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Children and Youth Children and Youth Community Profiles Kingston, Frontenac, Lennox and Addington 2010 Acknowledgements This report is the result of collaborative efforts and input from the Children’s Services Planning Tables in the South East Region, the United Way serving KFL&A and the project lead team (listed below). Emily Cassell, Data Analysis Coordinator, Lanark John Cunningham, Epidemiologist, PHRED Program, LL&G Public Health Laurie Dixon, Data Analysis Coordinator, Kingston and the Islands Megan Hughes, Data Analysis Coordinator, Hastings, Frontenac and Lennox & Addington Phil Jones, Data Analysis Coordinator, Prince Edward and Hastings Suzanne Sinclair, Epidemiologist, PHRED Program, KFL&A Public Health Mary Slade, Data Analysis Coordinator, United Counties of Leeds and Grenville Bhavana Varma, President and CEO, United Way serving KFL&A Kim Hockey, Director, Community Investment, United Way serving KFL&A BmDodo Strategic Design Graphic Design EDI and EQAO information includes the following school boards. Algonquin and Lakeshore Catholic District School Board Catholic District School Board of Eastern Ontario Conseil des écoles publiques de l’Est de l’Ontario Conseil des écoles catholiques de langue française du Centre-Est Hastings & Prince Edward District School Board Limestone District School Board Upper Canada District School Board Chairs or co-chairs of our various Planning Tables: Hastings-Prince Edward Children’s Services Group: Joanne TenWolde: 613-476-6038 Terry Swift: 613-966-3100 KFL&A Children’s Services Steering Committee: JoAnne Maltby: 613-546-8535 Daren Dougall: 613-548-4535 Every Kid in Our Community – United Counties of Leeds & Grenville: Keith McPhee: 613-342-2917 Lanark County Planning Council for Children, Youth and Families: Suzanne Geoffrion: 613-264-9991 Nicki Collins: 613-257-8260 The document is available at www.unitedwaykfla.ca. This project is an ongoing process of community collaboration and continues to evolve over time as our data collection capacity is further developed. Every attempt has been made to ensure accuracy in this publication, however errors may occur. Table of Contents 2 Acknowledgements 3 Table of Contents 4 Report indicator themes 4 Education 5 Readiness to Learn 7 Population 8 Family Economic Resources 9 Community Neighbourhoods 10 The Community Profiles Report Maps 10 10 • KFL&A 11 • Social Risk Index 12 • EDI Low in One or More Domain 13 • Multiple Challenges Index 14 West 15 South West 16 Central West 17 Central South East 18 Central North 19 East 20 North of 401 21 Loughborough 22 Storrington 23 Portland 24 Bedford 25 Central Frontenac 26 North Frontenac 27 Loyalist 28 Greater Napanee 29 Stone Mills 30 Addington Highlands 31 References Report Indicator Themes Indicators for Children and Youth in the South East Region, Education is the result of a collaborative community effort. The report is intended to provide specific information that will support EDI – Early Development Instrument service providers, parents, professionals, and organizations by “Early Development Instrument: A Population-based Measure identifying areas of strength and vulnerability in the population for Communities” (EDI) provides population based data about of children and youth. The data contained within this resource early child development to communities and governments so is but one piece of a more complete picture. that they can put into place programs and policies to support We must also consider our experience and personal healthy child development for all families within unique knowledge of the communities we serve to fully appreciate communities.1 The EDI is a teacher-completed checklist the challenges presented. that assesses children’s readiness to learn before they enter formal schooling (Grade one). The EDI is not an assessment The Community Profile includes 35 indicators to measure how of individual students or schools but a measure of the well children and youth are doing in various neighbourhoods outcomes of a child’s preschool experiences as they influence across the South East Region. We have provided a brief their readiness to learn at school. This refers to a child’s explanation of the indicator themes and their connection ability to meet the task demands of school, such as: playing to child and youth well-being. and working with other children, listening to the teacher, remembering and following rules, and being comfortable exploring and asking questions. Hastings Mississippi Highlands Mills Carlow Bancroft Lanark Highlands Mayo Addington Beckwith Highlands Faraday Drummond/ North Frontenac North Elmsley Montague North Grenville Limerick Wolleston Tay Valley Edwarsburgh Merrickville /Cardinal Wolford Tudor & Central Frontenac Augusta Cashel Elizabethtown Marmora Brockville Madoc Rideau Lakes Athens Front of Yonge Tweed Stone Mills South Frontenac Central Leeds & the Stirling Hastings Thousand Islands Rawdon Tyendinaga Kingston Greater Loyalist Belleville Napanee Quinte West Frontenac Islands Prince Edward 4 Five Domains Of School Readiness To Learn There are five domains of “school readiness to learn” included in the Early Development Instrument: 1. Physical health and well-being 5. Communication skills and general knowledge • gross and fine motor skills • skills to communicate needs and wants • holding a pencil in socially appropriate ways • running on the playground • symbolic use of language • motor coordination • story telling • adequate energy levels for classroom activities • age-appropriate knowledge about life and the world around them2 • independence in looking after own needs • daily living skills 2. Social knowledge and competence EDI – Multiple Challenge Index • self-control and self-confidence There are 16 sub-domains within the five major • co-operation and respect for others domains of the EDI. Each of the sub-domains (children and adults) represents a relatively homogenous aspect of • socially appropriate behavior during a child’s development. If a child scores low (below school activities the cut-off) on 9 or more of the 16 sub-domains he/she is considered to have multiple challenges. • ability to play and work with others Analysis of the distribution of the number of challenges in one or more sub-domain indicates that having scores below the cut-off in 9 or more pointed to serious problems in multiple domains. Three of the 5 domains have 4 sub-domains, 3. Emotional health/maturity one has 3, and the last one has 1. Therefore • ability to reflect before acting experiencing challenge in 9 sub-domains means • a balance between too fearful and too impulsive that they are from at least 3 of the major five developmental domains.3 • ability to deal with feelings at the age-appropriate level • empathic response to other people’s feelings EDI – Results EDI results are disseminated based on where the child lived at the time of the test and are not linked to the school or board they attended at that time. EDI is a population-based measurement tool and 4. Language and cognitive development thus results are reported by community, regardless of school or school board locations. Data in this • interest in books, reading EDI report has been grouped by neighbourhood(s) and language-related activities where sample sizes are sufficient to protect • age-appropriate reading and writing skills student, school and board confidentiality. • interest in simple math-related activities The EDI maps included in this document • ability to understand similarities and differences are colour-coded to show the percentage of vulnerable children in each neighbourhood. • ability to recite back specific pieces Red indicates a higher percentage of vulnerable of information from memory children in that neighbourhood. 55 EQAO- Education Quality and Accountability Office Readiness to Learn This indicator provides an average “The first six years of life lay the of EQAO Primary and Junior reading, foundation for many knowledge writing and math data for 2008/09 bases and skills required for for the schools in each of our successful school adjustment neighbourhoods, as well as grade 9 and later adult competence. applied mathematics scores and grade The readiness, or developmental 10 OSSLT scores. The primary and junior status of a child when he or she assessments are administered in grade makes the transition from home 3 and grade 6 respectively. to school, is the result of a complex web of interactions between the The assessment results averaged in this report capture child’s genetic endowment and student performance at a specific point of time (2008/09 school year). To conduct an in-depth analysis the results the child’s environment.” should be considered together with other information about student performance over time. Student assessment is most effective when data is interpreted in context, and examined over time to determine trends in performance. This information is provided to give us a glimpse into how well our children and youth are performing across A child’s readiness to learn can be defined in terms the South East Region. The tables reflect the average score of five domains: physical well-being and motor development; of the schools geographically located in the neighbourhood.4 emotional health and a positive approach to new experiences; social knowledge and competence; language skills, and The EQAO scores related by neighbourhood should be general knowledge and cognitive skills. These components interpreted with caution. The percentages represent the go well beyond traditional ideas that determine
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