SECONDARY SCHOOL PLANNING GUIDE            top

Introduction: Partnership and Communication

This handbook consolidates information that Foote School families have found helpful in the secondary school admissions process.

We invite you to enlist us as your active partners in this endeavor. The more we know about your thoughts and plans regarding secondary school, the better we can serve you and your son or daughter throughout the admissions process. Foote School has a successful track record in enrolling students at a variety of secondary schools and our students are well prepared for their secondary school experiences. For most students, more than one choice would be appropriate. As you learn about the various school options and determine which schools might serve your child best, we will be happy to provide names of Foote parents who have previously enrolled children at schools of interest.

We meet with each eighth and ninth grade family filing applications for secondary school. These meetings are intended to provide a starting point for ongoing discussion about secondary school options. As you become actively involved in the admissions process, we encourage students and parents to contact us with questions and to keep us informed about the schools in which you are most interested.

Liam Considine 777-3464, ext. 285
Dean of Students

Dary Dunham 777-3464, ext. 203
Head of School

QUICK LINKS

Deciding Where to Apply

What Schools Look For

The Application Process
• Understanding &
    Completing the Application
• The Admission Package
• The Essay
• Graded Writing Samples
• Recommendations
• The Role of Parents
• The Common Application
• Application Advice

Financial Aid
•Need-Blind vs.
  Need-Based Admission

Standardized Testing
• Preparation
• SSATs
• Special Administration of
   SSATs
• ISEE (Independent School
   Entrance Exam)
• ERBs

Visiting Schools
• Open Houses
• Scheduling Visits

The Interview
• Interview Attire and
   Manners
• Student Assessment Sheet
• Questions Students Can
   Expect
• Questions Parents May Be
   Asked
• Questions Parents May
   Want To Ask
• Boarding School Questions

Accept/Deny/Wait List
• To Accept an Offer of
   Enrollment
• To Decline an Offer of
   Enrollment
• Wait list: What to Do

Useful Links

A. Secondary Schools Directory

B. Timetable for Admissions

C. Student Assessment Sheet

D. Release of Records Request

E. Foote School
     Secondary SchoolPlacement     2003 – 2007


F. Foote School
    College Matriculations
    1998 – 2007

G. Common Application

Boarding Schools

There are more than 300 boarding schools in the United States. Lots of good information is available through The Association of Boarding Schools, TABS. Another valuable resource is Peterson’s Guide to Independent Schools, available at most bookstores or online. Representatives from boarding schools annually visit Foote to meet with administrators and share information. Families interested in looking at boarding schools should discuss this option when they meet with us to discuss secondary school placement.

Day Schools

For students within the traditional commuting distance to Foote, there are a limited number of day schools that prove to be a reasonable commute. When considering the viability of a day school commute, it is also helpful to take into account factors such as the location of a parent’s workplace. Detailed information about day schools is available from the Connecticut Association of Independent Schools (CAIS).

Basic questions students and parents should consider as they draft their list of schools.

1. Are you considering boarding at school or will you live at home? If you will live at home, your choices have necessarily narrowed to a small group of independent schools in the immediate area, your community’s high school and the local parochial schools.

2. What size school do you think you might like to attend?

3. Have you considered the possible advantages of a single sex school?

4. Are there special academic programs, activities, or sports you hope to pursue in secondary school?

5. Do you have any special connections to any school through family, friends or location ?

Based on the answers to these questions, and with suggestions from the school, parents and students can begin to develop a list of up to half a dozen schools that they are interested in visiting and learning more about.

Most students applying to independent and parochial schools file three to six applications. Some are encouraged to apply to more for various reasons. A few applicants can select a single school, apply, and be accepted. In general, this is not a recommended strategy. Because it is not possible to predict with 100 percent accuracy which students will be admitted to a particular school, families generally develop a plan that includes at least one application to a school at which they believe their son or daughter is likely to be admitted (“probable accept”), and one to a school that is desirable but where the student’s record would make acceptance much less certain (“reach”). The other applications are submitted to schools at which they have a good chance of acceptance.

It is not possible to say in general terms which schools belong in each of these three categories; the answer to this question will be different for every applicant. We cannot predict the outcome of a particular application; each year’s applicant pool is a bit different at each secondary school.

We do, however, have data about previous applicants from Foote to a broad range of schools. We use this information to guide families to understand, based on an individual student’s academic records and testing, whether a particular application represents a “probable accept” or a “reach.”

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What Do Schools Look for in Applicants ?

Admission directors tell us they rely on the following criteria to determine admission decisions, though they may weigh different elements differently. In our experience it is critically important to pay careful attention to all aspects of the Candidate Admission File, from formal application materials to thank you notes and student tour guide comments.

The following items will be part of each school’s consideration:

1. Your transcript

Trancsripts consist of grades, courses taken and ERB scores (see below).

2. The School Recommendation

The school recommendation, signed by Mr. Considine and Mr. Dunahm, is submitted as a cover letter with the school’s portion of the application packet. The letter is a profile of the student and discusses the strengths, interests and areas of growth of that student. It reflects a thorough knowledge of the student based on reports from a variety of teachers who have taught the student over the years.

3. Teacher recommendations

Comments provided by the teachers who work with a student on a daily basis are very important. Schools may be especially interested in evidence of self-motivation and intellectual curiosity, level of responsibility, work ethic, response to challenge, ability to work with others, creativity, engagement in classroom discussion and leadership.

4. SSAT and/or ISEE Scores (see section on Standardized Testing)

Although schools often downplay the importance of standardized tests, most rely on them to some degree. Parents should discuss standardized testing options with Mr. Considine and/or Mr. Dunham, especially regarding which test to take, whether to retake tests, where scores should be reported, and to determine if non-standard test administration is warranted.

5. Your Application — including the essay(s)
(and/or short-answer questions)

The application should in every respect reflect your enthusiasm for the school to which you are applying, as well as your careful attention to detail and accuracy. The essay should represent your best thought and writing. Students must do their own writing. Mr. Milburn or Ms. Moncrief are willing to review essays before they are submitted.

6. The Interview

Most independent schools require interviews. They provide an opportunity for students to put a more personal and unique stamp on their candidacy. Students should be sincere and candid during interviews. Practicing interviewing and anticipating questions is worthwhile preparation. Even students who characterize themselves as shy can use the interview setting to advantage if they prepare for it. Foote students participate regularly in classroom discussion and may have spoken before the school community at assemblies, in drama, and at ther events. These experiences are good preparation for interviewing, and Mr. Considine is able to provide a practice interview experience so that students have a sense of what to expect.

7. Extracurricular Experiences
and Involvements

Secondary schools are looking for evidence that a student has interests beyond classroom work, and that he/she has sought opportunities to participate in extracurricular activities at school or in the community.
It is important to convey commitment to particular activities over several years, leadership, and the learning that has resulted from particular activities. This might be communicated during the interview or through an essay or teacher recommendation, in addition to the questions about extracurricular activities on the application form.

8. Other factors

There may be elements in a student’s profile, including connections or family history, that make him or her a particularly attractive candidate for a given school. In general, these are the last considerations a school will weigh, but they can definitely make a difference. If a family believes that special factors might play a role in an admission decision, it is wise to discuss that information with Mr. Considine. Occasionally a connection or other information assumed to be a positive factor for an applicant becomes a negative one because of the way it is presented.

All this information is considered in the context of the strength of the school’s candidate pool in a particular year. This can vary greatly and is beyond the control of both the candidate and The Foote School. When a school receives many strong applications, some applicants — who would be successful at the school and who might have been admitted the previous year — will be placed on wait lists or denied admission. This can be frustrating, but is the result of strong competition for limited spaces. Foote School applicants continue to rank very well in competitive pools. Most schools our students apply to have a history with Foote, not only in terms of applicants, but also through their experience with Foote graduates who have been academically successful and contributed significantly to school life. These former students are our ambassadors in the secondary school admission process.

Secondary school admission directors have assured us that students and parents should not worry about “too many Foote School applicants” to a particular school. There is no cap on admissions from a single school and the admission standard is not changed because a large number of applications are received from one school. An individual applicant will not be disadvantaged simply because many classmates are interested in the same school.

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The Application Process

Before starting it is useful for students and parents to identify three to five characteristics that should be conveyed to the admissions committee at each school for them to “know” this particular student. She loves science? He has been active in community service for several years? He has a strong interest in writing? She has particular skill at languages or at a sport? Interest in world issues? Love of children?

Next consider how best each of these characteristics can be conveyed through the various parts of the admission process. Some may be evident in the school record, or could be communicated in teacher recommendations, the essay, the interview, or in the response to a short-answer question on the application form. If you can’t determine a way to communicate one of these important characteristics, talk with Mr. Considine. He can offer suggestions or may be able to communicate or reinforce a particular interest or strength directly in his communication with the school.

The application form affords students and parents an opportunity to provide the school with important background information about the student. Some advice before you begin:

• To allow for brainstorming and organizing ideas, students should photocopy each application and prepare a draft of all information requested before they write or type directly on the original application.

• Parents can help by proofreading the draft copy, paying attention to spelling and punctuation, as well as omission of important information.

• Students should give attention to special instructions for completion:
PLEASE READ THE DIRECTIONS CAREFULLY!

1. Guidelines for Completing Secondary School Applications

• Photocopy all application materials in order to have a complete draft set,   or download an extra copy of the application from the school’s website.

• Read all parts of the application thoroughly prior to beginning
   the application.

• Pass on recommendation forms to appropriate teachers
    (see instructions below).

• Submit school report form to the Registrar’s Office by November 21.

• Complete a draft of the application on a photocopy.

• Complete several drafts of your essays.

• Review “advanced drafts” and, later, the final copies of your
   essays with an adult.

• Complete the actual application form, and have it proofread by an adult.

• Photocopy all completed applications and essays before mailing,
   keeping a copy set for your records.

• Mail your application well before the deadline for each school to
   which you are applying.

2. The Application Essay

An application essay should be a sincere and well-crafted representation of a student’s best work. A good essay should:

a. represent the student’s academic and intellectual development.

b. offer insight into the student as an individual. It is vital that the student commit sufficient time to the process of thinking through the essay topics and to preparing the necessary drafts so that the final essay meets both of the above goals.

Note: The most effective essays are those with the most authentic “voice.” Essays should be reflective of a student’s best work. Veteran admissions officers have read thousands of essays, and can easily sense when an eighth or ninth grader has written an essay and when an adult has, in effect or actually, written it. Parents should indeed advise their children in the process of writing and editing the essay, particularly with regard to mechanics and grammar. However, the tone and content of the essay must be the student’s own.

Mr. Considine, Mr. Dunham, Ms. Gearen and Mr. Milburn are all happy to work with students to fine-tune a draft of their essay. Students may schedule an appointment with any of these faculty and come prepared with an advanced draft. Choosing a topic and developing the ideas of the essay are the responsibility of the student, but we are happy to talk with students about their ideas at any point in the process.

3. Graded Writing Samples

Many schools require or request a graded writing sample as part of the application. Again, read the instructions carefully. Some schools specifically require an English paper; others accept a sample from another academic subject. Obviously, a paper that has received high marks from the teacher and is an example of the student’s best work should be submitted.

5. Recommendations

Most secondary schools require recommendations from a student’s CURRENT English and math teacher. In some cases, the school will require a supplemental or allow an optional recommendation from a teacher or another adult. Optional teacher recommendations should be requested from a member of the faculty who knows the student well and has taught him or her in a subject of interest or strength, or a subject in which the student may have struggled, but through perseverance finished well. Optional recommendations may be requested from an adult who knows the student well, such as a coach, music teacher, scout leader or a clergy member.

Schools seek “common themes” about the student throughout the admission process. Admission officers are looking for evidence from a variety of sources that fits together to describe the student. For example, if a student is self-described as “devoted and talented in music” it is important that this be reflected in other parts of the application and in the recommendations of adults who know the student well. If a recommendation refers to a student who is “hardworking and accomplished” and his or her grades and essays do not support that assessment, it will have little positive impact on the admission committee.

Keep in mind that admission committees look for recommendations that not only praise the inherent capabilities of an applicant, but also speak to examples of the student’s potential for hard work, perseverance and acceptance of challenge. Secondary schools expect students will encounter areas of difficulty in their high school years. One goal of the admission process is to identify students who will be able to meet and grow from these challenges.

6a. School Recommendation

Foote sends an enthusiastic letter of advocacy on behalf of each applying eighth and ninth grader to every school to which he or she applies. The letter is a profile of the student and discusses the strengths, passions and areas of growth of that student. It reflects a thorough knowledge of the student based on reports from a variety of teachers the student has worked with at Foote. This school recommendation, signed by Mr. Considine and Mr. Dunham, is submitted as a cover letter with the school’s portion of the application packet.

6b. Teacher Recommendation

Foote faculty take the task of writing recommendations very seriously, committing a good deal of time and thought to the task. Teachers use their evenings, weekends and vacation time to write recommendations on behalf of their students. It is thus customary and fitting to include a brief note to the faculty member asking for a recommendation for the secondary school admission process. Be sure that your note expresses gratitude for their efforts on your behalf.

• Please request recommendations as soon as you have formulated your final list of schools. Requests for recommendations and recommendation forms must reach teachers before Thanksgiving break.

• Print neatly or type your full name in the appropriate space on each form, and sign forms that require your signature before you pass them on to teachers.

• Check to see which forms require parent or guardian signatures. They should be signed before they are given to teachers, who will submit them directly to the schools.

• Note due dates on each recommendation form.

• Hand-deliver recommendation forms to the recommending teacher. Do not leave the form on the teacher’s desk or ask someone else to deliver the form for you.

• Enclose a brief, polite note with the form asking each teacher to write a recommendation on your behalf.

7. The Role of Parents in the Process

Der Apfel fallt nicht weit vom Stamm.
– The Apple Does Not Fall Far From the Trunk

The student, of course, is the primary focus and subject of the admissions process. However, parents can do a great deal to boost their child’s candidacy. Thus:

DO:
• Arrive on time for appointments.
• Have questions ready for the admission officer.
• Encourage your child to write a brief thank you note to the
   admission officer.
• Submit applications on time.
• Be forthcoming with secondary schools about important information.
• Avoid asking for special favors such as exceptions, extensions
   of deadlines.
• Be attentive, kind, and express interest to the tour guide.
   He/she will submit a report about the tour.

DO NOT:
• Be late for any appointments.
• Insist on an interview with the Director of Admissions.
• Grill a student tour guide about a particular school.
• Disparage the school you are visiting, Foote, or any other school.
• Submit anything after the deadline.
• Withhold important information about your child’s academic or
   social needs.
.• Request multiple letters of recommendation from family friends
   or “connections.”
• Send videotapes, recordings, or a portfolio to the school
    unless requested.
• Send gifts to admissions officers or coaches.
• Stop by an admission office without an appointment
   (except during open houses).
• Remain on the wait list at a school after you have returned a
   signed contract and enrollment deposit to another school.

8. The Admission Package

Foote School’s Responsibility:

• School Recommendation letter
• Transcript
• English Teacher Recommendation
• Math Teacher Recommendation

Student/ Family Responsibility:
• Application Form and Fee
• Taking required standardized tests, and
    arranging or the scores to be sent to each school
• Essay
• Graded Writing Sample (if requested)
• Portfolio (if requested)
• Updated Psychological-Educational Testing (if requested)
• Application for Financial Aid and supporting information
    (if applying for aid)

Common Application Form

Many schools accept the common application form as a convenience to students who are applying to several schools.
Please check with individual admissions offices about whether they accept the common application form. If a school uses the common application, the staff has agreed that common applications will be treated the same as the school’s own application form. When in doubt, check with Mr. Considine.

Application Advice

1. Read all the directions carefully.
2. Submit recommendation forms and signed requests for transcript
    releases in a timely manner. Unsigned documents will cause a delay
    in processing.
3. Make copies:
     a) of application forms prior to writing on them
     b) of completed applications for your records – this is can be a
           huge help if application forms are lost in the mail or at the school.
4. Edit and review all materials for typos, spelling, accuracy
      and completeness of information.
5. Send completed application by registered mail if you submit close
     to the deadline.

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Financial Aid

Timeliness is critical in the financial aid process. Financial aid is limited at most schools and is distributed first to those admitted applicants whose forms are received on time.

Parents who seek financial assistance should request information directly from each school to which their child is applying. Each independent school has specific financial aid policies.

Most NAIS (National Association of Independent Schools ) schools subscribe to the School and Student Service for Financial Aid (SSS) in Princeton, New Jersey, for processing of financial assistance information. Schools subscribing to SSS will provide a copy of the Parents’ Financial Statement (PFS), which parents should complete and send to SSS, with a fee. The PFS may also be completed online, and the fee submitted with credit card. Most schools allow this option; some require it. Parents must request that an official report from SSS be sent directly to each school at which you are applying for financial aid. Most schools also request a copy of the SSS application and a copy of your most recent complete and signed tax return.

The SSS process is intended to provide an equitable determination of the amount a family can contribute in a given year toward the costs of their son or daughter’s education. The formula takes into account a variety of factors including income, assets, tuition costs for other children, and other family obligations. The SSS report provides a recommended “Family Contribution.” Schools use this data to inform their decisions about individual financial aid awards. The Family Contribution is subtracted from the overall cost of attendance for one year at a school. The remainder amount is called “Student Need.” Some schools provide financial aid awards which meet 100 percent of the calculated Student Need. Other schools provide financial aid awards which meet a portion (for example, 80 percent) of the calculated Student Need. These are important distinctions which will determine the actual amount a family will pay.

Most schools offer a variety of payment plans including monthly payments of tuition. Some include loans as part of the financial aid package.

Schools usually determine a student’s financial need based on the principle that both parents are responsible for the support and educational expenses of their children to the extent that they are financially able to assume responsibility. If a child’s parents reside in separate households, each parent should complete the PFS for his/her household. In our experience, schools will not consider an application for assistance without financial statements and tax returns from both parents.

Although the financial aid process can be complicated, it can open doors to a terrific secondary school experience for some students. If you have questions about the financial aid application process, please contact Mr. Considine early in the process. Donna Batsford, Foote’s Financial Aid Director, may also be a resource to help families with general questions about financial aid applications or SSS forms or, later in the process,when they attempt to compare financial aid awards received from two or more schools.

Need-Blind vs Need-Based Admission

In a need-blind admission process, applicants for admission are evaluated without regard to their ability to pay. After admission decisions are made, applicants who have applied for financial assistance receive a separate letter from the school financial aid office outlining how much financial assistance, if any, is offered. In this process some admitted students will receive a financial aid award calculated on the basis on family need. Other admitted students, however, may receive a letter indicating that no financial aid is available. Schools elect to use this process because they seek to separate the admissions and financial aid processes and wish to communicate to candidates that their record has earned them a place at the school, even if the school’s financial aid budget cannot fulfill their financial need.

In a need-based admission process, ability to pay is considered during the admission process. The admissions committee is authorized to spend a budgeted amount as it admits students to the incoming class. Some applicants requiring financial aid are admitted and financial aid awards are provided to those students. Other strong candidates may be wait listed or denied admission because the school has expended its budgeted financial aid. During the past decade many schools have moved to a need-based aid policy. They seek to anticipate and control financial aid costs, and believe that it is not helpful to offer admission without financial aid to students who will require financial aid to attend.

Parents are encouraged to ask admission officers about the financial aid policies of the schools to which they are applying and to discuss their questions or concerns with Mr. Considine or Mr. Dunham.

In the end, each family must evaluate the feasibility of attending a particular school based upon the overall cost, the financial aid award and their own resources and family situation.

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Standardized Testing Preparation

The fundamental preparation for standardized testing is to read, read, read! Reading is effective preparation for all subtests, even mathematics.
There are many study guides available at local bookstores and websites such as Amazon.com.

Titles include:

The Princeton Review: Cracking the SSAT and ISEE:
Elizabeth Silas and Reed Talada.

Kaplan SSAT & ISEE Upper Level:
Johanna Cohem and Darcy L Galane.

Peterson’s SSAT/ISEE Success: Elaine Bender.

SSAT ( Secondary School Admission Test)

SSAT is administered nationally seven times per year at hundreds of sites all over the US. The number of registrants allowed at each test administration is limited, so it is wise to register early for the tests. Go to SSAT.org for specific testing dates, locations and fees. Students may take the SSAT as often as they wish, even for practice, although we recommend that parents meet with Mr. Dunahm and Mr. Considine to discuss the best testing strategy for their child. Be sure to have all test scores sent to Foote for review. In order for scores to be considered valid, however, test scores must be sent directly from SSAT to the school's to which the student is applying.

Special SSAT Administration

Special testing accommodations for the SSAT are available with submission of the appropriate form (in the back of the Registration Booklet) and documentation to SSAT. A licensed evaluator* must complete one section of the registration form.

* licensed evaluator: “a neuropsychologist, psychiatrist,
or other relevantly trained medical doctor, or school
administrator, special education specialist, or
other licensed professional with knowledge of
the student.”

Students with documented learning differences who would benefit from accommodations specific to their needs are encouraged to seek “Special Administration” from the SSAT. Be aware, though, that such status must be reapplied for prior to each test registration, even if it has been granted for an earlier test date. The ISEE (see below) has similar requirements. Visit www.erbtest.org for details.

ISEE ( Independent School Entrance Exam)

The ISEE is administered by the Educational Records Bureau (ERB), and is accepted by many of the schools to which Foote Students apply. The ISEE is similar to the SSAT in format, but may be taken only once in a six month period and must be taken in conjunction with a formal application to secondary school (no practice tests). More information about the ISEE is available through the ERB website. You may download their annual Student Guide.

ERBs

Foote administers the ERB (Educational Records Bureau) test in annually to students in grades 5-9. We use the results of the test as an internal diagnostic tool and to provide Foote students with practice taking standardized tests. ERBs include national and independent school norms, and provide useful information about where Foote students stand in relation to their peer group nationally and at other independent schools. When families meet with Mr. Considine and Mr. Dunham they review and discuss ERB results for the individual student and respond to questions parents have about testing. ERB scores provide information about specific subtest areas a student may need to study prior to taking the SSAT or ISEE. ERB test results are listed on the transcript sent to secondary schools. However, secondary schools report that ERB scores are not used in the admissions process.

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Visiting schools can be a rewarding experience for students and their parents. Parents have the primary role in the choice of a secondary school for their child. The process provides an opportunity for parents to teach good decision-making skills their child will use for rest of his or her life. Spending time together visiting, interviewing and evaluating schools can be an exceptional learning experience. For many parents, it is an unusual opportunity to learn more about their child’s self-knowledge. For students, it offers a chance to work with parents in a different role, that of partner and advocate.

Many students find it helpful to make brief notes about their impressions of each school, noting features they liked and disliked. This helps later when student and parents sit down to decide on a final list of applications, and is especially useful when families visit schools over several months.

Open Houses

Open houses are scheduled by most day schools and provide an introduction to a school, its programs and values, without actually interviewing. Generally held in the evening or on weekends, open houses usually include tours and opportunities to speak with faculty and current students as well as admissions staff.

Scheduling Visits

It is a good practice for students and their parents to cross-reference their school calendars and other planners in order to determine several convenient visiting days. Flexibility is important, since it may not be possible to schedule an appointment on your first choice date.

Once you have compiled a list of available dates, call the schools and ask to schedule a campus visit. When visiting schools it may be possible to schedule two visits per day, depending on the proximity of schools to one another. It is appropriate to ask the admissions office of one school about the travel time between schools.

The Interview

Interviews are an exchange. The admissions officer can learn more about a student and his or her family, and the family has the opportunity to learn more about the school. The typical admissions officer truly enjoys meeting students and getting to know them, and earnestly strives to avoid scaring or embarrassing admission candidates.

Everyone involved has a stake in doing his/her part to ensure that the time involved in the interview is well spent. The admission officer has the responsibility to be knowledgeable about the school and interested in the candidate. Many schools allow time for the applicant to talk with an admission officer and, afterward, for parents to talk with the admission officer, either with the student or separately. The student should be prepared to talk about his/her own interests and experiences and should be ready with school-specific questions for the admissions officer. Parents should have questions as well and be prepared to discuss their child.

During the interview students or parents may be asked to list other schools being considered. It’s fine to provide this information, which indicates that you are involved in a thoughtful process. It is not necessary to rank the schools or to swear that one school is your first choice if it isn’t or if you haven’t determined a first choice. Students and parents can report the schools they plan to visit without ranking them. Even if your feelings about a particular school are undecided or ambivalent at the time of the interview, it is important to project a strong interest learning about the school. If, later in the process, this school becomes a top choice, it would be unfortunate if the admission officer remembered that you seemed uninterested or expressed little enthusiasm during the visit. This advice applies to both parents and students.

Attire/ Manners

It is helpful to inquire about the dress code of any school you will visit, and students should dress in a manner that is consistent with school policy. If in doubt, boys should wear a jacket and tie, and girls should wear a skirt or slacks and a blouse. If the school does not have a dress code, a polo shirt and khakis for boys and nice trousers or a skirt for girls are good choices.

Good manners matter. Remember to:
• stand when an adult comes into the room
• offer a firm handshake
• look people directly in the eye
• speak clearly and audibly
• smile unabashedly
• send a thank you note.
A small but powerful gesture, a note of thanks to a student tour guide, an admissions officer or a teacher who wrote you a recommendation shines a favorable light on your character and thus your candidacy.

Student Interview Preparation

1. Prepare three school-specific questions based on careful and thorough research. Don’t ask questions that can be answered by reviewing the first few pages of the school’s viewbook.

2. Spend some “quality time” thinking about yourself before the interview:
• Who are you?
• How have you grown?
• What have you contributed to FooteSchool and to your community?
• What are your strengths?
• What are your weaknesses?
• What do you hope to be?

Some Questions Students May Be Asked

• Please describe your favorite teacher of all time. What made him or
    her so special to you?
• Based upon your visit today, how would you compare our school
    to Foote School?
• What are you seeking in a secondary school?
• Why are you considering this school?
• Which newspapers and/or magazines do you read?
• What are the last three books you have read? Which one was
    your favorite? Why?
• What did you do last summer?
• Think of someone you like or dislike and tell me why you feel this way.
• What is the biggest challenge that you have faced in your life so far ?
   How did you work your way through the challenge?
• Describe what you do in your free time.
• What qualities best describe you?
• What are you most proud of?
• What area of your life do you need to work on the most?
• What steps are you taking to improve in those areas?
• How will you contribute to our school?
• What are your future plans?

Some Questions Students May Want to Ask

• Please tell me about your advisory system:
    - Is a student automatically assigned an advisor?
    - How many students does each advisor counsel?
    - How often can I expect to meet with my advisor?
• What kind of access do students have to music/athletic facilities.
• What were the biggest issues on campus last year? This year?
• What is the usual course load for freshman or sophomore?
• Please describe the college guidance program
• What is the average class size? Is it different for specific courses
     and levels?
• Is there a list of college acceptances and matriculations for last
    year’s graduates? The past five years?
• What do students like most about being here?
• How much choice is given to sophomores / freshmen in terms of
    course selection?

Parent Interview Preparation

Some Questions Parents May Be Asked

• How would you describe your child?
• What are his/her strengths or weaknesses?
• Is there a particular strength you hope will be nurtured or developed,
   or a weakness needing support?
• Please describe the ideal school, real or imagined, for your son
   or daughter.
• What else would you like us to know about you or your child that
    we have not asked?

Some Questions Parents May Want to Ask

• Do the students come together as a whole during the week?
    How often? Where?
• Are students required to attend meals? How often?
• Do students have advisors? How are they chosen? What kind of
    contact can I expect from him or her?
• Do students have to participate in sports all three seasons?
   What are the requirements for after school activities?
• What kind of computer will my child need? Will we need to purchase it?
• Are there classes on Saturdays?
• What is the role of parents?
• What can I expect by way of communication?
• If my child needs academic help, how accessible are teachers? Will
   they find my child or will my child have to find the teachers?
• When and how can I expect to be informed of any academic
   difficulty and by whom?
• How would you describe the level of en loco parentis at the school?
• What are the academic requirements for the ninth and tenth grades?
• Will my child have the opportunity to take elective courses, like art
    or music?
• Will my child have the opportunity to participate in sports if he or she
    is not a varsity athlete?
• How would you describe disciplinary procedures and philosophy?
• If you could change one thing about this school what would it be?
• What would you say is the most common complaint/praise
    from students about the school?
• How would most students describe this school?
• Describe the typical student who enters as a ninth or tenth grader.
• What are the hardest adjustments for new students here?
• How might this school be able to accommodate my child’s special
   interest or needs such as swimming, violin, advanced math or waiving a
   graduation requirement.

Boarding School Questions

• Are there structured study halls in the evening? Where do they
   take place? Who monitors them?
• How many students is a dorm parent responsible for?
• What are their other duties?
• What time is lights out?
• How many meals are students required to eat in the dining hall
    each week?
• Are meals served family style or cafeteria style?
• Are there Saturday classes?
• Are sports required every term?
• How can a student be involved in sports and drama?
   Or sports and community service?
• How are weekends structured? How many students typically remain
    on campus?
• What activities are offered on weekends?
• How many students enter in the tenth grade?
• Are students assigned work jobs around school?

To Accept an Offer of Enrollment

When a student has been offered a place in any school, the response should be prompt and polite. Sign the enrollment contract and return it with the deposit as soon as possible. If you need additional information in order to make a decision, call to get that information or make plans for a second visit soon after receiving your acceptance letter.

To Decline an Offer of Enrollment

When a student is accepted at a school and chooses to go elsewhere, it is polite to write a prompt and brief note of thanks to the Director of Admission. The note should thank the school for the offer, and inform them of the decision to go elsewhere. Most schools appreciate hearing where you plan to enroll. Promptly declining an offer of admission may make room for a student on the wait list.

Wait List

Wait lists are perhaps the most unpredictable part of the admission process. Each year admission from the wait list varies greatly from one school to another, and the number of students admitted from wait lists varies greatly from year to year. There really is no way of predicting wait list outcomes.

Students who are placed on a waitlist should follow the instructions of that school regarding the waitlist procedure (usually to return a response card indicating whether or not the student will remain on the wait list). It is also appropriate to write a brief note to the Director of Admission to express the desire either to remain on the wait list or to be removed.

If a family elects to remain on a wait list, they should communicate that decision immediately to Mr. Considine. He is likely to talk with admission officers about the status of the wait list and may be asked about your level of interest. Our experience with the various schools can be helpful to families trying to understand their options. Thus, close communication between the student, parents and Mr. Considine will be especially important for students who accept a place on a wait list.

Even if you hope to be admitted from a wait list at one school, it is necessary to send a deposit holding your place at another school before the April 10 response deadline. Here again, the timing of the decision to accept admission to another school may benefit from communication between the family and Mr. Considine.

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