We are trying to decide between public or staying private (Montessori) next year for DD so I'm going to set up a tour with the school we are zoned for. What are the best questions to ask them to help us decide?
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Good question. We have a similar situation for next year, sicne we just moved. I'm trying to decide if driving to the Charter School will make that much of a difference than the one we are zoned to.
D is gifted, so I do intend on learning what they do for advanced students. Other than that, nothing else is really that important.
So, I guess ask about the things that are most important to your family.
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@Dandelion: Same! One of my top questions is about how they can accommodate advanced students.
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Ask about average/anticipated class size! As a teacher I will be asking this concerning my own kids in the future. It makes a huge difference!
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@Mrs. M: what average would you be looking for?
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I would ask about:
- qualifications of the teachers and what the teacher evaluation policy looks like (is it just based on students test scores or do they take other things into account).
- Standard required testing (state testing is usually once a year, but districts and schools add in additional tests based on the curriculum).
- What is the curriculum used and how long have they used it. What standards are being taught. How are students evaluated (up to teacher, portfolio, just testing, etc)?
- What is the class size and supports for the class (It may be 1 teacher to 25 students, or 1 teacher to 30 students plus an Aide).
- What other activities does the school offer?
- How does the school rank/grade compare to others in the area or district. Our state grades each school on components that include:
* Performance on state tests
* Learning gains for all students
* Learning gains for the lowest 25% achieving students.
- What is the assistance/remediation policy? Is the student held back a year, or can they be promoted but with additional assistance. -
@Andrea: Your state may have a class size requirement by law. Obviously you would want them to be under that.
This looks outdated but may help:
http://www.edweek.org/ew/section/infographics/13class_size_map.html
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@T.H.O.U.: so helpful, thanks for your reply!
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@Andrea: Another thought would be how are students assigned to a class. Is there a more advanced class or are students of all levels mixed together.
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@Andrea: Just like @T.H.O.U. mentioned you would want lower than state capacity limits (and in my mind at least a few students lower).From my experience (first grade) we were always at capacity (29 -30 kids) and it was not ideal. One semester I had 25 students and it made a world of difference!
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@T.H.O.U.: there is not an advanced class so I do want to know what they can do for advanced students!
@Mrs. M: makes sense, thanks!
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@T.H.O.U.: great list, I will save for later!
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I thought of another one this week:
Who determines the curriculum, content and pacing of the class? Teacher, school, district, state, or some combination?
This could be a pro or con depending on your beliefs and the quality at whatever authorizing level.
A teacher established curriculum and pace gives the teacher great flexibility to use specific selected resources for the class. But it's a lot of work for the teacher and quality could be questioned if there is no one else signing off on what is being taught (for example just a google lesson plan that's not vetted and/or aligned to standards to prepare students). However curriculum selected at a higher level may be constrictive for a teacher.
Pacing is another pro/con. Some districts or schools say you must have taught these 5 standards by December (or even more granular than that perhaps such as week 5 is chapter 3 in this book and you will use this worksheet and give this test). It doesn't give the teacher much room to go at the pace of the class if they need more time in an area. However leaving it up to the teacher could mean that some standards are not fully taught (aka skim over hard topics) or not get through all the content in the year.
@Andrea: @autumnlove: tag
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I would also ask about the diversity of the school and how the school accommodates special needs and English language learner students. Even if your child doesn't fall into one of those groups, the school's response can reveal how multicultural and inclusive a place it is.
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I would first ask about the safety procedures of the school. Is it a closed or open campus? What is the vistor policy? Can the classrooms be locked down?
Also, I'm concerned about neighborhood cats in the sand box. That's sadly a real issue at three local preschools in my area.
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@MrsMcD: that's a really great and valid question in today's world.
One question I might ask is what supplies are parents responsible for bringing in. Maybe a standard beginning of school year list might help. If $ difference is a concern.
@Andrea: @Dandelion: just curious. Why do you say your kids are "gifted"? Were they evaluated?
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@locavore_mama: Thanks!
Along the same lines of safety... I'd look at the playground and evaluate that. Is it near a highway that will more heavily pollute the air your kids are breathing? Or is it adjacent to a busy street where a car could careen into the kids? Is it surrounded by a chainlink fence next to a car wash where random people could me looking at your kids play every day? (These are all reasons I have nixed nearly every preschool around me and I don't even have kids yet.)
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@locavore_mama: He'll be officially evaluated this coming year (2nd grade) by the school district to get him in the g&t program in 3rd grade. He was first evaluated at the end of his 4k year. Then, the summer before 1st grade he was evaluated so that he would be in a class with kids on the same level and ended up in the advanced class. The school districts around here are good at finding out early so they can accommodate.
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@Katrocap: That is a FANTASTIC point. Thanks for that, something to keep in my brain.
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