CALENDAR OF EVENTS
Mar. 4th Monster Band Concert 6:30-7:30
Mar. 5th District Choir Festival 6:30-8:00
Mar. 7th Early Out Friday 1:30
Mar. 9th Daylight Savings
Mar. 10th-14th White Ribbon Week (internet safety)
Mar. 12th Spring Pictures
Mar. 13th Additional Early Out Day 1:30
Mar. 14th Early Out 1:30
Mar. 17th Family Classic Skating 5:30-8:30
Mar. 18th Monster Orchestra Concert
Mar. 21 3rd Term Ends
Mar. 26 Recognition Assembly
10:00 Upper Grades
11:00 Lower Grades
April 7-11 SPRING BREAK-No School
As posted on our school calendar (click the "Calendar" link here), Edgemont and Provo School District will have Early-Out Days EVERY Friday through the current school year for teacher collaboration and professional development. Therefore, ALL children in grades 1-6 will be released at 1:30 EVERY Friday, morning Kindergarten will be released at 10:45, and afternoon Kindergarten will begin at 11:25 and be released at 1:30. Lunch will be served as usual on these days.
Click HERE for Past PTA Newsletters
Our Mission Statement
The mission of Edgemont Elementary School, an adventure in educational excellence, is to lead the way in building a stimulating learning environment, in partnership with student, family, school, and community, that prepares individuals to contribute responsibly to society and continue life-long learning.
PTA Drop Off & Pick Up
Safety Rules & Guidelines
Ever wonder how to get your students dropped off or picked up safely in the Parking Lot?
Click HERE to download the MAP & Instructions.
Let's Keep Our Children SAFE!
Edgemont Elementary is proud of the rich, arts-based education that we provide. Ten years ago, a few faculty members sought ways to develop a solid arts program without using already thinly spread budgets. One teacher's initiative to do so sparked interest that soon spread and the Edgemont arts program has grown ever since. Today this program is a significant entity that is strongly impacting the lives of all our students.
We are so honored to be the inaugural recipient of this award, and are so grateful to all who have helped make our fine arts program so wonderful for out students!
Did you know you can earn eBoxTops for our school at btfe.com? Shop your favorite retailer, and eBoxTops will be donated directly to our school with every qualifying purchase. You can earn up to 15 eBoxTops per $10 you spend. All proceeds from online purchases will be used to save our art program.
Shop at your favorite stores by starting at btfe.com:
Old Navy, Target, Gap, Walmart, Children's Place, Nordstrom, Famous Footwear, and over 175 more!
Get Started Now
Go to btfe.com.
Click on Earn and scroll down to Shop Marketplace to begin shopping.
You will be prompted to login or register. If registering, be sure to select Edgemont Elementary in Provo as your school.
Tip: Click on Earn and scroll down to Bonus Box Tops for special discounts before you shop.
Any discount codes or online promotional offers you receive via email from your favorite stores are valid through btfe.com just as they would be if you entered the retailer’s site directly.
It Adds Up! Earn $.30 for our art program without spending a penny!
Go to btfe.com.
Click on Earn and scroll down to Click & Earn. Register and then answer 4 simple questions. It's as easy as that!
Keep clipping Box Tops throughout the school year. Earnings from regular Box Tops will be added to the general PTA fund as usual.
French Government Recognizes Edgemont Elementary for Providing Outstanding French Language Instruction
Edgemont Elementary was one of 17 schools worldwide to be recognized by the French Ministry of Education for outstanding French language instruction. This special designation is a result of high quality teachers and staff found at Edgemont Elementary who all go to great lengths to ensure every student is succeeding. The designation, or the distinction, is called the "LabelFrancEducation," which Edgemont received in June 2012. The French Government sent Edgemont a special logo that will be used on our websites and printed materials to show the honor and recognition that was received.
As a result of receiving this recognition, the French Ministry of Foreign Affairs and the Agency for the Teaching of French to Foreigners have invited and supplied the funding for Principal Dennis Pratt to attend a seminar in Paris, France next month. Principal Pratt will meet with principals and headmasters of schools who also received this recognition and trade ideas with the best French teachers in the world.
“This is a great honor,” Pratt said. ”We’re proud to be referred to by the French government as “one of the most Francophile states in the country.” I’m very proud of the high quality of our teachers and support staff, as well as the wonderful support our parents give and especially the achievement of our amazing students that have helped us receive this special distinction.”
In 1981 there were fewer than 30 immersion programs in the country, today there are 448, according to a 2011 report released by the Center for Applied Linguistics (CAL), a non-profit organization that advocates for foreign language instruction. States like Minnesota and Utah are leading the way with 52 and 58 schools offering language immersion options. American students are being educated in Spanish, French, Mandarin, Japanese, German, Arabic, and Norwegian.
One of the most intriguing aspects of these programs, both for parents and educators, is that immersion students tend to outperform their English-only peers on standardized tests. Why this phenomena exists is not entirely clear, but several factors unique to these programs provide some insight. Learning a new language simulates brain development in ways that enhance mental flexibility and develop problem solving skills says Ellen Bialystok, a research psychologist at York University in Toronto Canada. Parents with children in immersion programs may be more invested in their kids education, which has strong positive impact on student achievement notes Fatima Baig an education researcher at the University of Iowa. Finally, the nature of language immersion teaches students how to stick to difficult tasks. This diligence translates to better performance on exams, because students will be more likely to persist on challenging problems, according to a report released by the department of education at the University of Pennsilvanyia. To read more about these benefits, click here to read a Deseret News Article puplished Sun. Jan. 29, 2012.
Edgemont Elementary will provide
Another French / English
Dual Immersion Program
for 1st Graders
More than forty years of research consistently documents the power of immersion programs to help students attain high levels of second language proficiency. No other type of instruction, short of living in a second-language environment, is as successful. Young children especially thrive in this type of instructional environment. Dual language immersion offers a rich bilingual experience for young learners when their minds are developmentally best able to acquire a second language.
Edgemont will have another French / English Dual Immersion program for 2014-2015 for 1st Grade students. We will have immersion classes in 1st, 2nd, 3rd, 4th and 5th, 6th grade for the 2014-2015 school year.
SIGN UP AS SOON AS YOU CAN,
SO YOU DON'T MISS OUT!
Don't miss out on being able
to give your child the GIFT
of a second language!
Students from other schools and districts are welcome and encouraged to apply.
APPLICATIONS ARE BEING ACCEPTED
for next year's 1st Grade Students.
Help us spread the word!
This is a great opportunity for our students and school! Email your friends this link to make them aware of this opportunity:
Additional information, answers to questions, research,
and applications and commitment
forms are available online.
call us at 801-221-9984
We look forward to hearing from you!
Click HERE to view a video of French Dual Immersion Students in Utah (including one of
our own French classes, under the direction of Ms. Lacroix!). Way to go Class!
Click HERE to view another video about Dual Immersion in Utah,
with excerpts of a PBS broadcast entitled "Speaking in Tongues"
Les Petits Livres is an online book rental service specializing in children's books in French in the US.
They offer French language books for children from 0 to 12 years of age.
For more information, go to: www.lespetitslivres.com
Steve James Music
(To Promote Character Development)
Provo School District & Edgemont Elementary School Adopt
Utah's Common Core State Standards (CCSS)
The Utah State Office of Education worked closely with more than 40 other State Offices of Education to create the Common Core State Standards (CCSS), with the goal of ensuring each and every student is career and college ready. Another goal is to provide students with the best possible education no matter where they live. Adopting the CCSS will alter the curriculum in math significantly and English Language Arts education slightly in the state of Utah. The same options for acceleration enrichment will be available for honors and advanced placement students.
Please note that a consortium of states created these standards. The Common Core State Standards are not federally mandated curricula. "We truly believe that implementing the Common Core State Standards for English Language Arts will improve our student's facility with language and writing," said Ray Morgan, Assistant Superintendent at Provo School District. "Implementation of the Common Core State Standards for mathematics will provide a more rigorous curriculum that will improve the competitive edge for our students in their college and professional careers."
Below are documents explaining the changes and how that will affect your student:
Sees Unprecedented Scores
With BYU Literacy Program (SEEL)
Teachers Use New, Emotionally Engaging Methods
to Educate Kindergarteners
Edgemont kindergarten classes see nearly 100 percent of their students at or above reading level with the help of an innovative program created at Brigham Young University.
A program titled Systematic and Engaging Early Literacy (SEEL) is designed to educate younger learners through the use of emotional experiences had within the classroom. Dianne Amesse, a kindergarten teacher at Edgemont Elementary, said the results she’s seen from the program outperform any other she has tried.
“I wouldn’t use anything else but SEEL,” she said. “I’ve never seen such great results.”
Jolie Hill, The Director of Project SEEL, has organized the research and development for this unique and successful program. She said the amount of fun and emotional connections used in SEEL set it apart from the other educational programs available.
“SEEL not only exposes children to letters and patterns at the sound a print levels, it provides them with multiple opportunities for playful engagement,” Hill said. “Activities are designed to stimulate an emotional connection that gives students the ability to remember and apply skills, setting SEEL apart from the other literacy programs available.” Please click HERE to watch a 25 min. video on SEEL. For more information, CLICK HERE.
THANK YOU for YOUR Help!
You helped us to save the
Beverley Taylor Sorenson Arts Learning Program
at our school!
Please Click HERE to View a Short Video about
this Wonderful Program.
We appreciate Your Time and Help!
Art Works For Kids
The Utah State Legislature Appropriated $4M for Utah Arts Program
We are pleased to announce that the Beverley Taylor Sorenson Arts Learning Program has been granted $4 million in funding which will keep the program in 50 Utah schools through the end of the 2012 school year. Thank you to the parents, community members and educators who joined the cause in saving this program by contacting their legislators. You made a difference! Please join us in thanking the legislators that believed in this program by clicking HERE. We’ve made it easy to send your legislators a quick note of appreciation using a simple online tool.
Thank you for helping us to keep arts instruction in our schools!
Visit artworksforkids.org for more information!
Utah Educators Sign Agreement with France
Utah became the 12th state in the country to sign a memorandum of the understanding with the French education system. The partnership is a good way to build relationships and for France to promote the French language, which is spoken in more than 50 countries on five continents.
The State of Utah benefits because our students learn the French language from a native from France. Edgemont is benefiting from this agreement with the services of Mrs. Helene VanVooren Villareale.
For more information please click here: http://www.sltrib.com/education/ci_14265745
French PowerSpeak Online Computer Program
Available for Edgemont Families
There have been a few questions regarding PowerSpeak and how parents and students can access the website. As of now, each time that you want to use PowerSpeak, you must go through the Edgemont Elementary web page. If you try to add PowerSpeak to your Favorites or try to bookmark the PowerSpeak page, it will not work.
Edgemont has purchased a demo version of Power Speak so that each family would have an opportunity to use Power Speak in their home to help the whole family learn French without having to purchase their own access. The downside is that you can’t use the website to keep track of your student’s progress; the upside is that you don’t have to pay the $175 annual sign-up fee. Once inside, you will notice that the site has different weeks to work on; you will just have to keep track of your child’s progress on your own (or your progress).
Following are the steps that will get you onto the web site and how you will need to access the site each time.
- Go to www.edgemont.provo.edu (this website)
- Scroll down until you see the section entitled, “New French PowerSpeak Online Program” (right here)
- Click on the first link---that will take you to PowerSpeak’s Elementary page.
- Once there, you can look at a tutorial that will give you help on how to use the page. Also at the top left, you can choose how many weeks show on the page at a time. It is possible to select one week at a time to avoid confusion for children.
Below are the links to the new PowerSpeak French courses that provide access to the families, including our French-English Dual Immersion students. There are 3 different levels, but any student or family member can use any of the 3 levels. Just click the link of the level you want to access and start with the Lesson 1 Video, "Getting Started":
Gifted & Talented Services at Edgemont
and in Provo School District
Parents who want to know more than what is listed below should refer to the district website (www.provo.edu). Under Departments they can click on "Learning Curriculum and Assessment" and then access links in the middle of that page that further explain district programs for gifted and advanced learners. The distrit staff is in the process of updating these links and others but the information there should be helpful to interested parents. Also, feel free to contact Ginny Smith, our G/T Coordinator, to learn more (GinnyS@provo.edu).
Provo Accelerated Learning Services (P.A.L.S.)
The Learning, Curriculum, and Assessment Office staff has worked to develop the Provo Accelerated Learning Services to meet the needs of gifted students to be appropriately challenged in their area(s) of accelerated ability, and to develop intellectual and social relationships with other students of similar abilities and needs. Instead of requiring each elementary school to develop its own plan and services for gifted students, in order to receive the $2500 provided by the Utah State Office of Education, the district will combine those funds, as most districts in the state do, to provide quality gifted services, with minimal impact on individual schools or classrooms. Whenever possible we will be utilizing the elementary teachers who have completed, or are in the process of completing, their gifted endorsement to provide delivery of Provo Accelerated Learning Services, developing their capacity as educators of the gifted. This will be key to the district being able to expand and improve services in the future.
Research shows that high ability learners typically begin the school year knowing 40-50% of what is expected of students their age by the end of the school year, so they often disengage from school, and fail to develop a strong academic work ethic from lack of challenge and effort. Gifted students need curriculum with depth and complexity, learning opportunities that require high level reasoning and problem-solving, including inquiry-based learning, research, and the opportunity to work as often as possible as practitioners in a field of study. With these facts in mind, the district’s Learning, Curriculum, and Assessment Office has made plans for the following gifted services beginning in the 2009-2010 school year.
Writer’s Symposium, grades 4-6
The Writer’s Symposium Series will provide high ability student writers in grades 4-8 with an opportunity to learn, work, produce, and relate as a community of active writers. Students will be bussed from Provo District’s elementary and middle schools to four full day symposium events held throughout the school year, in September and November 2009, and in February and May 2010. Students will be invited to attend based on results from the Writer’s Symposium Writing Assessment, which will be offered to all interested students in grades 4-6 at neighborhood schools.
Each symposium event will include a discussion of the assigned reading, writing instruction in whole group and break-out sessions, opportunities for brainstorming and writing exercises, the giving and receiving of feedback, and peer interaction with students of similar ability and interest. Symposium instructors will include local authors, district literacy specialists, gifted education specialists, and possibly BYU and UVU faculty guests. These professionals will instruct, mentor and give feedback to students at events, and through their follow-up assignments. Students will
choose a favorite piece to be published in an end-of-the-year anthology, printed by the district and provided to participating students.
Goals for the Writer’s Symposium include:
- To provide an appropriate level of writing instruction for high ability students that increases their ability and motivation to write effectively,
- To create mentor and peer relationships that provide feedback and affirmation to student writers, and foster a writing community in the district,
- To collaborate with our community’s writing talent to foster the level of thinking and communication that will be key to our students’ and society’s future in a changing world.
Science Inquiry Groups, grades 3-6
Science inquiry groups will provide an opportunity for students in grades 3-6 from across the district with high ability in science to meet together for a full day once a month in grade level groups to engage in intense learning experiences with other students of like ability and interest. Services will be provided in three “neighborhood” clusters of 4-5 schools. All grade level groups in the same neighborhood cluster will meet on the same day at the same location to reduce busing costs and minimize interruptions at the neighborhood schools. Using grade level state core science objectives/topics as the base, students will engage in learning experiences with instruction from gifted specialists from their neighborhood cluster in hands-on and inquiry-based exploration, guided by curriculum developed by the Center for Gifted Education and Project Wild. Exemplary scores on the science section of the Iowa Test of Basic Skills (ITBS) will qualify students for these services.
Math Olympiad groups, grades 3-6
The goals of this program include:
- Students will engage in appropriately challenging and rigorous learning that deepens their understanding and application of science principles so they can demonstrate at least a year’s worth of academic progress, as demonstrated by pre- and post-testing.
- Students will have opportunities to engage in discussion and inquiry with students of similar ability in order to respectfully and clearly share ideas, develop collaboration abilities, and develop social and intellectual relationships with students from different areas of the district and from different backgrounds. Group work will require good communication and collaboration skills.
3. Students will develop academic relationships and their interest in science careers, future university attendance, and the motivation to pursue the rigorous course of study in secondary school that will facilitate the college bound path. Although all participating students will benefit from this, a special focus will be on encouraging girls and Hispanic students, as research shows that these sub groups tend to move away from science as they enter middle school if they do not find excitement and personal connection in these studies.
4. Students will engage in independent research and learning in their regular classroom (and hopefully out of school as well) because of the excitement generated in their science inquiry group experiences, which will improve their engagement in and attitude regarding school and learning.
Math problem solving groups (grades 3-4, and 5-6) will meet for an hour a week at each elementary and middle school to explore math topics and problem-solving strategies in depth, develop high level mathematical thinking and communication, and engage in respectful intellectual collaboration with academic peers. Utilizing problem of the week and monthly contests which are available through Math Olympiad students will have opportunities to apply their problem-solving skills to non-routine, open-ended problems, which can be submitted, scored and discussed. Elementary school groups should meet during school hours, while middle school groups will meet after school. Exemplary scores on the mathematics section of the Iowa Test of Basic Skills (ITBS) will qualify students for these services.
The goals of this program include:
- Students will engage in appropriately challenging and rigorous learning that deepens their understanding of math principles their application to real life problems.
- Students will have opportunities to engage in discussion and inquiry with students of similar ability in order to respectfully and clearly share ideas, develop collaboration abilities, and develop social and intellectual relationships.
- Students may have the opportunity to develop academic relationships and their interest in math careers, future university attendance, and the motivation to pursue the rigorous course of study in secondary school that will facilitate the college bound path.
Gifted & Talented Services Provided ONLY at Edgemont Elementary
PSD Center for Accelerated Studies (CAS)
Dear Parents of 3rd, 4th and 5th grade students,
Identification for the Center for Accelerated Studies, the district fulltime gifted program, is now in progress. This Center serves about 80 gifted students who have demonstrated high proficiency in mathematics, science, and language arts.
ALL THIRD GRADERS WILL BE CONSIDERED FOR PLACEMENT AT CAS:
Provo School District third grade students have taken the Iowa Test of Basic Skills (ITBS) and the Naglieri Nonverbal Abilities Test (NNAT) at their neighborhood school. Scores from these tests, as well as parent and teacher input will be used to identify students who are most in need of the full-time gifted instruction available through this program. A parent who wishes to provide input concerning his/her 3rd grader may pick up a copy of the PSD Accelerated Learner Parent Input form at their neighborhood
school office, or download a copy from the district website (http://www.provo.edu/gt/pdf/gt-alpnform.pdf), and return it to their school office by the last Friday in February.
Identification for next years’ 5th and 6th grade CAS class
The current 4th and 5th grade CAS classes are presently full, which means that there may not be many openings for new students to join those classes each year. However, openings may occur for a variety of reasons. All current 4th grade students who attended Provo schools before have already taken the NNAT at their neighborhood school so additional testing will not be necessary. Parents of 4th grade students who believe that their child would qualify for and benefit from alternative placement at the CAS are invited to fill out a parent input form in reference to their child and return it to their school office by February 26th. The form is available as described above.
Parents and guardians of current 5th grade students, or, 3-5th graders who are not currently attending Provo School District elementary schools, who believe that their child would qualify and benefit from alternative placement at the CAS are invited to have him/her participate in a NNAT testing session at the Provo School District Office (280 West 940 North). The test requires 40 minutes. In order to reserve your child a place in one of those testing sessions, you will need to contact the Learning Curriculum and Assessment office at 801-374-4868.
Updated information about district gifted services for Provo students, including CAS and the district website on the following link: http://www.provo.edu/dep/curriculum/. Parents will be notified regarding their child’s qualification to participate in classes at the CAS.
Schoolwork Guidelines for G/T Students
Participating in Provo Accelerated Learning Services (P.A.L.S.)
Students who are identified as needing advanced academic instruction will be given opportunities to participate in Provo Accelerated Learning Services (P.A.L.S.). These programs will require students to spend time outside of the regular classroom. The work completed by a student in a P.A.L.S. program should take the place of the work that students would have been required to complete in the regular classroom. A P.A.L.S. student should not be expected to make up missed work with the following exceptions:
- The student will be responsible for learning new material that was presented to the class during his or her absence. This can be accomplished through teacher explanations, student explanations, or short study assignments given by the teacher. The students should not be required to complete all written assignments connected with the new work that has been missed, but should be given an opportunity to demonstrate her or his understanding of the concepts involved through oral discussion or partial written assignments.
- The student will be responsible for completing long-term assignments such as research projects and written reports that may be due on the day a student is in the [P.A.L.S.] gifted program. It will be the student’s responsibility to arrange for a time to present his or her work to the teacher, either the day before or the day after the assignment is due.
- The student will be required to make up all tests which are given in her or his absence unless excused by the classroom teacher.
- It is essential that students not be penalized for work they missed as a result of [P.A.L.S.] gifted program participation. Report card grades should reflect the level of student progress during the time he or she is in the regular classroom. An additional progress report from the [P.A.L.S.] gifted education teacher(s) will be sent home with quarterly report cards for all gifted students.
Adapted from The Survival Guide for Teachers of Gifted Kids by James R Delisle, Ph.D., and Barbara A. Lewis, (2003). Used with permission of Free Spirit Publishing Inc., Minneapolis, MN: 800-735-7323; www.freespirit.com. All rights reserved.
School Land Trust Funds_
Every year, for the past decade or more, schools in Utah have received a sum of money from the Utah School Land Trust Fund. This past year we received almost $24,500, which we used to purchase 10 desktop computers, 20 iPads, and online academic intervention programs to assist all students, but primarily those who need tier 2 and tier 3 interventions (those who need help beyond what is provided to all students). We accomplished almost all of our goals of our School Trust Land Plan (91% of students achieved proficiency in Language Arts & Reading, 90% of students achieved proficiency in math, and all subgroups made at least 1 year’s growth), which help us be one of the few schools in Utah and in Provo School District to earn the grade of A for both academic achievement and student learning growth.
In the past we’ve been able to rely on district funds to pay for our technology needs. But over the past 3 or 4 years, we’ve received less and less support from the district for technology. Hence, we need to find more funds for technology from our own school funds.
We are very grateful to our state elected officials and others for their continued support to get these Trust Funds to the schools, and we hope that each year these funds will continue to grow. So, the next time you see one of our state legislators or other elected officials, please let them know how much we appreciate this additional funding for our significant needs.______________________________
Class Supply Lists: Click the "Classrooms" link above, then select your teacher's name.
Parent PowerSchool Access Info (How to Access Student Grades & Attendance)
Student Handbook (school information, rules, & procedures, etc.)
If you experience a problem with one of the links on the site, please contact our Main Office (801-221-9984) to report it.
If you experience a problem with one of the links on the site, please contact our main office (801-221-9984).
Home & School Connection (Articles & Ideas that can help parents & students at home)
Calendar Download: 2011-12 Parent/ Student Calendar (as of 8/18/11)
Class Supply Lists: Click the "Classrooms" link above, then select your teacher's name.
Parent PowerSchool Access Info (How to Access Student Grades & Attendance)
Student Handbook (school information, rules, & procedures, etc.)
If you experience a problem with one of the links on the site, please contact our main office (801-221-9984)
“While we try to teach our children all about life,
our children teach us what life is all about."