Ls viewbook

Admission Procedure The Roeper School seeks best-fit candidates for admission to our s hool. We find that gifted students ho are curious about learning, internally motivated, self-directed, and have a high ability to think abstractly are most successful in our school environment. Admission to our school is based on a review of many factors, including a gifted IQ test result, prior academic performance, a positive teacher report, a successful visit to our school, and the student’s ability to give something back to our school community. All admissions decisions are made by a committee of Roeper staff members who look for best-fit, gifted candidates.

1.

Contact the Admissions Department to arrange a date and time for a personal parent/guardian interview.

Parents/Guardians will have the opportunity to tell us about their child, discuss our program and tour the school at this time. For Stages I - IV, call 248/203-7317; for Grades 6 - 12, call 248/203-7433.

2.

Return the completed Application and Questionnaire(s) with the $75 non-refundable application fee to the Admissions Department. If you would like to pay online, the admission application payment link is: https:// www.roeper.org/admissions/application-payment-only. Application for Financial Aid should also be made at this time.

3a. For Stage I: Contact the Admissions Department when all the appropriate paperwork has been completed and schedule a classroom observation for your child. This qualitative assessment will consist of a one-hour visit in the classroom. A full IQ test will be required before a child enters Stage II. 3b. For Stage II through Grade 12: If you have a copy of an IQ test that was administered to your child within the past three years, it may be considered valid. If not, you will need to make an appointment for your child to take an individual IQ test, which is administered by a psychologist. You may have your child tested by one of the psychologists on our referral list below or by any other licensed psychologist of your choice at your expense. An appointment may be set up by calling one of them directly. Please send a copy of the tester’s full, detailed report, including all subtest scores and interpretation of those scores, to the Admissions Department. We prefer the WPPSI-IV or the WISC-V. Adam Plotnick, Ph.D., Farmington Hills..................................................... 248/471-0071 Lori Radner, Psy.D., Bingham Farms/Farmington Hills................................ 248/788-6400, Ext.2 Alicia Acey, Ph.D., Franklin....................................................................... 248/346-3496 Steven Spector, Ph.D., West Bloomfield..................................................... 248/539-8018 Sarah Murray, Ph.D., Troy.......................................................................... 248/962-3040 Pamela A. McCaskill, Ph.D., Plymouth....................................................... 734/416-9098, Ext.1 Patricia C. LaPat, M.A., Farmington Hills.................................................... 248/661-0195 Theresa Andare, M.A., Royal Oak.............................................................. 248/320-5590 Ellen Mayfield, Ph.D., Bloomfield Hills...................................................... 248/884-0685 Bela Chopp, Ph.D., Birmingham/Rochester/Southfield................................ 248/915-8821 Debra Luria, Ph.D., Bloomfield Township.................................................. 248/626-4622 Maggie Gindlesperger, Psy.D., Henry Ford Health, Detroit/Clinton Twn.... 313/876-2526 Vilija Petrauskas, Ph.D., Henry Ford Health, Detroit/West Bloomfield........ 313/876-2526 Jannel Phillips, Ph.D., Henry Ford Health, Detroit/West Bloomfield........... 313/876-2526 Imagine Center, Detroit, Northville, Sterling Heights.................................. 313/656-4052 Isabelle Beaulieu, Ph.D., Bloomfield Hills.................................................. 248/487-9417 4.

Send the Teacher Report form to the child’s current teacher or counselor. She/he should mail the completed form to the Admissions Department.

5.

Send the signed Academic Records release form to the student’s present school or preschool if applicable. The school should return photocopies of the student’s complete records, including transcripts, grades and any standardized test and achievement results, special assessments and other relevant evaluation(s).

6.

Financial Aid is available for students in Stage II through Upper School. Approximately one-third of our students receive some type of financial aid, and the average award is $9,000. Parents should begin application for financial aid concurrently with the admission process. (See additional information in this packet.)

7a. For Stages II, III and IV: Arrange a date with the Admissions Department for a classroom visit and skills evaluation for the child. The skills evaluation is an informal analysis done by members of our teaching staff during the child’s visit.

7b. For Middle and Upper School: Arrange a date with the Admissions Department for a student visit. Visits begin at 8:00am and last until 3:30pm so that the student may participate in the typical daily schedule.

The applicant’s file will be complete and rea y for review by the Admissions Committee when all of the above steps have been completed. A decision will be made at the next established acceptance meeting and the parents will be notified of the results within a few working days. In certain cases, an additional interview or evaluation may be requested. Upon acceptance, an enrollment contract will be mailed. The signed enrollment contract with deposit must be returned by the date indicated to reserve a place for the new student.

9.20.17

ApplicAtion For EnrollmEnt PLEASE NOTE: A $75 application fee must accompany this form, check made payable to The Roeper School, or can be paid electronically by going to: https://www.roeper.org/admissions/application-payment-only TODAY’S DATE

STAGE I (preschool) PROGRAM FOR WHICH YOU ARE APPLYING:

LEVEL FOR WHICH YOU ARE APPLYING:

MONTH & YEAR OF PROPOSED ENROLLMENT

HALF DAYS* c FULL DAYS c *mornings only MON

LOWER SCHOOL

c c

c c

c c

c c

c STAGE II (Kindergarten/1st Grade)

TUES

WED

THUR

FRI

c STAGE III (2nd/3rd Grade)

IS YOUR CHILD POTTYTRAINED? YES c STUDENT’S FULL NAME

c STAGE IV (4th/5th Grade)

NO c

MIDDLE/UPPER SCHOOL

PREFERRED NAME

GRADE DATE OF BIRTH

GENDER

HAVE YOU PREVIOUSLY APPLIED TO ROEPER FOR ANOTHER CHILD?

THAT CHILD’S NAME

HAVE YOU PREVIOUSLY APPLIED TO ROEPER FOR THIS CHILD?

IS YOUR CHILD A U.S. CITIZEN?

YES c

NO c

YEAR OF HIS/HER APPLICATION

PARENT #1’s or GUARDIAN’s FULL NAME

email address

Please circle preferred phone number for contact

Home

Business

Cell/Other

HOME Address (street address, city, state, zip)

OCCUPATION

EMPLOYER

Business Address (street address, city, state, zip)

DID YOU ATTEND ROEPER?

PARENT #2’s or GUARDIAN’s FULL NAME

YEAR(S) YOU ATTENDED

email address

Please circle preferred phone number for contact

Home

Business

Cell/Other

HOME Address — IF DIFFERENT FROM PARENT #1’S (street address, city, state, zip)

OCCUPATION

EMPLOYER

Business Address (street address, city, state, zip)

DID YOU ATTEND ROEPER?

YEAR(S) YOU ATTENDED

PARENTS’ MARITAL STATUS IF APPROPRIATE, INDICATE CUSTODIAL PARENT

IF APPROPRIATE, PLEASE INDICATE

NEVER MARRIED c MARRIED c sepArated c divorced c

JOINT c

MOTHER DECEASED c

SIBLING(S)

BIRTHDATE(s)

MOTHER c

FATHER c

FATHER DECEASED c

SIBLING(S)

BIRTHDATE(s)

SCHOOL EXPERIENCE

CURRENT Grade

CURRENT SCHOOL

SCHOOL Address (street address, city, state, zip)

SCHOOL PHONE

Teacher’s Name

School District of Residence

OTHER SCHOOL(S) ATTENDED

OTHER SCHOOL(S) ATTENDED

GRADE

GRADE

FINANCIAL AID —FA will not be considered until all forms are completed and uploaded online at http://sss.nais.org. Please indicate if you are applying for Financial Aid (available for Stage II - Grade 12; also for Stage I, 5 full days, if older sibling also enrolled).

YES c

NO c

Both parents/guardians listed on this application (custodial and non-custodial) will receive school mailings and information once the student is enrolled.

SIGNATURE OF PARENT/GUARDIAN

DATE

the roeper school admissions process abides by the isacs principles of good practice.

2.17.17

12.26.14

Parent/guardian Questionnaire To be completed by parent or guardian of student.

The more we know about your child and your family, the better we can help you decide if this school is the best placement for him or her. The information in this questionnaire also helps in planning after your child is enrolled. (In joint or separate custody situations, it is helpful if each parent completes a separate questionnaire.)

CHILD’S NAME 1.

How did you learn about The Roeper School?

2.

Has your child ever participated in any of Roeper’s Summer Camp and/or Enrichment programs?

3.

Why are you considering our school?

4.

What goals and expectations do you have for the Roeper program?

5.

How has your child adjusted to other school or camp experiences?

6.

What activities do you enjoy as a family?

7.

What are your child’s favorite activities?

8.

Describe your child’s social interactions and peer relationships.

9.

Does your child have any specific fears or anxieties

AGE

10. How has your child reacted to unusual events (if any) such as moving, death, accident, illness?

11. Does your child have any specific health issues or allergies

continued 12.26.14

12. Is your child taking medication for any health or behavioral concerns?

13. Has your child ever been evaluated individually?

For example, has s/he had IQ testing, individual achievement tests, tests for learning differences (e.g., ADD/ADHD or dyslexia), or other evaluations? If yes, please explain.

14. Has your child ever had a 504 or an IEP? If so, please explain.

15. Has your child received academic support services through school or privately?

If yes, please explain.

16. Has your child received professional counseling or therapy?

If yes, please explain.

17. Has your child ever been subject to school disciplinary action (e.g., expulsion, suspension, probation)?

If yes, please explain.

18. Are there particular physical, psychological or behavioral areas in which your child needs help?

19. What do you consider your child’s most outstanding characteristics?

20. What do you see as your child’s individual educational needs?

21. Is there anything that you would like us to know that has not been included in this questionnaire?

Signature of Parent/Guardian

Date

12.26.14

Teacher Report

This form should be given to the child’s teacher or counselor to be completed and returned directly to The Roeper School.

Date Dear Fellow Educator: has applied for admission to The Roeper School.

We would appreciate your observations about this student. All information will be kept strictly confidential This applicant: Never

Always

1. shows intellectual curiosity

1

2

3

4

5

2. has a willingness to complete activities

1

2

3

4

5

3. is able to work independently

1

2

3

4

5

4. can follow directions

1

2

3

4

5

5. makes transitions easily

1

2

3

4

5

6. is internally motivated to learn

1

2

3

4

5

7. has an age-appropriate attention span

1

2

3

4

5

8. participates readily in class

1

2

3

4

5

9. has good relationships with peers

1

2

3

4

5

10. is cooperative and can accept limits

1

2

3

4

5

11. has respect for the rights of others

1

2

3

4

5

12. is sensitive to the needs of others

1

2

3

4

5

13. can accept responsibility

1

2

3

4

5

14. can handle academic requirements without special assistance 1

2

3

4

5

15. can control verbal aggression

1

2

3

4

5

16. can control physical aggression

1

2

3

4

5

17. is appropriately assertive

1

2

3

4

5

1

2

3

4

5

18. works effectively during unstructured time

continued 12.26.14

FURTHER OBSERVATIONS: What are the student’s overall strengths or weaknesses in academic areas and social-emotional development?

Have you ever needed to involve the school counselor/social worker, special education team or principal with the student?

CURRENT Grade Level

Student’s Name Teacher’S name

(please print)

Title TEACHER SIGNATURE

Date

Year this student was in your classroom Name of School School Address

School Phone

School City, State, Zip Code

Please return as soon as possible to: Preschool through 5th grade Admissions Department The Roeper School 41190 Woodward Ave. Bloomfield Hills, MI 4830 Phone: 248/203-7317 Fax: 248/203-7350

6th through 12th grade Admissions Department The Roeper School 1051 Oakland Ave. Birmingham, MI 48009 Phone: 248/203-7433 Fax: 248/642-8619

12.26.14

ACADEMIC RECORDS Please complete this form and submit it to your child’s current school office.

STUDENT’S NAME DATE OF BIRTH

TODAY’S DATE CURRENT GRADE

STUDENT’S ADDRESS PRESENT SCHOOL SCHOOL ADDRESS SCHOOL CITY, STATE & ZIP CODE

I hereby grant permission for the above school to release copies of the following school records for the student named above.

If my child enrolls at The Roeper School, I authorize the release of his/her permanent records to The Roeper School.

ACADEMIC RECORDS ACHIEVEMENT TESTING IQ TESTING INDIVIDUALIZED EDUCATION PROGRAM (IEP) 504 PLAN BEHAVIORAL INTERVENTION PROGRAM (BIP) HEALTH FORM OTHER RELEVANT EVALUATIONS SIGNATURE OF PARENT/GUARDIAN

Please send copies of records to: Preschool through 5th grade

Admissions Department The Roeper School 41190 Woodward Ave. Bloomfield Hills, MI 4830 Phone: 248/203-7317 Fax: 248/203-7350

6th through 12th grade Admissions Department The Roeper School 1051 Oakland Ave. Birmingham, MI 48009 Phone: 248/203-7433 Fax: 248/642-8619

Fact Sheet Philosophy

The Roeper School is a coeducational day school for gifted and talented children. Students learn in an environment that recognizes and encourages excellence and provides intellectual stimulation and challenge. As they move through the program, Roeper students become increasingly selfdirected, independent and confident. The atmosphere fosters compassion, curiosity, an appreciation for individual differences and a sense of responsibility within the student.

school

The Roeper School is a nonprofit corpo ation governed by a 26-member Board of Trustees representing parents, staff, alumni, students and other members of the community. The School is organized into three divisions: Lower School, ages 21/2 –11; Middle School, grades 6-8; and Upper School, grades 9-12.

History

The Roeper School was founded by educational pioneers George and Annemarie Roeper, who were refugees from Germany and witnesses to the moral cataclysm of Hitler’s Third Reich. Once in this country, the couple dedicated themselves to creating an environment in which a powerful few would never again be able to impose their will upon an unchallenging majority. They set out to achieve their goal through education by opening their own school in 1941. The school was moved to the Bloomfield Hills campus in 1946 and as designated a school for gifted children in 1956. The Upper School program was added in 1965, and the Middle/Upper School moved to the Birmingham campus in 1981.

academic program

The structure of Roeper’s curriculum emphasizes conceptual and experiential learning opportunities that facilitate specific goals for ind viduals in response to their intellectual and personal/social characteristics, needs and interests. In the Lower School, homerooms serve as the centers for language arts activities, social studies and mathematics. Additional classes in science, music, French, art, dance and movement, physical education, library and computer skills are part of the curriculum.

The cornerstone of our Middle School is the incorporation of the physical, social, emotional and intellectual needs of gifted students in a state of transition. Our program provides optimum individualization of instruction for an age group characterized by wide variability among students.

The Middle School curriculum includes English literature, composition, social studies, foreign language, mathematics, computer study, science, fine arts, p ysical education and interscholastic sports. The school also provides opportunities for advanced work at the Upper School level.

Courses in the Upper School include core classes in English, history/social studies and many electives: computer, foreign languages, mathematics through post-calculus, biology, chemistry and physics, as well as many Advanced Placement classes. Opportunities for independent study, self-directed study, internships and mentorships allow student to pursue their passions within — and beyond — the classroom. The fine arts prog am provides opportunities for performance and/or participation at all levels. Physical education activities range from individual conditioning programs to interscholastic team sports.

student body

The School enrolls over 545 students from Stage I through Grade 12. Students are from the greater Detroit metropolitan area, representing 60 communities in southeast Michigan, as well as a variety of ethnic, racial and economic backgrounds.

faculty

There are 85 full-time and part-time faculty members. Teachers are selected for their ability to provide continuing challenges and stimulation, to develop a world- and future-oriented curriculum, to foster problem-solving as well as fact-finding approa hes, to create a learning experience that is creative, disciplined and meaningful, as well as to promote an environment that encourages parental participation.

continued 10.18.13

campus

The Lower School is located on the Bloomfield Hills campus, hich includes the Hill House (1928), the Middle Building (1960), the Quad Building (1962), the Court Building (1964), the Martin Luther King, Jr. Domes (1967), the Duplex (1970), the Steward Stage III Classroom Building (2003), and our Community Center (2007). Distinctive homerooms and classrooms are designed to provide comfortable, inspiring spaces for individual and small-group activities. An athletic field, outdoor basketball court and a nature center for science studies are also part of the facilities.

The Middle/Upper School is located in Birmingham in a former public school building purchased in 1981. Far-reaching renovations in 2001 and 2013 upgraded facilities throughout the building. The modernized Science Wing includes new labs and equipment to support chemistry, biology, physics, robotics and middle-school science classes and independent study. Dedicated computer labs were created for math, language, physics, digital video and general technology. The 200-seat black-box theatre, home to the Roeper Theatre Company, was enlarged and fitted with state-of-the-art digital audio technology, computer-operated lighting control systems and video projection equipment. The large, fully mirrored dance studio features a professional sprung-wood floo . A new elevator makes the building handicapped-accessible. Comprehensive landscaping was completed in the summer of 2004.

student activities

In addition to their rich classroom experiences, Roeper students have extensive extracurricular opportunities. Lower School activities include yearbook, environmental stewardship, Future Problem Solving and Imagineers competitions, fencing, yoga, chess, robotics and interscholastic basketball.

Middle/Upper School activities include forensics, yearbook, robotics, debate, math and engineering competitions, drama, dance, vocal and instrumental competitions, The Muse literary magazine and Model UN. Team sports opportunities for boys and girls — we have a “no-cut” policy — include soccer, basketball, volleyball, baseball, track and field, golf and cross-countr .

special programs

Roeper Summer Programs give children throughout the metropolitan area the opportunity to enjoy a rewarding camp experience. Roeper Summer Day Camp is a recreational day camp for children three to 11 years old and is located in Bloomfield Hills. Roeper Summer Stock Theatre is designed to develop and showcase the skills of students entering 3rd through 12th grades who are interested in theatre. Roeper Science Camp is for students entering 6th through 8th grades who love science and want to explore science concepts with hands-on activities in real-life situations. The Roeper Dance Camp provides dancers entering 1st – 8th grades with a solid foundation in ballet and modern dance technique, combined with the opportunity to explore and refine their horeographic and interpretive dance skills. Roeper Forensics Acting Camp is designed for students entering 4th through 9th grades who want to develop their public speaking skills. Students use plays, stories, poems, or their own writing to focus in on the details of performance and public speaking. Roeper Clay Camp is a unique pottery program offering a total hands-on experience and instruction of various techniques for students entering 3rd through 12th grade.

Roeper’s Saturday Enrichment Program is a series of classes held four consecutive Saturdays during the winter. It is open to all preschool thorugh elementary school-age children. Classes are taught by Roeper faculty and give the non-Roeper student an opportunity experience what makes learning at Roeper so enjoyable and rewarding.

roeper review

parent community

The Roeper Institute publishes the Roeper Review, a quarterly journal that is distributed internationally and recognized as a leading publication on gifted education. It is available through Taylor and Francis Journals.

Parental involvement is an integral part of the educational structure at Roeper. This is facilitated through classroom visits, volunteer work, evening conversations, parent/teacher conferences, open houses, “next stage” parent orientation meetings, an All-School Picnic and Carnival and the Roeper Parent Community (“RPC” — the official parent organization). The school provides programs for parents of Roeper students, varying from seminars on the young gifted child to workshops for parents of adolescents.

The Roeper School admits students without regard to race, color, religion, gender, sexual orientation or national and ethnic origin and entitles them to all the rights, privileges, programs and activities generally accorded or made available to students at the school.

10.18.13

Program Overview — Lower School

The Lower School program is designed to meet the needs of gifted students ages 21/2 through 11. The program’s content and structure are responsive to developmental stages in the lives of children. Learning experiences are designed to help students find depth and personal meaning in their studies. Fundamentall , Roeper teachers respect and facilitate the individual abilities, needs and interests of young learners. These three “threads” — attention to developmental stages, personal meaning, and personalization — are consistently woven through the fabric of a Roeper education.

At each of the four Lower School Stages, developmentally appropriate opportunities for choice, decision-making and problem-solving assist the students’ developing sense of empowerment and personal responsibility for their own learning.

Each Stage brings opportunities for greater levels of abstraction in language arts, mathematics, social studies, science, foreign language, visual and performing arts, technology and physical education.

Stage I students explore concepts related to language, aesthetics, personal and social behavior, mathematics, and more, in ways that are right for three- and four-year-olds: exploratory, experiential and shared. Shared inquiry continues in Stage II with more emphasis on expanding academic concepts and skills and the beginnings of self-reflection as learners. The whole campus becomes the learning and playing field for Stage III and IV students. Stage III students experience a time of ynamic and dramatic growth necessary for the growing sense of responsibility, other-centeredness and academic abstractions nurtured in Stage IV. As gifted students grow and change in each Stage, they continue to be compelled to find real meaning in their learning, to make connections, and to relate their values, beliefs and expanding experiences to what they are studying. Learning in the Lower School is, therefore, responsive to students’ interests, experiences and need to know. Our students often develop real passions for certain subjects or issues. The flexibility required to be respons ve to young students is built into both the schedule and our curriculum-development process.

Small student-teacher ratios make it possible for teachers to attend to each student’s learning experience. Personal learning styles can be understood so that strengths are nurtured and strategies developed between teacher and student to most effectively meet that student’s needs.

We believe that the fabric of Roeper’s Lower School education is constructed in such a way that our students are wellprepared for the next stage of their learning — the Middle School — and they have been provided with the foundation for self-understanding and self-trust required for achievement in and contribution to their world.

PROFILE Accreditation Member Teacher/Student Ratio Lower School Size

Independent Schools Association of the Central States (ISACS) National Association of Independent Schools (NAIS) Association of Independent Michigan Schools (AIMS) 1: 9 250 Students

CURRICULUM In the Lower School, homerooms serve as the centers for language arts activities, social studies and mathematics.

Additional classes in science, music, French, Spanish, art, dance and movement, physical education, library and com-

puter skills are all part of the curriculum. While no formal grades are given in our Lower School program, parents receive comprehensive written reports on their children’s progress in all areas twice a year from their Lower School teachers.

Roeper students generally spend two or three years in a Stage consisting of overlapping ages: Stage I — 21/2 to 5 years Stage II — 5 to 7 years

Stage III — 7 to 9 years Stage IV — 9 to 11 years

These types of groupings have several important benefits • Children are with other children who are at the same social and emotional stages of development. For gifted students, this means that they can work at high academic levels of challenge while still being with age-mates.

• The expectation is set for a broad range of academic skill levels, and students progress through the skill levels as they are capable. This broader grouping with its range of skills better accommodates gifted students with peaks and valleys in their skills and interests.

• By having two or more years with the same teacher, each student’s continual progress is consistently observed and motivated. Students in their second years can “hit the ground running.”

continued 12.26.14

• Children make easy transitions into the next Stage because the second-year students in the Stage take them under their wings. Older students rise to the expectation of setting good examples and showing leadership.

• While providing natural opportunities for leadership, mixed-age grouping also takes the pressure off the gifted student to always be the class leader, as can happen in a regular classroom setting. At Roeper, students have peers at their same level with whom they can develop their teamwork and sharing.

BEFORE- & AFTER-SCHOOL CARE Lower School children may attend the before-school program from 7:30 – 8:10am at $5.50 per day and/or the afterschool program between 3:10 and 6:00pm at $5.50 per hour. Students are given quality supervision, snacks, a quiet area for reading and homework, and another area for board games, storytelling, arts and crafts and indoor/outdoor play.

Charges are billed monthly by the Business Office Registration, with a registration fee of $30 for the school year is highly recommended; those families who have not paid the fee will be charged a higher hourly rate.

TEACHER REPORTS Reporting on students’ progress is done throughout the school year on an informal basis between the teachers and parents as the need arises. In October and March Parent/teacher Conferences are held for Lower School students. Lengthy written reports are sent home twice a year from Special Subject teachers and homeroom teachers. These reports are specific to ea h child and outline their progress in particular areas.

LUNCH Each child should bring a packed lunch from home, or parents may participate in the school’s hot lunch program. Please see that lunches brought from home are nutritious (no candy or pop, please) and have foods your child likes to eat. The school provides milk for each child. For the safety of all our children, we ask that you help us maintain an environment sensitive to the potential for allergic reactions to peanuts and tree nuts by refraining from sending peanut or tree nut products to school with your child(ren).

SPECIAL SCHOOL ACTIVITIES Environmental Stewardship Jump Rope for Heart Gardening

Empty Bowls Recycling Projects Diversity Day

Community Duty Heart Art Exploration Week

ENRICHMENT ACTIVITIES The following is a list of activities that may be offered during or after school for Stages II, III and IV, depending on student interest. Not all activities are offered for all Stages.

Brownies and Girl Scouts Art Exploration Cooking and Baking Scholastic Chess Team Stage IV Boys Basketball Stage IV Girls Basketball

Soccer Golf Dance Yoga Volleyball Fencing

Guitar Violin Brain Games Creative Writing Knitting Rocketry

12.26.14

edUcational statement of purpose Founders George and Annemarie Roeper believed that all human beings have two central tasks: to come to understand themselves and to discover how they will contribute to the world. As a pre-K through secondary school, Roeper plays a formative role in the pursuit of these lifelong goals and offers a whole child education for gifted individuals driven by the humanistic philosophy of our founders. Our purpose is to guide students on the journey to becoming discerning, humane, engaged adults.

In gifted individuals, powerful thinking combines with an emotional intensity to create a worldview that differs from the norm and is supported best by an exceptional learning environment. For these reasons, the distinctive approach of The Roeper School — one that is highly individualized and focused on the social and emotional needs of students — is particularly appropriate for gifted children. The breadth and depth of our academic program, our appreciation for the inherent dignity and emotional complexity of each student, and our authentic partnership with children in the learning process help gifted students realize their potential and their impact on the world.

A Roeper education is characterized by outstanding and profound student-teacher relationships that foster mutual respect. When children are genuinely offered a voice from young ages, they grow to become adults who will do the same for others. This belief pervades every practice of the school and arises from our philosophical conviction that equal human rights breeds a valuable sense of justice and interdependence. We emphasize the importance of students doing their own thinking and making their own choices both in and out of the classroom, so that they become active stakeholders in their education and in their communities. Our curriculum is purposefully structured around the needs and input of students and encourages collaborative learning through peer and multi-age groupings and interactions. The dynamics of our school are designed to empower students and simultaneously to explore the drawbacks of power-driven structures in societies and civilizations.

The culmination of a Roeper education has many possible outcomes: our goal is to prepare students with the skills and knowledge necessary to navigate the unknowns on our collective horizon. Students engage every day with inquiry-driven learning focused around problems, projects and complex questions. Our dedication to diversity not only ensures multiple perspectives, but also enriches decision-making and the search for solutions.

We hold process in equal regard with content and promote a nuanced understanding of subjects and a passion for learning. Playfulness, exploration, and personal discovery are essential elements at all levels of our school, and as a result, our students apply information in thoughtful and innovative ways. With this holistic perspective, Roeper succeeds in matriculating students of uncommon excellence to the schools and opportunities of their choice.

At the time The Roeper School was founded in 1941, George and Annemarie were pioneers in their methods and beliefs. Today, mainstream currents in education aspire to align with those that have steered our school for decades, which only confirms the visionary nature and enduring significance of a Roeper foundation We specialize in the education of gifted individuals because it is for these students that a humanistic approach to learning is especially compatible and constructive. When their intellectual, emotional, ethical and physical needs are cared for, gifted children flourish and become compelling thinkers, compassionate agents, and fulfille adults. The Roeper School offers a panoramic educational experience that reaches past the scope of college preparation and inspires individuals for life.

Approved by the Board of Trustees November, 2013

12.19.13

The CORE TENETS OF THE ROEPER PHILOSOPHY

The Roeper School to view the needs of each child independently

exists to guide the growth of the individual — intellectually, emotionally, ethically and physically — within the context of an engaged community.

to commit to justice rather than power

to be willing to allow children to participate in the shaping of their own destiny and to consciously prepare them for it

to prepare this future generation to deal with the unknown

to make equal human rights for all people a priority

Except for slight grammatical changes, this reflects the 1981 Philosophy Statement written by George and Annemarie Roeper.

CHARACTERISTICS OF GIFTEDNESS Giftedness is the asynchronous development in which advanced cognitive ability and heightened intensity combine to create an inner experience and awareness that are different from the norm.

Though giftedness is often identified by an IQ score in the range of 130, it is often more helpful to look for certain shared characteristics.

Intellectually and academically, the gifted child is…

• • • •

Curious Observant Perfectionistic Inquisitive

o o o

Interested in life and death

o

Wants to know the reasons for/origins of things

Asks probing questions Wonders “What if…?” and devises experiments to find solutions

• •

Introspective

• •

Creative

•

Verbal/articulate

Intuitive; makes logical projections based on intuition Intrinsically motivated (often uncomfortable with praise)

o o

Has a large vocabulary; loves big words Has an early grasp of language

• •

Passionate (about learning)

•

Innovative and original; finds non-conventional solutions

• • •

Self-taught; makes and follows own plans

Bored (especially in a non-challenging and/or “traditional” academic environment)

Precise in thought and speech

Socially and emotionally, the gifted child is…

• • • • • • • • • • •

Empathetic Sensitive Intense Passionate (about his/her beliefs) Naïve Spontaneous Inhibited Anxious Lonely (like he/she doesn’t fit in) Moral (has a strong sense of justice) Argumentative

Additionally, he/she…

•

Has a strong affective memory (i.e., remembers insults forever)

• • • • • • •

Does not want to grow up and face the world

•

Is attached to animals

Prefers adult company Can be hard on him/herself Develops an early sense of responsibility Recognizes falsity (i.e., has no “trophy friends”) Can be manipulative; has a tendency to bargain Questions authority and conventional expectations; is willing to go against the grain if the situation does not align with personal beliefs

Driven to understand, especially concepts of a complex nature

Additionally, he/she…

•

Appreciates complexity (i.e., finds a myriad of alternative explanations to simple issues/problems)

• • • •

Notices what no one else does

• •

Learns and thinks non-sequentially

Has a high level of retentiveness Thinks about thinking

Other common traits and behaviors of the gifted child:

• • • • •

Does multiple things at once Takes fewer physical risks Has advanced visual and motor skills Says “actually” Appears disorganized

Thinks abstractly (often before having the emotional ability to handle it) Reads avidly

Disclaimer: Although the items listed above are often seen in gifted children, it should be noted that all gifted children DO NOT exhibit all of these traits all of the time.

4.3.12

TUITION and financial aid Effective August 2017 through June 2018 Lower School * Stage I – Hill House (Ages 21/2 – 5 years)

Stage I – Domes (Ages 3 – 5 years) Stage II** Stages III - IV

2 half days 3 half days 4 half days 2 full days 3 full days 4 full days

$4,500 $6,750 $9,000 $8,100 $12,150 $16,200

5 half days 5 full days

$10,700 $19,400

Grades 2 through 5 $23,500

middle School***

Grades 6 through 8

$25,750

upper School ***

Grades 9 through 12

$28,000

* Books and materials for Lower School students are included in the tuition. ** Entry level is determined by developmental readiness and not necessarily by a child’s age or previous grade. *** Books and materials for Middle and Upper School students are purchased online at www.MBSDirect.net.

payment assistance

The Roeper School offers two interest-free payment options: • full tuition payment by August 1st made directly to the school, or • two, four, 10 or 12 payments by enrolling with FACTS Management Company (Note: tuition refund insurance required) Please note that the $1,000 enrollment deposit must be submitted by check directly to the school along with the enrollment contract on or before its due date.

An early-payment tuition discount is available through April 30th of each year.

Tuition refund insurance offered by A.W.G. Dewar provides your family partial financial protection should your child be withdrawn from the school, subject to the terms of the policy.

The premium rate for the 2017-18 academic year is 1.5% of the total tuition, with a proportionate reduction for those on financial aid and billed annually in July. Participation is required for families taking advantage of the schools’ FACTS installment program. Coverage is optional but recommended for families who elect to pay the tuition in full by August 1st.

financial aid overview

F inancial aid is available for families with students in Stage II through Grade 12 at Roeper.

Families with a child entering Stage I for five full days are also eligible for financial aid if they have another child enrolled in Stage II through Grade 12. Approximately one-third of our students receive some type of financial aid, and the average award is $9,000. The amount of the grant varies greatly, based on the family’s level of need. The Roeper School uses the School and Student Service (SSS) to collect basic financial information on income, assets, family size, etc. A need-analysis report is prepared bySSS which suggests the amount you can contribute for educational costs.

Since not all families’ financial circumstances are equal, the Financial Aid Committee uses the SSS evaluation as the starting point for its review of each applicant’s request for financial aid.

The following list includes items considered when determining the family’s contribution:

• • • • • •

gross taxable and nontaxable income family assets (e.g., land, buildings, cars, etc.) number of children in tuition-charging schools unusual family or medical expenses age of parents (how close they are to retirement) potential income to be earned by a non-working parent who does not have small children at home

• • • • •

stocks liabilities home equity liquidity of assets savings accounts

This information is provided for your convenience and may be subject to change.

Specific enrollment and tuition payments are governed by the terms of the enrollment contract.

continued 1.23.17

After allowing for basic necessities and taxes, the remaining funds are considered available to cover the costs of school expenses. The Roeper School is only able to meet a portion of the financial need as determined by SSS. In order to offer financial assistance to as many families as possible, we often expect contributions above and beyond a family’s calculated ability to pay. Typically, awards do not exceed 50% of tuition. Families may need to give a higher percentage of their discretionary income or seek out other sources for assistance. procedures

The Roeper School uses School and Student Services (SSS) to process financial aid and scholarship applications. SSS is a service of the National Association of Independent Schools.

Based on the financial information you provide, SSS gives us an estimated amount your family can contribute to educational expenses. This does not guarantee a specific award amount but helps us make fair and objective tuition assistance decisions. All parents and/or guardians should apply. To begin your financial aid/scholarship application for the 2017-18 school year, follow these steps below: 1. Any time after November 1st, go to http://sss.nais.org. The Roeper School code is 6130.

2. Click on the prompt to begin your Parents’ Financial Statement (PFS). You only have to complete one PFS even if you have several children applying to our school.

3. You will be given a password that will allow you to return to your PFS at a later date before submitting it.

4. You will be given instructions about submitting required backup documents (i.e. most recent federal tax return and W-2(s) on-line). Your documents will be handled with the utmost level of security. To read more about SSS’s document security, go to sss.nais.org.

5. For those without access to a computer: Mail the required documents to: SSS by NAIS, Application Processing Center, P.O. Box 449, Randolph, MA 02368-0449. (For overnight mail, use this address: SSS by NAIS, Application Processing Center, 437 Turnpike Street, Canton, MA 02021.)

Note: Applying online ensures that your information will be delivered more quickly to our school, allowing us to make a faster decision about your eligibility for financial aid or scholarship.

Call (800) 344-8328 with any questions (Mon - Fri: 9am - 8pm EST. Sat: 9am - 4pm EST) decision

timing

payment of award

All awards are determined by the Scholarship and Financial Aid Committee. Before the committee can make an award, the applicant must have completed the admissions process and been accepted to be considered for a grant. Requests will be processed in a timely fashion as the completed information is received. Notification is sent by email after each decision so that families can have as much time as possible to plan financial arrangements. A written acceptance of each award is required within one week of notification.

Please submit the PFS to the SSS as soon as possible. Upload a copy of your most recent tax form, if there have been no major income changes, as this will allow earlier action on your request. Those applying after the first of the year but before April 15th may submit either the previous or current year’s tax return.

Financial aid is not applied to the enrollment deposit. When a grant is accepted, the Business Office will apply the amount of the award proportionally to the tuition charges.

Parents/guardians are assured that all information submitted will be kept in the strictest confidence.

1.23.17

College Counseling

At Roeper, College Counseling is a four-year program designed both to inform and to involve students in the process of planning and making choices about their future.

The College Counselor works closely with each student and follows the Roeper philosophy of helping these gifted students realize their full intellectual, emotional and social potential. It is not surprising that Roeper graduates apply to, and are accepted by, a very diverse group of colleges and universities, reflecting their myriad talents and interests.

Roeper graduates from the Classes of 2015 and 2016 were accepted and enrolled (in bold) at the following colleges and universities: Albion College Amherst College Aquinas College Arizona State University Babson College Ball State University Bard College Boston University Brandeis University Brown University Capital University Case Western Reserve University Central Michigan University Clark University Clemson University College for Creative Studies College of William and Mary College of Wooster Columbia College Chicago Columbia University Daemen University Dalhousie University (Hailfax, NS) Davidson College Denison University DePaul University Dominican University of California Duke University Earlham College Eastern Michigan University Embry-Riddle Aeronautical University Emory University Ferris State University Fordham University Furman University George Washington University Georgetown University Goucher College Grand Valley State University Hampshire College Heidelberg University High Point University Hillsdale College Hope College Howard University

Indiana University Ithaca College Johns Hopkins University Kalamazoo College Kendall School of Art and Design Kenyon College Kettering University Landmark College Lansing Community College Lawrence Technological University Loyola Marymount University Loyola University Chicago Loyola University New Orleans Lynn University Maryland Institute of Creative Arts Marymount Manhattan College Michigan State University Michigan Technological University Muhlenberg College Muskingham University New York University North Carolina Central University Northwestern University Northwood University NYU Tisch School of the Arts Oakland Community College Oakland University Oberlin College Ohio Dominican University Ohio Wesleyan University Pace University Penn State University Pepperdine University Point Park University Pomona College Pratt Institute Purdue University Reed College Rensselaer Polytechnic Institute Rice University Rose-Hulman Institute of Technology Saginaw Valley State University Sarah Lawrence College Savannah College of Art and Design

School of the Art Institute of Chicago Skidmore College Spelman College SUNY Purchase Syracuse University Texas A & M University The New School for Drama Tulane University United States Military Academy at West Point University of Akron University of Alabama University of California Irvine University of California, Los Angeles University of California, San Diego University of Chicago University of Cincinnati University of Colorado Boulder University of Dayton University of Denver University of Detroit Mercy University of Evansville University of Findlay University of Florida University of Illinois at Urbana-Champaign University of Kentucky University of Miami University of Michigan University of Michigan Dearborn University of North Carolina University of North Carolina at Chapel Hill University of North Carolina at Greensboro University of Pittsburgh University of Rochester University of Southern California Valparaiso University Vanderbilt University Vassar College Washington University in St Louis Wayne State University Western Michigan University Westminster College Wittenberg University Xavier University Yale University

11.3.16