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Neighbourhood Profiles 2020 Acknowledgements

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Neighbourhood Profiles 2020 Acknowledgements Children & Youth Neighbourhood Profiles 2020 Acknowledgements This report is the result of efforts * EDI (Early Development Instrument) and input from committee information includes the following members, working with school boards. The Early Development United Way of Kingston, Frontenac, Instrument (EDI) scores in this report Lennox & Addington. are based on neighbourhoods where children reside, rather than the school BmDodo Strategic Design, Graphic Design Samantha Buttemer, Public Health they attend. and Preventive Medicine, Queen’s University Sarah Cassidy, Special Assignments Teacher, Algonquin and Lakeshore Catholic District School Board Algonquin & Lakeshore Catholic District School Board Limestone District School Board Laurie Dixon, Data Analysis Coordinator, Conseil des Écoles Catholiques du Centre-Est City of Kingston de l´Ontario Connor Dorey, Special Projects and Research Analyst, Conseil des École Public de l´Est de l´Ontario County of Lennox and Addington Kevin Farrell, Manager of Continuous Improvement, County of Frontenac The document is available at: Laura Gillam, Research Analyst, www.unitedwaykfla.ca/ Limestone District School Board Cheryl Hitchen, Social Policy & Strategic Community communityprofiles Development, City of Kingston Kim Hockey, Director Community Initiatives, This project is an ongoing process of community United Way KFL&A collaboration and continues to evolve over time as our Malaya Sagada, Database Assistant, data collection capacity is further developed. Every United Way KFL&A attempt has been made to ensure accuracy in this publication, however errors may occur. Bhavana Varma, President and CEO, United Way of KFL&A For more information please contact the United Way at 613-542-2674 *see page 4 for more information about EDI 2 – Acknowledgements Table of Contents Acknowledgements .............................. 2 Maps ......................................... 13 Table of Contents ............................... 3 Neighbourhoods ............................ 13 Purpose of Report & Report indicator themes ........ 4 Population Density .......................... 14 Early Development Instrument (EDI) ................ 5 % Vulnerable ............................... 15 EDI Outcomes .................................. 6 Kingston West (K7-a) ......................... 16 Statistics Canada Data ........................... 7 Kingston West (K7-b) ......................... 18 Family Economic Resource Indicators ............... 8 Kingston South West (K5) ..................... 20 The Community Profiles Report ................... 12 Kingston Central West (K3-a) .................. 22 Community Neighbourhoods .................... 13 Kingston Central West (K3-b) .................. 24 Kingston Central South East (K2-a) ............. 26 Kingston Central South East (K2-b) ............. 28 Kingston Central North (K6-a) ................. 30 Kingston Central North (K6-b) ................. 32 Kingston East (K4-a) .......................... 34 Kingston East (K4-b) ......................... 36 North of 401 (K1) ............................ 38 Frontenac Islands (FI) ......................... 40 South Frontenac (FLA1-4) ..................... 42 Central & North Frontenac (FLA5-6) ............ 45 Loyalist (FLA8) .............................. 48 Greater Napanee (FLA9) ...................... 50 Stone Mills (FLA7) ........................... 52 Addington Highlands (FLA10) ................. 54 Appendix .................................. 56 Table of Contents – 3 Purpose Report of the Indicator Report Themes Community Profiles for Children and Youth in the The Community Profile includes indicators to The EDI is a Canadian made research tool that KFL&A Region is the result of a collaborative community measure how well children and youth are doing was developed at the Offord Centre for Child effort. The report provides specific information by in various neighbourhoods across the Kingston, Studies at McMaster University. It is a UNESCO neighbourhood that will support service providers, Frontenac, Lennox & Addington region. We have – reviewed measurement of early childhood professionals, and organizations by identifying areas of provided a brief explanation of the indicator development and is currently implemented strength and vulnerability in the population of children themes and their connection to child and youth throughout Ontario in partnership with the and youth. well-being. Ministry of Education, the Offord Centre for Child The data contained within this resource is just one piece Early Development Instrument (EDI) Studies and local Data Analysis Coordinators. of a more complete picture. We must also consider our “Early Development Instrument: A Population- The EDI is a teacher-completed checklist that experience and personal knowledge of the communities based Measure for Communities” (EDI) provides assesses children’s readiness to learn before we serve to fully appreciate the challenges presented. population based data about early child they enter formal schooling (Grade one). The This is the fourth edition of the Community Profiles development to communities and governments so EDI is not an assessment of individual students Report. The report was first produced in hard copy in that they can put into place programs and policies or schools but a measure of the outcomes of a 2005; subsequent editions were produced in 2010, 2015, to support healthy child development for all child’s preschool experiences as they influence and this most recent report in 2020. families within unique communities. their readiness to learn at school. This refers to a child’s ability to meet the task demands of school, The 2010, 2015 and 2020 Community Profiles Reports are such as: playing and working with other children, available for download at: https://www.unitedwaykfla.ca/ listening to the teacher, remembering and communityprofiles/ following rules, and being comfortable exploring and asking questions. 4 – Purpose of Report 5 Core Areas of Early Childhood Development The questions on the EDI measure core areas of early child development that are known to be good predictors of adult health, education and social outcomes. (https://edi.offordcentre.com/) 1. Physical health 2. Social knowledge 3. Emotional health/maturity 4. Language and cognitive 5. Communication skills and and well-being and competence development general knowledge • ability to reflect before acting • gross and fine motor skills • self-control and self- • interest in books, reading and • skills to communicate socially confidence • a balance between too fearful language-related activities appropriate ways • holding a pencil and too impulsive • co-operation and respect for • age-appropriate reading and • symbolic use of language • running on the playground others (children and adults) • ability to deal with feelings at writing skills the age-appropriate level • story telling • motor coordination • socially appropriate behavior • interest in simple math- during school activities • empathic response to other related activities • age-appropriate knowledge • adequate energy levels for people’s feelings about life and the world classroom activities • ability to play and work with • ability to understand around them others similarities and differences • independence in looking after own needs • ability to recite back specific pieces of information from • daily living skills memory Core Areas of Child Development – 5 EDI Outcomes The EDI is a population based research tool that One of the key measures of the EDI is the percentage measures developmental changes or trends in of children who are vulnerable or at risk for problems population of kindergarten aged children across in later childhood, by capturing those that are unique geographies. While Kindergarten teaching struggling, but may have not been formally identified. teams complete an EDI questionnaire for each of The total group of children who are vulnerable (not their students, the results are not used to evaluate on track) are defined by The Offord Centre as those individual children, nor are they used to rank teachers, children who score below the lowest 10th percentile schools or school boards in any way. In this report, of the distribution of scores. EDI scores are calculated based on the home postal code of the students in order to increase awareness and provide evidence to support community initiatives to support healthy child development in the communities that children live in. On Track Not on Track Top: Middle: At Risk: Vulnerable: Highest 100% – 75% 75% – 25% 25% – 10% Lowest 10% 6 – EDI Outcomes To be vulnerable means that a child is at risk of encountering future challenges in education, health and overall well-being. Vulnerable (Not on Track) Percentage of Children Vulnerable, At Risk and On Track by EDI Domain in KFL&A, 2018 The total group of children who score below the lowest 10th percentile of the distribution of scores. Physical Health & Well Being 19.3 3.9 76.3 Vulnerable on 1 or More Domains KFL&A Children who score in the lowest 10th% (not on track) Ontario 16.3 4.5 79.2 on 1 or more of the 5 EDI domains. Data in this EDI report has been grouped by Social Competence neighbourhood(s) where sample sizes are sufficient KFL&A 11.6 17.9 70.4 to protect student, school and board confidentiality. Ontario 9.9 14.9 75.1 Emotional Maturity KFL&A 19.8 15.1 65.0 Ontario 11.3 13.8 74.6 Language & Cognitive Development KFL&A 11.0 15.3 73.6 Ontario 7.5 12.2 80.1 Communication Skills & General Knowledge KFL&A 10.7 14.8 74.6
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