Transcript EARLY DEVELOPMENT INSTRUMENT

THE EARLY DEVELOPMENT
INSTRUMENT (EDI)
e-EDI
Teacher Information & Training
Session
A large number of children at a
small risk for school failure
may generate a much greater
burden of suffering than a
small number of children with
a high risk
(Based on Rose 1992, Offord et al. 1998)
Today’s
Presentation
1. WHY CARE ABOUT EARLY CHILDHOOD
DEVELOPMENT
2. WHY THE EDI
3. BACKGROUND
4. WHO IS USING IT
5. COMPLETING THE e-EDI
QUESTIONNAIRES
1. WHY CARE ABOUT
EARLY CHILDHOOD
DEVELOPMENT?
EARLY YEARS MATTER:
They set the stage for further
development
Binocular vision
‘Sensitive periods’ in early
Central auditory system
Brain Development
Habitual ways of responding
Language
Emotional control
Symbol
Peer social skills
Relative quantity
High
Low
0
1
2
3
Years
4
5
6
7
Hertzman , 2007
EARLY YEARS MATTER:
• Child’s experiences in the early
years of life are pivotal for how
the genes that govern many
aspects of neurobiological
development are expressed
• Child’s capacity to learn when
they enter school is strongly
influenced by the neural wiring
that takes place in the early years
Readiness to learn concept
Children are born ready to learn:
the neurosystem is
pre-programmed to
develop various
skills and
neuropathways,
depending on the
experience it
receives.
School Readiness
Refers to the child’s ability to meet the task demands
of school, such as:
• being comfortable exploring and asking questions,
• listening to the teacher,
• playing and working with other children,
• remembering and following rules.
In short, it is the ability to benefit from the
educational activities that are provided by
the school.
School Readiness involves…
ready
children
ready
parents
ready
schools
ready
communities
ready
policy
2. WHY THE EDI?
Benefits
Results from the Early Development Instrument
(or EDI) will enable us to:
• Look forward – adjust school programs to meet
the current needs of incoming students (schools).
• Look backward – adjust early childhood
programs to help ensure children are ready to learn
and make it easier for them to make the transition
to school (community).
Benefits cont’d
• Schools use EDI data by itself for program
planning.
• Community uses EDI data in conjunction
with other information (e.g., EQAO results,
population statistics, other community
information) to identify neighbourhoods
where additional early years supports may
be required.
Canadian Association of Principals
“EDI data in conjunction with other data
can be used to create, maintain, and
monitor community support for programs
and policies affecting young children….
Analysis can increase public understanding
of the factors which contribute to early
child development, inspiring a commitment
to fundraising, policy development and
other initiatives.”
Source: Canadian Association of Principals – Student Readiness to Learn and the
School Ready to Teach: an Internet Essay and Collection of Selected Documents:
www.schoolfile.com/cap_start/schoolready.html (2003)
3. BACKGROUND OF
THE EDI
What is the EDI
• The EDI is teacher-completed checklist that
assesses children’s readiness to learn before
they enter formal schooling (Grade 1).
• In other words, it measures the outcomes of
children’s pre-school experiences as they
influence their readiness to learn at school.
• As a result, the EDI is able to predict how
children will do in elementary school.
How the EDI works
The EDI assesses children’s readiness to
learn when they enter school by looking at
five key areas of child development:
1) Physical
health and
well-being
2) Emotional
health and
maturity
2-3) Maturity
3) Social
knowledge
and
competence
4) Language
development and
thinking skills
5) Communication
skills and general
knowledge
•The EDI
is……..
–A population (or
large group)
measure
–A way to
understand
trends in the
development of
kindergarten
children
•The EDI is
not……..
–An individual
child or
diagnostic
measure
–A way to
evaluate
teachers or
individual
programs
Who Developed It?
• The EDI was developed at McMaster
University’s Offord Centre for Child
Studies in 1997.
• The instrument was designed and tested
in collaboration with teachers and
educators.
Teachers’ Input
• In the process of development, the EDI was
streamlined using further input from
teachers.
• Questions that did not seem clear enough,
or did not bring any new information, have
been removed.
Validity Testing
• The EDI has undergone extensive pilot
testing, and has been compared with direct
assessment results and parent reports.
• It has also been repeated on the same group
of children within a short space of time.
• The EDI demonstrated reliability in all
these tests.
4. WHO IS USING IT?
Across Canada:
1999-2007 over 520 000 children
• Full provincial coverage in Ontario,
Manitoba and BC
• Implementations in Quebec,
Saskatchewan, Nova Scotia, Alberta,
Newfoundland, PEI, New Brunswick,
Nunavut
• Only region not covered is Yukon
Internationally:
Australia (full coverage)
USA - a few isolated sites
Chile
New Zealand
Jamaica
Kosovo
Mexico
Interest: UK, Israel, Cuba
5. COMPLETING THE
e-EDI
QUESTIONNAIRES
Implementation Timelines, Deadlines
1.Teachers receive e-EDI
Training
- Insert Date
2.Teachers complete EDI
questionnaires on-line
- Insert Date
3.Teachers “lock in” each
child’s questionnaire as they - Insert Date
are completed
Why this part is important to you?
• It will take approx 20 minutes to complete
each questionnaire.
• The first 2-3 questionnaires may take more
time than the average 20 minutes.
• However, once you have completed a few, it
should take closer to 10 minutes per
questionnaire.
Tip # 1
• Due to the “learning curve” involved,
it is considerably more efficient to
complete all the questionnaires in one
sitting.
One sitting may involve 2 or 3 consecutive days,
depending on the number of students you have.
Getting Started: Your EDI Package
Around insert date you will receive an EDI package
containing the following items:
1)
2)
3)
4)
Additional Explanatory Notes for Teachers (One per teacher)
EDI Guide
(One per teacher)
Local Class List (One per class)
e-EDI guide (One per teacher)
EDI Guide
• Intended to facilitate completion of the EDI;
based on comments from teachers.
• Please read the whole Guide once before
starting to complete the questionnaires.
• While completing the e-EDI you can click on
the Guide button and a pdf version of the EDI
Guide will pop up
Tip # 2
• Read the entire EDI GUIDE once before
starting on the questionnaires.
• After you have read the EDI Guide, consult it
only if in doubt.
e-EDI Teacher Guide for Completion
• Provides information – steps to guide the
on-line completion of EDI questionnaires
• Open to further comments: If you have
comments pertaining to either of the guides,
please write them on a separate sheet of
paper and enclose with your completed
questionnaires.
Before you Begin the e-EDI
1.
2.
3.
4.
Review the e-EDI questions.
Get your login and password.
Have your class lists available.
Ensure that all the children in your class(es)
have a local ID and are included on your list.
5. Review any background materials
6. If applicable, list student’s whose
parent’s/guardians have declined permission
7. Good luck and thank-you!
Accessing the e-EDI
In your Internet browser type in:
www.e-edi.ca
Signing In
Teacher’s
email here
Ensure that
ENGLISH is
chosen
The initial password is
the Teacher’s EDI ID
Teacher Menu
Tip # 3
• Use the Navigation Bar to change screens
• Using your browser’s forward and back buttons
may cause some information to be lost
Teacher Participation Form
• Please fill-out after the completion of your class
e-EDIs.
• The form can be found by choosing Teacher
Participation Form from the home page.
What is the Teacher Participation
Form for?
• Helps us keep everything organized when you
return the questionnaires to us.
• It also provides information on the general
characteristics of the population of teachers
and their experience with the EDI.
• It is not intended for evaluation of any sort.
The information will be examined as a whole,
not on an individual basis.
YOU ARE NOW READY TO
TACKLE THE
QUESTIONNAIRES!
General Instructions
• Responses to the questions should be based on
your observations of the students reflecting
his/her CURRENT developmental status.
(The child does not need to be present)
• Use ‘I don’t know’ as a last resort only,
especially in the student demographic page
(page 1). Questionnaires received with too
many ‘I don’t knows’ cannot be used in the
final analysis.
e-EDI Questionnaire: Overview
• Demographics -identifying information
• Remainder – 5 sections (labeled A-E),
based on the 5 key areas of child
development
Step 1: Identify the child
• At the Right of the class list there is an 11-digit
child identification number (generated by
McMaster University) called the EDI ID#.
Local Class List
Match the corresponding Local ID# with the Local Class
List (which contains children’s names) to ensure you are
thinking about the right child.
Step 2: Confirm the child’s identity
• Quickly double-check that
the DOB, Gender and
Postal Code at the top of
the screen is the same as the
information on the Local
Class List.
• This will confirm that the
questionnaire is indeed
for that child.
Missing or incorrect label
information
• If any of the information is incorrect or missing, enter
the correct information on the Child Demographics
page of the e-EDI
• Click Save EDI
Tip # 4
Continuously save as you work!
After 15 minutes of inactivity you will be
automatically logged off the system and all your
unsaved changes will be lost
What if I can’t find a prelabeled questionnaire for a child
in my class?
Type
child’s local
ID
Click Add
Student
Remember to add all of the student’s information on the
Student Demographic screen
What if a child has moved to
another school?
• Only complete the first screen (Child
Demographics) for that child
• When you choose
–
–
–
–
in class for less than one month
moved out of class
moved out of school
other
• The system will tell you to stop and lock the
questionnaire
What if 2 teachers teach the
same class (job sharing)?
• Only one questionnaire per student should
be filled out.
IMPORTANT!!
Q 7 Special Needs – Cannot be left blank!!
A professional must identify the child as special
needs, this is not meant to be an assessment by the
teacher. For example a child identified already as
needing special assistance due to chronic medical,
physical, or mental disabling conditions (e.g.,
autism, fetal alcohol syndrome, Down syndrome)
and/or a child requires special assistance in the
classroom. Please see Guide for provincially
specific SN definition.
IMPORTANT!!
Q 8 ESL
Refers to a child for whom English is NOT their
first language AND who needs additional
instruction in English. A child is NOT considered
ESL if his/her first language is English, or the
child is able to speak another language apart from
English, but whose English is fluent, or a child
whose first language (developmentally) is not
English but whose English is fluent.
Tip # 5
If you have a lot of “don’t know”
answers, put this child’s e-EDI aside
and observe the child for a few more
days
REMAINDER OF THE
EDI QUESTIONNAIRE
• Complete Sections A – E by selecting the
appropriate response for each question
• Read Section E carefully. The system will not
recognize it as complete until your answers are
in agreement
• Once completed, click Check for Completeness
(at top of page)
If the system tells you…
Go back to incomplete sections
and fill in any answers you missed
You are done!
Click
here
Locking a Questionnaire
•You will get a message asking if you are sure that you
want to continue with locking the child.
•If so, click OK. You will be returned back to the Class
Information page.
Done?
• Remember to fill out
your Teacher
Participation Form
& Teacher Training
Feedback Forms
(from the main menu)
Privacy and Confidentiality
• All information collected is kept completely
confidential and used for statistical purposes only
• Parents are informed about the research by letter;
participation is voluntary; consent is passive
• NO CHILD OR TEACHER IS EVER IDENTIFIED
IN OUR REPORTING
YOUR SCHOOL’S EDI CONTACT
Insert your school’s EDI
contact info here
QUESTIONS?