Transcript EMPATHY AND EXPRESSION OF AFFECT IN SIBLING …

GUIDELINES FOR COORDINATORS
Cindy Walsh
SRL Program Coordinator
Offord Centre for Child Studies
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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.
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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.
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Early Development Instrument (EDI)
Teacher-completed
104 questions grouped into the five
domains
Indicators of special problems and
special skills
Up to 10 questions about the child’s
pre-school experience
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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).
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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.
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Getting Started
School boards informed &
onside
Data base template
Data sharing agreement letters
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Paper vs. Electronic Version
?
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How do we do it? Preparation Phase
Receive a database from coordinator with
critical variables included
Assign EDI identification numbers (unique
per child)
Print questionnaires with individual EDI IDs
Send out packages of questionnaires and
additional materials
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Database Template
Site Name:
Site Coordinator:
School Board:
School
Name
Teacher
Name
Pleasant
Mrs. Doubtfire
Child’s First
Name
Johnny
Child’s Last
Name
Appleseed
Child’s
Local ID
60015823
Classroom
Time
am
Class
Assignment
SK
Child’s Date of Birth
Day Month Year
01
07
02
Child’s
Gender
M
Child’s
Postal Code
L7N 2V6
Neighbourhood
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EDI label (item 5a)
02900101201
School Name:
Date of birth:
Postal Code:
Teacher Name:
Gender:
Class Assignment:
11 digits in EDI ID: 3 for the site; 3 for the School; 2 for the
teacher; 1 for class time; 2 for child’s number on class list.
Site: 029
School: 001
Teacher: 01
Class: PM (2)
Child: 1st on list
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EDI Package
EDI package will contain the following items:
1)
2)
3)
4)
5)
6)
Additional Explanatory Notes for
Teachers (item 1
Teacher Participation Form (item3)
EDI Guide (item 2)
ClassList from McMaster (item 4)
EDI questionnaires, individually labeled
(item 5a)
A blank EDI questionnaire
(One per teacher)
(One per class)
(One per teacher)
(One per class)
(One per child)
(One per teacher)
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Teacher Participation Form (item 3)
Please complete one per class.
Helps us keep everything organized when you return the
questionnaires to us. (teacher ID is first 9 digits of EDI ID)
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.
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EDI Guide (item 2)
Intended to facilitate completion of the EDI; based
on comments from teachers.
Teachers should read the whole Guide once before
starting to complete the questionnaires.
Open to further comments: If teachers have
comments pertaining to the guide, please ask them
to write them on a separate sheet of paper and
enclose with their completed questionnaires.
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Class list (item 4)
One for each class
Based on the data sent to us
Includes: School name, Teacher name,
Child’s EDI id, Child’s local ID,date of
birth and gender
For unique identification of the child
while completing, it should be matched
with a list (generated locally) with names,
dates of birth and local ID
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Optional extras
A blank questionnaire is enclosed in the
package to provide an extra form if
needed
Optional information letters may describe
idiosyncratic procedures relevant to the
community (e.g., reporting release time)
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What next?
Parent Information Letters
Local Class Lists
Arrange Teacher Training
Session(s)
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Teacher Information Sessions
Recommended items to cover at
Teacher Information Sessions
(handout)
Can be set up where teachers fill out
questionnaires after training
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COMPLETING THE
QUESTIONNAIRES
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EDI Completion
It takes approximately 20 minutes to complete
each questionnaire.
The first 2-3 questionnaires may take more
time than the average 20 minutes.
However, once a few have been completed, it
should take closer to 10 minutes per
questionnaire.
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EDI Completion
The EDI is based on the teacher’s perception of the
child’s development, the child does not need to be
present
Responses to the questions should be based on
teacher’s observations of the students reflecting his/her
CURRENT developmental status
EDI completed on every SK student in the
classroom...except if teacher had only known this child
for less than one month—then only complete the first
page of the EDI for this child
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General Instructions
Please use a blue or black ball-point pen.
If a mistake is made, do not use white-out. Put
a large X over the wrong answer and put a clean
mark in the correct circle.
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.
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Step 1: Verify school and teacher information
Look at the label in the top right corner of the
questionnaire.
Confirm that the School and Teacher
information is correct.
If School and Teacher information does not
appear on the label, please print it clearly in
the spaces provided.
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Step 2: Identify the child
In the top right corner of the form is an 11digit child identification number (generated by
McMaster University) called the EDI ID#.
To find the child’s name, teacher will need to
cross-reference the child’s EDI ID# with both
the ClassList (generated by McMaster
University) and the Local Class List.
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Cross Referencing Class Lists
Find the EDI ID# from the questionnaire on this ClassList generated by
McMaster.
Cross-reference the corresponding Local ID# with the Local Class List.
CLASSLIST GENERATED BY MCMASTER
School Name
Valley School
Valley School
Valley School
Valley School
Teacher Name
Mrs. X
Mrs. X
Mrs. X
Mrs. X
EDI ID
02900101102
02900101103
02900101104
02900101105
Local ID#
DOB
Gender
75-02
75-09
75-03
75-15
14/09/99
07/04/99
15/02/99
21/06/99
Class Time
f
m
f
m
am
am
am
am
Postal Code
L7N 2V6
L9H 2G1
F8L 2F1
L9H 3X6
CLASSLIST GENERATED LOCALLY
Teacher Name
Mrs. X
Mrs. X
Mrs. X
Mrs. X
Child’s Last Name Child’s First Name
Walsh
Gaskin
Raos
Janus
Cindy
Ashley
Robert
Magdalena
Local ID#
75-02
75-09
75-03
75-15
DOB
14/09/99
07/04/99
15/02/99
21/06/99
Gender Postal Code
f
f
m
f
L7N 2V6
L9H 2G1
F8L 2F1
L9H 3XY
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Step 3: Confirm the child’s identity
Quickly double-check that the DOB, Gender and
Postal Code on the bottom half of the label on
the questionnaire is the same as the information
on the Local Class List.
This will confirm that the questionnaire is indeed
for that child.
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Missing or incorrect label information
If any of the information on the label (top right
corner of the EDI questionnaire) is incorrect or
missing, enter the correct information in:
the label
and
the Scantron section on page 1 by filling in the
appropriate circles
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Missing Questionnaire
If there are not enough forms for everyone (e.g., new child in your
class):
Take the blank EDI questionnaire and make as many photocopies as
you need.
Take the 9-digit Teacher ID # from the Teacher Participation Form and
write it in the label at the top of the EDI questionnaire.
Next, enter the child’s date of birth, gender, and postal code both in
the label and by filling out the Scantron section on page 1.
Proceed with the rest of the EDI questionnaire as usual.
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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.
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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.
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Phase Two: Returned Forms
Once ALL the EDI forms are completed, they
have to be returned to McMaster
Contact us when shipped
The data is scanned, analyzed and reports
completed
Data is processed on the first-come, firstserved basis
The larger the site, the longer it takes to
process the data
Timelines
Written confirmation by October 1st (include
estimate of number of boards and number of
students)
Database template filled in and returned to
OCCS by October 31st
EDIs sent to coordinators mid January
Implementation February/March
Returned to OCCS by April 15th
Reports completed in order received
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Thank you!
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