Identify skills deficits: Anticipating what skills the incoming cohort will likely struggle with will assist the classroom teacher to effectively plan the first few months of school. For example, if there is a trend in the data that suggests many of the incoming cohort struggle with the skills associated with the Language and Communication domain, teachers can begin the school year with play-based activities targeted at strengthening these skills.
By sharing these skills data trends with external partners (literacy or multi-agency organizations) children’s learning needs will be met at a community-wide level.
Form a Demographic Profile: Through consistent re-assessment of those children with Tier 2 and Tier 3 learning needs in the Post EYE-TA, the “Demographic Profile” on the Post EYE-TA School Report can be used to track trends in a school’s demographic makeup. School leaders can examine trends in gender as well as age.