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Using the Early Development Instrument to Support School Readiness

Understanding the Early Years. Using the Early Development Instrument to Support School Readiness. NURTURING NEW ROOTS Supporting the Newcomer Family 6 th Ontario Professional Development Conference for LINC Childminders November 22, 2007. TIFFANY GARTNER Data Analysis Coordinator

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Using the Early Development Instrument to Support School Readiness

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  1. Understanding the Early Years Using theEarly DevelopmentInstrument to SupportSchool Readiness NURTURING NEW ROOTS Supporting the Newcomer Family 6th Ontario Professional Development Conference for LINC Childminders November 22, 2007 TIFFANY GARTNER Data Analysis Coordinator Ontario Early Years Niagara Region GLORY RESSLER Coordinator Understanding the Early Years

  2. Session Description • The Early Development Instrument (EDI) and its developmentally-based school readiness components will be outlined. • Examples of how the EDI has been used to assist parents and early learning and care professionals in improving readiness to learn outcomes for children in the Niagara Region will be presented and discussed.

  3. The Early DevelopmentInstrument (EDI) Content adapted from a presentation by Dr. Magdalena Janus, McMaster University, Offord Centre for Child Studies www.offordcentre.com

  4. 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)

  5. The Vision Gather population-based data that • Takes stock of how well communities are supporting young children • Measures readiness to learn in school across developmental domains • Inspires small changes for large numbers of children • Brings better population wide outcomes

  6. The Goals Give communities a set of factual and understandable results that can: • Predict how children will do in elementary school • Monitor groups of children over time • Plan for action • Evaluate community initiatives • Influence policy research and decision-making • Make a difference

  7. What is Readiness for School? 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.

  8. Why School Readiness? • Based on the concept of developmental health • Assesses context of early experiences • Reflects developmental outcomes and milestones achieved during first 4-6 years • Measurable holistic concept spanning several developmental areas • Looks for improvements in largest group possible

  9. Domains of School Readiness • Physical Health & Well-being • Social Competence • Emotional Maturity • Language & Cognitive development • Communication Skills & General Knowledge

  10. Vulnerable < 10% At Risk 10 – 25% 25 – 75% 75 – 100% NOT ON TRACK ON TRACK EDI Information Used • Mean scores in five domains • Percent not on track & vulnerable in 1 or more domains • Multiple Challenge Index or MCI (percent vulnerable on 3 or more domains)

  11. Factors Increasing Risk • Child health (low) 2.35 • Gender (boy) 2.32 • Income (low) 2.02 • Family status (not intact) 1.83 • Age (younger half) 1.36 Source: Janus & Duku 2007

  12. Comparison of EDI and Grade 6 Scores in North York, Ontario

  13. Source: Toronto District School Board, March 2007

  14. Source: Toronto District School Board, March 2007

  15. Source: Toronto District School Board, March 2007

  16. Limitations • One-time data point • Small numbers of children in neighbourhood samples • One part of the whole picture • Data can only tell us so much • Doesn’t answer ‘why?’ • Best used with other reliable data

  17. EDI is: • a survey, • a mobilisation tool, and • a monitoring tool. • EDI is not: • an individual assessment, • a prescription for action, or • perfect

  18. Take-back Messages • Good predictor of grade 1 achievement • Children’s scores vary between and among groups • Drilling down into data provides even more useful information • Some things make children more vulnerable • Being vulnerable is related to future success • Some groups are more vulnerable than others

  19. Take-back Messages cont’d • Neighbourhood makes a difference – not always predictably • Access to resources also important • Interaction with young children is crucial (talking, playing, reading…) • Low scores, differences and surprises can inspire action and improve local understanding

  20. 2006 EDI Sample

  21. 2006 Overall EDIOn Track Results

  22. 2006 Overall EDI Results

  23. 2006 EDI Domain Comparisons

  24. Multi-Year Comparison of EDI Mean Scores, Niagara Region, 2002-2006 9.4 9.2 Communication Skills & 9 General Knowledge 8.8 Language & Cognitive Development 8.6 Emotional Maturity Domain Mean Score 8.4 8.2 Social Competence 8 Physical Health & Well-Being 7.8 7.6 7.4 2002 2005 2006 Year Domain Means 2002-2006

  25. 2006 Overall EDI Vulnerability

  26. 2006 Vulnerability by Domain

  27. 2006 Low Score %s by Sub-domain

  28. 2006 Vulnerability by Domain

  29. 2006 Vulnerability by Domain

  30. 2006 Vulnerability by Domain

  31. 2006 Vulnerability by Domain

  32. 2006 % Vulnerable by Municipality National Average = 26%

  33. 2001 Census

  34. 2001 Census

  35. 2001 Census

  36. 2006 EDI

  37. 2001 Census

  38. EDI Products and Activities • Maps, Reports, Charts/Graphs, and Action Plans • Community Updates, School Board Reports, Parent Brochures • Research Communiqués, Articles, Specific Requested Reports • Custom Presentations, Workshops, Community Forums, Conference Sessions, and Event Displays • Website where all of the above can be downloaded (www.uey.eccdc.org)

  39. Use of EDI in Niagara Region • Professional development sessions provided • School Board and service delivery planning influenced • Regional and neighbourhood needs identified and used in community plans • New programs developed, existing ones revised • New resources allocated, existing re-allocated • Successful proposals, grants, and reports written • Research, event, training, and product development partnerships formed • Community action inspired • New resources provided to parents and early years professionals • Local and national knowledge enhanced

  40. Thank you! • Questions? • Comments? • How might you use the EDI to improve school readiness? Please complete an evaluation. ~ Tiffany and Glory 

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