Transcript EARLY DEVELOPMENT INSTRUMENT

THE EARLY DEVELOPMENT
INSTRUMENT (EDI)
e-EDI
Teacher Information & Training
Session
Today’s Presentation
1. School Readiness
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
Age 15
Desired results
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 preprogrammed 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.
Readiness for school
• 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
What is school readiness?
 Context of early experiences
 Reflects developmental outcomes and milestones achieved during
the first five years of life
 A measurable holistic concept involving several developmental
areas
 Child’s ability to benefit from the activities provided by the 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)
Readiness for school…
Ready Schools
Ready Children
Ready Parents
Ready Government
Ready Policy
Ready Communities
What is the EDI?
• The EDI is teacher-completed checklist that
assesses children’s readiness to learn 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 how
children will do in elementary school.
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 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 IS USING IT?
Across Canada:
Internationally:
1999-2008 over 620 000 children
Australia (full coverage)
USA
Mozambique
Chile
Moldova
New Zealand
Kenya
Jamaica
Kosovo
Mexico
UK
- Full provincial coverage in Ontario,
Manitoba, BC, Saskatchewan, PEI and
NB
- Implementations in Quebec, Nova
Scotia, Alberta, Newfoundland,
Nunavut, Yukon
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 Manual 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.
• INSERT LINK TO e-EDI General Teacher
Instructions
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. 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
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
AM Class
PM Class
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!!
Q8
Identified Special Needs – Cannot be left blank!!
Yes
Child identified already as
needing special assistance
due to chronic medical,
physical, or mental disabling
conditions, e.g., autism, fetal
alcohol syndrome, Down
syndrome
Child requires special
assistance in the classroom
No
* * Gifted or talented * *
Please mark, instead, their
special talents in Section B,
questions 34-39
If you only suspect that the child
may be suffering from a disabling
condition, or the condition is not
severe enough for the child to be
classified as “special needs.”
(Please indicate the problem in
Section D of the questionnaire.)
IMPORTANT!!
Q9 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 15
Student Status
• Student must be currently in your class to do the EDI
• If the student has been:
–
–
–
–
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!
NEW Section D
NEW Section D
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
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
Done?
• Remember to fill out
your Teacher
Participation Form
& Teacher Training
Feedback Forms
(from the main menu)
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 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.
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
YOUR SCHOOL’S EDI CONTACT
QUESTIONS?