How do I ensure my staff is trained? Do you have online options? Do you still offer in-person (private or zone) training? What is the cost?
At this time, we will not be offering in-person training due to travelling restrictions. However, we have an exciting new EYE-TA option available: we are offering online training for those educators new to the EYE-TA or for those who would like a refresher. Contact your EYE Account Success Manager at The Learning Bar for more information.
For those who would like to do training in-house with their new staff, we still have all our training resources (PPTs and videos) on the website.
For those who would like to do training in-house with their new staff, we still have all our training resources (PPTs and videos) on the website.
What if teachers want suggestions on COVID best practices?
Safety guidelines and school policy vary greatly from one jurisdiction to another, making it difficult to provide specific recommendations. Please contact us to discuss this question.
How are other jurisdictions dealing with the matter of EYE-TA materials used by multiple children?
There are measures that can be implemented to minimize cross-contamination during an EYE-TA evaluation. These include having extra sets of sorting items in bins that can be stored away for a set number of days and laminating Assessment Plates so they can be wiped down after a child has touched them. Children can also create their own ‘magic wands’ for the situations when they need to point to something. Our EYE-TA Activity Dashboard has a COVID compatibility filter to help you find activities that fit your specific teaching environment.
Can I extend my session? (since I’m not going to see my children in person as often, since some children may be coming back soon after the session is set to close, etc.)
Yes, absolutely! Just contact us with your new closing date.
Something to consider: whereas some children may be returning to classroom instruction later in the school year, there may be an option to open a mid-evaluation (along with your regular pre- and post-evaluations) at a time of your choosing to capture these new children entering the classroom. If you are interested, contact us to discuss this option.
Something to consider: whereas some children may be returning to classroom instruction later in the school year, there may be an option to open a mid-evaluation (along with your regular pre- and post-evaluations) at a time of your choosing to capture these new children entering the classroom. If you are interested, contact us to discuss this option.
Can I delay or postpone my start date?
Yes, absolutely! Contact us to let us know about the new start date.
Something to consider: whereas some children may be returning to classroom instruction later in the school year, there may be an option to open a mid-evaluation (along with your regular pre- and post-evaluations) at a time of your choosing to capture these new children entering the classroom. If you are interested, contact us to discuss this option.
Something to consider: whereas some children may be returning to classroom instruction later in the school year, there may be an option to open a mid-evaluation (along with your regular pre- and post-evaluations) at a time of your choosing to capture these new children entering the classroom. If you are interested, contact us to discuss this option.
What if there is another school shut-down?
We will be flexible and responsive to your needs. Contact us to discuss options.
Can I reassess the kindergarten cohort from last year who only did the Pre-assessment?
Yes, this is a possibility. There are certain considerations to keep in mind if you decide to assess your Grade 1 cohort; we would welcome the opportunity to discuss them with you.
What if we aren’t able to assess at all?
We can discuss some different options. Please feel free to contact us.
Can I complete the EYE-TA online?
We do not recommend using the EYE-TA in an online environment. The EYE-TA is designed to be an observational assessment where data is collected and recorded as part of existing classroom practices, routines, and activities.
Do you have activity suggestions for families?
Teachers can share some of the EYE resources we have available for families, specifically the Family Activity Cards and Experiences that Can Strengthen your Child's Development.
Do you have online EYE-TA activity suggestions after I have my results?
Our EYE-TA Activity Dashboard has a COVID compatibility filter to help you find activities that fit your specific teaching environment. The dashboard contains the EYE-100 Domain Strengthening Activities, the Simple Activities Targeted Activities to Assess EYE-TA Items, and the 15 Play-based Activities to Assess All 42 EYE-TA Items.
Does item XYZ apply in a COVID setting? Ex.1: Item B7 - Observe classroom rules - Should I include observations of the children following the COVID measures or limit it to the usual classroom rules? Ex. 2: Item A1 - Should I include COVID-related signs (sanitizer station, arrows on the floor, etc.) as possible signs or just stick to signs in a pre-COVID environment like recycling and bathrooms?
If COVID-related signs and rules are part of the child’s school environment (the “new normal” per se) they can be included along with the usual rules and signs you would have used in a non-COVID environment.
Do you have activities that are meant to be done outdoors or can be adapted for the outdoors?
The items from the Gross Motor domain as well as many others can be completed outdoors. We have also included a filter in our Activity Dashboard for activities that can be done outdoors.
I'd like to do more teaching outdoors. Do you have tips and best practices?
Great! Here are some suggestions for outdoor instruction offered by Laura Kielpinski, Director of Operations and Education at the Canadian Ecology Centre who has a B.Ed. and over 20 years or experience in outdoor education. Contact her for more information (laura@canadianecology.ca).
- Start simple, like reading a book outdoors
- Consider reverse planning: find a spot you really like and think of which activity you could do there.
- The children might be excited the first time you take them outside, but the more you do it, the more they will get used to it and will less likely act out. They will be calmer when they go back inside too.
- Use what’s around you in your lessons, for ex., for math, estimate and measure the distance between soccer goal posts. For time-telling, create a big clock with stones to create the numbers and branches as the hands of the clock.
- Consider cross-curricular activities instead of only focusing on one subject at the time. (This is easier with cohorts who are bubbled and stay with the same teacher and classmates for all/most of the day). Stay outdoors for hours or a half-day to make it worth your while of getting dressed and going to your spot.
- Rearrange the order you teach certain things to fit the weather. Take advantage of the great fall weather to go outdoors.
- Be creative, think outside the box.
- Create art using natural materials like branches, leaves, acorns, etc.
- Empower the children to be part of the new processes like dumping supplies in soapy water after use, etc.
- Name a “safety person” to take care of holding the door open, bringing the hand sanitizer, and other COVID-related tasks.
- Have the kids put their arms out to remind them of spacing at various points of the activities.
- If you’re still fearful of the children getting too close (when they get excited about spotting a frog, for ex.), get them to wear their masks for the activity. If they are really engaged, they won’t even notice they’re wearing them.
- Lay out mats or hula hoops as “magic sit spots” to ensure physical distancing.
- Adapt games, for instance for “Freeze Tag” have the children tag each other with pool noodles.
- Have the children add features to their masks to make them fun and part of the game. For example, have a “Beaver Team” as well as an “Eagle Team” with cardboard buck teeth and beaks, respectively, affixed to their masks.
- If using worksheets, they can be affixed to clipboards. They can also be inserted in acetate covers and wiped off for reuse.
- For a quick whiteboard, cover cardboard or foam core with a white garbage bag and use erasable markers.
- Talk to the families about volunteering and helping out with cleaning and distancing.
- If some children don’t have proper outdoor wear, reach out to families to see if any have extras then can donate.
- Start simple, like reading a book outdoors
- Consider reverse planning: find a spot you really like and think of which activity you could do there.
- The children might be excited the first time you take them outside, but the more you do it, the more they will get used to it and will less likely act out. They will be calmer when they go back inside too.
- Use what’s around you in your lessons, for ex., for math, estimate and measure the distance between soccer goal posts. For time-telling, create a big clock with stones to create the numbers and branches as the hands of the clock.
- Consider cross-curricular activities instead of only focusing on one subject at the time. (This is easier with cohorts who are bubbled and stay with the same teacher and classmates for all/most of the day). Stay outdoors for hours or a half-day to make it worth your while of getting dressed and going to your spot.
- Rearrange the order you teach certain things to fit the weather. Take advantage of the great fall weather to go outdoors.
- Be creative, think outside the box.
- Create art using natural materials like branches, leaves, acorns, etc.
- Empower the children to be part of the new processes like dumping supplies in soapy water after use, etc.
- Name a “safety person” to take care of holding the door open, bringing the hand sanitizer, and other COVID-related tasks.
- Have the kids put their arms out to remind them of spacing at various points of the activities.
- If you’re still fearful of the children getting too close (when they get excited about spotting a frog, for ex.), get them to wear their masks for the activity. If they are really engaged, they won’t even notice they’re wearing them.
- Lay out mats or hula hoops as “magic sit spots” to ensure physical distancing.
- Adapt games, for instance for “Freeze Tag” have the children tag each other with pool noodles.
- Have the children add features to their masks to make them fun and part of the game. For example, have a “Beaver Team” as well as an “Eagle Team” with cardboard buck teeth and beaks, respectively, affixed to their masks.
- If using worksheets, they can be affixed to clipboards. They can also be inserted in acetate covers and wiped off for reuse.
- For a quick whiteboard, cover cardboard or foam core with a white garbage bag and use erasable markers.
- Talk to the families about volunteering and helping out with cleaning and distancing.
- If some children don’t have proper outdoor wear, reach out to families to see if any have extras then can donate.
What can I expect in terms of results? Will they be different from other years, i.e., will there be a “COVID slide”?
It is hard to tell how the events from last year and the current circumstances will affect the results. You may wish to compare this year’s results with the ones from previous years’ cohorts to see if there have been any significant changes.
As before, there are no expectations in terms of the children’s pre-assessment scores since we are talking about skills to seamlessly enter into Grade 1. The EYE-TA is a great tool for identifying areas that require more attention. As usual, use the pre-evaluation results to focus your instruction.
As before, there are no expectations in terms of the children’s pre-assessment scores since we are talking about skills to seamlessly enter into Grade 1. The EYE-TA is a great tool for identifying areas that require more attention. As usual, use the pre-evaluation results to focus your instruction.
How do I share the results with families?
EYE results can still be shared with families. Child Reports can be mailed home (on a case-by-case basis) and a virtual follow-up meeting between families and teachers can be arranged. Teachers can also arrange to meet with families virtually and reports can be shared at that time via screen sharing technologically. The second page of the Child Report (if used by your jurisdiction) is a useful way to share information with families as well.
How do I work with my multidisciplinary team to analyze the results and create plans for the children?
The EYE Child Action Plan (for the pre-assessment) is a great template to brainstorm, record, and track child-level information as you work through a plan with your team.