Learning Center
Plans & pricing Sign in
Sign Out

Bracebridge School Readiness Snapshot


									Community School Readiness Snapshot - Results of the Early Development
                         Instrument (EDI)
            Children in the Town of Bracebridge Community
  NOTE: Does not include SK children that attended First Nation / private schools.

                    Physical Health and Well-         Did you know… Children in the “Struggling”
                    Being                             category had a score at or below the Ontario 25 th
                                                      percentile cut-off (25th Percentile means - all
                    Just over one quarter of the      scores in Ontario are organized lowest to
                    children in Bracebridge were      highest and the score at the 25th percent mark of
                    not ready for the grade 1         the sample is identified). Similarly, the
                    curriculum in this domain         “advanced” category is children with a score at
                    while one third were              or above the Ontario 75th percentile cut off.
                                                      “Average” is every score in between.
                                                      Typically, if 25% of more of the SK children in
                                                      this community are “struggling” in a particular
                    Social Competence                 domain, a further analysis of that domain (sub-
                    While the majority of the         domain analysis) can identify specific areas of
                    Bracebridge area children         development or skills that these SK children
                    were ready for grade 1 in         haven’t fully developed. These children are
                                                      considered “not prepared” for the formal grade
                    this domain, 27% of the           1 curriculum in that particular developmental
                    children were not ready.          area (See back for description of sub-domains).

                                                      About the EDI …
                                                      The Ministry of Children & Youth
                    Emotional Maturity                Services (through the Ontario Early
                    Approximately one third of        Years Centres) funded supply time for
                    the children were identified      all local kindergarten teachers to
                    as either struggling or           complete the 8 page EDI survey for
                    advanced in their emotional       each student in SK in the winter of
                    maturity skills in Bracebridge    2006 (2005 or 06 for Muskoka).
                    by grade 1.                       Developed by researchers from the
                                                      Offord Centre of Children’s Studies,
                    Language & Cognitive              McMaster University, the purpose of
                    Development                       the EDI is to measure how prepared
                    A majority of children in         children are for the formal Grade 1
                    Bracebridage were identified      curriculum. This community snapshot
                    as average in Language and        report of the EDI is for the Parry Sound
                    Cognitive development,            / Muskoka Ontario Early Years and
                    while a quarter were              other local agencies to improve
                    struggling.                       community services for children before
                                                      they reach school.
                    Communication and                 Observations about the Bracebridge
                    General Knowledge                 EDI results ~
                    Many of the children in
                    Bracebridge were ready or                  On average, approximately one
                    advanced for the grade 1                    quarter of the children from the
                    curriculum in this domain.                  Bracebridge area were
                                                                identified as “struggling” in
                                                                each domain area.
                                                      EDI Domains of Readiness for Grade 1
  Domains of     Health &                                                                                                                                                                                                                                                                                                      Language &                                                                  Communication
  Readiness       Well -                                                                                                 Social                                                                               Emotional                                                                                                         Cognitive                                                                    & General
                  Being                                                                                                Competence                                                                             Maturity                                                                                                         Development                                                                   Knowledge

                                                                                                                                                            Readiness to explore new things

                                                                                                                                                                                              Pro-social / Helping Behaviours

                                                                                                                                                                                                                                                                                                                                    Interest in Literacy / Numeracy
                 Physical Readiness for School

                                                                                                                                                                                                                                Anxious & Fearful Behaviour
                                                                                                                                                             Independence & Adjustment

                                                                                                                                                                                                                                                                                     Hyperactivity & Inattention
                                                                                                     Overall Social Competence

                                                                                                                                                                                                                                                                                                                                                                                                           Communication & General
                                                                         Gross & Fine Motor Skills

                                                                                                                                 Respect & Responsibility
                                                 Physical Independence

                                                                                                                                                                                                                                                              Aggressive Behaviour
                                                                                                                                                                Approach to Learning

                                                                                                                                                                                                                                                                                                                                                                      Advanced Literacy
                                                                                                                                                                                                                                                                                                                                                                                          Basic Numeracy
                                                                                                                                                                                                                                                                                                                   Basic Literacy
                                                                                                                                                                                                                                                                                                                                               and Memory


A Closer Look at Bracebridge’s Specific Strengths and Weaknesses…

     SK students from Bracebridge, on average, were as prepared for school as their Ontario cohorts in
      all domains of formal school curriculum readiness.
     In particular, on average, children were able to demonstrate
     Although children from Bracebridge are typically ready for the grade 1 curriculum, the Emotional
      Maturity domain is the one domain with a slightly lower domain average. In addition, there was a
      higher percent of children identified as “struggling” (30%) in this domain.
     A further analysis of the Emotional Maturity domain revealed that a higher percent of children were
      not ready for the formal curriculum in behaviours related to hyperactivity and inattention such as
      restlessness, distractibility and impulsiveness.
     Although children on average were prepared for the grade 1 curriculum in the Physical Health and
      Well-Being domain, a further analysis does indicate that some children are more at-risk related to
      fine and gross motor skills (34% of children identified as at-risk demonstrated the greatest need for
      skill development).
     Pre-school programs in this community could better prepare children for the formal school
      curriculum by focusing on activities that build and enhance skills related to the Emotional Maturity
      type of skills such as ability to focus and settle into an activity as well as gross and fine motor skills.
     18 children, or 24%, were rated as requiring further assessment
 Other Interesting Facts ~
     Children that attended part-time pre-school or Junior Kindergarten are better prepared for
        school in relation to Language & Cognitive skills only (this group of children scored very close
        to this domain).
     Girls consistently score higher than boys on all domains (which is consistent across the Province).
     Children born earlier in the year scored higher in the all domains with the exception of the
        Emotional Maturity domain
  OEYC Parry Sound / Muskoka has many programs throughout Parry Sound & Muskoka. Call 1-800-850-8855 or
                                 1-800-461-7404 (645-3155) in Muskoka.
                                                                                                                                                                                                      Report prepared: by Kimberly
                                                                                                                                                                                                      Burns OEYC Data Analysis Co-
                                                                                                                                                                                                      ordinators, with the assistance of
                                                                                                                                                                                                      Brennen Peever and Lindsay Hall,
                                                                                                                                                                                     Report prepared: by Kimberly
                                                                                                                                                                                                      research assistants

                                                                                                                                                                                     Burns OEYC Data Analysis Co-
                                                                                                                                                                                     ordinators, with the assistance of
                                                                                                                                                                                     Brennen Peever and Lindsay Hall,
                                                                                                                                                                                     research assistants

To top