love summer. I love long hot days spent in flip flops and a ponytail (though those 100+ days were a little much), sleeping in a little later, and staying outside a little longer. It could also be the residual excitement I felt about summer as a kid, when I spent weeks in the mountains at camp, or sharing a raft with my sisters in the surf at Sandbridge Beach. This year, summer was made even sweeter by the 2012 Olympics. I am mesmerized by Olympic coverage, and I know I am certainly not alone. Just before the games began this summer, NBC ran a special on the “Top 20 Summer Olympic Moments” from the past, as voted by viewers. I tuned in, expecting to see Americans winning gold medals. Those stories were certainly on the list, but what struck me was the fact that the moments most remembered, which received the most votes, went deeper than that: they included Muhammad Ali, struggling with Parkinson’s, lighting the Olympic torch in 1996… Kerri Strug performing her gymnastics vault through painful injury, sticking her landing on one foot….and British sprinter Derek Redmond, injuring himself early in his 400m semi-final heat, but completing the race regardless, limping across the finish line on the arm of his father. We remember and honor these moments because they reveal something much deeper than skill or talent. These moments show character…the kind of people these athletes are, beyond gold. As you begin your search for a school for your child, you will probably think of these things too, though on a different level. School choice can be about more than what might earn your children “gold.” Think broadly and look beyond stats and figures. Does the school’s mission align with your family’s values? What kind of person will your child grow to be? What will they have learned about themselves and the world around them? What values will they reflect in their character and their daily lives? At the end of the day, we all recognize that the “top mom- ents,” whether in the Olympics, in school, or in life – are about much more than medals. They are about the kind of people we become, the community we live in, and the way we move within it. We are so fortunate in Richmond to have many wonderful educational options, both independent and public. Thank you for your confidence in Collegiate as you begin your search. We are eager for you to visit and uncover for yourselves what makes this place special, as you begin the task of seeking gold – and so much more – for your child. Anne Bruce Ahearn Associate Director of Admission An Informational Newsletter about Collegiate’s Kindergarten Admission Process September 2012 I COLLEGIATE’S SHARED VALUES honor love of learning excellence respect community Minds that seek. Hearts that serve.
Transcript
love summer. I love long hot days spent in flip flops and a ponytail (though those 100+ days were a little much), sleeping in a little later, and staying outside a little longer. It could also be the residual excitement I felt about summer as a kid, when I spent weeks in the mountains at camp, or sharing a raft with my sisters in the surf at Sandbridge Beach.
This year, summer was made even sweeter by the 2012 Olympics. I am mesmerized by Olympic coverage, and I know I am certainly not alone. Just
before the games began this summer, NBC ran a special on the “Top 20 Summer Olympic Moments” from the past, as voted by viewers. I tuned in, expecting to see Americans winning gold medals. Those stories were certainly on the list, but what struck me was the fact that the moments most remembered, which received the most votes, went deeper than that: they included Muhammad Ali, struggling with Parkinson’s, lighting the Olympic torch in 1996…Kerri Strug performing her gymnastics vault through painful injury, sticking her landing on one foot….and British sprinter Derek Redmond, injuring himself early in his 400m semi-final heat, but completing the race regardless, limping across the finish line on the arm of his father.
We remember and honor these moments because they reveal something much deeper than skill or talent. These moments show character…the kind of people these athletes are, beyond gold.
As you begin your search for a school for your child, you will probably think of these things too, though on a different level. School choice can be about more than what might earn your children “gold.” Think broadly and look beyond stats and figures. Does the school’s mission align with your family’s values? What kind of person will your child grow to be? What will they have learned about themselves and the world around them? What values will they reflect in their character and their daily lives?
At the end of the day, we all recognize that the “top mom-ents,” whether in the Olympics, in school, or in life – are about much more than medals. They are about the kind of people we become, the community we live in, and the way we move within it. We are so fortunate in Richmond to have many wonderful educational options, both independent and public. Thank you for your confidence in Collegiate as you begin your search. We are eager for you to visit and uncover for yourselves what makes this place special, as you begin the task of seeking gold – and so much more – for your child. Anne Bruce AhearnAssociate Director of Admission
An Informational Newsletter about Collegiate’s Kindergarten Admission Process
September 2012
I COLLEGIATE’S SHARED VALUES
honorlove of learningexcellencerespectcommunity
Minds that seek. Hearts that serve.
The kindergarten admission process formally begins one year prior to entry, though we welcome new applicants at any point during the year.
A child must be 5 years old by Sept. 30 of the kindergarten year. We encourage children with summer birthdays to go through the process. Many children will be socially, emotionally and academically ready to begin school. Others may need to wait another year, in which case they will be candidates for admission in the following year. Our primary objective is to make a decision that is in the best interest of the individual child.
Admission decisions are based on the child’s profile, which consists of three different components of information:
1. Individual testing with a qualified psychologist2. Group readiness testing with our Lower School teachers3. Preschool report
We know that the assessment of young children is imperfect and that it is difficult to predict a 5-year-old’s potential for success. We strive, however, to place children at Collegiate when it appears that our academic programs will meet particular learning needs and capabilities.
Individual Testing and AssessmentIndividual TestingWechsler Preschool and Primary Scale of Intelligence (WPPSI)This is an individual evaluation. Each child spends approximately one hour with a psychologist. The activities range from informal conversations to visual motor activities. The session is intended to be child friendly. This assessment can be conducted at Collegiate and is offered to all kindergarten candidates between October and late January. The cost is $100. Appointments are scheduled in the morning when your child is alert and well rested. Your child should eat a good breakfast and wear comfortable, casual clothing. No preparation of any kind is necessary! Even if you are applying to more than one Richmond independent school, your child will take the individual test only once. The scores will be shared as you specify on the Request for Testing form.
Group Readiness Testing Small groups of children (4-6) will work with our Lower School teachers in January. There will be individual and group activities designed to assess your child’s social, emotional and cognitive readiness for kindergarten. The activities are very similar to your child’s preschool experiences.
Preschool ReportWe will send a confidential form to your child’s preschool in December so that we may incorporate the observations and insights of his or her current teacher. The Admission Committee may observe children in their own preschool settings, if necessary.
Admission Overview
At the conclusion of the admission process and after notification letters are mailed, parents are encouraged to schedule an appointment to review the results of the admission assessment.
Admission Calendar 2012-2013Request for Testing and Permission to Release forms due by Monday, Sept. 24
Open House Programs for Prospective ParentsAll programs are in the Estes Multipurpose Building on the Lower School campus.
You may choose from any of the above dates.The programs consist of a school overview, campus tours and classroom observations.
Candidate Visitation DaysYour child will be invited to visit our campus and attend a play performed by 1st Grade students from 9:00 – 10:30 a.m. on one of the following dates:
Wednesday, Nov. 7Thursday, Nov. 8
Invitations are mailed in late October.These are mornings of entertainment which enable your child to get to know Collegiate. There will be no assessment on these days.
Admission Testing Dates1. Individual Testing October 2012 through January 2013 (beginning Monday, Oct. 1) Appointment schedules are generally mailed two weeks prior to your child’s testing.2. Group Readiness Testing Your child will be assigned to one of the following dates: Boys Saturday, Jan. 12 Thursday, Jan. 17 Girls Thursday, Jan. 24 Saturday, Jan. 26 *Snow make-up testing, Saturday, Feb. 2
Financial Aid FormsIn early January, forms will be mailed to families who have requested information. Forms must be returned by the specified date in order to receive aid information prior to the contract due date.
Notification letters will be mailed on Friday, Feb. 22, 2013.
Kindergarten contracts are due by noon on Thursday, Mar. 7, 2013.
Collegiate’s admission process is designed to let children be children. The assessment is gentle, and children enjoy both individual attention and small group work. It is through this journey that you are able to learn more about your child’s social, emotional and cognitive readiness. The feedback you receive will enable you to make an informed educational choice for your child and for your family.
Collegiate has a long tradition of bringing the world to Richmond, beginning long ago with our student exchange program. But today the concept of global education has expanded beyond international travel and world language classes. Collegiate embraces the notion that for students to develop into effective visionary leaders, they must be instilled with a global perspective and understanding of the
economic, political, environmental, and cultural issues that are reshaping our world.This fall, Collegiate will continue to expand its global education program by hosting
the second annual International Emerging Leaders Conference. Beginning September 29, 2012, approximately 60 students and teachers from around the world will converge on our campus for a week of academic and cultural programming, including sessions at the Science Museum of Virginia, the University of Richmond, VCU, MeadWestvaco, and Dominion. They will also hear from the keynote speaker, Michael Sandel, an internationally recognized political philosopher, author and Harvard professor who has been featured on PBS and the BBC, and who was named the “most influential foreign figure” of 2012 in China Newsweek. Collegiate students will work side-by-side with students from our partner schools in China, India, Mexico, Spain, Morocco, Israel, Afghanistan, Malaysia, and Kazakhstan on projects focused on the global economy and the environment. Additionally, we will be welcoming two new schools from Costa Rica and South Africa to participate in the conference.
This program will impact a wide swath of the Collegiate community: families will host international students; faculty will interact with visiting teachers; and junior/senior “ambassadors” will assist at events and be general guides for international visitors. The international student delegations will also work closely across school divisions, leading a Middle School Assembly and advisory program, presenting at a Lower School Town Meeting, visiting Lower School classrooms, and participating in a cultural fair for 3rd and 4th grade families. Perhaps most important, participating students will forge life-long connections with peers around the globe.
This extraordinary event continues to position Collegiate on the cutting edge of 21st century global education.
Collegiate’s International Emerging Leaders Program
Collegiate strives to make its educational opportunities available to students without regard to financial circumstances. Several different payment schedules and financing options are available to families. In addition, Collegiate has a need-based financial aid program. The amount of financial aid is based upon an annual assessment of the financial ability of the student’s family. Collegiate seeks to make its program accessible to families who demonstrate need as determined by the School and Student Services in Princeton, New Jersey. The school will safeguard the confidentiality of all information provided by a family. Families interested in applying for financial aid should indicate this on the admission application. In early January, you will receive the necessary forms and instructions. Provided that all of the information is submitted by the dates indicated, you will receive your financial aid award shortly after the admission decisions are made. A request for financial aid has no bearing on admission decisions. For more information or to ensure that we know you want to be considered for financial aid, please call Taylor Kell at 741-5471.
Financial Aid
103 North Mooreland Road, Richmond, VA 23229804.740.7077 / www.collegiate-va.org
The Collegiate School is an equal opportunity employer and does not discriminate on the basis of race, color, religion, gender, sexual orientation or national origin in the administration of its educational, admission or financial aid policies, or any other programs administered by the School.
How Collegiate Approaches CoeducationAs parents considering various educational options for your child, you probably have been intrigued, and occasionally confused, by conflicting information in the single-sex versus coeducation debate. In the midst of all of the competing research and resulting opinions, one important lesson emerges: children learn more effectively in schools that pay attention to the role of gender both in and out of the classroom. At Collegiate, we take the differing developmental needs of boys and girls seriously. Our Lower School program fosters healthy cross-gender friendships in a coeducational setting as children learn how to establish relationships with peers. The onset of early adolescence in the Middle School dictates a single-sex environment as students experience a time of rapid and unsettling physical and emotional growth. Finally, a coeducational setting in the Upper School is enhanced by designating leadership opportunities for both boys and girls through all grade levels. Of course, neither a single-sex nor a coeducational structure can guarantee results for any child. At Collegiate, we are committed to meeting the individual needs of each of our students. It is this commitment, together with a deliberate approach to issues of gender, that we believe provides the optimal setting for learning and growth.
Keith A. EvansHead of School
“Schools, teachers and parents need to recognize that there is, on every available measure, considerable overlap between males and females. Some girls are more competitive than many boys, some boys are more nurturing than many girls. In striving to become aware of educationally relevant gender differences, educators must not lose sight of all that is gender shared.” – Anne Chapman’s A Great Balancing Act, a publication from the National Association of Independent Schools
