|
|
|
|
|
 |
Opinions of educators vary upon the reliability of academic testing on young (pre six-year-old) children. Opponents say that outside factors such as food, emotions, peer interaction, parental behaviors, etc. can affect a child’s temporary attitude and ability to concentrate. Proponents say that testing must simply be used as a tool and not viewed as all-determining. TOP believes that young children can be tested when tests are appropriately designed and when results are viewed as indicators rather than final evaluations. |
|
TOP utilizes two types of tests to assess four-year-old students and five-year-old graduating students. The nationally recognized P4 (Work Sampling System) are used to assess the child’s social and emotional development areas. Academic achievement is assessed with a DIAL-type of test to score literacy, math skills, problem solving, etc. Results are tempered with classroom observations and anecdotal observations. Testing done appropriately and properly evaluated and interpreted is valuable in assessing a child’s progress and needs. |
|
TOP also tests its students for early identification of learning delays. Each child is tested for audio, visual, speech and processing delays. As is typical in public elementary schools, approximately 10-11% of children exhibit some form of mild or more serious delay. Once identified, these delays are addressed in IEP’s (individual education plans) for these students so that each child receives teaching that will allow him or her to succeed. |
|
|
 |
 |
 |
|
|
|
|
