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Placement Tests
Both the Math and Reading Programs have Placement Tests for all age
groups. Each subject has 12 different tests.
Purpose
Taking at least one of these tests is an essential first step for students
enrolling in the program. The test results indicate where in the program
the students will start. It is essential that students start at a comfortable
starting point, which is, in most cases, well below the students’ actual
grade level.
Reading
Group 1 Time & Accuracy are Excellent.
Group 2 Time & Accuracy are Good.
Group 3 Time & Accuracy may be Sufficient.
Group 4 Time & Accuracy are Insufficient.
Group 5 Time & Accuracy are Poor.
Math
Group 1 Time & Accuracy are Excellent.
Group 2 Time & Accuracy are Good.
Group 3 Time & Accuracy may be Insufficient.
Group 4 Time & Accuracy are Poor.
If the result falls on the line between two groups, it should be moved
to the higher group. Grading Achievement Tests will be covered later
on in training.
Groups 1 & 2 Indicate that the material is mastered and students are
ready to advance
Group 3 Although technically a pass, use caution in advancing
these students. If students consistently score Group 3’s,
it may indicate that they are taking the test before they
are ready and that more repetition would be desirable.
Group 4 Insufficient result — do not advance
Group 5 Poor result — do not advance
Math
Groups 1 & 2 Indicate that the material is mastered and students are
ready to advance
Group 3 Skills have been developed; however, mastery of some
areas still remains insufficient. Further repetition is
usually recommended.
Group 4 Poor result — do not advance
If students have successfully reached the end of the level, they should
perform well on the Achievement Test, as this test is not designed to be
difficult. Most Kumon students should score in Groups 1 or 2 if they have
mastered the level. Though, as far as determining if a Group result is
appropriate for the student to proceed, the Instructor must consider the
individual student’s ability, based on the results of the level, and not just
the Group result on the Achievement Test.
If students score in Group 3 or lower, it does not necessarily indicate that
the entire level needs to be repeated. If they had performed well on the
level material but poorly on the test, there may be other factors involved
such as fatigue or test anxiety. If this seems to be the case, the best
strategy is simply to re-administer the test at the next class to see if the
student can score higher.
If there are still problems the second time, repetition of this level may be
necessary. Analyze the test to identify the cause of difficulty and determine
if repetition is needed. (If ever in doubt, ask a Field Staff Member for help.)
Once an Instructor has determined that a student has passed an
Achievement Test, fill out the back page and give written feedback to
the students and parents. This is an excellent form of communication
between the Instructor and parents. Detach this page and send it home
Accuracy
Kumon aims for perfect or close to perfect scores on all assignments before
moving students ahead to new concepts. If students make too many errors,
this is a sure sign that they have not yet mastered their work. Keep this
“Helpful Hint” in mind when considering repetition based on accuracy.
Accuracy, however, is only one factor Instructors are encouraged to consider
Helpful Hint when deciding to advance or repeat a student. Time is also an important
factor, as well as each student’s correction ability.
Consider repeating
if a student has: Corrections
2 or more 69% in Making corrections is a necessary part of Kumon Study. Kumon
students correct their work daily, ensuring that the students can have the
a set of 10 pages
satisfaction of achieving 100% on every assignment. Keep in mind
2 or fewer 100% in that students who can correct errors quickly and in one try are demonstrating
a set of 10 pages. a higher level of mastery than those who struggle with corrections, even
though they may have technically received the same initial score. Watching
for correction ability in class is part of being a well-trained Instructor.
Oral Reading
Purpose
Generally students who have the ability to read out loud smoothly have a
superior overall level of language ability. Similarly, the areas in which weaker
students encounter difficulty when reading aloud reflect the over all
difficulty that they may be experiencing with language. By listening to
students read aloud, Instructors can assess whether they are working at the
“just right” level.
Additional Benefits
Oral reading allows students to confirm what they have read with the sound
of their own voice. This helps to foster students’ understanding of content
and develops a positive attitude toward reading.
Finally, and perhaps most importantly, having students read orally gives
Instructors opportunities for praising students. This praise will help
students gain confidence in reading and will help Instructors increase the
students’ desire to read and study.
Procedure
Once enrolled in the program, students should read aloud from their
current worksheet assignment at every Center visit. After listening to
students read aloud, the Assistant/Instructor should record an oral reading
score and any additional comments on the student’s class work. It is
important to keep records of students’ abilities in order to assess their
progress and improvement. Therefore, the oral reading score should
be transferred from the class work to the CMS2 scorecard.
Repetition
Repetition is a very important component of the Kumon Method and the
Did you know… Kumon philosophy of “learning by doing”. If a set is not mastered
the first time, students should be able to improve on their previous
Currently there are
performance by repeating at some point in time. Depending on the
nearly 200,000 students student and the material in question, the repetition may occur immediately
enrolled at Kumon on the next day or after a several days.
at more than 1,500 Repetition must not be seen as negative. Instructors and parents can set a
positive tone and help the student see it as an opportunity to improve.
franchised Kumon After all, the better the student is able to complete a set, the more satisfying
Centers in the U.S. it will be to him/her. Also, repetition makes harder work easier.
and Canada. The more familiar an Instructor is with the curriculum as well as the
abilities and personalities of the students, the easier it is to assign appropriate
repetition. Kumon has three main criteria for assigning repetition — SPEED,
ACCURACY and CORRECTION ABILITY. Please refer to the section on
Lesson Planning for related information.
Grading
The grading of worksheets is an important part of the Kumon Method.
Elements of the grading process include using a red pen and Answer Book,
consistent markings for errors, and utilization of the percentage grading
scales for both Math and Reading Programs. The Kumon grading system
takes into account the number of questions per page and weighs them
proportionately, leading to more accurate assessment when used in
conjunction with the Standard Completion Time (SCT).
In addition, grading and corrections offers immediate feedback to a student.
Students correct mistakes immediately, thereby preventing the same error
from being repeated over consecutive days. It also offers the opportunity
for praise and encouragement of students.
Advanced Study
Advanced Student Honor Roll (ASHR)
Toru Kumon, the founder of the Kumon Method, often said that we
should strive to have as many students as possible study 2 or 3 years
ahead of their grade level. This is when they will enjoy the most
academic benefit from their Kumon studies. This is also when they will
experience the greatest transfer effect into other subject areas. The
ASHR features the names of all students who advance a minimum of 6
months ahead of their approximate grade level.
Helpful Hint
In North America, the ASHR is generated and published quarterly. Award
To view the criteria for certificates are printed for those students who have attained ASHR
attaining ASHR status in status. Students who have maintained ASHR status will be ranked
March, June, September, regionally and nationally. These students’ names are listed by highest
level attained in each grade. Also, every quarter the Top 20 ASHR Scrolls
and December turn to are printed and distributed to each Center. This lists the Top 20 students
Part I of your per grade in North America.
Instruction Manual. Kumon promotes the ASHR and advanced study in general, because,
the more students who achieve this status, the stronger our reputation
for excellence will become. On the Center level, students who achieve
advanced study or who achieve higher levels often distinguish
themselves at school and give Kumon much of the credit.
Independent Learning
One of the fundamental aspects of the Kumon Method is that it develops
independent learning in students over time. A concept uniquely applied
to Kumon, the term refers to a student’s increasing ability to learn new
concepts by following the examples and solving the questions contained
in the worksheets.
Teaching students the life-long skill of learning on their own can
only be accomplished if the Instructor is keenly aware of the need to
develop this skill. Right from the first class session, Instructors need to
gently remind students to read the examples and attempt to answer the
questions on their own before asking for help. Another way to promote
independent learning is to have students copy the examples on a
separate piece of paper. Even having a separate grading table (as
opposed to Assistants at each table) promotes self-reliance in students.
It forces them to actually get up and ask a question.
The end goal is to promote the development of self-reliant, capable
students who are able to resolve problems independently. This skill needs
to be developed for students to be successful in high school,
college/university and the work force. The higher a student progresses in
both programs, the more the worksheets require this skill to be in place.
Conversely, independent learning does not mean that Instructors do not
teach students. Sometimes, it may be necessary to provide hints and/or
to teach concepts that the student cannot grasp through the worksheets.
The ultimate goal of building independent learning skills in students is to
create self-motivated learners. Students who are motivated by the love of
learning will reap the true benefits of the Kumon method. These individuals
will have the tools necessary to realize their own potential and become
influential contributors to society.
Partial Error
• If the student has the right word, but it is spelled incorrectly.
• When the student does not use proper punctuation.
• When there is an error in grammar.
• In higher levels, when the students’ answers are too vague even if
minimum requirements for the exercise have been met.
To use the Reading Grading Scale, count the number of full errors made
on sides “a” and “b”. Then circle the corresponding number on the
grading scale. Partial errors are each counted as –5% from the top row after
full errors have been calculated.
Count the major error first (90%), then deduct 5%. Therefore the
circled error would be 80%.
Common hints
• Emphasize that it is okay to “guess” at the solution process. Sometimes
a student may have an idea of the solution but lack the confidence to
try it.
• Ask the student to explain how he arrived at his answer. (This works for
either Math or Reading.)
• For Math difficulties, have the student solve the problem while the
Instructor observes.
• If a student still cannot find the solution, refer back to any
relevant examples.
• Only after referring students to examples and encouraging them to
correct errors on their own should the Instructor explain the correct
solution. However, this is a clear indication that the assignment should
be repeated. These encounters will help the Instructor check if
students are at the “just right” level.
• Remind students of the grading system so that they have an idea of
the type of error for which they are looking.
• Train students to review their work and change only the part of the
answer that is incorrect.
1) Initial Contact
First contact with a potential student is most often in the form of a
phone call or walk-in by a parent. The value of this initial contact is so
great that Kumon has specific requirements related to it.
Helpful Hint
Return all calls within Kumon Phone Requirements and Suggestions:
• Must have a separate, non-cellular business line for your Kumon business.*
24 hours. Your business
• Must utilize a professional answering system — an answering machine
depends on it!
or message — service used exclusively for the Kumon Center.
• Have a clear message that briefly introduces your Kumon Center,
including class and business hours, days, and location of operation.
• Keep a pad of paper and calendar by the phone for recording
information and setting up appointments.
From the very first phone call, it is important to sound professional,
knowledgeable, and courteous. A parent should feel comfortable asking
questions and the Instructor should be as thorough as possible in his/her
responses. If a call is received at an inconvenient time (e.g. during class),
politely ask to return the call at a more convenient time.
*It is advisable to turn off the ringer of the telephone during class
times or to have an Assistant responsible for answering calls during class
times.
Be polite. Listen patiently to the caller. Answer all questions and take down
all pertinent information, but remember that the goal is to get them to attend
a Parent Orientation. It is not possible to enroll a family over the phone.
Be professional. Keep a parent inquiry log near the telephone. Only the
Instructor or trained Assistant should answer the Kumon business line. The
Inquiry Log in this section can be used as a guide to ensure all basic
information is gathered about each caller.
Other/alternative:
Misc. Notes:
Additional comments:
Riverview Center
The Center is open for class from 3:00 – 7:00 p.m. on Mondays and Thursdays. Students not enrolled in Junior Kumon
can come to the Center at any time during that period; students in the Junior Kumon Program will need to come
during their assigned time slot. Please allow for at least 30 minutes in the Center for each subject. (This means that
single subject students should arrive prior to 6:30 and dual subject students should arrive prior to 6:00.
If you ever have to miss a class, please contact me at (555) 555-5555 prior to class time so that we can make alternate
arrangements for you to collect your Kumon work.
The Kumon classroom has to be a quiet study area so that everyone can concentrate. Please work quietly, and do not
disturb other students. Brothers, sisters and parents are asked to stay in the waiting area.
Center Routine for the Student
1) Say “Hello” to the Instructor. Make sure to ask her any questions you have about the homework you completed!
2) Pick up your class work and new homework from the student file bin.
3) Put your new homework in your Kumon homework holder to take home.
4) Put your completed homework in your plastic file and take it to the assistants to be reviewed or graded.
5) Find a seat. If you have any corrections from last week, do those first.
6) Do you know your goal for today? Begin your classwork. Remember to write your name and your start and finish time.
7) When you are finished, place your classwork in the bin marked “classwork” or give it to an assistant to grade.
8) While waiting for your work to be graded, you can begin your second subject of classwork or you can challenge the
number board, read a book, or do flashcards.
9) Next, correct any mistakes on that day’s class work and on any homework that was reviewed by the assistant during class.
10) Check out with your Instructor to discuss your completed work and what’s coming up.
11) Say “Good-Bye”.
Intro
Good Afternoon, and welcome to the _____________ Kumon Center. I’m
Instructor _______ and I’m very happy that you’ve joined me today. Over
the next 45 minutes or so, I’d like to give you a very brief overview of the
Kumon Method, share a video of Kumon parents talking about their
experiences with Kumon and finally, give you an opportunity to ask me any
questions about Kumon or the ____________ Kumon Center.
Although we work on the “Math” and “Reading” aspect of our tag line,
our real intention is the “Success” of your child in school, after school and
in the years to come. The beauty of Kumon is that it is so much more than
a Math and Reading Program! Kumon is a long-term approach that will
help your child become a better learner overall, not just get through the
next academic challenge.
Q8: My son never finishes his homework. How do you expect him
to do Kumon?
A8: The Kumon work is deliberately easy at the beginning. We will give
him homework that we know he can do. Completing the daily
assignments quickly and with a good score will boost his
confidence, and make him see Kumon as a positive rather than a
negative experience. Moreover, strengthening the basics through
Kumon actually will lead to a decrease in the amount of time he
spends on his homework. Still, Kumon can be an adjustment — a
valuable one, but an adjustment nonetheless — for the entire
family. Parents can aid this process by helping the child
predetermine the time and place to do Kumon daily.
• Remove the contents of pocket 3 and replace it with the homework you are returning (your homework are the worksheets in
your homework holder that you completed at home). Put away what was in pocket 3 in your homework holder to take home.
• Remove the contents of pocket 1, which is today’s classwork. Any corrections that haven’t been done at home will also be in
this pocket.
• Take your file to the grading table and put it in the appropriate bin to be graded.
• If you have checked out a Recommended Reading List book or flashcards, return them.
• Sit down in the work area and begin today’s work. If you have any corrections, do them first and then begin your assigned
classwork. Fix your corrections in one try, if possible.
• Take your finished classwork and corrections to the Assistant to be checked. (Assistants may grade homework during down
times, but grading corrections, classwork and oral reading are top priority during class time.)
• If you receive a grade which is lower than 69% on any page, the Assistant will alert the Instructor.
• Review your handed–back corrections and your graded classwork, then correct any errors.
• Turn in your corrections to be graded again.
• The Assistants will organize your completed assignments in chronological order and put them in your Student File for data
entry into the computer.
Math Students
Reading Students • Go to the appropriate Magnetic Number Board with your
• Read aloud to an Assistant at every class. The Assistant will record Number Board Score Sheet and time yourself with a
an Oral Reading score. stopwatch.
• For students in Levels 7A–3A, complete flashcards, CD, or • Write the time taken to do the Number Board on the Number
alphabet board. Board Score Sheet.
• If you are taking home an RRL book, choose the title (or have an • Return your Number Board Score Sheet to your Student File
Assistant help you), fill out the RRL card with your name and date, on the grading table.
and give the card to the Assistant to place in your reading file. • For students in Level B, recite your multiplication tables. The
Assistant will record the results.
• Collect your file from the Assistant and check-out with the Instructor.
• Discuss your previous homework and classwork with the Instructor and determine goals for your upcoming homework and
classwork (Feedback).
• Drop off your Student File at the Data Entry station so that your scores for the week can be entered into your Score Card on
the computer.
1 2 3
4 5 6
Put your new homework Find a seat and begin When you are finished,
in your homework holder your classwork. place your classwork in
to take home. Remember to write your the bin marked
entire name, the time you “classwork.” Then,
start and the time you begin your classwork for
stop working. your second subject.
7 8 9
While waiting for your Correct any mistakes on Speak with your Instructor
work to be graded, you your classwork until it is and show him/her your
can challenge the 100% completed work.
number board or the Confirm your goals for
alphabet board, check that week’s work. Say
out a book, or do “Good-Bye” to the
flashcards. Instructor.
• Return parent • Finish data • Return parent • Return parent • Finish data *Personal *Personal
phone calls entry from phone calls phone calls entry from Worksheet Worksheet
• Complete class • Pull and prep • Complete class completion completion
class prep • Run Alert for Thursday class prep • Run Alert
*Personal Report to class *Personal Report to
Worksheet check lesson • Hold Worksheet check lesson
completion plans enrollment completion plans
Payment to Staff
The wages paid to Kumon Center staff vary depending upon length of
service and specific responsibilities. Ensure that all government regulations
regarding employer obligations, including taxes and working hours are
being followed.
Helpful Hint Fact 1 A typical business hears from only four percent of its dissatisfied
Good Communication = Good Business customers. The other 96 percent just quietly go away, and 91
percent will never come back. That represents a serious financial
loss for companies whose employees do not know how to treat
customers and a tremendous gain for those companies that do.
Fact 2 A survey on “Why Customers Quit” found the following:
• 3 percent move away
• 5 percent develop other relationships
• 9 percent leave for competitive reasons
• 14 percent are dissatisfied with the product
• 68 percent sense an attitude of indifference from the owner,
manager or some employee
When? Tool
5) My child has lost enthusiasm for Kumon. How can we re-motivate her?
9) My child needs help with essay writing. How can Kumon help
when essay writing is not covered in the curriculum?
A3: Not at all! If your daughter has the ability to be working at a higher
level, she should be encouraged and praised for her proficiency, not
held back just for the sake of moving at the same rate as her classmates.
It’s interesting that parents often worry about this in math, whereas a
child reading books several grades higher than her school grade
typically does not cause the same concern. In fact getting ahead in
math actually has a great number of advantages:
• Given that math is a subject that many students find difficult, and
even develop a phobia over, getting ahead in math can be an
incredible confidence booster that will affect your daughter’s
attitude toward academics overall.
• Getting ahead early also reduces the chances of her having trouble
in math in later years. Many students have difficulty with high school
math because material is covered at a much faster pace than in grade
school. In Kumon, students continually study at a steady,
comfortable pace, which allows them to move ahead unintimidated.
Students who are ahead have an edge that will enable them to keep
getting good grades and will allow them to devote precious time to
other subjects, rather than always struggling to keep up in math.
• Since Kumon is a supplemental program that focuses on the math
that is essential for High School level study, there will still be some
concepts in school that are not covered in the Kumon curriculum,
such as elementary statistics and probability. Therefore, while your
child will be ahead in many areas, there will still be topics to be
introduced in the classroom setting. Grasping these unfamiliar topics
will be easier for a student with confidence and advanced skills.
• Math is a prerequisite for many growing career fields. When your
daughter is in college and thinking of a career, I’m sure she will be
happy to be a little ahead of her classmates!
All excerpts from Levels DI and EI come from books on the Recommended
Reading List.
Many of the books on the list are part of a series.
Ex. Students may enjoy reading other books in the series. These books
should be available at most children’s bookstores.
Level 2A Level D
Moonbear’s Skyfire Henry Reed, Inc.
The Cat in the Hat
Clifford the Big Red Dog Level EII
Encyclopedia Brown Shows the Way
Level AI/II Pippi Longstocking
Curious George Flies a Kite Ramona Forever
Little Bear’s Friend The Borrowers
Peter’s Chair
Days with Frog and Toad Level F
Arthur’s Prize Reader Black Ships Before Troy
The Lion, the Witch, and
the Wardrobe Level G
A Wrinkle in Time
Level BI/II Little House in the Big Woods
A Chair for My Mother A Wizard of Earthsea
The Little House
Please print:
Student Name: __________________________________________________________________
• A one time $10.00 deposit is requested and will be refunded upon discontinuation of the Reading Library.
• The maximum loan period is 2 weeks.
• Overdue fines will be assessed at 10 cents per class day.
• Lost or damaged books: Parents will be responsible for the cost of the book plus $10.00 (lamination,
labeling, shipping and handling).
Please print:
Student Name: __________________________________________________________________
• A one time $10.00 deposit is requested and will be refunded upon discontinuation of the Reading Library.
• The maximum loan period is 2 weeks.
• Overdue fines will be assessed at 10 cents per class day.
• Lost or damaged books: Parents will be responsible for the cost of the book plus $10.00 (lamination,
labeling, shipping and handling).
Group the RRL books by level and place them on the shelves in
ascending order from Level 7A to Level I. You may have a separate shelf for
7A-3A books closer to your Junior Kumon area. The remainder of the RRL
(2A-1) can be grouped together. The color-coded labels, if affixed as
described below, will assist in the maintenance of this organization.
Affix the color-coded labels to the spine at the bottom of the front
cover of the books as indicated.
There are 15-20 labels for each of the 18 levels of the RRL. The
number to the left side of each label corresponds to the number
designated for each book within a level on the RRL.
Direction Stickers
Place one sticker on the front side of the first flashcard of each set.
These stickers are numbered should the Instructors like to use the
numbers as part of a tracking system.
CDs
Kumon produces a variety of CDs to assist with instruction and center
management. CDs are available from 7A-3A which provide an oral version
of the worksheets. These are generally utilized at the Center to help
students follow the written words on the worksheets. The Letter Sounds
CD is used in conjunction with the Letter Sounds Chart to help students
learn the letter sounds. Additionally, it is a useful training tool for the
Instructor and assistants to learn the appropriate letter sounds prior to
working with young students.
Number Poster
The Number Poster is a simple and effective tool to build a student’s
counting ability and number sense. By the time the student completes
Level 4A, they should be able to count up to 220.
Numerical Notebook 1
• Students usually start with this notebook, as it has example numbers for
students to trace before they start writing numbers on their own.
• Assign a consistent number of lines (usually 2-3) for the student to
complete at every class.
Numerical Notebook 2
• This notebook contains entirely blank boxes for the student to
write numbers.
• Students should write numbers however they like and as high as they can go.
• Direct students to try writing numbers in 2s, 5s, 10s, or 100s
(i.e. 10, 20, 30, 40).
• Direct students to try writing numbers in descending order
(i.e. 5, 4, 3, 2, 1).
Assistant Training Handbook Log onto iKumon Covers Kumon philosophy and
Then go to curriculum, general information for
➞ Center Management working with math and reading students,
➞ Announcements duties assigned to the assistant, and
➞ Center Assistant Training Handbook an assistant evaluation form
Assistant Training Modules Log onto iKumon A booklet and accompanying video
Modules are currently available Then go to for training Assistants on how to help
for the following Kumon Levels. ➞ FSC Instruction students in these levels and how the
➞ Presentations worksheets should be completed.
Math 4A-A
➞ (Select the module) Components of each module:
B-C
D-F Booklet
To download the videos:
Reading 2A-AII Log onto iKumon • Cover Page includes general notes for
BI-CII Then go to consideration throughout the levels
(in development, DI-EII) ➞ FSC • Inside pages are a breakdown of
➞ Instruction the individual levels with specific
➞ Presentations tips for sections within the levels
➞ (Click on the module you are • A Self Assessment "pop-quiz" on
interested in…) the material from the General Notes
and Level Highlights
Answer Key — for evaluation of
Self-Assessment in the booklet
Video — Takes assistants through
the contents of the levels, including
clips of students in the levels under
consideration (a copy of the videos
may also be available via the branch)
CMS2 Training Materials iKumon/CMS2/Materials/User Manuals Here you will find the following items
(These can also be found in the for training Assistants
Appendix of the CMS2 User’s Guide • CMS2 Data Entry Training Module
which you have on CD) for training on how to do data
Log onto iKumon entry using the score card and how
to enter achievement test results
Then go to
➞ CMS2 • Kumon Grading Scale Presentation
➞ Materials to train staff on how to use the
➞ User Manuals percentage grading scale on
worksheets and basics on when
to indicate a full or partial error
and how to score them
Junior Kumon Assistant The red folder included in your Junior • Aims of Reading levels 7A-3A
Training Manual Kumon Handbook • Reading oral check guidelines
• Aims of Math levels 7A-4A
• Math oral check guidelines
• Explanation of most common tasks
when assisting with Junior Kumon