The Edison School is a K-8, independent day school for students with learning differences or unique learning styles. Students at TES may have diagnoses such as dyslexia, ADHD, autism or giftedness, or may simply thrive better in a smaller, personal environment. Often times our students were not reaching their full potential in a traditional classroom.
The admission process begins with the desire to learn more about The Edison School and our programs. We encourage you to call the school with any questions which may not be addressed on our website.
Next, schedule a meeting with the Head of School. The Head of School will meet with parent(s) and/or caretakers, along with the potential student, to answer questions and take the group on a tour of the school. If the parents and student are seriously considering applying to TES, the student is asked to “shadow” or attend TES for (2) days. If at that time the student, parents, and staff feel as though it is a good fit, we will ask parents to forward recent school reports, diagnostic testing and any other information about your child that can help our staff develop a clear picture of the needs of your son or daughter. We look forward to guiding you through the admissions process.
Please take the time to tour this site and do not hesitate to contact us regarding a school visit or to ask a question.
Criteria for Enrollment to The Edison School
The Edison School maintains the following admission expectations for applicants:
The Traditional Edison (E1) program maintaines the following admission expectations for applicants: Students will demonstrate average to above average cognitive ability as measured by an individualized intelligence test, or potentially average intelligence as indicated by an IEP, high-stakes testing, reports cards, or a combination of any of the above. E1 Students are capable of doing grade-level work. We understand that there can be a significant difference between verbal and performance based measures. If you can provide a statement by the examiner indicating that the overall scores do not represent the students true potential, due to overriding factors such as attention or language processing difficulties we will take that into consideration.
The E-Squared (E2) program maintains the following admission expectations for applicants: The learning difficulties experienced by the student are not the result of primary emotional/behavioral problems or other physical/mental handicaps. Although behavioral support is in place, TES is not for students with behavioral challenges. E2 students might be capable of doing grade-level work, but need more academic and/or social-emotional support than what would be provided in the E1 setting. We look at each student individually to decide what would be the best placement for that child. Students in an inclusionary or CDC classroom are often excellent candidates for the E2 program.
Project Jumpstart students are typically children of kindergarten age with autism or developmental delays. When considering admissions we look at each case individually which means we ask ourselves “will this child benefit for our program?” Although behavioral support is in place