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Kindergarten Readiness Test? What for?

post #1 of 9
Thread Starter 
We're planning on sending DS to a Montessori school this fall, but as a back-up plan I went ahead and put him on the list at the local preschool (we live in a rural area, so there's only one preschool). The local school is Montessori-ish, but with lots of traditional aspects as well.

When I brought in DS and all of the paperwork needed to enroll, the director told me that they received a grant to help with tuition costs and provide new materials, and one of the stipulations of the grant is that each child receives a kindergarten readiness test upon enrolling and when leaving. So she had DS (3 years old) take the test. Except for a few coordination things (becuase he's THREE, not FIVE), the little guy actually passed the test.

So of course, once the director went over the test, she fed me the same crud she normally does- how DS would do well in "his own learning group", meaning that when the other 3-year-olds are learning letters, he's be off on his own doing something else. That doesn't sit right with me at all, which is why I'm keeping my fingers crossed that our Montessori plan works out.

So out of pure curiosity, why do you think they are placing so much weight on this test? Do all kids take a test before going to kindergarten? Does passing a test even matter??? If he's passing it now, then what's going to happen by the time he's 5 and actually ready for kindergarten?

I'd love some insight. I'm new to this whole preschool ruckus.
post #2 of 9
I teach PreK and we do test them, several times over the year. I don't think it is the same test used in K, though. I doubt it because I know our K readiness test expects them to be able to write a complete sentence without help, and our test does nothing like that. I co-taught K for a few months but never saw the test as I came towards the middle of the year.

A good teacher can work with the more advanced students, as well as the students who are on track or below, so I don't think it should be an issue. Although some kids are really bored once they go to K, and that can come out in behavior issues.

I don't know if that is helpful, or not, sorry!
post #3 of 9
It sounds to me like they have to test in order to receive the grant money. "They" want to make sure that the children are leaving the program at a more advanced academic level than when they entered it. At least, that's how it sounds to me.

Regarding differentiation, I would talk to the teacher some more about how that will work. What would you want? As a mother, I wouldn't want my son to have to sit through the lesson on letters if he already knew them all and was ready to learn something new.
post #4 of 9
Because they are doing the test at the beginning and the end, they are trying to monitor what they kids learn during the program

Another reason for readiness tests is to screen for developmental problems.
post #5 of 9
Schools like to do a readiness test to kind of have an idea of where students are in their development and skill level. This is so they can balance out the classrooms (at least in the school I worked for). I helped place kids into their classes based on these factors. It sounds like your school has to test before and after to receive the grant money, whomever they are receiving money from wants to see progress from the beginng to the end of the year.

Passing a kindergarten readiness test doesn't really matter if the child is old enough for school. The school may suggest keeping the child out until the next year but legally they cannot deny enrollment based on low test scores.
post #6 of 9
It would depend on what test...the most common around here are the Lollipop and DIAL.

The DIAL is for kids 3-6+. So a score for one child to 'pass' is different than another child to 'pass' since it is age normed. All our incoming K kids take it and are given an 'OK' or 'possible delay' depending on their age and results, bot dependent on if they are actually going in K or not.

For example at K round-up. My girls were 4y 5m at the DIAL testing , some of the other kids were 5y 5m--- so even if they got the same 'score', it could mean vastly different things.

For example :A non-skipping 3.5 yr old is not terribly unusual. A non skipping 5.5 year old would be. A 4 year old that can not write their name is not that uncommon, but most almost 6 yr olds can write their names.


The tests are used to screen for potential problems that may need to be explored further.

If you are looking at Montessori, the teaching groups should be multi-aged anyhow.
post #7 of 9
Quote:
Originally Posted by sparklett View Post
So out of pure curiosity, why do you think they are placing so much weight on this test? Do all kids take a test before going to kindergarten? Does passing a test even matter??? If he's passing it now, then what's going to happen by the time he's 5 and actually ready for kindergarten?

I'd love some insight. I'm new to this whole preschool ruckus.
They're placing so much emphasis on it because they have to show the grant giver that the children have made progress from the beginning to the end of the school year.

Does 'passing' matter? No, not in the vast eternal plan.

What's going to happen by the time he's 5? He'll probably be further ahead. But the readiness tests really are just screenings.

I wouldn't spend a lot of time worrying about it.
post #8 of 9
No, I would NOT be OK with them just basically sending him off on his own while they work on stuff he 'already knows.'

SO WHAT? I worked in a multi-age (3-6) preschool room before I SAH, and we accomodated *everyone.* How? We had "small group" time. The kids were divided into two groups based on ability/readiness for more 'academic' challenges. Then, the activities we did were fairly open-ended, and because of working with maybe 6-7 kids (at the most, usually 5) we could be pretty hands-on with lots of talking, encouraging, helping when needed--and backing off when needed. That was how we did things that focused on "getting ready for kindergarten" And while the groups did tend to also fall into an older/younger grouping, it wasn't at all unheard of to have somebody like your 3 year old at the 'more academic' table. (and when I say "academic" I'm talking things like activities that focus on learning (or showing what you know about) letters and numbers because these kids have mastered shapes and colors, that kind of thing.)
We did NOT do worksheets, flashcards, etc. not typical older-grade 'schoolwork' (for an idea, one activity that stands out in my mind is stringing beads where some were letters and some were just fun little beads. Some of the kids might just be simply developing coordination. Some might know a few of the letters, what their name starts with, that kind of thing. Some might make patterns of different colored beads. Others might make a necklace that spells out their name or even make other words just for fun. LOTS of room for all kinds of abilities there.)
post #9 of 9
Quote:
Originally Posted by sparklett View Post

So out of pure curiosity, why do you think they are placing so much weight on this test? Do all kids take a test before going to kindergarten? Does passing a test even matter??? If he's passing it now, then what's going to happen by the time he's 5 and actually ready for kindergarten?
I believe it's basically a screening tool to help the teachers understand the abilities of incoming students. If most of the children don't already have certain skills, then the teacher may have to spend more time on basics. If the students have these skills, s/he can accelerate the curriculum a little.

"Passing" the test doesn't matter at all. If he is able to demonstrate mastery, then the teacher should find new challenges for him. If he doesn't, then it may clarify areas to focus on during the school year.



Quote:
Originally Posted by sparklett View Post
So of course, once the director went over the test, she fed me the same crud she normally does- how DS would do well in "his own learning group", meaning that when the other 3-year-olds are learning letters, he's be off on his own doing something else. That doesn't sit right with me at all, which is why I'm keeping my fingers crossed that our Montessori plan works out.
Did the director state that your ds would be "off on his own doing something else"? Did she explain what she meant by that? If there will be differentiated activities for children who have already mastered some skills, then that's fantastic. If they will cluster group kids by ability, so that your ds will work with a group of children who are at his level, then that's also fantastic. Do you know if there are a few other children who also performed well on the readiness test and who may become part of such a group? It's great when a school/teacher recognizes that their students have different abilities and needs and are willing to meet them by providing individualized or specialized instruction. If she meant something else, then I would want to explore that further with her.

I hope your preferences for schools works out for you.
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