participating in school activities
o Your active interest in studying
o Your desire to meet people and be part of a community
When asked questions by the interviewer, do not answer with just a “yes” or “no.” Elaborate briefly. The
interviewer wants to have you converse.
Do not put down your school or teachers. Only say positive things. If you have to talk about something that was hard, or you did not do well, remember to talk about what you learned, and how you would do it differently next time.
Do not cross your arms. It makes you appear bored, unenthusiastic, and unconcerned.
Before you leave, be sure you have your interviewer’s name and title. Thank the interviewer for his or her time and interest in you.
After the Interview
Send a short thank you note to the interviewer the next day thanking him/her for your visit and expressing your interest.
Body Language
Makes a Loud Statement
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HELPFUL INTERNET SITES and SCHOOL DIRECTORIES
Admissions Quest - Directory with online application and inquiry options - www.admissionsquest.com
Association of Independent Schools in New England www.aisne.org
Association of Boarding Schools (TABS) - www.boardingschools.com
Concord Sped Pac – www.concordspedpac.org
Directory of Catholic Schools in Greater Boston www.catholicschoolsboston.org
Directory of Special Education Schools (MAAPS) www.spedschools.com
Federation for Children with Special Needs, Parent’s Guide to Special Education - www.fcsn.org
Great Schools - Search and Planning http://www.greatschools.org
Legal Resources - www.wrightslaw.com/idea/
Parent’s Notice of Procedural Safeguards www.doe.mass.edu/sped/prb
Private School Review - www.privateschoolreview.com
Private School Search – Porter Sargent - www.privateschoolsearch.com
