Escuela Key

[Anonymous]

Anonymous wrote:

Anonymous wrote:OP here- I really appreciate all of the posts here. This has been so helpful. We wouldn’t apply for the lottery until next year so I have time to do my homework. It’s quite competitive to get in, correct? It’s a lottery, but siblings are automatically enrolled, correct? Are there any other preferences? Thanks for all the insight- I’ll keep checking back in case there are further posts.

Sibling preference is the only preference now. A few years ago some neighborhoods got preference for historical reasons (I'm not clear on the details, was before my family joined Claremont). The district cut the number of Claremont's kindergarten classes from 6 to 4 this year. I don't recall a reason being given. This past year I think most familes who applied got in, but I also think due to COVID a lot of families went to their neighborhood school or private school. In more nomal years there are a lot that don't get in, even with 6 kindergarten classes. If you're intersted I'd try and see what happens.

I was concerned about falling behind in math also. So far it hasn't been an issue, but we're still in early ES. Kindergarten math is super simple. I think it was just counting and simple addition and subtraction, money, and maybe fractions (can't remember for sure). Uno y uno iguales dose (one and one equals two). I mean, the equations are the same in english and in spanish so I felt that really helped me as a non-Spanish speaking parent see what was going on when I saw worksheets come home. Also, there are a lot of patterns with numbers that kids start to recognize, regardless of the language. I think math classes are all in english once they get to middle school.

When they dropped from 6 to 4 kindergartens, it got a lot harder to get in. When it was 6, everyone got in eventually. Usually what happened was in August, when the Spanish speaking seats weren't filled, they pulled from the English waitlist and basically everyone got in. This past year my kid was in the 30s on the waitlist and only moved about 15 spots total by the start of school.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I see pros and coms to the 80-20 model. The cons would lead me to pass. Not a hard pass, but a pass nonetheless.

It is extremely hard to learn spanish in this environment (monolingual US context). If you want your native english speaking child to have any chance at learning spanish - 80-20 is essential no question.

Is the 80 native Spanish or the other way around?

It refers to the amount of time being spent teaching in Spanish. 80-20 is most likely everything in Spanish and ELA and specials (not sure if these schools have specials available in Spanish).

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I see pros and coms to the 80-20 model. The cons would lead me to pass. Not a hard pass, but a pass nonetheless.

It is extremely hard to learn spanish in this environment (monolingual US context). If you want your native english speaking child to have any chance at learning spanish - 80-20 is essential no question.

Is the 80 native Spanish or the other way around?

It refers to the amount of time being spent teaching in Spanish. 80-20 is most likely everything in Spanish and ELA and specials (not sure if these schools have specials available in Spanish).

*ELA and specials in English.

[Anonymous]

I got the sense that 80/20 would mean everything would be in Spanish except for English class (reading/writing) for K and 1st. I have a kindergartener in APS immersion and have no problem with them switching Lunch, Art, Music and PE to Spanish--that would probably help further immerse my Spanish-learning student. I see zero downside.

In older grades, the percentage of Spanish drops so I was assuming that additional instruction in English would be core content for SOLs, like social studies, history and science. Hopefully they would keep specials in Spanish--there's no reason to switch those to English.

My biggest concern with immersion thus far is that the English language reading and writing instruction seems to be far behind what my other child had at our neighborhood APS elementary. It's January and they're still doing letter of the week, with no actual reading groups, reading instruction, or expectation that the kids write anything beyond copying words and writing their names.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I see pros and coms to the 80-20 model. The cons would lead me to pass. Not a hard pass, but a pass nonetheless.

It is extremely hard to learn spanish in this environment (monolingual US context). If you want your native english speaking child to have any chance at learning spanish - 80-20 is essential no question.

But wouldn’t years and years of Key successfully using the previous model suggest otherwise?

[Anonymous]

Anonymous wrote:

Anonymous wrote:OP here- I really appreciate all of the posts here. This has been so helpful. We wouldn’t apply for the lottery until next year so I have time to do my homework. It’s quite competitive to get in, correct? It’s a lottery, but siblings are automatically enrolled, correct? Are there any other preferences? Thanks for all the insight- I’ll keep checking back in case there are further posts.

Sibling preference is the only preference now. A few years ago some neighborhoods got preference for historical reasons (I'm not clear on the details, was before my family joined Claremont). The district cut the number of Claremont's kindergarten classes from 6 to 4 this year. I don't recall a reason being given. This past year I think most familes who applied got in, but I also think due to COVID a lot of families went to their neighborhood school or private school. In more nomal years there are a lot that don't get in, even with 6 kindergarten classes. If you're intersted I'd try and see what happens.

I was concerned about falling behind in math also. So far it hasn't been an issue, but we're still in early ES. Kindergarten math is super simple. I think it was just counting and simple addition and subtraction, money, and maybe fractions (can't remember for sure). Uno y uno iguales dose (one and one equals two). I mean, the equations are the same in english and in spanish so I felt that really helped me as a non-Spanish speaking parent see what was going on when I saw worksheets come home. Also, there are a lot of patterns with numbers that kids start to recognize, regardless of the language. I think math classes are all in english once they get to middle school.

It dropped from 6 to 4 to help resolved overcrowding.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Math. Math would be my biggest worry.

What about math?

If a student who is a native English speaker can't keep up with Spanish, math could become tough because it's taught in Spanish. Tough bell to unring.

We are in Immersion and my DD is exceling at math! Even after the pandemic year. Concepts translate very well. Even learning math in English is all about learning the vocabulary of math, which they learn in Spanish. I had some reservations about this too, but it has not been an issue at all

When we talk about math at home, we discuss it in English, so she has the vocabulary for BOTH. In middle school, math is in English again. Elementary math is just not that complicated.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I see pros and coms to the 80-20 model. The cons would lead me to pass. Not a hard pass, but a pass nonetheless.

It is extremely hard to learn spanish in this environment (monolingual US context). If you want your native english speaking child to have any chance at learning spanish - 80-20 is essential no question.

Is the 80 native Spanish or the other way around?

It refers to the amount of time being spent teaching in Spanish. 80-20 is most likely everything in Spanish and ELA and specials (not sure if these schools have specials available in Spanish).

We are at Claremont and some specials are in Spanish, some are not. Science is a "special" and that is taught all in Spanish. PE, Art are in English. Music is split as there is one teacher who speaks spanish and one who does not.

OP, there is Facebook group called "Friends of Arlington Immersion" which would be a good place to ask your questions. Also if you can find the Escuela Key FB group. Claremont's is pretty active and people would happily answer your questions.

[Anonymous]

You can attend a Kindergarten Information session and ask questions as well. It's ok if your kid is not a rising K kid yet, but I found these VERY helpful when my oldest was entering K because I didn't understand all the choice schools.

https://www.apsva.us/school-options/elementary-school-choices/elementary-school-info-sessions/

[Anonymous]

How hard is it for native spanish speaking children to get a spot in later grades?

[Anonymous]

Anonymous wrote:I got the sense that 80/20 would mean everything would be in Spanish except for English class (reading/writing) for K and 1st. I have a kindergartener in APS immersion and have no problem with them switching Lunch, Art, Music and PE to Spanish--that would probably help further immerse my Spanish-learning student. I see zero downside.

In older grades, the percentage of Spanish drops so I was assuming that additional instruction in English would be core content for SOLs, like social studies, history and science. Hopefully they would keep specials in Spanish--there's no reason to switch those to English.

My biggest concern with immersion thus far is that the English language reading and writing instruction seems to be far behind what my other child had at our neighborhood APS elementary. It's January and they're still doing letter of the week, with no actual reading groups, reading instruction, or expectation that the kids write anything beyond copying words and writing their names.

No “reading instruction?”

[Anonymous]

Anonymous wrote:

Anonymous wrote:I got the sense that 80/20 would mean everything would be in Spanish except for English class (reading/writing) for K and 1st. I have a kindergartener in APS immersion and have no problem with them switching Lunch, Art, Music and PE to Spanish--that would probably help further immerse my Spanish-learning student. I see zero downside.

In older grades, the percentage of Spanish drops so I was assuming that additional instruction in English would be core content for SOLs, like social studies, history and science. Hopefully they would keep specials in Spanish--there's no reason to switch those to English.

My biggest concern with immersion thus far is that the English language reading and writing instruction seems to be far behind what my other child had at our neighborhood APS elementary. It's January and they're still doing letter of the week, with no actual reading groups, reading instruction, or expectation that the kids write anything beyond copying words and writing their names.

No “reading instruction?”

They're working on letter sounds. My kid can already read, but no actual reading occurs.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I see pros and coms to the 80-20 model. The cons would lead me to pass. Not a hard pass, but a pass nonetheless.

It is extremely hard to learn spanish in this environment (monolingual US context). If you want your native english speaking child to have any chance at learning spanish - 80-20 is essential no question.

Is the 80 native Spanish or the other way around?

It refers to the amount of time being spent teaching in Spanish. 80-20 is most likely everything in Spanish and ELA and specials (not sure if these schools have specials available in Spanish).

Sorry - thanks. I thought this was referring to the 50/50 native Spanish/native English enrollment model.

[Anonymous]

There are a lot of really good things about Escuela Key. The involved parent community is overwhelmingly english speaking, or bilingual. There are very few highly involved parents who speak only Spanish. PTA meetings etc. are conducted in English with Spanish translation if there is interest in the translation. In general Key attracts more involved parents than neighborhood schools. (This is not exclusive to Key- this is true of all option schools.) For example, Key is overrepresented on the various ACTL committees- note anyone who wants to be on these can be, but you will find a ton of Key parents on the advisory committees.
In terms of the 80-20, the foreign language advisory committee has been pushing this for many years. I think the research does show that it is a better way to learn a foreign language. The teachers at Key are not sold on it- and if it happens, it is going to be a major disruption to their way of doing business. I'm also uncertain of the benefits to native Spanish speakers. Initially immersion was brought to Arlington b/c there is lots of research that shows that students do better in school if they are taught in their native language so the immersion school was to benefit the high proportion of native Spanish speakers. HOwever, in general, the less educated native Spanish speaker immigrant community are not sold on the benefit of immersion. (the highly educated native Spanish speaking ex-pat community is very sold on the benefits of immersion, and you will find a lot of them at Escuela Key.)

Children who go all the way through the immersion program do very well. However- you have to realize that the attrition rate out of immersion is quite high. Kids drop out for a variety of reasons, but the leading one is that they are not learning Spanish which then impacts their ability to learn math etc. It can be hard when you have a risking Kindergartner to know if they are the kind of kid who is going to do well in immersion, or if they are not.

I think its also hard when your kids are just about to start kindergarten to think about what life will look like in a few years. Right now, you probably take them everywhere in a car, and stay together, so whether you are in a car for 5 minutes or 15 minutes doesn't make as much of a difference. But when kids start to get into the middle and upper elementary years, and they are involved in things like sports, and wanting to see friends, its really nice when all of that is within blocks off your house. e.g. you can drop a kid at soccer practice 8 blocks away, drop another kid at a friends near the field, go home, start dinner, and then run and pick everyone up. But if the soccer team is based on Key- practice is going to be further away, and friends could live anywhere in Arlington- so it is just a lot harder to coordinate everything.

[Anonymous]

Anonymous wrote:I got the sense that 80/20 would mean everything would be in Spanish except for English class (reading/writing) for K and 1st. I have a kindergartener in APS immersion and have no problem with them switching Lunch, Art, Music and PE to Spanish--that would probably help further immerse my Spanish-learning student. I see zero downside.

In older grades, the percentage of Spanish drops so I was assuming that additional instruction in English would be core content for SOLs, like social studies, history and science. Hopefully they would keep specials in Spanish--there's no reason to switch those to English.

My biggest concern with immersion thus far is that the English language reading and writing instruction seems to be far behind what my other child had at our neighborhood APS elementary. It's January and they're still doing letter of the week, with no actual reading groups, reading instruction, or expectation that the kids write anything beyond copying words and writing their names.

This is not our experience at all regarding English language reading and writing - our son is in early elementary at Claremont and they are doing reading groups and other skills based work (and have been since mid-fall at least). He is also being sent home chapter books based on his interests (by his teacher) and being given other more advanced reading materials / worksheets / projects in his classroom.