Getting Comfortable Together

• Tell me briefly about your child, current grade, age, and the school year you are applying for. Options: Pre-K / Kindergarten, Grade 1, Grade 2, Grade 3, Grade 4, Grade 5, Grade 6, Grade 7, Grade 8, Grade 9, Grade 10, Grade 11
• Describe the top three priorities your family has for a school, such as academic rigor, community fit, religious instruction, location, cost, or extracurriculars. Options: Academic rigor, Friend/community fit, Religious or parochial program, Proximity to home, Tuition and financial aid, Strong arts or athletics, Special education supports, Other
• How long have you been considering private or parochial school for this child? Options: Just decided in the last month, 3 to 6 months, 6 to 12 months, More than a year
• When do you need a final enrollment decision to be made to keep the family timeline on track? Options: Within 4 weeks, Within 4 to 8 weeks, Within 2 to 4 months, Flexible / no hard deadline
• Who will be the primary decision maker for enrollment choices and fee approvals in your household? Options: One parent or guardian, Both parents/guardians jointly, Grandparent or other guardian, Child has a say in final decision, Other
• Are there any hard constraints right now we should build the plan around, for example a strict tuition cap, faith requirements, or travel limits for visits? Options: Strict tuition cap, Must be faith-based, No long commutes, Needs special education support, Scheduling constraints for visits, None of the above / flexible, Other
• Which single constraint listed above would immediately stop us from proceeding if it could not be accommodated? Options: Tuition cap too low, No schools meet faith/community need, No schools within reasonable commute, Child requires services not available, Scheduling constraints cannot be met, None would stop us

Where Expectations and Reality Clash

• If the admissions cycle ended tomorrow, what outcome would feel like failure for your family?
• Why do you think any earlier school visits, tests, or interviews did not lead to the results you hoped for?
• Walk me through the last time your child did an interview or a placement test, what went well and what left you worried.
• How much does the risk of social awkwardness or community reaction to a rejection influence your school choices? Options: It is the top concern, It matters but not decisive, A minor concern, Not a factor
• On an emotional scale, how much energy is this search taking from you right now? Options: Almost all of my energy, A lot but manageable, Occasional stress, Minimal stress
• Which single admission outcome would make you stop the search or change direction immediately, for example no affordable options or no offers at acceptable schools? Options: No schools within budget, No offers at acceptable fit, Child declines to continue, Family relocation cancels plan, None of these would stop us

Competitive Landscape and Other Paths You've Considered

• Before you hire an advisor, which alternative feels most tempting right now and why would it keep pulling you?
• List the other options you have evaluated or are still considering, such as DIY research, another consultant, school-provided counseling, or a relocation specialist. Options: DIY / online directories, Another independent advisor, School counseling office support, Relocation specialist, Local parent network recommendations, Other
• What would have to be true about your current approach for you to stay with it rather than change to an external advisor? Options: Fewer costs, Better perceived outcomes, More convenience, Stronger personal connections, We already have what we need
• Has anyone in your household proposed solving this entirely without outside help, and if so who and why? Options: Yes, one parent suggested DIY, Yes, both parents prefer DIY, Yes, a third party proposed internal solution, No, outside help is preferred
• Is anyone currently under contract or committed to another advisor or service for this application cycle? Options: Yes, under contract, In discussions but no contract, No, not committed
• Ultimately, what single change in your current approach would push you to switch to an external advisor now? Options: Clear chance of top-choice admission, Better financial aid outcomes, Less family stress, Strong references or relationship with admissions, None would push us

How Your Child Shows Up in a Classroom and File

• Imagine an admissions director opening your child's file, what detail would surprise them and change their impression immediately?
• Describe your child's academic strengths and the areas where they struggle or need support.
• Name any formal educational diagnoses, IEPs, 504 plans, or ongoing tutoring and therapy supports you want included in school selection. Options: IEP or 504 plan, Formal diagnosis documented, Ongoing private tutoring, Speech or occupational therapy, No formal supports, Other
• In which subjects or activities does your child most enjoy learning, and what motivates them?
• When was the last time a teacher gave formal written feedback, and can you share key excerpts or ratings? Options: Within the last month, 1 to 3 months ago, 3 to 6 months ago, More than 6 months ago, No formal feedback available
• Who currently supports your child outside of school, such as tutors, coaches, or therapists, and how frequently do they work together? Options: No outside support, Weekly tutor, Monthly specialist sessions, Regular coach or therapist, Other
• If a testing profile narrowed the list of competitive schools, would you prefer a strategy that favors student fit over prestige? Options: Yes, prioritize fit, Prefer to chase top-tier choices, Mix of both depending on the child, Unsure

Decision Bottlenecks That Stall Families

• Where do delays typically appear in your household when making school decisions, from paperwork to visits to signed acceptances?
• Do you have fixed school visit windows or are you waiting for specific dates and openings to be released? Options: Fixed windows set by schools, Waiting on school calendars, Flexible, can arrange visits in evenings or weekends, Prefer virtual visits only
• Are there caregiving, work, or travel obligations that limit when interviews or campus visits can happen? Options: Yes, significant constraints, Minor scheduling limits, No constraints
• Could a binding enrollment deadline at one school require you to accept before hearing from other preferred schools? Options: Yes, likely, Possibly, Unlikely, No
• To proceed with a coordinated testing and visit schedule, who in your household can handle scheduling and transportation responsibilities? Options: One parent can handle it, Both parents share, Grandparent or caregiver, We would need external help, Other
• What single logistical barrier would stop this engagement immediately, for example inability to travel for visits, missing school records, or a strict tuition cap? Options: Cannot travel for visits, Records not obtainable, Tuition cap blocks most schools, Scheduling conflicts are irresolvable, No single barrier

Operational Readiness and Records

• Before we schedule work, which operational gap would prevent us from starting within two weeks, such as unavailable records or locked calendars?
• Do you have digital copies of recent report cards, assessments, and testing, or are they only available in paper? Options: All digital and ready, Some digital, some paper, Mostly paper, None available
• Is a parent authorized to sign enrollment agreements, or is that managed by another guardian or trustee? Options: Parent A authorized, Parent B authorized, Both parents must sign, Other guardian signs, Not yet determined
• Where are your child's evaluations and records stored today, for example a school portal, family drive, or a third-party service? Options: School portal, Family cloud drive, Physical files only, Third-party service, Not centralized
• Will your child's current school release teacher recommendations and transcripts within a typical admissions timeline? Options: Yes, promptly, Yes, but with delay, No, takes a long time, Not sure
• Identify the operational hurdle that would block us from beginning within your target timeline. Options: Unavailable records, No decision maker available, Scheduling conflicts, School will not release materials, None of the above

Defining Success, Not Just Offers

• Imagine the end of this cycle, what result would make you feel this engagement was a clear success beyond simply a list of acceptances?
• Measure success for me by choosing which outcomes matter most: number of acceptances, at least one top-fit offer, financial aid package, or the child's wellbeing and fit. Options: Number of acceptances, At least one top-fit offer, Strong financial aid, Child thriving socially and emotionally, Long term fit for development
• Would you accept a deliberate strategy that prioritizes a reliable seat and overall fit over a single high-risk top-choice? Options: Yes, prioritize fit, Prefer to prioritize top-choice, Mix strategy depending on child, Undecided
• List the three specific acceptance signals you would use to decide between two school offers, for example tuition fit, program fit, or commute. Options: Tuition/aid package, Academic program fit, Community or cultural fit, Location and commute, Extracurricular fit, Other
• On the timeline, when would you need final enrollment clarity to avoid major family disruption? Options: Within 2 weeks of offers, Within 1 month, By spring deadline, Flexible
• Could you commit to enrolling within two weeks of receiving an offer that meets your key criteria and aid expectations? Options: Yes, we could commit, Maybe, depending on aid, No, we need more time

How You Prefer to Work with an Advisor

• Tell me which part of past advisor relationships you regret the most and why that should change now.
• In a typical week, how many synchronous meetings, like calls or video sessions, can your family realistically commit to? Options: No synchronous meetings, 1 meeting per week, 2 meetings per week, Biweekly, Monthly
• Would you prefer the advisor to lead school outreach and communications, or to coach you to make those contacts yourself? Options: Advisor leads outreach, Advisor coaches us to lead, Hybrid approach, Undecided
• Rate the importance of written application materials versus bespoke narrative coaching for your child's success. Options: Written materials most important, Narrative coaching most important, Both equally important, Neither is a priority
• Will you need interview practice that includes your child, separate parent coaching, or both types of preparation? Options: Child practice only, Parent coaching only, Both child and parent, None required
• Is there a confidentiality or privacy requirement that would prevent sharing application drafts or teacher comments with school admissions offices? Options: Yes, strict confidentiality required, Some restrictions but manageable, No special confidentiality needs

Next Steps and Decision Drivers

• Assuming we can meet your timeline and core criteria, what is the single biggest reason you might delay signing an agreement with an advisor?
• Please list the advisory fee ranges you are considering for this engagement. Options: Under $3,000, $3,000 to $6,000, $6,000 to $10,000, Above $10,000, Undecided
• Can you provide references or a recent placement summary within a week if we request them? Options: Yes, can provide quickly, Yes, but need time, No, cannot provide
• Finally, are there cultural, faith-based, or community expectations we must honor when recommending specific schools? Options: Yes, critical, Some considerations, Not relevant
• Name the decision maker who will sign the agreement and confirm whether they have budget authority to approve fees within your target timeline.

• Student Profile Workshop
• Initial School List Curation
• Application and Visit Timeline Planning
• Plan Review and Signoff

• Create a per-school checklist of required application materials and target submission dates.
• Produce a prioritized visit and outreach shortlist with suggested date windows.
• Review calendar constraints and key deadlines
• A dated application and visit timeline with owners for each milestone is produced and agreed.
• Testing and visit date windows are set or a booking plan is documented.
• A clear contingency and waitlist playbook with decision triggers is documented.
• Publish the application and visit timeline with milestone dates and named owners for each task.
• Reserve or document next-available testing and visit slots, and list alternatives if first-choice dates are unavailable.
• Confirm engagement scope and success criteria
• Document all requested edits or open questions with required evidence and deadlines.
• Recap finalized artifacts
• Formal approval or documented change requests for the student profile, initial school list, and timeline are captured.
• All outstanding gaps have assigned actions and deadlines recorded in the plan.
• The first execution milestones and the next checkpoint meeting are scheduled.
• Finalize and distribute the signoff package containing the student profile, initial school list, and application and visit timeline.
• Schedule the first application preparation session and the next progress checkpoint on the shared calendar.
• A consolidated student profile document is accepted as the working baseline or annotated with required edits.
• A prioritized list of success signals and admissions risk factors is agreed for use in school selection.
• A clear list of missing evidence or documents needed to complete the profile is created.
• Compile the student profile summary consolidating academic, extracurricular, social, and family-priority information.
• Gather and upload outstanding documents, including recent school reports, teacher comments, and standardized test records.
• Record the agreed success signals and risk factors with examples of acceptable evidence for each.
• Recap student profile and selection criteria
• An initial school list with tiers and a one-paragraph rationale for each school is agreed.
• A documented list of school-specific requirements and outstanding research or contact tasks is created.
• A prioritized sequence for visits and outreach is established for the next phase.
• Publish the initial school list with tiering and a one-paragraph rationale for each school.
• Create a school-specific requirements checklist noting missing information and required contacts or research actions.
• Map application components to deadlines and sequence
• Detailed academic and assessment review
• Artifact-by-artifact review and decision
• Present candidate schools and tiering
• Discuss constraints, deal-breakers, and additions
• Behavioral, extracurricular, and social profile
• Schedule testing, interview preparation, and visit windows
• Log outstanding gaps and assign deadlines
• Identify school-specific requirements and outreach needs
• Confirm immediate next steps and schedule checkpoints
• Define contingency triggers and waitlist strategy
• Family priorities, constraints, and schedule
• Agree prioritized visit and outreach sequence
• Define success signals and data gaps
• Confirm owners and communication cadence

• Deliver curated school list
• Assemble and submit application packages
• Draft and finalize application essays
• Edit and format recommendation letters
• Conduct child mock interviews and coaching
• Provide admissions test prep and practice exams
• Manage testing logistics and score submissions
• Attend campus visits and provide on-site briefing
• Advocate with admissions offices on family's behalf
• Execute waitlist communications and follow-up outreach
• Review financial aid offers and enrollment contracts
• Prepare supplemental portfolios, auditions, and materials

Deliver curated school list

• What grade(s) and entry year are you targeting for the student? Options: Kindergarten, Lower school (1-4), Middle grades (5-8), Upper school (9-12), Other
• How many schools do you want on the initial curated list? Options: 5-8, 9-12, 13-20, 20+
• Which matching criteria should be prioritized when we evaluate schools (academic profile, learning support needs, commute time, financial aid likelihood)? Options: Academic program fit, Learning support / IEP services, Commute time / logistics, Financial aid likelihood, Extracurricular strength, Community / culture
• Do you want schools tiered by likelihood (for example: reach, target, safety) with written rationale for each placement? Options: Yes, No
• Who should provide local fit intel for campus culture — family observations, prior campus contacts, or independent researcher notes? Options: Family observations, Prior campus contacts, Independent researcher notes, Other
• What acceptance criteria will confirm the curated school list is complete and ready (for example: a specified number of schools with tier rationale and portal links)?

Assemble and submit application packages

• Which schools on your list require school-specific online portals or a common application upload? Options: School portal only, Common online system, Both portal and common system, Unsure
• Do you need us to create PDFs of supporting documents (transcripts, immunization records, school statements) formatted to each school's portal requirements? Options: Yes, No
• Who will provide official student transcripts and verify signature authority for school forms? Options: Current school registrar, Parent or guardian, We coordinate with current school
• Preferred submission method for school forms (upload to portal, admissions email, mailed hard copy)? Options: Upload to portal, Email to admissions, Mailed hard copy, Varies by school
• How should submission completion be documented and stored (portal confirmation screenshot, admissions email, or mail tracking)? Options: Portal confirmation screenshot, Admissions email acknowledgement, Mail tracking number, Other
• Please describe the evidence that will validate a completed application submission to a school (for example: portal confirmation ID or admissions receipt email).

Draft and finalize application essays

• Number of distinct personal statements or school-specific essays to draft or edit for this cycle? Options: 1-2, 3-5, 6+
• Provide voice and length constraints required by target schools (for example: 500-word narrative, 150-word short answers).
• Preferred review workflow for essays: parent review, child review, or joint editing sessions? Options: Parent review only, Child review only, Joint parent-child sessions, No review required
• Are there portfolio or writing samples from schools that need to be adapted into essays (for example: past student work excerpts)? Options: Yes, No
• Would you like coaching sessions to develop the student's oral responses that align with essay themes for interviews? Options: Yes, No
• Responsible party for final essay uploads to each school's portal? Options: You upload, We upload on your behalf, Shared responsibility

Edit and format recommendation letters

• Number of teacher or external recommendations required per application? Options: 1, 2, 3+, Varies by school
• Are formatted templates or talking points required for recommenders tailored to specific schools? Options: Yes, No
• Will we collect drafts from recommenders for editing, or provide guidance only? Options: Collect and edit drafts, Provide guidance only, Unsure
• Specify character limits or submission methods for recommendations that we must accommodate (online text box, PDF upload).
• Would anonymized sample recommendations for tone and detail be useful? Options: Yes, No
• Responsible party for securing permission to share student academic records with recommenders? Options: You secure permission, We assist securing permission, Other

Conduct child mock interviews and coaching

• Interview formats used by your top schools to simulate (one-on-one with dean, group activities, parent-child interview)? Options: One-on-one interview, Group interview/activity, Parent-child interview, Performance-based assessment
• Desired number of mock interview sessions for the student before live interviews? Options: 1, 2-3, 4+
• Can we replicate any specific anxiety triggers or IEP accommodations during coaching sessions? Options: Yes, No, Not applicable
• Include written feedback reports after each mock session with suggested language and body-language notes? Options: Yes, No
• Provide the artifacts coaching should reference: past teacher comments, sample interview prompts, or student's activity resume? Options: Past teacher comments, Sample interview prompts, Student activity resume, Other
• Will you or we handle scheduling of live school interview dates and communicating special accommodations? Options: You schedule, We schedule, Shared scheduling

Provide admissions test prep and practice exams

• Standardized test the student will take this cycle (SSAT, ISEE, school-specific)? Options: SSAT, ISEE, School-specific assessment, Unsure
• Please state the target score range we should aim for per target school.
• Proctored practice exams that mimic test-day timing and conditions: Yes or No? Options: Yes, No
• Weekly hours of focused tutoring preferred? Options: 1-2 hrs, 3-5 hrs, 6+ hrs
• Existing approved accommodations (extended time, separate room) that must be integrated into test planning? Options: Yes, No
• Indicate who will register the student for the test and submit official score reports to schools. Options: You register, We register, Shared responsibility

Manage testing logistics and score submissions

• Acceptable testing centers or proctors given your commute constraints?
• Need assistance securing a preferred test date before school deadlines? Options: Yes, No
• Tracking method to match official score reports to each application (spreadsheet tracker, portal mapping)? Options: Spreadsheet tracker, Portal mapping, Other
• If scores arrive late, what fallback actions do you want: report to school, request deadline extension, or shift focus to other schools? Options: Report and explain, Request extension, Shift focus to other schools
• Indicate who will cover any fee payments for late registration or score reports. Options: You, We, Shared
• Is a score-monitoring service level agreement required for delivery of confirmations from test providers? Options: Yes, No

Attend campus visits and provide on-site briefing

• Campuses you plan to visit in person this cycle and known visit dates?
• Assistance preferred for visits: attend with you, observe classes, or provide pre-visit briefing only? Options: Attend with you, Observe classes, Pre-visit briefing only, Post-visit debrief
• Briefing materials most useful: school-specific question lists, student's talking points, or logistics checklist? Options: School-specific question lists, Student talking points, Logistics checklist, Other
• Post-visit deliverables required (written visit report, recommended next-step rating)? Options: Visit report, Next-step rating, Both, None
• Acceptable drive time to campus for visits? Options: Under 30 minutes, 30-60 minutes, 60+ minutes
• Identify who will arrange campus visit appointments and transportation. Options: You arrange, We arrange, Shared

Advocate with admissions offices on family's behalf

• For which schools do you want advocacy contacts prioritized based on existing relationships or priority deadlines?
• Authorized advocacy types: clarifying application details, submitting additional context, scheduling follow-up calls? Options: Clarify application details, Submit additional context, Schedule follow-up calls, Other
• Any confidentiality constraints about sharing sensitive information with admissions offices (medical, learning support)? Options: Yes, No
• Update cadence for advocacy outreach and responses (weekly, biweekly, ad hoc)? Options: Weekly, Every 2 weeks, Ad hoc as responses arrive
• Designated family contact for follow-up with admissions officers? Options: Primary parent, Guardian, Other
• Schools where you prefer no direct advocacy to preserve anonymity during a waitlist? Options: Yes, list schools, No, allow advocacy

Execute waitlist communications and follow-up outreach

• Waitlist outreach preference: standard template, bespoke outreach, or hybrid? Options: Standard template, Bespoke outreach, Hybrid
• Frequency for waitlist follow-ups during the active season (every 2 weeks, monthly, only at key milestones)? Options: Every 2 weeks, Monthly, Only at key milestones
• Supporting materials to submit while on a waitlist (updated grades, teacher notes, recent student work)? Options: Updated grades, Teacher notes, Recent student work, Other
• Identify the approver for new materials before submission to admissions. Options: You approve, We approve, Shared approval
• Is a recorded log of all waitlist outreach and responses required for auditing? Options: Yes, No
• Maximum acceptable waitlist timeframe before choosing an alternative enrollment plan (until first offer, 2 months post-deadline, end of season)? Options: Until first offer, 2 months post-offer deadlines, End of enrollment season

• Confidentiality Agreement (NDA)
• Master Services Agreement (MSA)
• Statement of Work (SOW)
• Fee Schedule & Payment Terms
• Schedule & Milestone Calendar
• Communication Plan & Meeting Cadence
• Authorization to Act on Your Behalf
• Data Processing Agreement (DPA)
• Cancellation, Refund & Termination Agreement

• Go-live Health Check
• First Outcomes Review
• Acceptance Gate Review
• Quarterly Outcome and Ongoing Support Review

• Schedule any required parent follow-ups or orientation coaching sessions and record them in the shared calendar.
• Produce a documented acceptance decision that records pass or fail status for each numeric criterion listed in the Engagement Scope stage.
• Agree and document any remediation tasks required to address failed criteria, with owners and resolution dates.
• Confirm the process and timeline for communicating final enrollment decisions to families and closing outstanding operational items.
• Publish the Acceptance Gate summary with pass/fail outcomes and the remediation register.
• Execute the agreed remediation tasks and provide weekly progress updates until all items are resolved.
• Finalize and distribute the enrollment-notification checklist to ensure families complete all required steps by school deadlines.
• Review enrollments and waitlist conversions
• Confirm that waitlist conversion rate and enrolled-student counts are within acceptable ranges compared to the Engagement Scope stage targets or document the deviation and plan.
• Ensure persistent operational issues are owned and have scheduled resolution paths.
• Produce a concise lessons-learned summary and update the admissions playbook for future cycles.
• Publish the lessons-learned summary and incorporate agreed updates into the admissions playbook.
• Create a post-enrollment checklist for each family that captures outstanding items and deadlines.
• Re-confirm success criteria and owners
• All success criteria recorded in the Engagement Scope stage are re-confirmed and owners are assigned for each criterion.
• Operational handoffs and decision-notification flows are validated and documented.
• A prioritized list of open blockers with owners and resolution dates is captured and shared.
• Publish meeting notes with owners, due dates, and the updated decision-notification flow.
• Update the shared admissions tracker to reflect current status for each family and school.
• Schedule the First Outcomes Review meeting and circulate the data template to be used for reporting.
• Present outcomes vs Engagement Scope targets
• Determine whether offers from recommended-list schools and waitlist placements are tracking to the targets recorded in the Engagement Scope stage.
• Agree a prioritized remediation plan with clear actions, owners, and completion dates for each gap.
• Confirm the timeline to the Acceptance Gate Review and what data will be required for that meeting.
• Produce a remediation task list with owners and due dates and circulate to all stakeholders.
• Update the family-facing decision guide and waitlist outreach templates to reflect agreed strategy changes.
• Collect and attach interview feedback and testing results to each student's file for use in follow-up outreach.
• Restate acceptance criteria and numeric targets
• Validate decision notification and intake flows
• Present final outcome data by criterion
• Surface persistent issues and family support needs
• Diagnose root causes for any shortfalls
• Capture lessons learned for the next admissions cycle
• Agree corrective actions and owners
• Review early adoption and engagement signals
• Document pass or fail per criterion and record the acceptance decision
• Update family decision and waitlist support plan
• Agree remediation plan for any failed criteria
• Agree ongoing follow-ups and knowledge transfer items
• Identify open blockers and risks
• Agree immediate remediation actions and next check-in