THE EARLY DEVELOPMENT INSTRUMENT (EDI) Teacher Orientation

Transcription

1 THE EARLY DEVELOPMENT INSTRUMENT (EDI) Teacher Orientation

2 Objectives of the EDI orientation Introduce our partnership Discuss why children's early development matters Describe the Early Development Instrument (EDI) Review steps for teachers in completing the EDI Question and answer Skills practice Housekeeping 2

3 Local Partnership Kay County School partners (implementation) Ponca City Public Schools Blackwell Public Schools Smart Start Kay County (local support) CAP Tulsa (lead agency) 3

4 National Partnership Participating in a national initiative called TECCS - Transforming Early Childhood Community Systems TECCS is a system for identifying local needs and crafting solutions in collaboration with local leaders. TECCS involves three parts: Mapping community school readiness needs using the Early Development Instrument (EDI). Working with local leaders to develop and implement solutions Accelerating knowledge and sharing best practices across communities 4

5 What You Know and Can Share Children are born ready to learn The quality of children s earliest environments and experiences at the right stages of development are crucial to determining the brain s development In other words, the early years lay the foundation for long term health and education 5

6 Early Development Instrument (EDI) 6 Monitors populations of children over time in different communities. Provides information about developmental strengths and vulnerabilities to help improve service systems for young children Results from the EDI enable us to: Look forward to adjust school programs to meet the current needs of incoming students (schools) Look backward to adjust early childhood service systems to help ensure children are ready to learn (community) Developed by the Offord Centre for Child Studies at McMaster University in Canada in collaboration with principals and teachers EDI is only reported out on groups of children. It is not intended to be used as a diagnostic tool to screen or identify children with special needs. Individual child information is confidential and cannot be shared with anyone, including parents.

7 Early Development Instrument (EDI) Research has found the EDI to be a valid and reliable measure for children s development Based on a checklist completed by kindergarten teachers on each child in class 104 questions grouped into five domains Includes indicators of special concerns and special skills Questions about child s preschool experience Up to five questions customized locally 7

8 Anticipated outcomes Increase community awareness on the importance of early childhood development Foster shared accountability for school readiness Improve collaboration and integration of early childhood services Inform planning and improvement activities Improve grant making, needs assessments and other activities that benefit from real local data Gain public support and political will to grow and sustain resources dedicated to early childhood Improve early childhood services and systems Improve outcomes for children

9 How data is provided to communities Community Profile Report shows how children are doing developmentally by neighborhood. Confidential school report shows how children are doing developmentally in that school.

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11 Individual School All Participating Schools in District Number of EDI Records Collected 181 2,068 Number and Percent of EDI Records Valid for Analysis 174 (96%) 1,980 (96%) Number of Participating Classrooms 9 96 Student Demographics N (%) N (%) Race/ethnicity* African-American, Black 15 (9%) 573 (29%) Asian, Native Hawaiian, or other Pacific Islander 0 (0%) 28 (1%) Hispanic, Latino/a 99 (57%) 576 (29%) White 45 (26%) 569 (29%) Other/Multiracial 15 (9%) 222 (11%) Mean Age (years, months) 6 yrs, 2 mo 6 yrs, 2 mo Females 78 (45%) 957 (48%) Mean Days Absent Students with ELL Status 99 (57%) 563 (28%) Students with an IEP 10 (6%) 160 (8%) Waitlisted for Further Assessment 10 (6%) 109 (6%) Needs Further Assessment 22 (13%) 262 (13%) Students with Special Problems 37 (21%) 431 (22%) Domain Physical Health and Wellbeing Children Developmentally Vulnerable N (%) * Individual School All Participati ng Schools in District Children Developmentally Very Ready N (%) * Individual School All Participati ng Schools in District 35 (20%) 416 (21%) 16 (9%) 416 (21%) Social Competence 18 (10%) 305 (15%) 31 (18%) 457 (23%) Emotional Maturity 28 (16%) 355 (18%) 44 (25%) 468 (24%) Language and Cognitive Development Communication Skills and General Knowledge Vulnerable On 2 or More Domains Very Ready On 4 or More Domains 24 (14%) 256 (13%) 27 (16%) 533 (27%) 14 (8%) 181 (9%) 42 (24%) 651 (33%) 32 (18%) 411 (21%) N/A N/A N/A N/A 11 (6%) 232 (12%) 11

12 Tulsa results EDI Developmental Area Percent of children developmentally vulnerable Percent of children very ready Physical Health and Well-being: Physical readiness for school work, physical independence, gross and fine motor skills 20% 25% Social Competence: Overall social skills with peers, respect and responsibility, independence and adjustment, readiness to explore new things 15% 24% Emotional Maturity: Pro-social and helping behavior, anxious and fearful behavior, aggressive behavior, hyperactive and inattentive behavior 18% 25% Language and Cognitive Development: Basic literacy, interest and memory, complex literacy skills, basic literacy and numeracy 12% 30% Communication Skills and General Knowledge: Storytelling ability, communication with adults and children 9% 34% 12

13 Using EDI maps The EDI data maps allow stakeholders to compare children s development By geography to identify areas of greatest need To socio-economic indicators, to help understand the reasons for observed outcomes To service data to identify where there are service gaps 13

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15 Early Development Instrument (EDI) Five developmental domains (16 Subdomains) 15 Physical health and well-being (3) Child is healthy, independent, ready each day Social competence (4) Child plays, gets along with others and shares, is self-confident Emotional maturity (4) Child is able to concentrate, help others, is patient, not aggressive or angry Language and cognitive development (4) Child is interested in reading and writing, can count and recognize numbers, shapes Communication skills and general knowledge (1) Child can tell a story, communicate with adults and children, articulate themselves

16 Five developmental domains Domain Description Number of Items Physical Health and Well-being Absence of disease or impairment, access to adequate and appropriate nutrition, and gross and fine motor skills. Necessary gross and fine motor abilities to complete common kindergarten and first grade tasks, including items such as controlling a pencil or turning pages without tearing the pages. 13 Social Competence Children need to meet general standards of acceptable behavior in public places, control their behavior, cooperate with others, show respect for adult authority, and communicate feelings and needs in a socially acceptable manner. 26 Emotional Maturity Emotional maturity is characterized by a balance between a child s curiosity about the world, an eagerness to try new experiences, and some ability to reflect before acting. A child who is fearful and reluctant to engage in new activities misses learning opportunities that are seized upon by a child with a positive approach to life. 30 Language and Cognitive Development Language skills refer to vocabulary size and a child s ability to name letters and attend to the component sounds within words. Cognitive skills involve the ways in which children perceive, organize, and analyze information Communication Skills and General Knowledge Children must be able to understand verbal communications with other adults and children and to verbally communicate experiences, ideas, wishes, and feelings in a way that can be understood by others. 8

17 3 steps for teachers 1. Send home parent information sheets (if the district has not already done so) 2. Gather and review essential materials Class list from district for each class you teach Teacher Guide Teacher Instruction Sheet for US-EDI Software Sample EDI Checklist 3. Log into US-EDI teacher portal to complete the EDI forms 17

18 Filling out the EDI General guidelines 18 Kindergarten teachers complete the EDI Checklist online using the US-EDI teacher portal Each EDI takes about 15 minutes to complete The EDI is based on the teacher s perception of the child s development, the child is not present when completing the EDI EDI is completed on every kindergarten student in the classroom...except If teacher has known this child for less than 1 month If child is no longer in the class Other, such as the parent opts out. If any of these exclusions exist, you will document it in question 14 of EDI and then the survey for that child will end.

19 Filling out the EDI: Accuracy It is very important that the EDI is answered in a consistent way across the country to ensure that the results provide accurate information When answering the EDI, we ask you to consider the following: Your observations of the student should reflect his/her CURRENT developmental status unless otherwise noted Base your answers on expected skills and behaviors for this phase of development rather than how the child is performing relative to class peers Focus your observations on specific skills and behaviors Be guided by your first impressions when the checklist does not allow you to give a qualified answer Answer questions to the best of your knowledge Use I don t know as a last resort only. EDIs with too many don t knows or missing cannot be used in the analysis or reports 19

20 Filling out the EDI: Accuracy 20 For Section B of the EDI on children s language and cognitive domains Some items in this section require knowledge of a child s language abilities (e.g. B15 - Is able to read simple sentences) and some items do not (e.g. B4 - Ability to take part in imaginative play). For items that require knowledge of a child s language abilities you should assess the child s ENGLISH abilities, regardless of the child s primary language or whether the child is in a dual language immersion. The goal of the EDI is to assess children s readiness to thrive in a school setting and to predict their success in future years. To succeed in the school environment is strongly dependent on a child s fluency in in English, especially at the high school and college levels. The items that should be based on children s English language abilities are listed in Section B of the Teacher Guide.

21 Filling out the EDI Cultural influences 21 Teachers and children alike come from diverse cultural backgrounds. Your awareness of culturally related perceptions and assumptions helps you to provide accurate responses to the EDI Reflecting on your own background is an opportunity to identify and evaluate your own cultural assumptions, values and beliefs and recognize the ways that others may view the world differently, with equal validity Consider how your interpretations of child development, and therefore your responses to the EDI may be influenced by your: gender; cultural heritage; socio-economic circumstances, etc. Refer to the teacher guide for further guidance on culturally sensitive items in the EDI.

22 Skills practice Please refer to skills practice sheet 22

23 Tutorial of the US-EDI Teacher Portal 23

24 The US-EDI is simple to use Step 1: Log in Step 2: Agree to Consent Form Step 3: Create Permanent/Confidential password Step 4: Check Class Roster Step 5: Complete EDI Questionnaires Step 6: Fill Out Teacher Feedback Forms

25 Step 1: Login

26 Step 2: Agree to Consent Form

27 Before you can enter the system, you must consent to the terms.

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30 Step 3: Check Class Roster

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32 Adding a Student is Simple

33 Click the Add Child Button

34 Click on the EDI for that Child

35 Fill out the student info and complete the Checklist

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37 Step 4: Complete EDI for All Students

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39 Click the Check for Completeness Button to see if you missed any sections

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41 Select the hyperlink and you will Be taken to the section of the EDI that is unfinished

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47 Step 5: Fill out the Teacher Feedback Form

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49 Questions or Concerns We are tracking all the questions or concerns, so please submit all questions and concerns to

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51 Housekeeping Completion target Mar. 15, 2013 Payment by stipend after all teachers complete 51

52 Who to call for questions Questions for your local district coordinator Jean Gaytan (580) Questions for your teacher orienteer: 52 - Paul Shinn - pshinn@captc.org - (918) Questions about using the US-EDI Teacher Portal: Contact: USEDI@mednet.ucla.edu

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