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Edison Language Academy – Together Through Two Languages (310) 828-0335 www.edison.smmusd.org
ANNOUNCEMENTS 4th Grade Plays – Congratulations to Maestra Martha Ramirez-Oropeza, Teachers Brumer, Maiztegui and Nepomuceno, and all the 4th grade students for SIX wonderful performances of The Untold History of California! It is such a joy to see students comfortable in front of an audience acting, singing, dancing and telling jokes in both languages! Assessments – During the month of May we begin conducting final assessments in reading, writing, and math for all our students. Those in Grades 3-5 take the most extensive assessments as part of California’s state testing program and began this week. There are also reading, writing, and math assessments at all grade levels in May. So please avoid any absences or late arrivals so that students can test with their peers where they are most comfortable and successful. Your child’s teacher can let you know the specific days conducting assessments.
So Many Special Events – So Little Time! In addition to all the academic work in May, we also have 13 musical performances, two Open Houses, several final field trips, our Spring Book Fair, the Wax Museum, and many end-of-year class celebrations! Don’t miss any of them. See the attached calendar!
Ed Foundation Annual Wine Auction Fundraiser – Last days to buy tickets for the EdFoundation’s wine auction on Sunday, May 6 at the Fairmont Miramar Hotel and Bungalows. Purchase your tickets at smmwineauction.org and support our SMMUSD students.
FROM THE PRINCIPAL’S DESK:
WHY WE DO WHAT WE DO THE WAY WE DO IT This week we go to the ceremony to receive Edison’s recognition as a California Distinguished School (CDS). Recently, I’ve received a lot of inquiries about how Edison could have won a National Blue Ribbon and a CDS recognition. Often, people are genuinely perplexed about how a school that spends so much less time teaching in English, doesn’t start teaching reading in English until 2nd grade, and teaches math and science in Spanish can do so well. If you don’t understand the research behind 90:10 Dual Immersion programs, it can be a mystery. But, if you do understand the research, it makes all the sense in the world! The 90:10 Dual Immersion model properly implemented by high performing staff is powerful! 90:10 programs are additive (building on the home language rather than replacing it). They provide high quality language arts instruction in both languages and access to the core curriculum rather than a simplified version. 90:10 Dual Immersion Programs are also the only language program type that longitudinal research shows to actually close achievement gaps between different groups of students. The 90:10 Dual Immersion model explains almost all of “Why we do what we do the way we do it at Edison.” The model is so different from non-immersion schools that we require all prospective parents attend a lecture on how 90:10 programs work before they submit an application. And while we are honored by the national and state awards, one of the most meaningful recognitions we’ve received (nearly 20 years ago now) is the Seal of Excellence from the California Association for Bilingual Education (CABE). The Seal is given in recognition of faithful and effective implementation of a research-based program. As a recap (in case Kindergarten orientation was long ago!) 90:10 Dual Immersion programs: Provide a minimum of six years of bilingual instruction because it takes time to acquire native-like proficiency; Start with initial literacy in Spanish for all students and delay formal introduction of reading and writing in English until 2nd grade because more Spanish instruction develops stronger Spanish proficiency with no sacrifice to English proficiency; Separate the languages for instruction so there is no translation or repeated lessons; Provide high-quality language arts instruction in both languages integrated into thematic units and focusing on rigorous core academic curriculum; Count and ferociously guard instructional minutes so we can provide the proscribed amount of instructional time at each language at each grade level; “Teach for transfer,” taking advantage of the strengths children build in one language and bridging to the other language. We think ahead to where a second language learner might get stuck and provide strategic instruction so they don’t. Are inclusive and teach for socio-cultural competence and appreciation of other cultures – in our case, the cultures of the Americas. We are fortunate that SMMUSD chose this effective model 32 years ago -- and grateful for the support SMMUSD provides so we can implement it fully and faithfully!