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Just How Important Are They?

After reading this article in the NY Times today, Your 4-Year-Old Scored a 95? Better Luck Next Time – Abandoning E.R.B. Test May Also Put End to a Status Symbol, I am recognizing even more that I am not alone in feeling the (un)importance of the E.R.B.’s.

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Over time (almost 15 years!), I have lent a helping hand to all those even thinking about going through the agonizing process of getting their 4 and 5 year olds into a New York City private school.

E.R.B. testing (and test-prepping) has gotten so out of hand that I am answering the same questions every passing year. Please allow me to shed some light on the dreaded topic of the NYC private school acceptance process….

The real components that directors are looking for in a prospective student are the following:

  • Positive current school feedback/Reports and Director Communication
  • Parents that are easy to work with and can utilize a team approach Speech, language and communication skills that are up to par
  • Socially appropriate behavior
  • “Polite Attentiveness” (as one parent was told by a school director, and one of the reasons they wanted to sign up for our Social Skills Groups)
  • Model citizens
  • NO/MINIMAL BEHAVIOR PROBLEMS

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Even with a new assessment being developed to take the place of the E.R.B, New York City Private Schools will continue to place emphasis on enrollment standards.We all know that a child’s intellectual growth is perpetually linked to his or her emotional readiness. Above all, school directors are looking for a socialized child who can communicate effectively amongst their peers.

If you are interested in discussing this topic further, please reply to this email. We look forward to hearing your feedback.

Be well,

Jamie Levine, M.S.Ed
Founder/Director Team Esteem, LLC
www.teamesteem.net
917-426-7671
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About the Author
Jamie personally manages all Team Esteem cases. With significant expertise as an educator, she possesses exceptional assessment skills and a strong background in preparing individual education plans. Jamie is experienced in working as an active member of multidisciplinary teams where, along with therapists and psychologists, she creates individualized education plans that foster students’ growth.

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