THE EARLY DEVELOPMENT INSTRUMENT (EDI)

1. THE EARLY DEVELOPMENT INSTRUMENT (EDI) Ysleta Independent School District (YISD) Teacher Orientation 2012-2013 Updated 10-22-12

2. THE EARLY DEVELOPMENT INSTRUMENT (EDI) Teacher Orientation 2012-2013 Updated 10-22-12

3. Preface to EDI Teacher Orientation • Audience: Kindergarten teachers completing EDIs • Intention: Supplement in person orientation conducted by your local EDI coordinator • Local Logistics: There are a number of logistics that are unique to your community and should be provided to you by your local EDI coordinator. These include: • Confirmation that your community is participating in the EDI project • Guidelines on how parents are receiving the EDI parent letter • Indication of when you have the green light to begin filling out the EDI’s online for your class • Provision to you of a hard copy of a class list from your district or school • Any local deadlines for when the EDI work should be completed • Instructions on how to receive compensation for your time IF you are completing EDIs during off school hours. • Who to contact locally for questions about these types of logistical issues

4. Describe the Early Development Instrument (EDI) Review steps for teachers in completing the EDI Walk through how to use the EDI software Provide contact information for questions Objectives of the EDI Orientation

5. National Partnership Engage Community around Informed Planning and Improvement Improved Developmental Outcomes Use of Evidence-Based Practices EDI Data

6. What You Know and Can Help Share • The EDI results can help quantify and bring attention to what you already know • Children are born ready to learn • The quality of children’s earliest environments and experiences are crucial to determining the brain’s development • The early years lay the foundation for long term health and education

7. Early Development Instrument (EDI) • Provides a community measure of the developmental strengths and vulnerabilities of 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) • EDI is reported on groups of children. It is not intended to be used as a diagnostic tool to screen or identify individual children • Individual child information is confidential and cannot be shared with anyone, including parents

8. EDI Continued • 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 • Takes an average of 15 minutes per child

9. EDI: Five Developmental Domains

10. How Data is Reported • Confidential school report shows how children are doing developmentally in that school • Community Profile Report shows how children are doing developmentally by neighborhood

11. EDI School Report Template

12. EDI Community Profile Report Uses GIS 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

15. Anticipated Outcomes • Increase community awareness on the importance of early childhood development • 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

16. 3 Steps for Teachers 1. Ensure that before you begin completing the EDIs on your students that the parent information letter has been sent. 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. Filling out the EDI – General Guidelines • Kindergarten teachers complete the EDI Checklist online • Each EDI takes an average of 15 minutes to complete • The EDI is based observational recall and on the teacher’s perception of the child’s development • EDI is completed on every kindergartener 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 and the survey for that child will end

18. Filling out the EDI: Accuracy • It is very important that the EDI is answered in an accurate and consistent way across the country • 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 doing relative to peers • Focus your observations on the specific skills or behaviors listed • 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. Assessing Dual Language Learners • Language proficiency in English is a key part of later school success • 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 items that should be based on children’s English language abilities are listed in the introduction to Section B of the Teacher Guide.

20. Cultural Influences • Teachers and children alike come from diverse cultural backgrounds • Your personal culture, values and perceptions may influence your expectations for your students • To help you avoid cultural bias in your EDI responses, items that require a heightened level of cultural sensitivity are indicated with a flag • The teacher guide provides supplemental information on the flagged items regarding how to answer these questions in a way that avoids cultural bias

21. Tutorial of the US-EDI Teacher Portal

22. The US-EDI: 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

23. Step 1: Login Initial Password is USEDI2013

24. Step 2: Agree to Consent Form

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

26. Step 3: Create Permanent/ Confidential Password

28. Step 4: Check Class Roster

30. Adding a Student is Simple

31. Click the Add Child Button

32. Click on the EDI for that Child

33. Fill out the student info and complete the Checklist Demographics

35. Step 5: Complete EDI for All Students Demographics

36. Demographics

37. Click the “Check for Completeness” button to see if you missed any sections

39. Select the hyperlink and you will be taken to the unfinished section of the EDI

41. Demographics

43. Status Indicators: Green = Done Yellow = In progress White = Not started

45. Step 5: Fill out the Teacher Feedback Form

47. Who to call for questions Questions about how to complete the EDI or use the US-EDI software, • Contact: USEDI@mednet.ucla.edu For all other questions please contact your local EDI Coordinator/ Education Specialist: Gail Gale M. Ed. ggale@unitedwayelpaso.org 533-2434 x 232