Why school districts like the EYE:

  • Cost savings
  • Early identification
  • Affordable
  • Easy to administer
  • Involves multidisciplinary teams
  • Supports inclusive school practices


The new reports are great with the division of the gross and fine motor skills that provides more accurate and specific results. Always so impressed with EYE-DA!

Jacqueline Firlotte,
Transition to School Coordinator,
New Brunswick

It is valuable to participate in the school team meetings/class clinics once the fall EYE-DA reports are available ... and to have the chance to administer the assessment and build rapport with the students.

(from an SLP)

I really do believe that the EYE-DA is a wonderful tool to help children, parents and schools with the transition from home to school. It gives schools the opportunity to offer support directly or indirectly,  whether it is cognitive support, speech support or OT support to name a few. It is an excellent opportunity to initiate conversation between parents and the school – it is the beginning of a relationship!

Mary-Therese Davies,
Transition to School Coordinator,
New Brunswick

Early Years Evaluation (EYE)

The Early Years Evaluation (EYE) is designed to assist educators in assessing the skills of children aged 3 to 6 years as they prepare for and make the transition to school. The EYE is most often used as part of a transition-to-school program, and consists of two complementary components: the EYE-Teacher Assessment (EYE-TA); and, the EYE-Direct Assessment (EYE-DA). See www.earlyyearsevaluation.com for more information. 


Early Years Evaluation - Teacher Assessment (EYE-TA)

To teach students to read early and well, classroom teachers must determine students’ competency levels across multiple domains of early learning. Research suggests that classroom-based assessment positively affects student outcomes when it is frequent, formative, and instructionally relevant. The EYE-TA provides a systematic framework that kindergarten or grade one teachers can use during the first few months of school to structure their frequent observations and informal assessments. It assesses five domains of early learning closely associated with their readiness to learn to read: Awareness of Self and Environment; Social Skills and Approaches to Learning; Cognitive Skills; Language and Communication; and, Physical Development. The EYE-TA uses a web-based tool which calculates each child’s scores, provides separate reports for teachers and parents, and summarizes the results with graphical reports at the school, district, and provincial levels.


Early Years Evaluation - Direct Assessment (EYE-DA)

Research indicates that most reading difficulties can be prevented with early identification, excellent classroom instruction, and appropriate intervention. This is the premise on which the EYE-DA was created and continues to guide implementation practices. The EYE-DA is an individually administered direct assessment of pre-kindergarten children ages 3 to 5 years. The EYE-DA takes about 30-45 minutes per child and assesses four key areas of early childhood development: Awareness of Self and Environment, Cognitive Skills, Language and Communication, and Gross and Fine Motor Skills. A web-based tool has been developed for the EYE-DA which calculates each child’s scores, provides separate reports for each child, and summarizes the results with graphical reports at the school, district, and provincial levels.