EDI EDI Teacher Training Ermineskin Elementary School Early Years Matter They set the stage for further development Child s experiences in the early years of life influence the way the childrens genes are expressed ID: 783812
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Slide1
The Early Development Instrument(EDI)
EDI Teacher Training
Ermineskin
Elementary School
Slide2Early Years MatterThey set the stage for further development
Slide3Child’
s experiences in the early years of life influence the way the children’s genes are expressed
Child’
s ability to learn when they enter school is strongly influenced by the brain development that takes place in the early years
Early Years Matter
Slide4Binocular vision
0
1
2
3
7
6
5
4
High
Low
Years
Habitual ways of responding
Language
Emotional control
Symbol
Peer social skills
Relative quantity
Central auditory system
Sensitivity
‘Sensitive periods
’
in early Brain Development
Slide5All children are born ready to
learn
Parents, families, neighbours and communities need to work together to ensure children’s readiness to learn in school environment
Early Years Matter
Slide6The later you attempt to change a trajectory the more energy that is
required
An effort in the early years when neural systems are most plastic and susceptible to influence can have long-lasting positive outcomes
Key Message
Slide7Why Measure?
Slide8“No Data, No Problem,
No Action”
Alfredo Solari
Slide9Of Canada’s kindergarten children are vulnerable
Over 25%
Slide10A 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)
Slide11Vulnerability by Family Income (N=1799)
Source: NLSCY/UEY 1999/2000; EDI 1999/2000
Slide12Numbers of children classified “Vulnerable”
Source: NLSCY/UEY 1999/2000; EDI 1999/2000
Slide13Low
High
% of Children
Gap
Outcome measure
Mean
Slide14Low
High
% of Children
Outcome measure
Mean
Targeted strategies decrease curve for vulnerable
Gap stays t
he
same
Slide15Low
High
% of Children
Outcome measure
Mean
Targeted strategies decrease curve for vulnerable
Universal strategies-entire population moves
Gap narrows
Slide16Slide17EDI in Canada
EDI Implementations in Canada
Slide18Slide19Purposes of the EDI
Slide20Purposes of the EDI
Slide21Purposes of the EDI
Slide22Purposes of the EDI
Slide23The EDI is……
104 item questionnaire
Completed by teachers
A population (or large group) measure
A way to understand trends in the development of primary children
The EDI is
not
…..
An individual child or diagnostic measure
A way to evaluate teachers
Slide24Physical Health
&
Well-Being
Subdomains:
Physical
readiness for school
day
Physical independence
Gross
and fine motor
skills
Slide25Social Competence
Subdomains:
Overall social competence
Responsibility and respect
Approaches to learning
Readiness to explore new things
Slide26Subdomains:
Prosocial and helping behaviour
Anxious and fearful behaviour
Aggressive behaviour
Hyperactivity and inattention
Emotional
Maturity
Slide27Language & Cognitive Development
Subdomains:
Basic literacy
Interest in literacy/numeracy and memory
Advanced literacy
Basic numeracy
Slide28Subdomain:
Communication skills & general knowledge
Communication Skills & General Knowledge
Slide29Slide30Early experiences
Developmental outcomes
Success in school
EDI results
Predict
Inform
In terms
of what we can influence
Slide31The Early Development Instrument(EDI)
Teacher
Information & Training Session
Slide32Overview
Information about the
process
How to complete the
questionnaire
Slide33Getting StartedTeacher should have access to and review the following items:EDI Guide Local class list
Slide34EDI
Guide
The EDI Guide is
intended to facilitate completion of the
The Guide provides more detailed information about each question in the
Slide35Before You Begin the e-EDI
Receive your training!
Review the e- questions
Have your class list handy
Ensure that all the children in your class(
es
) have a local ID & are included on your listReview any background materials (e.g.Guide, Teacher’s Manual)
If applicable, list students whose parents/guardians have refused to participate
Slide36Tip #1Read the entire Guide once before starting on the questionnaires
After having read the Guide, please consult it if you have any doubts about a given question
Slide37Implementation Timelines & DeadlinesTeachers receive e- training
Teachers complete the questionnaire online
Today!
February 1st to March 31st
Slide38Time
About
20 minutes
per questionnaire
After completing a few, it should take closer to
10 minutes per questionnaire s for best students and struggling students are completed more quickly… middle ground students require more thought.
Slide39Tip #2 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
Slide40General Instructions
Responses should be based on your observations of the students which reflect his/her
current
developmental status.
Exception
: Section CResponses should be based on observations of the students now, but using the time since the beginning of the school year as a frame of reference.
Slide41General Instructions
Use “
D
on’t know” as a last resort.
Questionnaires received with too many ‘I don’t knows’ cannot be used in the analyses.
If you have not seen a child exhibit a particular behaviour, select Never or Not True (not “Don’t Know”)
Slide42Section D
Slide43Section EAnswer these questions to the best of your knowledgeUse data from the students’ records, if available
If you don’t know the answer to the questions, please indicate “don’t know”
Slide44Please Pay Special Attention to the Following Questions
Slide45Identified Special NeedsIdentified Special Needs cannot be left blank!
Yes
No
Child identified already as needing special assistance due to chronic medical, physical, or mental disabling conditions, e.g., autism, fetal alcohol syndrome, Down syndrome
Child requires special assistance in the classroom
*
* Gifted or talented * * Please mark, instead, their special talents in Section B, questions 34-39 If you only suspect that the child may be suffering from a disabling condition, or the condition is not severe enough for the child to be classified as “special needs.”
(Please indicate the problem in Section D of the questionnaire.)
Slide46Student Status Question
Students must currently be in your class to do the
If you have selected a
response
other
than “Inclass more than a month”…… the questionnaire will tell you to
stop and lock and submit your questionnaire to McMaster.
Slide47Privacy & Confidentiality
All information collected is kept
completely
confidential & is used for research purposes only
No child or teacher is EVER identified in our reporting
Slide48For questions, please contact your local coordinator or the
Offord
Centre for Child Studies at:
webmaster@e-edi.ca
rasope@mcmaster.ca
Slide49Good luck & Thank You!