Brad Hoffman, Author at My Learning Springboard

Kindergarten Transition Planning in New York City

December 10, 2025 Brad Hoffman

Is your child in preschool? Is your child turning 5 by September 1? Do you live in New York City? If so, then you’re probably thinking about kindergarten transition planning.

It’s a topic that often leads to panic for parents and cringing for early childhood educators. Interviews, group play dates, and application essays (times 8-10 private schools [plus any planning for public schools]) can seem daunting for children and parents. However, the experience can, in fact, be re-framed, and there can be real educational value in the journey. Because of the nature of schooling in NYC, the kindergarten transition is unique, so it’s important to be well informed and to leave enough time for reasonable preparedness without panic or overdoing it!

For private schools, in particular, we prefer to pursue school exploration as an opportunity rather than a chore. Keeping an open mind leads to the greatest success in our experience, and there is no single path to a particular university or career. Focus on the lower school experience based on your child’s needs at this age rather than getting caught up in high school curricula and the college emissions list. Sure, those are important factors to consider, too, but they shouldn’t drive the lower school decision. Moreover, cast a wide net and imagine your child in a variety of school environments so that you have options to choose from when decisions are announced in February.

Whether you just want to get the lay of the land, learn more about your child’s academic readiness, or have total support through the application process, we’re here to help.

Are you ready to start planning?

Contact Brad Hoffman and Faya Hoffman for admissions consulting and educational planning.

Professional Members, IECA | SSATB | TABS | NACAC | NATSAP

By Brad Hoffman, M.S.Ed.
Board Certified Educational Planner and Learning Specialist
My Learning Springboard

Educational Assessments: Three Big Bucket Categories

November 30, 2025 Brad Hoffman

We experience a lot of parent confusion when it comes to making sense of school report cards and classroom performance. They’re often unsure how to interpret feedback from rubrics and letter grades. And when there’s data from any outside sources that misaligns in any way with data from teacher-made assessments and classwork feedback, this misalignment can naturally raise questions, doubts, and/or concerns for parents. Often parents are looking at data from these types of sources:

Teacher-made assessments, including quizzes, midterms, final exams, and projects
Other classroom assessments, including running records, spelling inventories, writing assessments, and math placement tests developed by other publishers or school teams
Grade-level standardized achievement tests, including CTPs by ERB, MAP testing, and NY State Testing
Standardized admissions tests, including ISEE, SSAT, ACT, or SAT
Neuropsychological evaluations or comprehensive evaluations by psychologists that include academic achievement testing

It’s not uncommon for a parent to feel surprised, disappointed, and/or frustrated that their straight-A student – or their student consistently “exceeding expectations” on a report card rubric – has performed below average or within average ranges on grade-level standardized achievement testing. This same student might perform well below average to average on a diagnostic admissions test in one or more sections. It’s critical that parents understand that we are not comparing apples to apples. Educational assessments serve different purposes and should be categorized for comparison.

In this article, we’ll focus on three big bucket categories of educational assessments that students regularly encounter for school: 1) teacher-made assessments, 2) grade-level standardized achievement tests, and 3) standardized admissions tests. Let’s explore their differences.

Teacher-made Assessments

The first category of educational assessments that we’ll explore are teacher-made assessments. From diagnostic assessments to formative assessments (aka incremental benchmarking) to summative assessments (aka unit test), teacher-made assessments come in many shapes and sizes and serve different purposes.

In terms of the format types, they may include short answer responses, multiple-choice selection, true-false items, extended essay responses, project-based performance, or a combination thereof. These assessments can be shorter quizzes, papers, unit assessments, midterms, finals, projects or presentations.

Typically they directly align with classroom instruction and content standards specific to a unit, quarter, semester, or term. They impact course grades and internal placement decisions, inform daily instructional planning, and, hopefully, allow for timely feedback and a post-game experience, such as an error analysis, as a learning exercise. In many cases, these assessments follow intensive study of particular skills and concepts where considerable repetition has been in place. Moreover, there may be access to a clear teacher-made study guide that defines a narrower pool of potential content.

Grade-level Standardized Achievement Tests

The second category of educational assessments that we’ll explore are grade-level standardized achievement tests. These tests are designed to assess student achievement relative to grade-level content standards and expectations. Typically they’re given in the spring, but sometimes schools will give the previous grade level test in the fall term of the following school year. Examples of these grade-level tests include CTPs by ERB, MAP testing by NWEA, and state testing programs, like the New York State Testing Program. Internationally, the IGCSEs, for example, serve a similar purpose.

In the case of public schools adhering to state testing programs, the curriculum mapping across grade levels is backmapped from the state content standards. In the case of independent schools, each school’s curriculum is most typically NOT specifically backmapped from the publisher’s content standards. Rather these tests are considered “lower stakes benchmarking” in order to have some measures on student performance relative to national norms and independent school norms, but the day-to-day classroom experience is driven by internal curriculum mapping and faculty professional judgment.

Standardized Admissions Tests

The third category of educational assessments that we’ll explore are standardized admissions tests. Admissions testing includes a variety of tests, such as ISEE, SSAT, ACT, and SAT.

Because of the timelines associated with admissions processes, students often need to test and demonstrate mastery of content before it’s instructed in the classroom. Therefore, these tests often require considerable new instruction ahead of classroom exposure to certain content (aka frontloading). It may seem unfair, but it’s necessary work nonetheless. And before the more advanced content can be tackled, any prerequisite content needs to be mastered, which often includes some remedial work.

It’s important to keep in mind that “coverage” and “mastery” are not the same thing. Content can be “covered” in the classroom but not necessarily “mastered” by a student. True mastery requires that students can nimbly apply skills and concepts to novel situations. A teacher can “get through” the course or unit of instruction, which is “coverage”; truly “mastering” the content is a much higher standard. Moreover, these tests aren’t specifically aligned with a particular school’s curriculum, so earning straight A’s, for example, doesn’t necessarily translate to “acing” the admissions test. While teaching strategies is important, it’s not a substitute for mastering content. The two go hand in hand.

In the case of the ISEE or SSAT, these educational assessments are intentionally designed to be well above grade level. For example, a 5th grade student testing in the late fall or early winter will face content that includes all content standards for grades 1-7 or 8. An 8th grade student testing in the late fall or early winter will face content that includes all content standards for grades 1-10. To be successful, a student has to have mastery of all prerequisite content leading up to their current grade level in addition to frontloading content through their current grade level and well beyond their current grade level.

Each of these tests has three levels. The Lower Level ISEE is designed for students applying to grades 5 and 6. The Middle Level ISEE is designed for students applying to grade 7 and 8. The Upper Level ISEE is designed for students applying to grades 9-11 (though 11th grade applicants often submit PSATs).

Similarly, the Elementary SSAT is designed for students applying to grades 4 and 5. The Middle Level SSAT is designed for students applying to grades 6-8. And the Upper Level SSAT is designed for students applying to grade 9-11 (though 11th grade applicants often submit PSATs).

Our most successful students typically need 11-12 months of lead time and 60-75 instructional hours in order to properly pace it out. These are beastly tests that are meant to be approached as a marathon and not a sprint.

In the case of the ACT and SAT, these tests, in theory, assess academic achievement that is meant to be representative of classroom learning through grades 10 and 11. A “typical” high school experience should be sufficient for managing the content of these particular tests, but experientially we know that’s often not the case. For example, depending on when a student has completed algebra 2 and geometry (in the case of the SAT) and precalculus (in the case of the ACT), these tests usually require somewhere between “a little” to “a lot” of new instruction for a student taking them officially between the winter of grade 10 and the spring of grade 11. Any reading comprehension work, vocabulary development, grammar study, or math skills that are foundational and prerequisite to more advanced content on these tests must be solid before students can progress. For international students or students enrolled in IB programs, their curricula doesn’t align as neatly, and significant new instruction is typically needed.

Preparing For Educational Assessments

Between these three types of educational assessments, we’re truly considering very different measures and formats that require different skills, approaches, pacing, and stamina. With time, patience, consistency, and skillful instruction, we regularly experience success with our students. This success requires content-driven instruction in combination with practicing strategies to support efficiency and effectiveness.

Study skills and organizational skills should be a part of the preparation process for all three types of educational assessments, and many students need explicit and skillful instruction to develop these skills. What does it mean to study for a particular test? How do you backmap a studying plan leading up to the scheduled assessment date(s)? Which study skills are applicable to the task at hand? Which strategies should be emphasized and applied?

Private tutoring and test preparation for all three types of educational assessments is common. Setting the intention and explicitly delivering both content-driven instruction and executive function coaching simultaneously is uncommon and a seriously missed opportunity. We specialize in this integrated approach, and it seriously differentiates our work.

Scheduling An Appointment

Whatever your testing needs or wonders may be, please don’t hesitate to contact us. An initial planning meeting is usually the best way to get started. These meetings can be 30, 45, or 60 minutes by Zoom, by phone, or in person per a family’s preference. A single planning meeting allows us to talk more substantively about your family’s specific needs, priorities, and goals so that we can determine possible next steps. We’re committed to developing unique solutions for unique learners!

We look forward to hearing from you!

Warm regards,
Brad Hoffman and Faya Hoffman
Co-Founders and Learning Concierges, My Learning Springboard

Ian Cheung

September 28, 2025

Ian Cheung got his start in education as a sophomore in high school, where he peer tutored his classmates in English, Calculus, and even Constitutional Law. That experience, combined with his time captaining his tri-state math team to a top 3 finish nationally at the 2018 ARML, inspired him to bring his leadership and communication skills to university and beyond.

However, during his first year studying finance at the University of Waterloo in Ontario, COVID-19 forced the world to transition from in-person activities to increasingly online ones. Ian, struggling to find meaningful internships now that he was in a separate country, returned to his roots as a teacher and leader. It began with online tutoring family friends, then gradually expanding his base of students, his modes of tutoring, as well as his repertoire. By the time he was allowed to return to Canada and finish his studies, Ian had successfully tutored students in math (helping several students get a 5 on AP Calculus AB), English (including one student going from a C in their Honors class to an A), and standardized testing (where his students gained 250 points on the SAT on average).

As the University of Waterloo finally returned to in-person classes late in Ian’s junior year, he resolved to finish his finance degree while continuing to develop his tutoring enterprise. This allowed him to balance the growth of his hard and soft skills and become a more well-rounded individual. After graduating summa cum laude in 2023, he committed fully to building his own teaching brand. He built lasting relations with students and families across the northeast while also leading classes in several math circles around New York City. This includes both Math-M-Addicts and New York Math Circle, where he has led both classes and seminars on discrete math. As of 2025, he has 8 years of experience tutoring and teaching students ages 9 to 19 in topics ranging from prealgebra to multi-variable calculus, Physics 1 to Physics C, and the SHSAT to the SAT.

Throughout Ian’s time on both ends of the teacher-student relationship, he was able to fully appreciate the intricacies of mentoring. He learnt how to learn and, ultimately, how to teach. Far from the crowded blackboards, erudite subject terminology, and over-worked staff, education entails a process of self-maturation that extends beyond merely getting a good test score. He recognizes that many different students all process information differently (some visually, some with hands-on examples, some with independent inquiry) and tailors his teaching accordingly. Through private tutoring, Ian gives his unique students the personalized, distinct teaching style they deserve.

Eliana Levey

September 28, 2025

Eliana Levey is an experienced elementary educator and literacy tutor who specializes in supporting students in grades K–6 with reading, writing, and mathematics. She has extensive training in evidence-based instructional practices and is committed to helping children build strong academic foundations while developing confidence and independence as learners.

Eliana currently teaches second grade at SAR Academy in the Bronx, where she designs and implements differentiated lessons that meet the needs of diverse learners. In addition to her classroom role, she works privately with students to provide individualized tutoring that is structured, systematic, and engaging. Families appreciate her ability to combine warmth with rigor, creating an environment where children feel supported while also being challenged to grow.

Previously, Eliana taught kindergarten at Beth Tfiloh Dahan Community Day School in Baltimore, where she fostered both academic and social-emotional growth through individualized and play-based learning. She also taught kindergarten at Brilla College Prep Elementary School in the Bronx, where she implemented a structured curriculum, monitored student progress, and adapted lessons to ensure each child’s success. Across these roles, she has been recognized for her thoughtful communication with families and her ability to create learning environments where children feel both safe and motivated.

Eliana’s tutoring practice reflects her expertise in structured literacy and conceptual math instruction. She is trained in multi-sensory, research-based approaches aligned with the Science of Reading, including Orton-Gillingham and Fundations. In literacy, she supports students with phonics, decoding, fluency, spelling, comprehension, and written expression, tailoring lessons to each child’s learning profile. She also incorporates principles of the Hochman Method (The Writing Revolution) to strengthen sentence structure, paragraph development, and written clarity. In mathematics, Eliana draws on the Concrete–Pictorial–Abstract (CPA) approach, most prominently seen in Singapore Math, to guide students from hands-on exploration to visual modeling and finally to abstract reasoning. This developmental framework helps children not only master math procedures but also understand the underlying concepts and apply problem-solving strategies with confidence.

Eliana also incorporates her training in Responsive Classroom and Culturally Responsive Teaching to create learning environments that are inclusive, encouraging, and student-centered. She continues to pursue professional development in both literacy and math instruction to remain aligned with the most effective, research-based practices, ensuring that her students benefit from approaches that are both current and impactful.

She earned her Master of Arts in Education for Grades 1–6 from Relay Graduate School of Education in New York and graduated magna cum laude from American University in Washington, D.C. Her academic achievements reflect the discipline and intellectual curiosity that now shape her teaching and tutoring practice.

As both a classroom teacher and private tutor, Eliana is deeply committed to helping her students discover their own potential. Whether she is guiding a beginning reader through phonics, supporting a young writer in expanding sentences with vivid detail, or coaching a child through a challenging math concept, she brings patience, creativity, and expertise to each lesson. For Eliana, the most rewarding moments come when a child realizes they are capable of more than they believed. She takes pride in helping students not only master academic skills but also develop resilience, curiosity, and joy in learning.

Isabelle Appleton

September 27, 2025

Isabelle Appleton is an academic tutor, editor, and writer with experience in education, literary publishing, and test preparation. She is currently an Adjunct Professor at NYU, where she teaches Introduction to Prose and Poetry, a hybrid craft class/workshop that emphasizes the fundamentals of writing including close reading, composition, grammar, and revision. She has taught creative writing to a wide range of students including first-generation precollege learners, aspiring novelists, and ESL learners. She’s also taught creative writing to residential hospital communities and incarcerated New Yorkers through correspondence programs.

Beyond the classroom, she has built a career in literary and academic publishing. For the past few years, she has worked in Editorial at The Princeton Review, where she assists in developing a wide range of test prep materials, including detailed study guides, strategic instructional videos, and comprehensive review books that cater to various learning styles and test formats. She has considerable experience with college essay writing and editing, most notably as one of the editors of a widely recognized collection of college application essays. She has also worked in editorial for various literary and academic publications and publishers including The Washington Square Review and The Bias Magazine. Prior to graduate school, she worked in the Literary Department at WME, where she supported award-winning authors.

Isabelle draws on these professional experiences in her teaching, giving students a window into the real-world contexts of writing, editing, and readership. Whether guiding a student through close reading an essay or story, brainstorming a supplemental college application essay, refining grammar and revision skills, or mentoring advanced creative writing projects, she encourages students to see writing as a mode of inquiry that fosters curiosity, critical thinking, and confidence in high school, college, and beyond.

Her own fiction has appeared in journals including Conjunctions, Joyland, The New England Review, Protean Magazine, Civilization, and more. Her short story “Tank” is being adapted into a single-story print edition with Loose Tooth Press. She has been nominated for the Pushcart Prize and the PEN/Dau Prize, received NYU’s 2024 Thesis Research Award, and was recently awarded the Alpine Fellowship. In 2025, she will be a resident at the UCross Foundation. She holds an MFA in Fiction from NYU, where she was awarded the Goldwater Fellowship, a full-tuition and stipend award. She earned her BA in Religion from Vassar College, where she was Phi Beta Kappa and received the J. Howard Howson Prize for Excellence in the Study of Religion. Outside of her professional work, Isabelle loves reading, travel, her friends, and her cat, Missouri.