About:

ScoopToo mom and expert, Kerri Barclay, will be providing educational consulting services to families. As a result of continual research and knowledge acquired these past couple of years visiting schools and learning more about school choice and the educational options available in Denver, we are excited that Kerri will be able to offer consults for families. We are proud to offer a free resource to parents through our blog, ScoopToo. However, many parents have expressed a need for further guidance and support with the school search process. Kerri is excited to coach families along the way using her educational background and the vast knowledge she’s learned from co-founding this blog.

Whether it’s a private, public, faith-based, or charter school that interests you, these richly diverse environments offer a variety of educational and extracurricular activities. Kerri will guide you with your school search and empower you to make more informed decisions regarding your child’s educational needs.

Bio:

Kerri Barclay is currently the co-creator of the educational blog, ScoopToo, a resource created to help Denver parents navigate the Kindergarten and elementary phase of their child’s education. A mother of three children, she holds a Master’s Degree in Curriculum and Instruction with a Specialization in Literacy through Lesley College in Boston, MA and a Bachelor’s Degree in Elementary Education with a Minor in Sociology through Salve Regina University in Newport, RI. Kerri taught for seven years in a public school system in MA. She spent five years as a first grade teacher continually developing her craft by attending a wide variety of educational workshops. Teaching and working with children is her passion and one day she may make a return to the classroom. Kerri was the Education Coordinator for the Bridge Project, a non-profit organization whose mission is to provide educational opportunities for children living in Denver’s public housing neighborhoods so they graduate from high school and attend college or learn a trade. She is a member of Stand for Children and supports several non-profits that focus their efforts on education reform. Kerri continues to work on her blog and enjoys visiting Denver area schools to learn about their unique philosophies and programming. She hopes to use her past/present educational knowledge, experiences, and passion to help families learn more about the numerous educational options available and empower them to make informed decisions regarding their child’s education. Additionally, Kerri has begun working as an Education Consultant with e.Merging in Denver.

What’s the recipe for a successful school?

“What makes a school successful?” is a question we’ve been asked again and again over the past few years. After visiting a wide variety of schools in the Denver area, we decided to put together a list of criteria that we feel makes a good school great! The running of a successful school is similar to creating a delicious meal; one needs all the right ingredients. Here is a list of the “ingredients” we feel necessary for a school’s success:

*Below is a brief summary of the important criteria along with questions parents may want to ask when visiting a particular school.

Leadership: This is a critical component to a school. The person who leads the school needs to be connected to their staff, to the parent community, and to the children. Executive Directors, Heads of Schools, or principals must be able to wear numerous hats and do their best to be present in the school as much as possible. This person needs to lead, motivate, possess high expectations, keep up with current and progressive teaching methodologies, have a clear vision of where the school is and how to take it to the next level, and keep their students the top priority! A school leader who wants to continually learn, grow and evolve is key to helping the school function to the best of its ability.

Also, the Board of Trustees/Directors in a private school exhibit much leadership and are important decision makers when it comes to the school.  The same way the Board of Directors make crucial decisions when helping a charter school run effectively.

How long has the leader been at the school? Who evaluates the school leader? What is his/her vision for the school today and in the future? Is the leader accessible to parents, staff and the children? Does he/she visit classrooms on a daily basis? 

Staff: The need to have teachers who are competent and passionate about teaching is a MUST. A staff that is enthusiastic about the philosophy of education at their particular school will bring this enthusiasm into their classroom. Accountability of staff members is critical to the success of the school. When touring a school, you may want to ask how often the teachers are evaluated and how they are supported at the school. Staff members who are willing to change and adapt to new ideas, continue their education through professional development coursework, and collaborate with their colleagues will become better teachers, create unity within a school and improve academic achievement from their students. Teachers need to go the extra mile in making sure each student thrives under their guidance. Those who are willing to communicate and create a partnership with parents will have better overall support within their classroom.

Are professional development courses offered to the staff throughout the school year? Is there time allotted for colleagues to share and plan? What is the staff retention rate from year to year? What percentage of staff has a Master’s Degree? If there is a specific curriculum used at the school and are all teachers certified in it?

Curriculum: Curricula vary from school to school.  Whether it’s traditional, Expeditionary, Core Knowledge, Montessori, Waldorf, or a Project-Based curriculum, it’s important to understand what each one has to offer.  Although many children are adaptable when it comes to learning, some children will thrive in one learning environment versus another. It’s important to recognize your child’s learning style(s) and find a placement (or curriculum) where they will reach their highest learning potential.

On a school tour, it’s important to observe the classrooms and the school to see how the curriculum runs. You will get a feel for the resources available to the students within their classroom, learn more about what special classes (technology, the arts, a foreign language) are offered during the week, and get a glimpse of how individual classrooms are set up and how children interact. You may be smitten with a particular school or specific curriculum but ultimately it’s about your child and his/her needs–be sure to keep this in mind!

Do children partake in cooperative learning groups, is there differentiated instruction within the classroom, what enrichment activities are provided during the day, is there a before or after school program for the children, and is instruction teacher led or student driven?

Community (Parental Involvement): Parent involvement plays a HUGE role in the success of a school. Yes, it’s your child attending the school but YOU will be supporting the school whether it’s monetarily, volunteering in the classroom or for special events, and with your child’s every day learning. Your family will be connected to the school no matter how little or how much you support the school from day to day. Therefore, you need to believe in the school, it’s philosophy, and make an effort to be part of the community.

Success of a school can be measured in a variety of ways whether through test scores, money derived from fundraisers, volunteer hours, academic growth, dedicated PTA’s, high academic standards, etc. No matter how you define the success of a school, parental involvement in your child’s education is significant. As parents, we can support their education by asking them questions about their day, helping with homework, attending special events, accompanying them on a field trip, and volunteering at the school. The more invested you are in your child’s education, the more invested they will be as a learner. When parental involvement at a school is high, expectations for students will soar and staff will feel validated, motivated and committed to reaching their utmost potential as educators.

When you toured the school, were parent volunteers present in the building? How much money is allocated each year through fundraising? How many members are on the PTA? What school events are offered throughout the year? Is a diverse community important to you? Are there a specific number of volunteer hours parents must partake in during the school year? What are the test scores like at this school? Does academic achievement continue to grow year to year?

Communication: I can’t begin to tell you how important this is to a school. Communication plays a significant role in how well the school runs. Communication needs to start with the leader of the school and trickle down to the staff. The office staff must be involved in the communication process along with the parent organization at the school.  In this way, everyone will be on the same page and messages will be carried out through a variety of outlets to the parents including newsletters and updates on the school website.

School leaders need to keep parents informed with weekly or monthly newsletters. Parents like to know what is happening regarding school-wide events, programming, staff, enrichment, etc. Some leaders even take the time to write personal reflections on what has taken place within their school (small, personal touches such as this go a long way with parents).

Many schools send home fliers in weekly folders. Some schools update their marquees with upcoming events. Calendars in the hallways are a good reminder for parents who are visiting the school. Automated phone messages and weekly email alerts are yet another form of communication that keep parents in the loop. Parents need to be aware of such events in order to better support their child at school.

Teachers need to continually communicate to parents what their child is learning in the classroom. Some teachers do this through newsletters while others update their individual classroom website. Whatever communication mode is used, parents are always looking for ways to better support their child’s learning and are appreciative of being briefed regarding classroom activities. The accessibility between a teacher and parent is huge—a simple phone call or note expressing praise or concern regarding a student will go a long way.

What forms of communication are used at the school? Does each teacher communicate to the parents in their classroom? How many parent/teacher conferences are there? Is there a principal newsletter? Does the board or parent organization keep you informed ? Does the school have a website that is continually updated? Is the front office friendly and helpful when you visit the school?

What criteria do you think is most important when looking at a school? Please be sure to share your thoughts with us.

Click here for an article relating to this topic.

Has anyone seen the recent outdoor transformations that many DPS elementary schools have undergone recently? Gone are the simplistic, rusty, old, steel barred playground equipment and in its place, shiny, new, colorful 21^st century equipment that children (and parents) have been longing for. You may also find new asphalt, new irrigation systems, and gardens at these schools.

These new playgrounds are called “Learning Landscapes”. The 2009-2011 Learning Landscapes are funded by the 2008 bond passed by Denver voters. The Learning Landscapes built between 2000 and 2003 were funded by donations and grant money, while the ones built after 2003 were fully funded by the 2003 and 2008 bonds.

Denver Public Schools partnered with The University of Colorado Denver, Department of Landscape Architecture to create this program. The main goals of the program are to foster community between the school and neighborhood, create a fun environment where outdoor learning is encouraged,  social skills improved, and opportunities for age appropriate play are made available to children of all ages.

Each Learning Landscape, although different in appearance, incorporates many elements according to the University of Colorado – Denver, Learning Landscapes Website:

• Three age appropriate play areas (ECE, Primary and Intermediate), plus swings
• Irrigated multipurpose field w/ crusher fines track
• Asphalt improvements
• Shade structure
• Outdoor classroom/stage
• Gateway announcing schools name
• Shade trees
• Gardens
• Non-traditional (educational opportunities with xeriscape)
• Art elements (kids art on banners and tiles)

Here is a list of elementary schools where Learning Landscapes were constructed in 2010: Ashley, Barnum, Beach Court, Doull, Force, Ford, Harrington, Marrama, McGlone, Montclair, Dora Moore, Pioneer Charter, Steck, and Teller.

Recently, we had the opportunity to speak to Troy “Mr. T” Garner, Customer Relations/Special Programs Manager at DPS.  Among his many duties, he is in charge of the Learning Landscape Maintenance budget and troubleshooting any issues that may occur on these sites after warranty. Troy shed some light on the following questions for us.

Q: When did the partnership with UCD come about?

A: In 1998, DPS and UCD began reviewing the current state of play at our elementary playgrounds and we both walked away from that review, saying our kids deserve new and exciting opportunities for play.  The first Learning Landscape was constructed at Bromwell Elementary and since then, the Learning Landscape model has turned into an urban initiative that has renovated elementary schoolyards in every sector of our city.  Currently, we are scheduled to complete all Learning Landscape construction in the summer of 2012.

Q: Why do certain schools learning landscapes differ from others?

A: Each Learning Landscape is unique because it reflects the history, character and culture of the school.  UCD students work with the school to design playground elements to enhance the school’s curriculum and identity.  Design features, such as the shade structure and gateway are custom designed to reflect the character of each school.

Q: What did the process entail?

A: In 2008, Denver voters overwhelmingly showed their support to DPS by voting positively for the school bond.  And thanks to their generous support, we are now able to complete Learning Landscape construction at the balance of schools not designated as such.  Prior to construction, the following steps take place:

1. DPS hires landscape architects to work side-by-side with UCD students and each school’s “playground” committee (made up of staff, parents and community members) to finalize the site plan and the educational theme of the playground.
2. From there, the landscape architects work with the DPS Project Nanager and internal departments to design a play space that accommodates the Learning Landscape program elements and the needs of our internal departments and, most importantly, they work to design a kid friendly and fun environment.
3. Once all stakeholders have approved the design, the landscape architect then submits a series of drawings (schematic, design development, 50% construction documents and then the bid set) to DPS Ops for quality review.
4. While construction documents are being completed, The “Playground”committee is offered an opportunity to choose between traditional or modern playground equipment from a list of pre-approved play equipment vendors.
5. When the construction documents are approved, DPS then solicits bids from pre-approved contractors to perform the work.
6. Toward the conclusion of most Learning Landscape projects, DPS, UCD and the participating schools schedule a Community Day whereby the community can plant shrubs, trees, spread mulch, etc.  The Community Day goal is to increase community stewardship of each Learning Landscape site, and to unite school with their community. We are hopeful that these Learning Landscapes will continue to give back to our community and to our youth.

Q: How long does construction take from start to finish on the learning landscapes?

A:  Typically, construction of a Learning Landscape takes 12 weeks.  We normally begin construction in May and conclude no later than mid-August.

Q. How do the learning landscapes benefit the children?

A:  The opportunities are endless!  Keep in mind, the kids that play on the new Learning Landscapes are the same children that, just three months prior, were playing on arid pea gravel ball fields and old steel equipment.  On a completed Learning Landscape, kids are now playing on green fields, colorful new play equipment, dodging the sun’s rays under shade shelters, experiencing old and new games on colored asphalt, showcasing their art work on banners and tiles, learning about the world through sandblasted images of geography, science, and math, and absorbing experiential learning through the landscape of the site.  As the kids run, play and learn, they become skilled at constructive social interaction.  Learning Landscape schools have reported a reduction in office referrals because the kids are so engaged in their new play space.

Q: How has the partnership been between UCD and DPS?

A: The partnership has been awesome and the results have been overwhelmingly positive at every school!  We are hand and glove and I’m measuring our success by the smiles I see on kids faces every day, in every quadrant of the city as our kids play on their Learning Landscape!

To commemorate these learning landscape projects, DPS works with the schools to host groundbreaking and dedication ceremonies to celebrate this joyous occasion for both school and community.  At these events, students perform, dignitaries speak, gold shovels break ground and red ribbons are cut.

To learn further about the learning landscapes and to see what schools have them or will in the future, click here Learning Landscapes.

Our blog’s purpose is to help parents navigate the Kindergarten and elementary school phase of their children’s education. In Colorado, we are given the opportunity of “choice” in our search. This program gives parents many options when it comes to choosing a school for their child outside of their neighborhood school. The process can become overwhelming with the myriad of choices including faith-based schools, private schools, charter schools, and magnet schools – each with varying programs and curriculum.  The entire process can be very mind-boggling.

We created ScoopToo.com as a result of this daunting search and discovery process endured not long ago while researching the right school for our children. After charts, graphs, phone calls, tours, interviews, testing, researching, seeking advice from friends,  it became a huge commitment and sacrifice of time. We felt strongly about helping other parents in this arena and that a collective resource for information on related topics would help abundantly.  So, therein lies the inspiration for ScoopToo.com.

Our blog consists of school profiles, parent interviews, national and local education related articles, a Two Cents series, events, posts on educational topics we’ve researched, etc.  Please grab a cup of coffee or glass of wine, kick back, and start reading.

It is our belief that the more educated you are with this process, the more empowered you will feel about making informed decisions about your child’s education. We’d love for you to spread the word about ScoopToo.com to your family, friends, and colleagues and wish you the best of luck in your journey.

Good news for Stapleton residents–A third school (K-8) is slated to open in the fall of 2011. Learn about who came together in finding the money needed for Stapleton’s new school. Click here to read more: Deal will put third DPS school in Stapleton in 2011

Reminder, tomorrow evening (November 10^th) at 6:30 pm, there will be a meeting at Bill Roberts to discuss mid-term, long-term and diversity initiatives in the Stapleton schools.

School: Carson Elementary

Website: http://carson.dpsk12.org

Type: Public – DPS

Tours: Tours are scheduled beginning October and are usually listed on the front page of the school Website.  Call the main office to schedule.

Main Phone: (303) 355-7316

Principal: Tamara Acevedo

Location: 5420 E. 1^st Avenue, Denver, CO, 80220 – Crestmoor neighborhood

Hours: 8:55 AM-3:45 PM

Grades: ECE-5^th Grade

Average Class Size: There are approximately 400 students at Carson Elementary including 71 Highly Gifted/High Achieving students and 39 Deaf/Hard of Hearing students.  In the two Kindergarten classrooms, student capacity is set at 25 students for the full-day program.  The average in the rest of the classrooms is 26 students.

Before/After Care: Carson does offer aftercare (Kaleidoscope Corner) as well as some after school enrichment programs that vary throughout the year.

Facilities/Playground: The 1950’s style building reflects many of the ranch-style homes in the area.  The inside of building is impeccably clean and orderly.  The traditional classrooms are average in size with a few smaller classrooms assigned to the deaf and hard of hearing students.  The Kindergarten classrooms are in an entirely separate wing of the building and a separate playground directly outside the rooms.  The outside area/playground is enormous and includes a giant grass playing field, large blacktop and several fairly modern play structures (the colorful plastic and metal kind).

Special & Core Programs: Carson is extremely proud of their special programs and facilities for deaf and hard of hearing students.  There are currently 39 students in this category.  Some hard of hearing students are fully integrated into the classrooms while others (deaf students) have their own teaching staff and classrooms.  Teachers wear personal microphones in each of the classes so those with hearing issues can follow along just as any other student would do.

Carson is also one of eight DPS elementary schools that host the Highly Gifted and Talented Magnet program.  There are currently 71 students in this program with specialized instruction for high achievers/highly gifted. These students come from across the district.

The Character Trait program is also very strong at Carson.  The entire community is educated on using Respect, Responsibility, Kindness, Tolerance, Perseverance, Integrity and Courage as key elements of learning.  This isn’t just a program that is posted and forgotten. They truly educate these traits.

Impressions: I was greeted with a very warm welcome from the tour guide who has two children at Carson and lives in the neighborhood. She directed me into the main office where I signed in and received a nicely put together folder of information on Carson, including an evaluation form for the open house/tour.  It seems that they really want to know the impressions of those taking the tour!  After our group gathered and was ready for the tour, the Principal, Tamara Acevedo, shared her feelings about the school.  She told us that Carson chose her as much as she chose the school.  The “fit” was right for her, just as the “fit” must be right for our families, she explained.  It is her first year at Carson as principal and she was very clear that education is her passion.  Principal Acevedo feels that Carson Elementary is a “very unique” place and a “school unlike any other”.  You could see it in her eyes that she meant it.  She invited us to contact her with further questions and then went on her way.

Our tour guide then introduced us to two other Carson parents also part of the tour.  I didn’t notice them at first but they were standing among us with nametags on.  One of the parents had three children who went through the school and one that was about to start ECE next year.  The other had two children in the school, both in the HGT program.  I thought it was a great idea to have multiple parents give the tours and offer different perspectives on the programs as well as tag-team any questions that were asked.  All three parent tour guides were very knowledgeable and passionate about the school.  We were asked to introduce ourselves as well and I came to find that there were a mix of parents from the Crestmoor, Hilltop, Stapleton, Palmer and Teller neighborhoods.

One thing I thought was interesting was that the very active PTA plans their annual fundraiser in the fall instead of the spring.  This is very clever given almost every other school solicits auction items and donations in the spring and wear out businesses in these efforts.  Also, the funds raised by the PTA fundraisers go to school-wide improvement as opposed to specific classrooms, staff or single programs.  I really liked this concept.

As we walked down the long hallway toward the Kindergarten wing, I couldn’t help but notice the impeccable cleanliness of the halls.  It’s almost as if they knew we were coming and had a school wide cleanup session!  The floors were spotless and while there were endless rows of hooks for student’s jackets and lunchboxes, not one thing lay on the floor.  The walls were adorned with student artwork, poster boards to vote for class officers, and a variety of unique student projects.  I noticed projects on symmetry as well as positive and negative battery power.  I thought this was surprisingly different that the typical elementary school projects I’ve seen on walls.  Some classrooms were being led down the hall quietly by their teachers and were expected to use their “quiet voices” and keep their hands to themselves.  This was very reminiscent of my experience with Montessori environments where children were encouraged to be peaceful and respectful during their transitions.

The Kindergarteners have their own separate wing with two classrooms, a common room, a bathroom and an outside play-area all to themselves.  The classrooms were quite large and filled with all the things you’d expect to see in a Kindergarten classroom.  The playground is large but offers very little shade.  I imagine this can be quite hot during summer months and is cause for limited outside playtime.

The playground for the rest of the students was absolutely enormous.  There were several play structures, a gigantic blacktop as well as a grassy area as large as a football field.  Some of the students were being led outside for gym class with the full time Gym Teacher.  The inside gym room is tiny so this must be a welcome respite for the twice a week gym class when the weather is nice.

The library is also small but equally as pristine as the rest of the school.  Each class has the opportunity to use the mobile technology lab with laptops right in their classroom and some rooms have been outfitted with Promethean Boards (electronic interactive white boards) in the rooms.  With incoming technology grant funding from the Federal Government to DPS, the school expects to install these Boards in each of the rooms in the near future.

When the tour was over, the three parent guides expressed their very heartfelt feelings on the new Principal when asked how she compares to the beloved former Principal.  They said that Ms. Acevedo was warm, responsive and approachable to both kids and parents.  In her first year she is observing a school that has had a successful past.  She will wait to make any changes in following years only if necessary.  This seems to be a very intelligent move for a first time Principal.  I walked out of this tour thinking “that is a great school” and wishing it were my neighborhood.  Bravo Carson!

We welcome your comments and impressions on your experience with Carson Elementary.

Denver Public Schools recently released the updated School Performance Framework (SPF) reports for the district’s 140 schools. The reports focus on the year-to-year growth of each school. It includes the academic progress of the students, along with other areas such as attendance, student and parent satisfaction, etc. Click on the link below to see how your school measures up.

School Performance Framework (SPF) Reports

We are excited to bring you a new series called “Two Cents.” Every month, we will post a new topic for you to read and “talk” about. The topic may come from an article surrounding the education world, parent banter in the parking lot, or someone sharing a unique and engaging program that happened at their child’s school. Whatever it may be, we want to conjure up some conversation! Remember, the goal of these discussions is to make one think and to have your opinion be heard. We hope that you are willing to speak up and add your “two cents” to get the conversation started.

(if you would like to suggest a topic for this series, please email us at jennandkerri (at) scooptoo (dot) com)

School Lunches

Kerri’s Two Cents:

I admit I am one of those people that cringe at the thought of my children buying a school lunch in the cafeteria. Even when I visit my own children at school for lunch occasionally, I can’t help but wonder what is in that unattractive food that I see lying on the tray.  Sometimes the smell from the cafeteria gets to me. With that being said, the lunch line is always down the hall and around the corner.

Last year, my twin boys would beg me to buy hot lunch. I found myself trying to convince them repeatedly that I, your devoted mother, make the best lunch around! Whether it was a sandwich, salad, or leftovers from the night before, they were always accompanied with veggies, fruit, and some type of dairy. Every once in a while the lunch would be completed with a note from yours truly. Their lunches were healthy, nutritious and made with loving care. What more did they want? The answer was hot lunch. Yes, I caved from time to time, although it was only a handful of times, okay maybe two. One day, I even overheard one of my sons telling his grandmother, “No Nana I never buy hot lunch because it’s gross and not good for my body.” Kids say familiar things, don’t they?

Healthy or not, school lunch has not drastically changed from when I was in elementary school. Therefore, it’s always been up to the parent to make the choice for their child, cafeteria food versus a homemade lunch. I haven’t put much more thought towards this topic until recently. A friend sent me the article A Tale of Two Lunches and I can’t help but wonder a few things now. Shouldn’t we as parents be demanding better for our children when it comes to nutrition? Shouldn’t the standard school lunches be a thing of the past? What if DPS could become a candidate for a pilot program where lunch is catered by Revolution Foods? Their food is not only appealing to the eye but organic, locally grown, and prepared fresh daily. Would I allow my children to buy lunch at school more often? Would parents pay more money for a better, healthier lunch option for their child? Today, child obesity dramatically increases from year to year. While a healthy lifestyle should be taught in the home, why not have it modeled in schools?

Jenn’s Two Cents:

I ate school lunches as a child all the way up through high school, although in my elementary years, I recall having more packed lunches as opposed to a $1.10 in my pocket for a hot lunch.  Friday (pizza day) was the only exception of course.  Mostly I came sporting a PB&J with an apple and some carrots in a brown bag. It’s probably not much different than kids today with the exception of a fancy initialed lunch box.

To have organic and healthful meal options in public schools (or any school) sounds idyllic if it were not for one fact; they’re expensive.  My son’s school offers an organic daily lunch service and frankly they’re not incredibly appealing to him.  I’d rather him eat healthy foods that I know he likes than spend the money on healthy food he doesn’t like.  Now if I could pay $5.00 and have those lunches delivered to me each day, I would!

I can’t imagine it will be easy to have Revolution Foods, or any other service, partner with an entire public school system.  The enormous amount of red tape that The Odyssey School went through to get the program going will only be compounded by the lack of funding and bureaucracy surrounding Denver Public Schools.  Additionally, it seems like there are more important things for DPS to focus on like…graduation rates and enrichment programs, rather than whether students are getting organic burrito wraps and caesar salads versus chicken nuggets and french fries at school.

We want to hear from you. What are your thoughts on school lunch and this article A Tale of Two Lunches?

Some of you have already been through the MADNESS that surrounds choosing the ideal elementary school for your child. Then there are those of you who will partake in this process sometime soon! Whenever it may be, we hope our blog provides you with some helpful information and insight along the way.

Sean Gaydos, a Stapleton resident, also wants to help parents “get a grip” on this process. After researching 20 plus schools in the Denver area including private, public, magnet, and charter schools, he decided to write a book about it called Stop the Madness! A Practical Guide To Navigating The Rough Waters of Denver Private Schools. When deciding that a private school would be more beneficial for his son and his unique learning style, the madness began for Sean! Making sense of the testing, school tours, applications, essays, and interviews, was reminiscent of the process he endured while applying for college. The elementary application process was not only competitive but stressful too, he states. Sean learned a great ordeal while embarking on this journey and he hopes to share these experiences with other parents who may be choosing this path for their child.

This practical guide, traced with bits of humor, includes a timeline of when to start the application process and all that it entails. It lists specific private schools in the Denver area to help jump start your search, ten steps one needs to know before applying, tips that may help during the process, and brief descriptions of teaching philosophies that may or may not be suitable for your child and his/her learning style. The book is a quick read and Sean says it was written for therapeutic reasons more than anything else!

If you are interested in ordering Sean’s book, please click on the following link: Sean’s Book

A special thank you, Sean Gaydos, for your passion and perseverance with regard to  your son’s education.