Transcript EARLY DEVELOPMENT INSTRUMENT
THE EARLY DEVELOPMENT INSTRUMENT (EDI)
e-EDI Teacher Information & Training Session
Today’s Presentation
1. Developmental Health 2. Early Development Instrument (EDI) 3. Using e-EDI system 4. Completing the questionnaires
EARLY YEARS MATTER:
They set the stage for further development
‘Sensitive periods’ in early Brain Development High Binocular vision Central auditory system Habitual ways of responding Language Emotional control Symbol Peer social skills Relative quantity 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
Trajectories - Continuation of Differences
Hypothetical growth trajectories Kindergarten Age 10 Age 15 Simple continuation of differences Kindergarten Age 10 Age 15 Increasing differences
Target for interventions
Hypothetical growth trajectories Kindergarten Age 10 Age 15 School-based interventions Kindergarten Age 10 Age 15 Desired results
Target for interventions
Hypothetical growth trajectories Kindergarten Age 10 Age 15 School-based interventions Kindergarten Age 10 Age 15 Frequently-achieved results
Target for interventions
Hypothetical growth trajectories Kindergarten Age 10 Age 15 Pre-school-based interventions Kindergarten Age 10 Desired results Age 15
Key Principles…
•
The later you attempt to change a trajectory the more energy that is required
•
Therefore a major effort has to be made in the early years when neural systems are most plastic and compromises or constrictions are most readily overcome
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.
Developmental Health at School Entry
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.
Development Health at School Entry
• School – understood as Grade 1 • Many marked differences between curriculum in Kindergarten and Grade 1 • Kindergarten provides transition between play-based preschool and home environment to the academically-based environment of grade school
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)
What is the EDI?
• The EDI is teacher-completed checklist that assesses children’s developmental health when they
enter
school. • In other words, it measures the outcomes of children’s
pre-school
(0-6 years) experiences as they influence their readiness to learn at school.
• As a result, the EDI is able to
predict
children will do in elementary school.
how
A Population-Based Measure
• The EDI is designed to be interpreted at the
group level
. • The EDI does
not
provide diagnostic information on individual children.
Teacher Perception Data
• Perception is good • Teachers are educated experts • Teacher intuition is extremely accurate • Grades, report cards, parent-teacher conferences • Scientific evidence, both from the EDI and other studies, that teachers’ rating of children are actually more reliable in predicting children’s future academic success than direct tests
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 and resource allocation •
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.
•
Advocacy
for families and children.
How the EDI works
The EDI assesses children’s developmental health 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 IS USING IT?
Across Canada
Around the World
COMPLETING THE e-EDI QUESTIONNAIRES
Implementation Timelines & Deadlines
1. Teachers receive e-
EDI Training
Today!
2. Teachers complete EDI questionnaires on-line - Today until XXXXX 3. Teachers “lock in” each child’s questionnaire as they are completed - Today until XXXXX
Time
• It will take approx 20 minutes to complete each questionnaire. • However, once you have completed a few, it should take closer to
10 minutes
per questionnaire.
• Best students and struggling students completed quickly….middle ground students require more thought.
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
You will receive an
EDI package
containing the following items:
1) Additional Explanatory Notes / FAQ 2) EDI Guide 3) ClassList from OCCS 4) Local Class List 5) e-EDI Instructions
(One per teacher) (One per teacher) (One per class) (One per class) (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 if in doubt.
e-EDI Teacher Instructions 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.
• e.EDI General Teachers Guide.doc
Before you Begin the e-EDI
1. Review the e-EDI questions 2. Get your login and password
.
3. Have your class lists available
.
4. 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
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.
EDI Questionnaires
Class List
Step 1: Identify the child
• At the top of every questionnaire page 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.
Enter into the Questionnaire
Child Demographic Page
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
IMPORTANT!!
Q 7 - Special Needs – Cannot be left blank
IMPORTANT!!
Q 9 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.
IMPORTANT!!
Q 14 Student Status – cannot be left blank
• Child must be currently in your class • If the child has: – been in class for less than one month – moved out of class – moved out of school – other …Indicate this and DO NOT COMPLETE ANY FURTHER!
Tip # 3
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
Remainder of the EDI Questionnaire
• Complete Sections A – E by selecting the appropriate response for each question
Section B
Section E
• Answer these questions to the best of your knowledge. Use data from the students file if available. If you do not know the answer to the question please indicate ‘Don’t Know’.
• Once completed, click
Check for Completeness
Finishing and Checking
SECTION E
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.
Adding a student
Type child’s Local ID Click Add Student Remember to add all of the student’s information on the
Student Demographic screen
• Remember to fill out your
Teacher Participation Form
&
Teacher Training Feedback
Forms (from the main menu)
Done?
Teacher Participation Form
• Helps us keep everything organized when you return the questionnaires to us.
• It also provides information on the general characteristics of the
population
experience with the EDI.
of teachers and their • It is
not
intended for evaluation of any sort
.
The information will be examined as a whole,
not
on an individual basis.
Privacy and Confidentiality
• All information collected is kept completely confidential and used for statistical purposes only •
NO CHILD OR TEACHER IS EVER IDENTIFIED IN OUR REPORTING