11 - Curry School of Education, University of Virginia



Grades 6 & 7 Application

University of Virginia

2019 Summer Enrichment Program

*SEP offers an online application available through our website at .

Each applicant should read all directions carefully and fill out the application completely. This application form is for students who are currently in grades six and seven. We are also offering programs for students who are currently in grades 4-5 & 8-10. If you are interested another program, please return to the appropriate application on the website at: . Alternatively, you can request a paper application by e-mailing curry-sep@virginia.edu or by calling the program office at 434-924-3182. Tuition for 2019 is $1375 and there is an application fee of $25. However, pay only the application fee now. Limited financial aid is offered based on need and financial aid decisions are made after acceptance decisions. Requests for financial aid will NOT affect your application for admission. Financial aid forms are available online and should be included with the application.

DEADLINE: Please note that the deadline for applying is (postmarked) February 15, 2019. Qualifying applications postmarked after February 15 will automatically be placed on our waiting list. Acceptances will be e-mailed on or before April 15, 2019.

DIRECTIONS: 1) This information page is to be completed by the student and a parent/guardian. 2) The student should review the prompt and prepare a response. Please be sure to answer all parts of the prompt. Upload your response in the SEP portal as indicated (or attach the completed response to this form if mailing). 3) There is a $25 application fee which can be paid online (preferred), or by check or money order made payable to University of Virginia. Please write the name of the student on the check or money order. 4) The Teacher Recommendation Form must be completed by school personnel and are confidential. An email will be sent to teachers you identify requesting their completion of the Recommendation Form, and teachers return those directly to SEP to ensure confidentiality. If you are applying by mail, please include it with your application in a sealed envelope signed by the teacher across the flap so that it is evident the teacher recommendation is confidential. ALL parts of this application MUST be submitted by February 15, 2019 for the application to be considered for acceptance.

INFORMATION PAGE (Please print legibly):

Student’s Name _ Gender: DOB ___/____/____

First MI Last MM DD YY

Race/Ethnicity (optional - Information regarding ethnicity will be used solely for SEP program evaluation and research purposes. This information will be confidential, and will NOT impact program acceptance decisions or be made available to individuals in the application review process):

White Black Hispanic or Latino Native American

Asian/Indian subcontinent Native Hawaiian or Other Pacific Islander Two or more races

Mailing Address ________________________________________________________________________________

Parent/Guardian Name: ______________________________ E-mail address:________________________________

Parent/Guardian Name: ______________________________ E-mail address:________________________________

Parent/Guardian CELL: (_____) _____-___________ Alternate contact (_____) _____-___________

Name of School Student attends :(required for program evaluation and research purposes_______________________________________________________________________________________________

Grade student is CURRENTLY in: (Circle one): 6 7

Name and grade of sibling who is also applying, if any: ________________________________________________

Grades 6 & 7: Morning Course Choices for 2019

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| |Rank the following classes by placing a 1 beside your first choice, a 2 beside your |

|Rank the following sessions by placing a 1 beside your first choice, a 2 beside your|second, and so on. It is essential that all classes be ranked. We cannot guarantee |

|second choice, and a 3 beside your third choice. If you cannot attend a session, |an assignment to any class requested. Each class is described on the next page. |

|draw a line through those dates. Students will only be accepted to attend one | |

|session. |___ Game Theory |

| |___ So you want to Change the World |

|_____ Session I June 16 –27, 2019 |___ Blueprint to you |

| |___ Engineering Hogwarts:Design Thinking in Fantasy Worlds |

|_____ Session II June 30 – July 11, 2019 |___ On the brink … Innovations in Warfare in World War |

| |___ How to Make a Podcast |

|_____ Session III July 14 –25, 2019 |___ Life is a Balancing Act: A theme approach to understanding the |

| |phenomenon of balance. |

| |___ Crash Course on the Inuit: Technology, Art and Culture |

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Game Theory:

Welcome to the world of science! Are you interested in what scientists do? What tools do they use to discover relationships and certain patterns? If you answered yes to these questions the course is for you! In this course, you will learn how to use mathematics, statistics and game theory to make and evaluate scientific arguments! We will play games, conduct experiments and use mathematical tools to answer scientific questions! Why richer countries tend to be democratic? Why democratic countries don’t fight each other? Why people vote? We will use math, statistics and game theory to analyze these and other questions. We will also play games, and use mathematical reasoning to win them! In this class you will learn that math is fun and useful in real life! You will gain problem-solving skills and learn how to think strategically. Active participation and group work will drive our learning.

So You Want to Change the World?

If it was up to you, what world problem would you solve? How have students changed the world in the past? How can you change the world now?

In this course, students will become innovators and entrepreneurs to create new ways to solve old problems. Across the globe, kids face many problems, but it is not just up to adults to solve them. We will talk about these problems, and you and your classmates will choose a problem that matters to you, like healthy food, air pollution, disaster relief, animal rights, or saving our planet. As innovators, you will research this problem and develop a creative innovation to solve it. At the end of the course, you will present your innovation and convince adults to fund your idea. The future of our world is up to you; what will you do to change it?

Blueprint to You: What decides your hair color, your nose shape, and how tall you're going to be? Your DNA! In this course, you'll  learn all about how your chromosomes are the blueprint that determines how your cells build up to become you!  You'll explore how DNA is made, how it causes changes in the cells, and how it can affect your daily life! We'll also  talk about some of the great controversies surrounding genetics and genetic testing. Come discover the blueprint to  you and find out just what you're made of .   

Engineering Hogwarts: Design Thinking in Fantasy Worlds

Have you ever imagined yourself designing a better Quidditch broom? Or creating a spacecraft that could rival the  Death Star? How about building a wall that could defend Helm's Deep from Saruman's armies? In this class, we will  explore engineering and design thinking principles through the lens of fantasy and science fiction. You will be a  designer, builder, problem-solver, scientist, and so much more as we learn all about how to become better engineers  and better thinkers. We will do several projects throughout the class that will involve applying the ideas we talk about  in magical ways, like building a catapult to help the Death Eaters' invasion. So grab your wand, light saber, or one  ring to rule them all, and hop on the Hogwarts Express ? it's time to engineer!   

 Life is a Balancing Act! A STEAM Approach on Understanding Balance. What do you have in common with a circus tightrope walker and an Olympic ice-kating champion when you ride a  bike? Each of you depends on the basic principles of balance. This course will investigate the phenomenon of  balance. The principles of balance are very important in our living environment. As you design, create, and build  various balancing objects, you will become a scientist, engineer, and artist. This is a hands-on, project-based,  creative class that will culminate in making a balancing mobile based on a theme of your choice. Our learning  experiences will give you a better understanding of adding balance to your life and understanding that life is a  balancing act.   

How to make a Podcast

How does one read stories through listening? How can one write with their voice? With podcasts and audiobooks becoming increasingly popular forms of storytelling, we must reconsider reading and writing beyond the visual page. In this course, students will analyze aspects of digital storytelling to consider modern ways of constructing narratives through technology. We will examine podcasts, “read” audiobooks, and participate in sound walks in an effort to explore the approaches and significance of telling audio stories. You will then create your own piece of digital writing by scripting, editing, and producing a short podcast episode. This course does not require previous experience in recording or even technical savviness—what is desired is an interest in learning how to broaden your abilities as a reader and writer with audio culture and tools.

On the brink … Innovations in Warfare in World War II

Have you ever been curious to learn more about World War II? This course will provide a brief survey of the most destructive, impactful war in human history.  The political, social and human consequences of it shape the society we live in today. This class will trace the development of the war through advancement in technology and answer the question “how did technological innovations impact the war?” Students will study technological innovations from both the Axis and the Allied Powers. By analyzing a variety of primary sources including memoirs, letters, speeches and film students will have a better understanding of the realities of life for soldiers on the frontline and how the new technology impacted them. Students will learn about revolutionary innovations in warfare including radar, tanks, submarines, aircraft carriers and the development of the atomic bomb.

Crash Course on the Inuit: Technology, Art, and Culture

In this course, you will have 9 days to launch an exhibition on Inuit art and culture, go! In this hands-on course we will use art and artifacts from the Arctic Culture Forum of Charlottesville to practice analyzing art objects, educating others about them and organizing these objects into a cohesive exhibition for the SEP community. Will you educate other students about the public health crisis in the arctic? Or will you take viewers on a journey through the Arctic’s natural beauty using photography and film? The possibilities are endless—how you would like to use these resources? Students will work closely with experts in Inuit art and exhibition design as they investigate these objects, conduct independent research, develop their own extended item labels and produce other educational materials. Through careful collaboration students will use their research to curate an exhibition crafted around a central theme and publicize their efforts on a class social media account.

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|Grades 6 & 7 Prompt |

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|Hurricanes Michael and Florence, The Camp and Woolsey fires in California, a 7.0 magnitude earthquake in Anchorage Alaska, tornadoes, blizzards.… This year we have |

|witnessed quite a number of devastating natural disasters in the United States. In recent years, natural disasters have increased in both frequency and intensity. They |

|have led to billions of dollars in damages to communities impacted by such disasters. As a technologically-advanced society, can we prepare for and reduce the |

|devastating impacts of hurricanes, fires, earthquakes, and other natural catastrophes? |

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|Imagine that your city or town is in an area that has the potential to experience a natural disaster. Consequently, your mayor has decided to call on experts to discuss|

|how to prepare for, even prevent where possible, and reduce the negative effects of natural disasters on the community should they occur. You have been invited by the |

|mayor to report on this issue as an expert! |

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|STEP 1: Choose a natural disaster that you think your community might be vulnerable to, and therefore would benefit from learning how prepare for. You should consider |

|the location of your community in making this choice, and explain why it is important for your community to identify the possibility of such a natural event. Then, |

|describe how your community could prepare for and possibly prevent such an event. Then, propose a scenario regarding how to educate your community regarding and reduce |

|the negative impacts of a natural disaster in this community should one occur. Please, be sure to include specific details to support your conclusions and findings. |

|OR |

|Choose a recent natural disaster and explain what could have been done better to plan for, prevent where possible, and reduce the negative impacts on the communities |

|most affected by the event. Please explain your thinking in detail. Then address specific measures that could have been, should have been, and/or were taken to mitigate|

|the consequences of the event. Please, be sure to include specific details to support your conclusions and findings. |

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|STEP 2: As an expert selected by your town’s mayor, you now must present your findings in a clear and compelling manor. Think about a format that would best help you |

|communicate your ideas. Suggested formats could include a report, a letter, a persuasive essay, a power point presentation, a recorded speech, or artwork. Alternative |

|formats are accepted as well. Then prepare your presentation for submission as part of this application. |

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|PLEASE NOTE: Sometimes applicants have questions about what outside help is allowed when working on an SEP application prompt. Part of adequately responding to this |

|prompt may require talking with people, listening to their ideas and input, and discussing your own ideas with other people. Responding to this prompt also requires you |

|to spend a substantial amount of time thinking, researching, and writing – or creating -- on your own. It is a good idea to have someone proofread your response before |

|you submit it. The final product that you submit to us must be the result of your own work to synthesize the information and ideas you have researched and discussed |

|with other people. |

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|Please note the SEP online application system will only accept ONE uploaded file, so please consider this when responding to the prompt. Suggested formats are |

|.doc/.docx, .ppt/pptx, .pub, .jpg, and .pdf. If you submit another file format, we may not be able to open your response and it may delay consideration of your |

|application. |

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|If you choose a non-traditional format (e.g., artwork with an explanation, video), we have some potential solutions: |

|Take a picture of artworks/dioramas and upload the picture (or picture in a Word/PDF document) |

|Post a video/podcast on YouTube (or a similar site) and upload a Word document with the link and any password information necessary to access the video (just make sure |

|the links work properly before you submit!) |

|Combine multiple files in Adobe PDF (usually you can select each file, right click it, and you get an option to combine the files in Adobe) to upload a multi-part |

|response |

|Mail the response and upload a Word document with the tracking number/date it was sent. Mailed responses should be postmarked by February 15. |

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|Please call us at 434-924-3182 or e-mail us at curry-sep@virginia.edu prior to February 15 if you need assistance. |

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University of Virginia Summer Enrichment Program

FREQUENTLY ASKED QUESTIONS

How are students selected for the program?

The application has been designed to give us as complete a picture as possible of each applicant. Each application is rated by two independent raters who are experienced educators. All rated parts of the application are reviewed: the student’s response to the prompt, test results, and the teacher’s recommendation. The student’s response to the prompt is the most important part of the rating process and should reflect the applicant’s best effort. Please make sure that the work is entirely the student’s own. The prompt is directed toward the goals of our program: problem solving, critical inquiry, task commitment and creativity. Additionally, consistent with best practices in gifted education, the test score information is an additional indicator of a child’s exceptional ability in a variety of areas and in comparison to other high ability students. Finally, the teacher’s recommendation gives us insight into how the child performs in a classroom setting. The teacher’s recommendation is confidential and will not be shared with the applicant. Each of the application components are scored, computed, and rated.

Once acceptance decisions have been made based on applicant scores, the highest rated students are placed in their first choices of session and class. Thereafter, sometimes it is necessary to use a second or third choice of session or class in order to place qualifying students. Therefore, the more flexibility you can give us the better the chance a qualified student may be placed. We start with a clean slate each year in our rating process (i.e., no consideration given to previous acceptance) so that every student has the same opportunity to be accepted.

What test scores should be submitted with my application?

Please list scores of ONE of the following below (do not mail in actual documents and records please).

1) Nationally normed achievement test data within the past two years reported in national percentiles (Stanford 9; ITBS/Iowa Assessment).

2) Aptitude test scores (Cognitive Abilities Test, Otis Lennon Scholastic Aptitude Test, WISC, PSAT/SAT, etc.). Please submit the most recent test scores. If none of the above scores are available, we will also consider items noted in number 3 below.

3) If test scores as indicated in 1) or 2) above are not available, the most recent achievement scores on a state standardized test (SOL for Virginia).

What are the chances that siblings will be accepted to the same session?

If siblings have received ratings that qualify them for the program, we make every effort to place them in the same session if requested on the application. However, it sometimes happens that one sibling is accepted and the other is either placed on the waiting list or not accepted. We understand that this may be a problem for some families, but our rating process is blind to this issue as well as to previous application to or attendance in the program.

After submitting the application, can I change my choices of session or class?

The electronic application allows you to change your preference of session and class until our admission process begins in the middle of March. Once we receive your paper application, we will create an electronic record for you. After April 15, if you are accepted and wish to attend, but must attend a different session, please contact our office with your request and we will make every effort to make the requested change. You cannot make changes between the middle of March and April 15.

How many students apply relative to the number accepted?

We have a total capacity of around 800 students across all three sessions and all age groups. Our selection process is competitive. For the past several years we have had approximately 500 more students apply as we have spaces available. We generally receive more applications from girls than boys.

Will I automatically receive an application for the next summer?

You will receive notification from us in December that applications are available on our website for the following year’s Summer Enrichment Program. This year we will mail a postcard and send an e-mail.

Additional information regarding our program can be viewed at our website at:



University of Virginia Summer Enrichment Program

Please submit this recommendation form in a sealed envelope signed by school personnel across the flap. The student should include the sealed recommendation with their full application.

PART I: To be completed by a parent/guardian

Parents/Guardians: you must PROVIDE one test score below, and SIGN the form giving your child’s school permission to answer the questions on the back of this form:

________________________________________________________________________

Child’s full name Child’s current grade

________________________________________________________________________

Full name of school

1. Parents, please enter the score of ONE of the following:

• Most preferred- Nationally normed achievement test data within the past two years reported in national percentiles (Stanford 9; ITBS/Iowa Assessment) OR

• Most recent aptitude test scores (Cognitive Abilities Test, OLSAT, WISC, PSAT/SAT, etc.) OR

• Most recent achievement scores on a state standardized test (SOL for Virginia)

• PLEASE NOTE if none of the tests mentioned above apply to you, you may use ANY test that the school provides.

_____________________________ _______________________________ ______________________

Name of Test Date of Test Score

2. I hereby authorize my child’s teacher or other school official to submit a confidential recommendation for my child in support of his/her application to the UVa Summer Enrichment Program.

________________________________________________________________________

Parent/Guardian signature Date

Teacher Recommendation Form

PART II: To be completed by a teacher or another school official

NAME OF STUDENT:

B) TEACHER RECOMMENDATION: Your comments are always confidential, so please give us your honest assessment of this student. Thank you.

Please rank the following:

| Not at all Moderate Superior |

|1 2 3 4 5 |

|Enjoys the challenge of new tasks and experiences | | | | | |

|Pursues interests to understand or satisfy curiosity; wants to know the “how | | | | | |

|and why” | | | | | |

|Generates questions of his/her own; questions the common, ordinary, or unusual| | | | | |

|Comprehends in-depth and complex ideas | | | | | |

|Enjoys self-directed learning; highly motivated to pursue own goals | | | | | |

|Sees a problem through in assigned tasks | | | | | |

|Divergent thinking; preference for the unusual, original, and creative | | | | | |

|responses | | | | | |

Please give examples or comment on the following:

SOCIAL-EMOTIONAL DEVELOPMENT/MATURITY:

TASK COMMITMENT:

ABILITY TO WORK INDEPENDENTLY:

ABILITY TO WORK COOPERATIVELY:

INTELLECTUAL RISK TAKING:

Over All Recommendation - ____Highly recommend ____Recommend

____Recommend with reservations ____Do not recommend

School Personnel Signature _____________________________________________

University of Virginia Summer Enrichment Program

( Financial Aid Form (

This is an application for financial assistance if accepted to the program not an application for admission to the Summer Enrichment Program.

The distribution of financial aid for this program will be based solely on need. Anyone at any income level may apply for financial aid, but due to limited funds, financial assistance has often not been available for families earning over $50,000 per year absent extenuating circumstances. The information requested below will be used to help us make judgments about the relative need of accepted students. All information will be considered strictly confidential. Do not wait until notification of acceptance to submit this form. In order to be considered for financial aid, THIS FORM MUST BE PRINTED, filled out, signed and postmarked no later than March 1, 2019. Mail this form AND a copy of your 2018 W-2 Form(s) to:

Summer Enrichment Program

University of Virginia

P.O. Box 400264

Charlottesville, VA. 22904-4264

Child’s Name_____________________________________________________________Current Grade level_____________

Parent/Guardian Name______________________________________________ Profession____________________________

Parent/Guardian Name______________________________________________ Profession____________________________

Address_________________________________________________________________________________________________

Street City State Zip

INCOME STATEMENT FOR 2018: Total family income $ _______________

(BEFORE DEDUCTIONS) including welfare payments, wages

of all working members, social security, dividends, child support

payments, interest, veterans benefits, and all other income for 2018.

You must indicate your total yearly income in the space at the right

and attach a COPY of your W-2 form in order to be considered for financial aid.

SAVINGS: $ _______________

NUMBER OF DEPENDENTS (Please use IRS guidelines i.e., children, persons

over 65 for whom you are financially responsible not including yourself) _______________

EXTRAORDINARY COSTS/CIRCUMSTANCES FOR 2018: YES NO

On an additional sheet please list and explain any extraordinary costs/circumstances you have occurred.

CHECK ONE:

____It would be impossible for my child to attend without financial aid. We would need $__________in support.

____ It would be possible for us to pay full tuition, but it would be a great financial hardship.

STATEMENT OF RESPONSIBILITY: I hereby certify that all of the above information is true and correct to the best of my information and belief. I understand that submitting this form does not guarantee financial aid.

_____________________________________________________________ ___________________________

Signature of Parent/Guardian Date

Please consider contacting your local school’s PTA / PTO, local church organizations, civic or philanthropic groups, local businesses, or private donations for additional financial assistance.

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