The Edison School (TES) Tennessee Private Co-educational Day School

The Edison School (TES) is a private co-educational day school for children in grades K-8 with specific learning differences and unique learning styles. Our approach helps these students think critically and develop a strong foundation to meet the challenges of tomorrow. TES gives families in Sumner, Wilson, Robertson and Northeastern Davidson Counties easier access to learning innovations that unlock potential and help children thrive.

Learning differences are often observed and diagnosed before formal education begins. That is why our program begins in Kindergarten, offering a greater opportunity for success from the very first day of school. However, students may enter our program at any grade level.

A few of the learning differences TES is equipped to address:

Dyslexia
Language Based Learning Disability
Attention Deficit Disorder
Attention Deficit Hyperactivity Disorder
Autism and Asperger’s Syndrome
Nonverbal Learning Disability
Reading Differences
TES admits students of any race, color, national and ethnic origin to all rights, privileges, programs and activities generally accorded or made available to all students at the school.

Why the Edison School?

Smaller Classrooms
Dedicated Teachers
Targeted Approach
Classroom Accommodations
Focus on Learning Difference
Location

What sets The Edison School apart:

A student-teacher ratio of 7:1
A socialization skills group session lead by a team of professionals
A list of accommodations the moment your child becomes an Edison student
A talented teaching staff with a wealth of experience educating children with learning differences.
A Head of School who is passionate about our school’s parents and students, and whole-heartedly believes in the mission of The Edison School.
A medical advisory board who collaborates with staff to provide cohesive, cutting-edge services to our students, narrowing the home/school gap.
Traditional Edison Program (E1) focuses on the needs of children with average to above average intelligence with learning differences such as ADHD, dyslexia, Aspergers or who are gifted. Many of our students have no primary diagnosis, but struggle with anxiety or have been in a non-traditional learning environment and need a bridge between home schooling and public school.

Statement of Mission
The mission of The Edison School is to help children with unique learning styles think critically and develop a strong academic foundation. Through self-understanding and the creation of healthy compensatory skills, students are prepared to meet the challenges of tomorrow.

The Edison School provides high-quality education to students with average to above-average cognitive ability with learning differences and varied learning styles who are motivated to explore academic and intellectual pursuits in a supportive environment. We meet students where they are by providing an intimate and encouraging community that honors the individual, values learning diversity, and fosters personal and social growth.

Philosophy
At The Edison School, the following beliefs guide our work:

We believe that every student has the potential to learn.
We believe that every person who interacts with a student is a teacher.
We believe that learning differently demands that we teach differently.
We believe that the responsibility for pedagogical decisions lies with individual teachers.
We believe that all teachers should have the necessary resources for implementing the curriculum.
We believe that parent partnerships are an essential component in the pursuit of academic and social development.
We believe that we must encourage students to learn about learning and to form their own beliefs in a search for intellectual autonomy.
We believe that the exploration of the arts and exposure to athletics are essential components in the development of independent, curious, and critical thinkers.
We believe that we must impart to our students a sense of moral responsibility for their thoughts and actions in the hope that they will strive to be citizens tolerant of the differences in the world that they will inherit.
Commitment of Excellence
We are committed to maintaining open lines of communication with our parents to ensure that the needs of our students are being fulfilled.
We are committed to meeting the social and educational needs of our student by providing a multi-sensoral learning environment led by compassionate teachers.
We are committed to constantly reinforcing our “Culture of Acceptance” for all of our students so that they can feel valued for who they are as individuals and to have a safe place to learn.
We are committed to helping students become productive citizens by creating opportunities for them to be involved in community service activities.
We are committed to utilizing assessment tools throughout the year to constantly monitor the academic growth of our students.
We are committed to model the virtues of perseverance, respect, integrity, discipline, and excellence in all our actions.
We are committed to constantly challenge our students to consider the ethical implications of their actions.

Our Approach
The Edison School is an incredible learning environment for children who have different learning styles. Our mission is to educate the whole child so that they will become autonomous human beings who do not allow the world to dictate to them how they will develop but instead, enhance the world with their strengths. We provide an academic curriculum that meets them at their present level of competency. We utilize a multi-sensory learning environment that compliments differentiated instruction in the classroom. We equip our students with the skills necessary to be successful in life. Our culture of acceptance begins when your child walks through our doors.

We believe that for every learning weakness a child may have, there is a compounded strength. There is too much emphasis placed on what children with learning differences can’t do as opposed to what they can do. A positive self image begins with helping them create personal successes and reinforcing them to not be afraid to take healthy risks. Many great ideas were spawned by incidents that occurred from the results of taking a healthy risk. If children feel comfortable enough to take appropriate chances when trying to figure out the correct answer to a question the rewards for success and having them move beyond their learning differences increase tremendously.

At The Edison School, everyone is the inventor of their own success!

What Makes The Edison School’s Program So Effective?
Adapted Curriculum
The Edison School offers a traditional curriculum adapted for delivery to individuals with a wide variety of learning styles. Our customized delivery insures student mastery of the curriculum. This makes college and other post-secondary education a very real possibility.

Multi-Sensory Instruction
Multisensory instruction uses the visual, auditory, and kinesthetic learning pathways simultaneously to enhance memory and learning. It is essential to allow students to connect what they see (visual) with what they hear (auditory), and feel (kinesthetic) to create meaning in language learning.

Differentiated Instruction
Differentiated instruction involves providing students with different avenues to acquire content; by processing, constructing, or making sense of ideas; and to develop teaching materials so that all students within a classroom can learn effectively, regardless of differences in ability. Many of the emotional or social difficulties students experience disappear when their educational climates are adapted to their level and pace of learning. Differentiation in education also includes how a student demonstrates mastery of a concept. This could be through a research paper, role play, podcast, diagram, poster, etc. The key to differentiation is finding how students learn and display their learning that meets their specific needs.

Culture of Acceptance
Children are rewarded for their ability to comply in a traditional learning environment. Those who cannot are not supported. That’s why one of the most important components of our approach is the supportive atmosphere we create for our students. We call it the “Culture of Acceptance.” Students are encouraged to learn in a safe environment where they are free from criticism for being different from others in their learning styles. Instead of expecting students to conform to a particular style of learning, our approach meets children where they are, accepts them as they are, leverages their innate, often hidden learning strengths and empowers them to take risks in the classroom environment. More learning, less fear and higher performance are the inevitable results.

The Edison School FAQs

School start date:
Monday, August 8, 2016
Is TES accrediated:
A School must be in existence for three years before it is eligible to begin the accreditation process. TES has begun the process and expects to receive accreditation by September 2016.
Curriculum:
TES utilizes curriculum set to grade level standards for the state as well as Sumner County.
School hours:
8:00 a.m. until 3:00 p.m., Monday-Friday
Before/after school care:
We do not provide before care, however, the school is open at 7:30 a.m. After school care is available for $15 per day. Due to legal restraints, after school care is only available until 5:00 p.m. Staff should be notified in advance if after school care is needed.
Expenses:
Application fee: $75.00, includes testing if needed
2015-2016 Tuition: $12,500.00
Payment plans:
One annual payment: $12,500.00
Two Semi-Annual payments: $6,250.00
10 monthly payments: $1,255.00 (All 10-month payment plans include a $5.00 bank draft fee)
Financial Aid:
TES uses a FACTS, a third party system as part of the process of evaluating eligibility for financial aid.
TES historically gives a $1,000.00 discount for a second child enrolling.
Tuition assistance is available on a case-by-case basis, given resources are available.
Additional costs:
School list supply is available at the beginning of the academic year.
Field trips: generally a minimal cost, with PTO providing partial funding
Uniforms: Polo shirts can only be ordered from Lands’ End. Pants or skirts can be ordered as well.
Khaki pants and shorts are acceptable. See card with ordering details.
Lunches: Students bring their own lunch

Board of Trustees
Bill Boyers, President

Dr. Bill Hovenden, Vice President

John Zobl, Treasurer

Dianne Wright, Secretary

Tom Atchley

Dr. Steve Johnson
Medical Advisory Board
Dr. Peter Beddow, Behavior Analyst (BCBA-D)
Accessible Behavior
Dr. Beddow’s background includes lead teacher in a classroom for children with serious emotional and behavior problems at a residential school in Los Angeles, professor in the Applied Behavior Analysis M.Ed. program at Lipscomb University, researcher at Vanderbilt University, assessment consultant for the Department of Education, behavior analyst at a private behavioral health company, and educational and behavioral consultant with the Brown Center. Dr. Beddow holds teaching credentials in general and special education and is certified to teach individuals from Pre-K to high school with and without disabilities. Dr. Beddow received his PhD in Special Education and Educational Phsychology from Vanderbilt University; MA in Special Education from California State University-Los Angeles and his BA in English, Teacher Education from Middlebury College.

Lori Bunch, Psychologist-Licensed Professional Counselor
Life Lessons Therapy
Lori received her Masters in Counseling Psychology from Trevecca Nazarene University and her BA in Psychology from MTSU. She has worked with Cumberland Mental Health Services, and was a behavioral specialist with Rivergate Pediatrics. She currently is in private practice.

Dr. Marcos Cruz, Pediatric Neuroogist
C & C Neurological Associates
Dr. Cruz was born and raised in San Juan, Puerto Rico. He completed his medical training in New York Medical College, Valhalla, NY, with pediatric training at the University of Puerto Rico followed by neurology training at Drexel University in Philadelphia, PA. Recently, he completed his Clinical Neurophysiology training at Vanderbilt Medical Center.

Dr. Steve Johnson, Pediatrician
Tennessee Pediatrics
Dr. Johnson received his medical degree from Ross University School of Medicine and completed his pediatric residency at Lloyd Noland Hospital and the University of Alabama-Birmingham in Birmingham, Alabama. He is a board certified pediatrician and a fellow of the American Academy of Pediatrics. Dr. Johnson serves on the clinical staff at Vanderbilt Children’s Hospital. Dr. Johnson has a “special interest” in caring for children with disabilities because of his own son who has Autism. Dr. Johnson has committed a portion of his practice to care for children with attention deficit disorder (ADD), attention deficit hyperactivity disorder (ADHD), behavioral problems, school problems, autism, etc.

Dr. Bill Taylor, Pediatric Dentist
Just 4 Kids Teeth
Dr. Taylor attended the School of Dentistry at Emory University, with two additional years of study in pediatric dentistry at the University of North Carolina Chapel Hill. He holds a Certificate of Advanced Graduate Studies in Pediatric Dentistry and a Master’s degree in science. He also completed a one-year fellowship in dentistry for those with special needs. He currently serves as clinical instructor in dentistry at Vanderbilt University School of Medicine and is a member of one of the two Cranial Facial Anomalies Teams in Tennessee.