How to Avoid Legal Disputes with Parents through Meaningful Consultation LEADERSHIP TOOLKIT

Transcription

LEADERSHIP TOOLKIT
How to Avoid Legal Disputes
with Parents through
Meaningful Consultation
Are you interested in learning about the legal system regarding …..?
♦
♦
♦
♦
Meaningful consultation and how relevant it is to educational decisions made about students
Legal terms such as “undue hardship”
Custodial and guardianship rights
Questions you may have of a litigious nature
Then come to an exciting afterschool presentation by Terri Cohen from Harris & Co., law firm
retained by the Ministry of Education.
Terri Cohen
Date: January 15, 2009
Time: 3:30-6:00
Place: Kipp
Open to School
Administrators and
Teachers interested in
educational leadership
Terri Cohen is a partner at Harris & Company in Vancouver where she
represents boards of education and post-secondary education institutions
throughout British Columbia. She also acts as counsel for the Government
of B.C. and various provincial education associations.
During the past twenty years, Terri has acted as legal counsel before tribunals and courts in British Columbia and routinely provides advice on a wide
range of legal and policy issues in the public education sector in the areas of
education law, labour and employment law, constitutional law, human
rights, and administrative law.
In addition to her legal practice she has lectured and taught education law
and constitutional law at universities in Canada, the United States and Australia, and has written a number of books and articles regarding school law,
human rights, special education, and children’s rights.
She is currently a member of the board of the International Institute for
Child Rights and Development and teaches in the Faculty of Education at
the University of Victoria and at Royal Roads University.
Please register with Ruby Anderton at [email protected]. Please remember it
is important to register as soon as possible to confirm numbers for dinner.
Thank you
Susan Edgcombe
Taking the Temperature: Leadership Mindsets Review
January 8th, 2009
COLLABORATIVE LEARNING FOR LEADERS
Part One – All Leaders
7:15
Welcome Back
Coffee and Muffins
7:15
Reconnecting-Heroic Leaders
Video Clip
7:20
Leadership Mindsets; Assessing Impact Our Learning Road Map
Learning Outcomes
1. Leaders will be able to articulate their growth in understanding and applying the leadership mindsets.
2. Leaders will develop an understanding of an assessment model for evaluating the impact of
professional learning activities.
3. Leaders will provide their assessment of the effectiveness of the CL4L framework to date.
4. Leaders will provide input into the concepts to be included in the CL4L module: Building
Organizational Capacity.
5. Leaders will understand that effective mindsets will enable him/her to manage change in others.
7:25 Leadership Mindsets- A Review
•
Developing Your Personal Leadership Model: Review of Three Mindset Models and Personal
Graphic Organizer-A Second Look Through the Lens of Heroic Leaders…
Kaser and Halbert: Six Mindsets; Fullen: Leading Legacies; BCPVPA Leadership Standards
•
Your Leadership Hero
Think about a leader that you admire and the mindsets that they demonstrate. Which one of their
leadership mindsets would you most like to add to your leadership toolkit? Discuss in A/B Partners
8:00 Assessing Impact of Professional Learning:
•
•
Introduction of the Adapted Guskey Matrix: The Five Six Levels of Professional Development
Evaluation
Taking the Temperature: by Cohort Tables
8:25 Looking Forward Module Two: Building Organizational Capacity -On-line Survey
8:30 Break (Educational Leaders reconvene at 8:45am)
TOC DESK
NEWS
PLEASE
POST!
J an ua r y 7 , 2 009
The following information is intended to assist you as you plan any professional or
personal activities / leaves that require TOC coverage.
If you require emergency replacement or need to make
changes to a pre-booking for the current week, please call
604-793-4888 ext. 1
and leave a detailed message.
Consultations &
Non-Urgent TOC
Requests
Consultations for group booking dates and
non-urgent requests must be e-mailed to:
[email protected]
Each request must include:

The date
Teacher’s name
Name of the school
The teaching assignment
The reason for the absence
Any special instructions or parking
information
The following days are
currently available for
non-urgent TOC coverage
requests:
January – 13, 14, 15, 16, 20, 21
23, 28, 29 (am only), 30
February – 2, 6, 10, 11, 13, 17,
18, 23, 25, 27
March – 2, 3, 9, 11, 24, 25, 26, 27
Please note that available days
fill up quickly and all requests
will be processed in the order in
which they are received.
All E-mails will be responded to in the order
in which they are received.
Reminders:
•
If you request a day and it is unavailable you can always ask your administrator to place
your name on the wait list.
•
If you send an e-mail to the TOC_Desk requesting a TOC and DO NOT receive a response
within 3 days please check that your E-mail has been received. If you receive a
reference number then you know that you have a confirmed TOC booking.
•
If you are booking a TOC from a reserved group you must do so at least SEVEN TEACHING
DAYS in advance of the event. Reserved TOCs are released back into the pool if they
have not been booked seven teaching days prior.
!
W
E
N
Middle Years Language and Literacy
Graduate Program
(DUQD*UDGXDWH3URIHVVLRQDO&HUWLÀFDWH*3&DQGRUD0DVWHU·VGHJUHH0(GZRUNLQJRQFDPSXVIRUWKUHHVXPPHUVDQGRQOLQHIURPKRPHLQWKHIDOOVSULQJ-XVWIRXUFRXUVHVZLOOTXDOLI\\RXIRUD*3&DQGFDQWKHQEHDSSOLHGWR
DQ0(GLI\RXGHFLGHWRFRQWLQXH
Graduate Professional Certiﬁcate (4 courses) July 2009 - April 2010
M.Ed. (GPC + 6 courses) July 2009 - December 2011
The Program
July 2009
July 2009
Reading Processes in the School Curriculum: Research and Processes
Language Processes in the School Curriculum:Writing and Representing
Sept. - Dec. 2009
Technology in Middle years Literacy (on-line)
Jan. - April 2010
Differentiating Literacy in the Middle Years (on-line)
Graduate Professional Certiﬁcate in Middle Years Literacy completed!
July 2010
July 2010
Sept. - Dec. 2010
Jan. - April 2011
Language Processes in the School Curriculum: Oracy
Interpretive Inquiry
Literacies in Middle Years Social Studies, Science and Math (on-line)
Multiple Literacies in the Middle Years (on-line)
July 2011
Project Proposal and Literature Review
Sept. - Dec. 2011
Project Presentation and Dissemination
Master’s of Education Degree (and GPC) completed!
Application Deadline: February 28, 2009
Register online: http://registrar.uvic.ca/grad/
For information contact:
Dr. Deborah Begoray, Academic Advisor ([email protected])
Part Two – Educational Leaders
8:45
Managing Complex Change:
- Leadership Attitudes and Understandings
Strategizing vs. Strategy
Pressure and Support
The Implementation Dip
The Fear of Change
Technical Change vs. Adaptive Change
Resilience
- A Story to Share
- Personal Reflection
9:45
Stretch Break
10:05 Change is Personal: Understanding Our Own Change Stories

Small group discussions ( twos or threes)
Guiding questions/thoughts…
What do you want to accomplish/change? What is your vision/passion around this change?
What are the skills and knowledge that you bring to this work? Where will you go for help with the areas that
you need to develop?
How will you work with the people around you? What can you learn from the resistors and blockers?
What is your self-talk about this change? What are you saying that is getting in the way of successful change?
What are you saying that helps?
11:00 Looking Forward: Module Two: Building Organizational Capacity
CL4L Website Survey Questions
What does building organizational capacity mean to you?
Whose capacity are we building?
What do you see as some of the practical applications for building organizational capacity?
What would you see as the highest priority for your learning in building organizational capacity in the
upcoming leadership sessions?
11:20 Closure and Announcements
STUDENT PROJECTS
Students are encouraged to select a
Canadian heritage topic that has
personal relevance, conduct multi-level
research and present their findings in a
medium of their choice.
Projects can be created by individuals or
in groups. However, projects selected for
the FV Regional and National Fair can
be represented by one student only.
Teachers or other adult supervisors can
help, but all submissions must be
produced by students.
For more information and to register for the
Fraser Valley Regional Historica Fair
contact:
Linda McRae
Coordinator, FV Regional Historica Fair
Program Coordinator, MSA Museum Society
2313 Ware St.
Abbotsford, BC
V2S 5W3
Tel: 604-853-0313
Fax:604-853-0326
E-mail: [email protected]
www.abbotsford.net/MSAmuseum
Every project must include the following:
• A written research report
• A written summary
• A works cited or bibliography
• A backboard or table top display
• A creative component
Projects may be submitted in either a
single format or any combination of the
following formats:
• 3-Dimensional Presentations
• Creative Writing and Performance
• Multimedia Presentations
Historica Fairs begin as hands-on,
independent research projects.
Students take on the roles of historian,
interpreter, storyteller, and myth-maker.
They learn and teach others about
Canadian heroes and legends,
milestones in their community, or family
achievements.
Since its beginning in 1993, the Fairs
program has grown to include more
that 250,000 students across Canada
each year.
The Historica Fairs Program:
Please plan to get involved.
Call today and help Canadian youth
FIND THEIR PLACE IN HISTORY.
•
Creates an environment where
students are excited to learn and
share
•
Provides recognition for student
achievement
•
Celebrates cultural diversity and
multiple perspectives
•
Reveals connections between past
and present
•
Inspires Canadians to celebrate
their place in history
CURRICULUM
Curriculum comes alive through
participation in a Historica Fair!
The Fair authenticates student learning
and celebrates their success. Every part
of the curriculum can be linked in some
way to the tapestry of Canada and the
Historica Fair helps that happen. Children
should connect to a better understanding
of their Canadian roots and celebrate their
gift of living in Canada. For example:
Primary:
Grade 4:
Grade 5:
Grade 6:
Grade 7:
Grade 8:
Grade 9:
Grade 10:
Grade 11:
Grade 12:
Pioneer Life
Aboriginal culture
Immigration, bilingualism,
changing use of resources in
the community.
Their family’s traditional
culture, role of natural
resources in their
community.
Ancient civilizations in
Canada, archaeological
discoveries in their
community.
Early explorers to Canada,
Viking settlements
First European settlements,
Aboriginal culture, wars
between England and
France, United Empire
Loyalists
Construction of the CPR,
Confederation, Louis Riel,
immigration
Canada’s role in
international conflicts, the
Depression, Canada’s Flag
Communism in Canada,
Canadian peacekeeping,
Free Trade, international
treaties & agreements
SCHOOL FAIRS
School Fairs are as unique as the school
that is hosting them. They range in size and
style from a small display in the library to the
entire school involved in a historical
performance. They are attended by other
students, families and V.I.P.’s. School Fairs
are held at anytime before the end of March.
Students are selected to present their
Canadian heritage projects at the Regional
Fair in May.
Why host a School Historica Fair?
• A School Fair is a positive celebration
for your entire school community.
• Students create cross-curricular
projects thereby developing a variety
of learning skills.
• All students are given a voice to tell
their own stories in their own way.
Multiple perspectives are
encouraged!
• Creates connection between school,
students and families.
• Student’s enthusiasm, creativity and
passion make the School Historica
Fair a highlight of the school year!
REGIONAL FAIRS
Regional Fairs are held across the
country during the first week in May.
Students, in grades 4 to 9, represent
their school at these exciting community
events.
The Fraser Valley Regional Historica
Fair is held at the University College of
the Fraser Valley with 120 students
attending. Students showcase their
heritage research projects, meet their
peers from throughout the Fraser Valley,
participate in heritage workshops and
activities, and watch performances and
demonstrations by a number of
community groups.
Students have an opportunity to receive
a number of awards sponsored by local
and national organizations. Two students
are selected to attend the National
Historica Fair.
NATIONAL FAIR
The non-competitive National Fair is held
in July in a different Canadian location
each year. One hundred sixty five
students representing every province
and territory participate in a week long
history camp and National Exhibition.
The Historica Fairs
Program:
Creates an environment
where students are excited
to learn and share
Celebrates cultural diversity
and multiple perspectives
Promotes literacy
Encourages students to
explore issue of personal
relevance and take pride in
their heritage
Provides recognition for
student achievement
Historica Fairs begin as hands-on, independent research
projects. Students take on the roles of historian, interpreter,
storyteller, and myth-maker. They learn and teach others
about Canadian heroes and legends, milestones in their
community, or family achievements. Since its beginning in
1993, the Fairs program has grown to include more than
Find Your Place in History!
SCHOOL FAIR
REGIONAL FAIR
PROVINCIAL FAIR
School Fairs are as unique as
the school that is hosting
them. They range in size and
style from a small display in
the library to the entire school
involved in a historical
performance.
Regional Fairs are held across the
country during the first week in May.
Students, in grades 4 to 9, represent
their school at these exciting
community events.
B.C.’s first Provincial Historica
Fair was held in Kamloops at the
end of May/08. Five students
from each of the B.C. regional
fair sites attended a three day
heritage camp and exhibition.
They are attended by other
students, families and V.I.P.’s.
School Fairs are held anytime
before the end of February.
Students are selected to
present their Canadian
heritage projects at the
Regional Fair April 30 and May
1, 2009.
The Fraser Valley Regional
Historica Fair is held at the
University College of the Fraser
Valley in Abbotsford. Students
showcase their heritage research
projects and participate in heritage
workshops and activities. Two
students are selected to attend the
National Fair in July.
Curriculum comes alive
through participation in a
Historica Fair!
The Fair authenticates
student learning and
celebrates their success.
Every part of the curriculum
can be linked in some way to
the tapestry of Canada and
the Historica Fair helps that
happen. Children should
connect to a better
understanding of their
Canadian roots and celebrate
their gift of living in Canada.
NATIONAL FAIR
The non-competitive National
Fair is held in July in a different
Canadian location each year.
One hundred sixty five students
representing every province and
territory participate in a week
long history camp and National
Exhibition.
For more information and to register for the
Fraser Valley Regional Historica Fair
contact:
Linda McRae
Coordinator, FV Regional Historica Fair
Program Coordinator, MSA Museum
Tel: 604-853-0313
E-mail:[email protected]
www.abbotsford.net/heritagefair
www.bchistoricafairs.ca
We would like to gratefully acknowledge the
financial support of the Province of British
Columbia through BC 2008, a Ministry of
Tourism, Sports and the Arts initiative.
KIPP Conference Centre Schedule: January 12- January 16
DATE
TIME
9:00-3:00
ROOM
Slesse Room
4:00-5:30
4:30-8:00
7:00-9:00
GROUP / MEETING / SESSION
Early Development
Instruction/Kindergarten Planning
Collaboration for children with complex
needs
Dylan Williams Presentation
SFU Diploma Program
Chilliwack Schools Garden Program
Monday 12th
3:00-5:00
Tuesday 13th
3:30-5:30
Collaboration for Counselors
Chilliwack
Wednesday 14th
8:30-2:30
3:30-5:30
Assessment Team Training
Grade Group 3 Socials
Chilliwack
Chilliwack, Vedder,
Cheam Hall
Thursday 15th
11:30-1:30
Joint Ministry Child Family Development
and School District #33
Meaningful Consultation
Fraser
3:30-6:30
Chilliwack
Vedder
Cheam Hall
Chilliwack
Cheam Hall
Friday 16th
ROOM BOOKINGS at KIPP Conference Centre call: 604-701-6173 or email:
[email protected]
MAPPING EARLY CHILD DEVELOPMENT:
Chilliwack
(SCHOOL DISTRICT #33)
COMMUNITY SUMMARY – Fall 2008
Introduction
The Human Early Learning Partnership (HELP) brings together academic, government, school and
community partners to help us understand early child development across British Columbia. The
ECD Mapping Project involves mapping population level child development data. This data may
be combined with socio-economic and community asset information to enhance the understanding
of children’s development throughout the province. An important goal of the project is to assist
communities in using maps to monitor early child development, and in developing effective local
responses that support the needs of children and families. The project is administered by HELP, in
partnership with community networks and school districts of British Columbia. The project is
funded by the Government of BC.
This report provides a summary and analysis of the ECD Mapping project undertaken in
Chilliwack, School District #33.
Assessing Children’s Development
The Early Development Instrument
A key component of the ECD Mapping Project is the Early Development Instrument (EDI), a
research tool that assesses the state of children’s development in kindergarten. Measuring
children’s development at school entry is important because it reflects the quality of children’s
early experiences. We now understand how early experiences set trajectories for life long health,
learning and behaviour.1
The EDI is a checklist that kindergarten teachers complete for each child in their class after they
have known their students for several months. All teachers undergo a standardized training in the
administration of the instrument.
1
Hon. Margaret Norrie McCain, J. Fraser Mustard and Dr. Stuart Shanker (2007), Early Years Study 2:Putting Science
into Action, Council for Early Child Development
ECD Mapping Project
Chilliwack Community Summary – Fall 2008
The EDI is a wholistic measure of children’s development, providing measurement on these five
distinct scales:
1) Physical health and well-being
This scale provides an assessment of:
• Fine and gross motor development
• Levels of energy
• Daily preparedness for school (tired, late, hungry)
• Washroom independence
• Established handedness
2) Social competence
• Cooperation and respect for others (children and adults)
• Ability to work within the school environment
• Socially appropriate behaviour during school activities
• Self-control, self-confidence
3) Emotional maturity
• Pro-social behaviour: helping, tolerance, empathy
• Aggressive behaviour
• Anxiety, hyperactivity, inattention, impulsiveness
• Informal, peer-to-peer interaction
4) Language and cognitive development
• Interest in books, reading, language-related activities (rhyming, group reading)
• Literacy: ability to recognise letters, read and write simple words
• Interest in simple math related activities
• Numeracy: ability to recognise and compare numbers, count, sort, etc.
5) Communication skills and general knowledge
• Ability to clearly communicate one’s own needs and understand others in English
• Clear articulation
• Active participation in story-telling (not necessarily with good grammar and syntax)
• Interest in and general knowledge about the world
In its development, the EDI has undergone psychometric testing across Canada to ensure its
validity and reliability.2 Ongoing testing is carried out both in Canada and other countries that are
2
Magdalena Janus, et al (2007), The Early Development Instrument: A Population-based Measure for Communities,
Offord Centre for Child Studies
ECD Mapping Project
using the EDI. Some particular work is being done on ensuring that the instrument is sensitive to
children’s development across cultures and that there is high consistency in how the instrument is
completed by different teachers.
Vulnerability
The EDI is most commonly used in B.C. to understand the vulnerability of the population of
children. The determination of vulnerability is based on the distribution of scores from the first
complete round of data collection in the province. The vulnerability threshold or cut-off is the EDI
score that delineates the children who scored in the bottom of the distribution. Children who fall
below the cut-off are said to be vulnerable in that aspect of development. The appropriate
interpretation of vulnerability is that the child is, on average, more likely to be limited in his or her
development than a child who scores above the cut-off. Vulnerabilities can be determined on
each scale, and on one or more, or two or more, scales.
BC has now completed two “waves” (rounds) of EDI data collection in every school district. After
the first provincial data collection, the vulnerability cut-offs were converted into fixed scores for
each scale of children's development. These scores serve as a “baseline” of the state of early child
development at school entry, and create a stable unit of comparison to show how vulnerabilities
may change over time.
Interpretation
Results from the EDI are interpreted only at the level of the group (school, neighbourhood, region,
or school district). Results are never interpreted at the individual level. Communities benefit from
this research in a number of ways. The research helps show where there are large differences in
children’s development; where groups of children are more or less developmentally ready for
school across communities, regions, and the province; and how broad socio-economic factors may
influence children's early development. This information can help community members become
more aware of ways to create environments to help children thrive.
Understanding Change
Changes in vulnerability are considered to be notable if they are larger than 5% or if they represent
a quintile (or color) change in the neighbourhood. For areas that have collected data on more than
two occasions, it is also possible to look at multi year trends in children’s development.
Analysis of change results must include an understanding of each of the cohorts. Is the size of the
population similar from one time to the next? With smaller cohorts, fewer children will influence
a larger change in the proportion vulnerable. Did the same schools and communities participate in
each data collection? In which years were the data collected and have there been notable changes
in the community in that time?
ECD Mapping Project
Children’s development is influenced by a variety of factors, among them: genetics, family
environment, socio-economic conditions, neighbourhood influences, availability of early child
development services and policy directions. Changes in the state of children’s development at the
level of the population will be as a result of the interplay of these factors in a community. EDI
results can be used to guide community planners and policy makers in making decisions about
priorities for early child development supports and services, but they cannot be accurately used to
evaluate one aspect of the environment, or one specific program, in isolation from the others.
The Community
For the purposes of this project, the Chilliwack district has been divided into eleven
neighbourhoods or areas. Children’s scores are mapped in their area of residence, not in the area
where they go to school. Neighbourhood boundaries were originally established through the
consensus of local ECD intersectoral coalitions in most communities in the province. HELP was
instrumental in coordinating this boundary definition process.
The table below shows the number of children in each neighbourhood in each round of data collection. There were a
total of 817 children in Wave 1 (2000-2004), 770 children in Wave 2 (2005 – 2007) and 745 in 2008.
Neighbourhood
Wave1
Wave2
2008
Greendale/Chilliwack Mountain
17
26
31
Yarrow/Cultus Lake
69
53
56
Sardis South
155
141
131
Sardis West
65
64
46
Sardis East
39
33
43
Chilliwack West
61
57
42
Chilliwack South
108
105
101
Chilliwack North
68
48
59
Fairfield/Little Mountain
97
79
84
Rosedale/Chilliwack East
68
75
48
Promontory/Ryder Lake
70
89
103
ECD Mapping Project
EDI Results
Vulnerable on at Least one Scale of Development
•
District wide, 35.4% of children were vulnerable on at least one scale of development in 2008.
This indicates a continuation of the trend towards higher vulnerability that was seen between
Wave 1 (27.5%) and Wave 2 (35.8%).
•
The area with the highest proportion of children vulnerable (61%) was Chilliwack North.
Three other neighbourhoods, Rosedale/Chilliwack East (58.3%), Chilliwack South (51.5%)
and Chilliwack West (47.6%) all had more than 45% of children vulnerable both in 2008 and
in the previous round of data collection.
•
Fairfield/Little Mountain where vulnerability was over 45% in Wave 2 had a reduction in
vulnerability to 32.1% in 2008.
•
The lowest proportions of vulnerability in 2008 (16.3%) were in Greendale/Chilliwack
Mountain and Sardis East. This represented a substantial decrease from the second round of
data collection in each area, although in both neighbourhoods vulnerability was higher than in
Wave 1.
ECD Mapping Project
•
Yarrow/Cultus Lake, Sardis South, Promontory/Ryder Lake and Sardis West all had between
25 and 30% of children vulnerable in 2008.
Vulnerability Across the Scales (2008)
•
District wide, the largest proportion of children vulnerable was on the Emotional Maturity
scale (18.4%).
•
Vulnerability was distributed across all scales with none having less than 12% of children
vulnerable.
•
The smallest proportion of children vulnerable was on the Language and Cognitive
Development scale (12.2%).
•
Greendale/Chilliwack Mountain was one of the lowest vulnerability neighbourhoods. The
largest proportion of vulnerability was found on the Social Competence scale (16.1%). Two
scales, Physical Health and Well-Being (9.7%) and Language and Cognitive Development
(6.5%) had less than 10% of children vulnerable.
•
Sardis East was the other neighbourhood with the overall lowest vulnerability. The only scale
in this neighbourhood that had higher than 10% of children vulnerable was Emotional Maturity
(11.6%). There were only 2.3% of children vulnerable on Language and Cognitive
Development.
•
Yarrow/Cultus Lake had the highest proportions of children vulnerable (12.5%) on both the
Physical Health and Well-Being and the Social Competence scales. Both the Communication
Skills (7.1%) and the Emotional Maturity (8.9%) scales had less than 10% of children
vulnerable.
•
Sardis South had less than 10% of children vulnerable on all scales, except for
Communication Skills (10.7%). These lower proportions would suggest that in Sardis South,
children are more likely to be vulnerable on only one scale. The lowest proportion was on the
Language and Cognitive Development scale where only 4.6% of children were vulnerable.
•
Sardis West had a considerably higher proportion of children vulnerable on the Physical
Health and Well-Being scale (19.6%). There were only 4.3% of children vulnerable on both
the Language and Cognitive and Communication scales.
•
Chilliwack West had considerable vulnerability across all of the scales. The Physical,
Emotional and Communications Skills scales all had over 20% of children vulnerable. The
lowest proportions of children vulnerable (14.6%) were on the Social Competence and
Language and Cognitive scales.
•
Chilliwack South and Chilliwack North both had over 20% of children vulnerable on each of
the scales. Chilliwack North had over 30% of children vulnerable on each scale except for
Language and Cognitive Development (25.4%). Chilliwack South had the highest proportion
ECD Mapping Project
of vulnerability on the Physical Health and Well-Being scale (30.7%) and the lowest on the
Social Competence (22.8%).
•
Fairfield/Little Mountain had moderate vulnerability across all scales. The highest
proportion was on the Social Competence scale (20.2%) and the lowest on both the Physical
Health and Well-Being and the Communication Skills scales (13.1%).
•
Rosedale/Chilliwack East was another neighbourhood with a high level of overall
vulnerability. There were 41.7% of children vulnerable just on the Emotional Maturity scale.
The lowest level of vulnerability was on the Language and Cognitive Development scale
(18.8%).
•
Promontory/Ryder Lake had a pattern of vulnerability that was similar to some other
neighbourhoods in this district. The highest proportion of vulnerability was on the Emotional
Maturity scale (16.5%). All other scales had less than 10% of children vulnerable with the
lowest proportions on the Language (6.8%) and Communications (5.8%) scales.
% Vulnerable by Scale 2008
Physical
Health &
WellBeing
17.3
Social
Competence
Emotional
Maturity
18.4
Language
and
Cognitive
Development
12.2
Communication
Skills and
General
Knowledge
14.9
16.0
Greendale/Chilliwack Mountain
9.7
16.1
12.9
6.5
12.9
Yarrow/Cultus Lake
12.5
12.5
8.9
10.7
7.1
Sardis South
9.2
9.2
8.5
4.6
10.7
Sardis West
19.6
10.9
8.7
4.3
4.3
District Wide
Sardis East
4.7
7.0
11.6
2.3
4.7
Chilliwack West
21.4
14.6
21.4
14.6
23.8
Chilliwack South
30.7
22.8
26.0
23.8
25.7
Chilliwack North
35.6
32.2
37.3
25.4
33.9
Fairfield/Little Mountain
13.1
20.2
15.5
15.5
13.1
Rosedale/Chilliwack East
29.2
27.1
41.7
18.8
25.0
Promontory/Ryder Lake
9.7
8.7
16.5
6.8
5.8
ECD Mapping Project
Considerations for Community Planning
EDI results can be used as one tool to guide planning for young children and families in the
community. The results must be considered within the context of the variety of factors that
influence early child development: family environment, socio-economic conditions,
neighbourhood influences, availability of early child development services and policy directions.
The first step in understanding EDI results is to take time to reflect, as individuals and community
members, as to the environmental trends that may be impacting children’s development in your
area. The EDI results will provide a catalyst for both community conversation, and action.
Some of the results to take note of in Chilliwack are:
♦
Over one-third of children are vulnerable across the district. This is consistent with
the level of vulnerability in the last round of data collection. It represents a
significant increase since Wave 1.
♦
There is considerable disparity between neighbourhoods. There is a range from
over 60% of children vulnerable in Chilliwack North to just over 16% in
Greendale/Chilliwack Mountain and Sardis East.
♦
The highest proportion of children vulnerable was on the Emotional Maturity scale.
This is the scale that measures children’s behavioural interactions with peers and
adults. Vulnerability on this scale means that children exhibit more anxious,
aggressive, or anti-social behaviour.
♦
The lowest level of vulnerability was found on the Language and Cognitive
Development scale. This is the scale that measures children’s emerging literacy
and numeracy skills.
♦
Chilliwack has three neighbourhoods where over half of the children are vulnerable.
This level of vulnerability has been consistent for two rounds of data collection.
Being developmentally vulnerable at school entry means that children are, on average, more likely
to remain behind as they progress through the school system and ultimately, to struggle with the
skills and competencies needed to succeed in life as an adult. Communities must work in
collaboration, across all sectors, and in partnership with governments and researchers, to reduce
childhood vulnerability.
This research was conducted by the Human Early Learning Partnership. Community maps
created for this project are available on the HELP website: www.earlylearning.ubc.ca
All materials from the project are available to be used liberally in support of activities that assist
in early child development.
For further information, contact:
Joanne Schroeder, Community Development Manager,
Human Early Learning Partnership [email protected].
Or for information on local ECD planning and services,
Karin Rempel, HELP Community Trainer, [email protected]
t
n
e
m
p
o
l
e
v
e
Child D and
Safety Fair
Friday
Feb. 27th, 2009
9:30 – 11:30
Evergreen Hall
9291 Corbould Street, Chilliwack
Find out
about your child’s speech,
hearing, nutrition, dental,
physical, intellectual and
social development.
There will be two
shows by
Will Stroet
a children’s musician at
9:00-9:30am
and 11:30–12:00.
Find out
free snacks,
facepainting
and
activities
Safety
Fair
about community programs,
services and supports
focused on children from
birth to 5 years
of age.
car seat clinic
helmet fitting
fire safety
Sponsored by:
School District #33
stranger danger
Safety Bear
and much more
City Wide Literacy Challenge
January 1-21, 2009
Presented by the Chilliwack Learning Community Society, Chilliwack Early Years Committee and the Chilliwack Times
We are challenging everyone in Chilliwack
to read for 20 minutes a day for 21 days.
It typically takes 21 days to form a new habit.
We want to help make reading your healthy habit.
1. Watch for your reading passport in the Chilliwack Times on December 12, 2008.
2. Clip it out and keep it in a prominent place. Read for 20 minutes every day of the challenge. Check the
calendar boxes on the passport for each day you read. If you miss a day of reading, don’t worry, just
continue where you left off.
3. Take your passport to one of the following locations before January 26 at 12noon to be eligible to win
some great prizes:
✔ Any Public School (only until Jan 22) ✔ YMCA - 45844 Hocking Ave ✔ City Hall - 8550 Young Rd
✔ Chilliwack Library - 45860 First Ave
✔ UFV - 45635 Yale Road, Building A, Reception Desk
✔ Yarrow Library - 4670 Community St ✔ Chilliwack Times - 45951 Trethewey Ave
✔ Ecole LaVerendrye - 6610 Lickman Rd ✔ Chilliwack Chamber of Commerce - 45966 Yale Rd
Other ways to get involved!
December & Join the Family Reading Club at the
January
Chilliwack and Yarrow Libraries
January 23 Literacy Fund Raiser at Chilliwack
Bruins Hockey Game
January 26 City Wide Literacy Challenge Draw and
presentation at City Hall
January 27 Celebrate National Family Literacy Day
with your family
✶ Set up a Corporate Challenge at your place of business
✶ Donate funds or books to Family Literacy Programs:
• Families in Motion (McCammon Elementary & Downtown Family Place)
• Central Gateway for Families (Central Community School)
• Parents as Literacy Supporters (Bernard or Cultus Lake Elementary)
• Chilliwack Book Bin Project
✶ Purchase a Scholastic Books Library and donate it to a
community program
For more information about the City Wide Literacy Challenge please contact Debbie Denault at [email protected]
or 604-792-0025 ext. 2434. For more information about National Family Literacy Day please visit www.literacybc.ca
Write with me, Count with me, Read with me, Today and Everyday.
City Wide Literacy Challenge
January 1-21, 2009
Presented by the Chilliwack Learning Community Society, Chilliwack Early Years Committee and the Chilliwack Times
We are challenging everyone in Chilliwack
to read for 20 minutes a day for 21 days.
Read
Read
It typically takes 21 days to form a new habit.
We want to help make reading your healthy habit.
1. Read for 20 minutes every day of the challenge. Check the calendar boxes on the passport for
each day you read. If you miss a day of reading, don’t worry, just continue where you left off.
2. Take your passport to one of the locations listed on the passport before January 26 at 12noon
to be eligible to win some great prizes.
City Wide Literacy Challenge January 1-21, 2009
Read as many days as you can from January 1-21. Drop off your completed passports before January 26 at 12noon to be eligible to win some
great prizes. Passports can be dropped off at the following locations: Any Public School (only until Jan 22), YMCA - 45844 Hocking Ave, City
Hall - 8550 Young Rd, Chilliwack Library - 45860 First Ave, Yarrow Library - 4670 Community St, Chilliwack Times - 45951 Trethewey Ave,
Ecole LaVerendrye - 6610 Lickman Rd, Chilliwack Chamber of Commerce - 45966 Yale Rd, UFV - 45635 Yale Rd, Building A, Reception Desk.
Jan 1
Jan 2
Jan 3
Jan 4
Jan 5
Jan 6
Jan 7
Jan 8
Jan 9
Jan 10
Jan 11
Jan 12
Jan 13
Jan 14
Jan 15
Jan 16
Jan 17
Jan 18
Jan 19
Jan 20
Jan 21
Your Name: _______________________________________________
Phone Number: ____________________________________________
Age: ❏ 2-4 ❏ 5-11 ❏ 12-18 ❏ 19-64 ❏ 65+
A member of the Chilliwack Learning Community Society would be pleased to contact you if you are interested in:
❏ volunteering in a literacy program ❏ becoming a volunteer tutor ❏ joining a literacy committee ❏ donating to a Community Literacy Program.
Your name and phone number will not be used for any other purposes.