1. What are the costs involved in attending the school?

• Is financial aid available?
• Are there scholarship opportunities? What are they? How does a student qualify and/or apply? Are these scholarships renewable? When is the next application deadline?
• What additional costs (e.g. transportation, food, uniforms, books, field trips, etc.) are associated with attending the school?
• Are there additional costs associated with participating in activities such as athletics or music?

2. What technological resources does the school provide for students?

• Is a computer lab available to students? What is the general availability of the lab?
• What is the ratio of students to computers?
• How many computers are in each classroom?
• Are all of the computers at the school connected to the Internet? How do students use the Internet for school-related work? To what extent do students typically use the Internet while at school or for their school work?
• How much are students expected to know about and use computers? What are they typically used for?
• Is it a general expectation that students have access to computers at home?
• To what extent are written assignments expected to be typed?
• To what extent are computers used as part of the curriculum?

3. What is the typical class size for _____ grade level?

• Does class size differ based upon the subject being taught? Will you give me some examples?
• Does class size differ based upon grade level? Which grades are impacted?
• How many teaching professionals are in the classrooms throughout the day?
• Does the school offer small, discussion-centered or seminar-style classes? In what subjects? Who is eligible?

4. What is involved in the admissions procedure?

• What forms/applications need to be completed for entrance/admission? Are they due each year? When are they due for next school year?
• What tests are required? When are they administered? What are the costs associated with these tests?
• Is there a fee to apply? What is the fee?
• What are the criteria used in selection?
• Are there contracts involved upon admission? When are they due?
• Are the criteria and procedure flexible enough for students with a range of skill levels in different subjects?
• Are the criteria and procedure flexible enough to accommodate non-traditional types of intellectual gifts?
• What determines a student's grade level? Is it the student's age? Is it the successful completion of the previous grade's work? Is it the student's performance on a particular exam? Which exam?

5. ELEMENTARY SCHOOLS ONLY: Does the school offer any after-school activities or care?

• What are the hours?
• Who administers it?
• What do students do during this time?
• Are there additional costs associated with it?
• How many students participate?
• Are snacks available during this time?

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1. What is generally expected of a student's parent(s)…

• In terms of monitoring student progress?
• In terms of assisting students with school work?
• In terms of attending conferences?
• In terms of volunteer work?
• In terms of financial giving beyond tuition?
• In terms of extracurricular activities?
• In terms of classroom participation?

2. How much can a parent be involved in developing their child's academic program?

• Can parents participate in selecting the student's teacher(s)?
• If the student has unique needs, are parents typically more involved? Is this true only of learning disabled (LD) students or is it also true of gifted students?
• Is there a well-established curriculum that is followed? How does it apply to gifted students?
• How are parents' suggestions regarding the curriculum taken into consideration?

3. Are the opinions and suggestions of parents actively sought out…

• For an individual student?
• For a classroom issue?
• For issues related to a particular teacher?
• For issues related to the entire school?

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1. How does the school identify students that are gifted or exceptionally bright?

• Approximately how many exceptionally talented or academically gifted students attend the school?
• What services are provided for students and/or parents regarding assessment and/or testing? Are students tested at the school or are students sent outside of the school for testing? Are there additional costs for these services? What are they?
• Does the school receive any additional funding for gifted programs? Where does it come from? How much does the school receive? How is the funding used?

2. How does the school work with a student who has different intellectual profiles?

• How do you serve a student who has one area in which he/she is performing well above grade level and another area where he/she is performing at grade level?
• How do you serve a student who has a learning disability (LD) in one area but who is also gifted in another area (dual exceptionalities)?
• How do you serve a student who is working at very advanced levels in many different subject areas?
• How do you serve a student who is considered profoundly gifted (e.g. working or capable of working several levels above chronological grade level in a particular area)?
• What training does the school make available to teachers who work with gifted students?

3. What is the school's position regarding accelerating gifted students?

• How often are gifted students accelerated beyond classmates in specific subjects within their grade level?
• To what extent are students encouraged to work with students of a different grade level? When and under what circumstances might this happen?
• Can students work with older students in certain subjects and remain in their current grade level?
• How often are gifted students accelerated to the next grade level?
• How often do students begin a grade prior to the age at which it is traditionally expected?
• How often do students graduate prior to the age at which it is traditionally expected?

4. What opportunities or specialized services does the school provide specifically for gifted students?

• Is there a special curriculum for gifted students or is there a standard practice for identifying and educating academically gifted students? Is it unusual or difficult for a student to deviate from the standard practice?
• Are gifted students integrated into the regular classroom?
• Are gifted students assigned specialized projects? How are the projects developed? Do gifted students work independently or with teachers to complete these projects?
• To what extent are students placed in learning or working groups based on level of ability?
• Are there teachers who are trained in or have experience working with gifted students? Who are they and what specifically is their background? Can a parent request that our child be placed with a teacher that has this training and/or background?
• Are students permitted to leave campus for specialized study (e.g. to take classes at a local college, to participate in an advanced program)?
• To what extent are exceptionally bright students encouraged to apply for "merit-based" scholarships? Will you describe the process?
• ELEMENTARY SCHOOL ONLY: Does the school allow gifted students the flexibility to skip a grade level or be given more advanced material to work on? Will you give me some examples?

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1. Does the school have clearly stated expectations regarding student progress at each grade level and in each subject?

• How and when are students evaluated against these expectations?
• What percent of students meet these expected goals?
• What percent of students are above these expected goals?
• What nationally-normed achievement tests are regularly administered? How does the school as a whole perform on these tests? What does the school do to respond to students who perform well above grade level on these tests?

2. What is the most common way that teachers evaluate their students (e.g. paper-pencil tests, homework, portfolios, etc.)?

• Are these same methods used for academic placement?
• Are these same methods used to assess a student's potential?
• Are these same methods used to assess achievement amongst students?
• What grading system does the school use? How are students' grades and achievements monitored and reported?
• What is the influence of standardized tests in the development of a student's academic program? What academic decisions are made when a student does really well (or really poorly) on these tests?
• To what extent does the school or a particular teacher offer non-graded methods of assessing and reporting student performance? How is student performance monitored given these circumstances? HIGH SCHOOL ONLY: Do students encounter complications when they apply to college due to the fact that they do not have formal grades and/or transcripts?

3. To what extent are non-traditional evaluation methods used by teachers at the school?

• What specific methods are used?
• How and when are they used?
• Do all teachers use these non-traditional methods? In what instances are they not used?
• If a student "does not test well" on standardized, multiple-choice exams, what other strategies are used to most accurately assess the student's level of knowledge and ability?
• To what extent do teachers use timed tests in class? How much flexibility is given to students who do not perform well under these circumstances to most accurately assess the student's level of knowledge and ability? Are complex, long-range, out-of-class projects or shorter, timed in-class assignments available as an alternative?
• How does the school, or a particular teacher, work with students who complete work and exams quickly?

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1. Tell me about the relationship between the administration and the teachers.

• What is the faculty retention percentage?
• What is the ratio of administrators to faculty members? What is the ratio of administrators to students? Faculty to students?
• What kind of professional training (e.g. degrees in a specific content area) do staff members have? On average, how many years of teaching experience do staff members have?
• What is the teacher retention percentage?
• What does the administration provide for teachers?
• Are teachers generally comfortable with this relationship?
• How does the administration feel about its role with the teachers?
• How much structure or freedom do teachers and administrators expect from each other?

2. How much flexibility do teachers have when it comes to developing their students – not only in terms of intellectual needs but also in terms of psychological or social needs?

• Is it the teachers, the parents or the administrators who decide whether or not a particular student needs unique programs and/or services? Tell me a little bit about how this happens.
• Are the school and/or student achievement goals structured primarily around state or district guidelines, or does the school independently develop and pursue achievement goals? Will you describe these goals to me?
• To what extent does the administration prefer that teachers approach teaching in an individualized manner versus a uniform or group manner?
• To what extent does the school administration encourage teachers to develop their own style (e.g. teaching practices, class structure, disciplinary policies, evaluation methods, etc.)? How is this accomplished? Under what kind of circumstances might teachers' styles vary?

3. Are students expected to follow clearly defined paths in terms of their academic progress?

• Are unstructured activities and/or projects common for students at this grade level?
• How much autonomy are students given to develop and/or design their own academic programs?
• When and under what circumstances would a student's curriculum differ from others in the class?
• What attempts does the school make to match particular students with specific teachers by taking into consideration the different personalities and/or intellectual strengths and weaknesses of a student?

4. How individualized is the teaching at the school?

• At the ____ grade level, do teachers tend to use a more individualized or a more group-oriented approach to instruction?
• Describe the circumstances under which students learn in different environments.
• To what extent do teachers accommodate different thinking styles? Will you tell me how they might do this?
• Are there some teachers who work better with students who are more creative or divergent thinkers?
• Are teachers generally more inclined to teach with a more traditional, lecture style or in a more individualized manner?
• Do teachers generally prefer a less structured or more structured learning environment?
• How much structure or direction do teachers at the ____ grade level generally provide the students?
• Do gifted students receive a specialized curriculum? What is it? How is it taught?

5. Tell me a little bit about the dominant teaching strategies at the school.

• Is the school guided by a "back to basics" approach or a more "progressive" academic curriculum? Will you describe the approach to me in detail?
• Are any courses cross-disciplinary? Which courses are they? How are they cross-disciplinary?
• Do teachers ever team-teach? What subjects or courses are team-taught?
• To what extent are students working in a "competitive" environment? How do you define "competitive"? Will you give me some examples of both academic and non-academic activities that tend to be more "competitive"?
• To what extent are students working in a "cooperative" environment? How do you define "cooperative"? Will you give me some examples of both academic and non-academic activities that tend to be more "cooperative"?
• To what extent are students expected to understand why they are learning particular material?
• In what ways do teachers work to develop higher level thinking skills as opposed to teaching "specific material"?

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1. What is the composition of the students attending the school?

• What grade levels and ages are served?
• Where (geographically) do the students who attend the school come from?
• How culturally diverse is the student body?
• Does the school have students from families at all income levels? What is the overall mix?
• Are there any active religious groups on campus? What religions do they represent?
• Does the school have any policies regarding the composition of the student body?
• Does the school actively seek out specific groups? Which ones? Why?
• Does the school support a particular political perspective? What perspective is it? How is it supported?

2. How do teachers work with students to develop organizational skills, discipline and work habits?

• How tolerant is the school and its teachers of students with different work habits (e.g. more organized as opposed to less organized)?
• Do teachers acknowledge this as an issue (regardless of the students' levels of abilities) when trying to teach students?
• What do teachers generally think about this type of development for students?

3. What is the school's position regarding student behavior?

• Are teachers expected to guide students' social and emotional development? How is this done? Are some teachers especially interested in this?
• How tolerant is the school and its teachers of students who are unusually active or energetic? Will you describe the level of tolerance for me?
• How do the school and its teachers serve students who are extremely sensitive (i.e. students who are unusually emotional or are extremely affected by academic difficulties, social issues, etc.)? For example, how would the school and its teachers work with a student who gets extremely nervous and does not do well on timed exams? Or how might the school and its teachers work with a student who gets extremely upset when he/she receives an undesirable score and/or grade.

4. Will you tell me a little about the school's expectations regarding student conduct?

• Is there a formal disciplinary policy or are issues handled on an individual basis? Who manages the disciplinary process (e.g. teachers, administrators, etc.)?
• Does the school have an Honor Code? Is it stated or implied? Can I have a copy of it?
• Does the school have a formal dress code? Will you describe this policy?
• How do students generally address teachers and administrators (e.g. by first name, by title and last name, etc.)?
• To what extent do teachers or administrators supervise student forums? Are there any student forums that are not supervised? Which ones? Why?

5. Do teachers address the spiritual development or sensitivity of their students?

• When or in what context?
• Tell me a little bit about how this is accomplished.

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The following questions apply to core academic subject areas such as mathematics, science, and language arts. For questions pertaining to schools with highly specialized programs outside of these core subjects (such as music, athletics, art or performing arts), please see questions 5-9 in section H., Extracurricular Activities & Programs.

1. What types of courses are available in core academic subject areas?

• How many years and/or semesters of the core subjects are students required to take?
• Are there set courses that students must take to graduate or can students substitute electives for some of the courses? Will you provide some examples of electives in core subject areas?

2. What types of courses are available in non-core subjects (e.g. social science, computer science, art, music, etc.)?

• Can you give me some examples of the range of courses in a subject area (e.g. Jazz, Choral Music, Marching Band, Orchestra, Classical Music, etc.) that are offered at the school?
• How many different foreign languages are offered? What are they? What is the most advanced level of instruction for these languages? How many years of instruction is that equal to?
• Which Advanced Placement (AP) Exams are offered in non-core subjects such as Art History, Computer Science, French, Music Theory or Studio Art?

3. ELEMENTARY SCHOOL ONLY: Tell me a little bit more about the non-core subjects that are available.

• Do all students participate in these? How are students funneled into these subjects?
• At what grade level are these courses available to students?
• How frequently do students study various subjects? For example, does art instruction occur once a week or is it incorporated into everyday instruction?
• To what depth does instruction extend for these subjects? For example, how much will students learn about photography, art appreciation and art history during the teacher's art lesson?

4. ELEMENTARY SCHOOL ONLY: Is there a primary instructor for all subjects or do students have different teachers for different subjects?

• At what grade level do students change teachers for different subjects?
• Do subject-specific instructors teach multiple grade levels or a single grade level?
• What methods (e.g. hands-on experiments, textbooks, etc.) are used to teach science at different grade-levels?
• How many different styles of writing (e.g. poetry, short stories, research papers, book reports, etc.) are taught and used at different grade levels? Does the teacher assign a particular type of writing or are students permitted to decide what format they would like to use? How about subject matter?
• How many teachers have advanced degrees in a specific subject matter?

5. MIDDLE/HIGH SCHOOL ONLY: Are there courses that are open only to gifted or exceptional students?

• Will you give me some examples and describe these courses to me?
• How are students funneled into these courses?
• Do gifted students receive a specialized curriculum? What is it? How is it taught?
• If a student wants to take more advanced courses that are not offered by the school, can the student leave campus during the regular school hours?
• How does the school work with a student who is extremely advanced in ______________? Approximately how many advanced courses are offered in ____________? What are they?
• MIDDLE SCHOOL ONLY: What honors or advanced courses does the school offer? When can a student begin to take these courses? Do students who take these courses generally continue on with Advanced Placement (AP) or International Baccalaureate (IB) courses in high school?
• HIGH SCHOOL ONLY: What Advanced Placement (AP) or International Baccalaureate (IB) courses and/or exams does the school offer in ____________? When does the student start to take these courses? What is the pass rate or average score for students who complete the AP Exams?

6. MIDDLE/HIGH SCHOOL ONLY: What academic advising does the school provide?

• Does the student need to request a conference with a counselor or are regular conferences scheduled? How often do these conferences occur? What is discussed during a typical student-counselor conference?
• How often do students discuss their academic plans with school counselors?
• What kind of academic advising do students receive regarding college? What about career counseling?
• Does the school offer preparatory courses for college entrance exams? When are they offered? Who teaches them? Are there additional costs associated with them?

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1. What social/cultural clubs does the school offer?

• What percent of the student body participates in these clubs? Who initiates them? When do they meet?
• What kind of community service clubs does the school offer for students who are interested? What percent of the student body participates in these clubs? When do they meet?
• What are the school's expectations of students in terms of community service commitments?

2. ELEMENTARY SCHOOL ONLY: Do students participate in after-school extracurricular activities?

• What are they?
• Does the school offer organized sports that take place after school?
• Does the school offer art or music activities offered?
• How many or what percent of teachers assist with supervising after-school activities? What percent of parents assist with supervising extracurricular/after-school activities? What is the adult-to-student ratio?

3. ELEMENTARY SCHOOL ONLY: Do students participate in competitions in academic and non-academic activities?

• Does the school promote and encourage school-wide academic competitions (e.g. spelling bees, math contests, etc.)?
• Do students participate in interscholastic or statewide competitions in these activities?
• How often do students participate in athletic competitions that are not part of the regular Physical Education (PE) program?
• Approximately what percent of students participate in non-school sponsored extracurricular activities such as music lessons, swim team, or little league?
• How do the school and its teachers accommodate students who are exceptional in a non-academic area and need to attend performances or special practices during regular school hours?

4. MIDDLE/HIGH SCHOOL ONLY: Tell me a little bit about the extracurricular activities and priorities at the school.

• How much importance does the school place on student participation in non-academic or extracurricular activities and why?
• How much faculty time and school money are spent on these activities?
• What kind of non-academic or extracurricular activities are students required to participate in?
• What percent of students participate in non-academic or extracurricular activities that are not required?
• Do students participate in district or statewide competitions in these activities?
• What is student government like at the school? How active is it? How do students participate in student government? How do teachers and administrators assist with student government?
• Do you have any exclusive or specialty clubs (e.g. specifically for female students, African American students, Asian Americans students, etc.)?
• What intellectually-oriented clubs (e.g. "Mathletes", debate, etc.) are available?

5. MIDDLE/HIGH SCHOOL ONLY: Tell me a little bit about athletic/sports activities offered at the school.

• What is the athletic program like?
• What sports is the school most known for? How many participate? How many spectators attend these events? How much money is spent on them?
• Are most of the competitive sports interscholastic?
• Do any athletic teams have practice during the regular school day?

6. MIDDLE/HIGH SCHOOL ONLY: What is the _____________ program/team like at the school?

• Approximately what percent of students attend non-mandatory events?
• What types of programs/teams (e.g. Debate, Choir, Football, Softball, etc.) are cultivated on campus – either via courses, clubs, etc? Which ones are especially valued?
• Do any of these programs/teams meet during the regular school day?
• What is the highest level of instruction available for a student that is talented in _______________?
• Who heads/coaches the _____________ program/team?
• Has the instructor/coach been a competitor him/herself in this arena? At what level? Can we meet the coach?
• What sorts of competition opportunities exist for exceptionally talented students in ___________?
• To what extent do students compete at the state or national level (e.g. Association of the American Universities (AAU), California Interscholastic Federation (CIF), etc.)?
• Do instructors encourage talented students to enter competitions outside of the regular school programs?
• What level of education or training do instructors/coaches have?
• Can students receive private one-on-one lessons? Are there additional costs associated with these lessons?
• How many athletes pursue scholarships to college in ___________? What percent of students receive these scholarships?

7. MIDDLE/HIGH SCHOOL ONLY: What is the music program like at the school?

• Approximately what percent of students attend non-mandatory music performances?
• What types of music (e.g. Jazz, Classical, Band, Chorus, Operas, etc.) are cultivated on campus – either via courses, clubs, etc? Which ones are especially valued?
• Do any music-related programs/groups meet during the regular school day?
• What is the highest level of instruction available for a student that is a talented _______________?
• What performance opportunities are available for a talented musician?
• To what extent are students involved in music competitions?
• Do instructors encourage talented musicians to enter competitions outside of the regular school programs?
• What level of education or training do music instructors have?
• Can students receive private one-on-one lessons? Are there additional costs associated with these lessons?
• Are music students encouraged to pursue music scholarships? What percent of music students receive these scholarships?

8. MIDDLE/HIGH SCHOOL ONLY: Tell me about the drama or performing arts program?

• Approximately what percent of students attend non-mandatory performing arts performances?
• What types of performing arts (e.g. plays, comedy shows, variety shows, musicals, student-created films, etc.) are cultivated on campus – either via courses, clubs, etc? Which ones are especially valued?
• Do any performing arts programs/groups meet during the regular school day?
• What is the highest level of instruction available for a student that is talented in _______________?
• What performance opportunities are available for a talented performing arts student?
• To what extent are students involved in performing arts competitions?
• Do instructors encourage talented students to enter competitions outside of the regular school programs?
• What level of education or training do performing arts instructors have?
• Can students receive private one-on-one lessons? Are there additional costs associated with these lessons?
• Are performing arts students encouraged to pursue drama scholarships? What percent of drama students receive these scholarships?

9. MIDDLE/HIGH SCHOOL: What is the art program like at the school?

• Approximately what percent of students attend non-mandatory, student-created art exhibits?
• What types of art (e.g. commercial art, photography, industrial design, architecture, fashion design, art, web site design, computer animation, etc.) are cultivated on campus – either via courses, clubs, etc? Which ones are especially valued?
• What is the highest level of instruction available for a talented artist?
• Do any art programs/groups meet during the regular school day?
• What exhibition opportunities are available for a talented artist?
• To what extent are students involved in art competitions?
• Do the instructors encourage talented artists to enter competitions outside of the regular school programs?
• What level of education or training do art instructors have? Have any of them been professionals in the field?
• Can students receive private one-on-one lessons? Are there additional costs associated with these lessons?
• Are art students encouraged to pursue art scholarships? What percent of students receive art scholarships to colleges/design schools?

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