Why school districts like the EYE:

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


Coordinators are very impressed with your (the KSI) team and the response time to their questions. Thank you so much for the personal touch you give to building relationships.

Vicki Cooke,
Senior Manager Early Learning Branch,
Alberta Education

The principal and the Kindergarten teacher instituted their first summer literacy camp in August ... they focused on Grade 1-2 students. Attendance was by invitation and they used EYE as a key piece of information to identify those students who were most in need of support during the summer camp.

Scott Tunison,
Saskatoon Public Schools

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.