Transcript EARLY DEVELOPMENT INSTRUMENT

THE EARLY DEVELOPMENT
INSTRUMENT (EDI)
e-EDI
Teacher Information & Training
Session
Today’s Presentation
1. Developmental Health at School Entry
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
Trajectories Established Early Vulnerability on EDI and Grade 6 outcomes
70
N of domains
with low scores:
60
50
40
0
1
2 or more
30
20
10
0
Reading
Writing
Math
Percentage of Grade 6 students not meeting provincial standards in
relation to number of vulnerabilities in Kindergarten (EDI)
TDSB, 2007
Trajectories Continue….
• Of those children scoring vulnerable on 2 or more
of the EDI domains in Kindergarten approx 65%
failed to meet provincial EQAO standards in
Reading, Writing and Math.
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.
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.
Developmental 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
What is developmental health?
 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
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) EDI Guide – 1 per teacher
2) ClassList from OCCS – 1 per class
3) Local Class List – 1 per class
4) e-EDI Instruction Manual – 1 per teachers
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
• 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 ASN 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
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# (ASN #) 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 - Identified Special Needs – CODES 41-46
IMPORTANT!!
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 15 Student Status
• Student must be currently in your class and have parental
consent to do the EDI
• If the student has been:
–
–
–
–
–
in class for less than one month
moved out of class
moved out of school
no consent received
other
…the system will tell you to stop and lock the
questionnaire!
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
ASN 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?