b'A working group of Early Years Educators, Family Centre staff and school staff established THE TAKEAWAY 57% five key priorities during the 2018-2019 school year:To value the ongoing work within the partnership Social-emotional skills increased 1 (school division, family centres & child-care providers connected to schools) dramatically for students in full- of students who wereday kindergarten (FDK), laying theat risk for reading 2 To identify important partners to add to partnership(Early Years Centres outside of LRSD Schools) foundation for learning in Grade 1.difficulties in the fall of Improving social-emotional skills2018 are now developing early in life is associated with 3 To engage with community child-care providers for preschool children decreased vulnerability as childrenappropriately.mature into young adulthood.*4 To increase family engagement in early learning * Jones, Greenberg and Crowley 2015, https://ajph.aphapublications.org/doi/pdf/10.2105/AJPH.2015.302630.5 To continue support for strong play-based programming ESTIMATES OF THE GROWTH In the coming years, the plan is to develop school and child-care working groups based on the geographyIN EARLY YEARS EVALUATION TEACHER ASSESSMENT (EYE-TA) SUBTEST SCORES, FDK, 2018-2019around a school. There are four pilot working groups who have developed surveys to determine familyFall and Spring scores are based on a scale of 1 to 3interests within each community. One of the goals is to create early years events based on feedback fromFALL SPRING families while continuing to strengthen the connection between school and community providers as a20182019GROWTH result of these ongoing conversations and programs. Awareness of Self and Environment2.202.600.40FULL-DAY KINDERGARTEN Social Skills and Approaches to Learning1.852.260.41EARLY YEARS EVALUATION/SMALL-SCALE PILOT STUDY, 20182019 Cognitive Skills1.492.450.96158 studentsin 20182019. Language and Communication1.762.150.399 classrooms in 4 schoolsFine Motor1.722.380.66in cole Provencher, St. George School, Lavallee School and Victor H. L. Wyatt School. Gross Motor2.322.700.38147 students were assessed PROGRAM EFFECTS FOR CHILDREN2 evaluations WITH LOW INITIAL SCORES ON EYE-TA SUBTESTS, FDK, 2018-2019The Expected Annual Growth represents student growth one would expect to achieve due to growing one year older. Annualized Growth is the expected change achieved over the course of one year. The Program Effect is the portion of the change that is strictly attributable to FDK. In conclusion, children SPRING 2019 RESULTS enrolled in FDK, made learning gains well over and above what one would simply expect due to maturity.59 students with identified vulnerabilitiesin the fall were re-evaluated in the spring. Expected AnnualizedProgram Annual GrowthGrowthEffect All 6 domains of learning improvedbeyond maturation alone (fine and grossAwareness of Self and Environment0.390.880.49 motor skills, cognitive skills, language and communication, social skills, and awareness of self and environment), decreasing vulnerability to learning challenges across different socio-economic levels,Social Skills and Approaches to Learning0.260.880.62 and for Indigenous children. Cognitive Skills0.511.340.83 Social Skills and Approaches to Learning improved 70%Language and Communication0.450.690.24 more than by maturation alone.Fine Motor0.521.140.62 Cognitive Skills improved 62%more than by maturation alone. Gross Motor0.340.950.6140 41'