EDI Pres-Teacher Training General-Revised

8/14/2019 EDI Pres-Teacher Training General-Revised

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Teacher Information & TrainingSession

THE EARLY DEVELOPMENT

INSTRUMENT (EDI)



EARLY YEARS MATTER:

• Child’s experiences in the early

years of life are pivotal for how

the genes that govern many

aspects of neurobiologicaldevelopment are expressed

• Child’s capacity to learn whenthey enter school is strongly

influenced by the neural wiring

that takes place in the early years



Readiness to learn concept

Children are born ready to learn:

the

neurosystem is

pre-programmed

to develop

various skills

and

neuropathways,

depending on

the experience



School Readiness

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 theeducational activities that are provided bythe school.



WHY THE EDI?



Benefits

Results from the Early Development Instrument

(or EDI) will enable us to:

• Look forward – adjust school programs to meetthe current needs of incoming students (schools).

• Look backward – adjust early childhood

programs to help ensure children are ready to learnand make it easier for them to make the transition

to school (community).



Benefits cont’d

• Schools use EDI data by itself for program planning.

• Community uses EDI data in conjunction with other information (e.g., EQAO results,

population statistics, other community

information) to identify neighbourhoodswhere additional early years supports may be required.



Canadian Association of Principals

“EDI data in conjunction with other datacan be used to create, maintain, and monitor community support for programsand policies affecting young children….

Analysis can increase public understanding of the factors which contribute to earlychild development, inspiring a commitment

to fundraising, policy development and other initiatives.”

Source: Canadian Association of Principals – Student Readiness to Learn and

the School Ready to Teach: an Internet Essay and Collection of Selected

Documents: www.schoolfile.com/cap_start/schoolready.html (2003)



BACKGROUND OF

THE EDI



What is the EDI

• The EDI is teacher-completed checklist thatassesses children’s readiness to learn beforethey enter formal schooling (Grade 1).

• In other words, it measures the outcomes of children’s pre-school experiences as theyinfluence their readiness to learn at school.

• As a result, the EDI is able to predict howchildren will do in elementary school.



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 andwell-being



2-3) Maturity

2) Emotional

health andmaturity

3) Socialknowledgeand

competence



4) Languagedevelopment and

thinking skills



5) Communication

skills and generalknowledge



•The EDI is…

….. –A population (or

large group)

measure

–A way tounderstand

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



Who Developed It?

• The EDI was developed at McMaster

University’s Offord Centre for Child

Studies in 1997.

• The instrument was designed and testedin collaboration with teachers and

educators.



Teachers’ Input

• In the process of development, the EDI was

streamlined using further input from

teachers.

• Questions that did not seem clear enough,

or did not bring any new information, have

been removed.



Validity Testing

• The EDI has undergone extensive pilottesting, and has been compared with direct

assessment results and parent reports.

• It has also been repeated on the same groupof children within a short space of time.

• The EDI demonstrated reliability in allthese tests.



WHO IS USING IT?

A C d



Across Canada:

1999-2007 over 520 000 children

• Full provincial coverage in Ontario,

Manitoba and BC

• Implementations in Quebec,

Saskatchewan, Nova Scotia, Alberta,

Newfoundland, PEI, New Brunswick,

Nunavut

• Only region not covered is Yukon

Internationally: Australia (full coverage)

USA - a few isolated sites

Chile

New ZealandJamaica

Kosovo

Mexico

Interest: UK, Israel, Cuba



Ottawa Implementation

• In the 1999-2000 school year, the Ottawa-Carleton District School Board (OCDSB) wasthe first board in Ottawa to implement the EDIacross all of its schools.

• The OCDSB continued to implement the EDIevery school year until 2002-2003 at whichtime the Ottawa-Carleton Catholic SchoolBoard (OCCSB) also joined in

• In the 2005-2006 all four school boards inOttawa implemented the EDI.

• In 2008-2009, all four school boards willparticipate in the EDI. For the first time, wewill be able to compare with previous years ata citywide and neighbourhood level.



COMPLETING THEQUESTIONNAIRES



Implementation Timelines

• Teachers must complete EDI questionnaires

in the 2 weeks following the training.

• Teachers must put completed questionnairesinto internal courier system.



Time required to complete

questionnaires• Each questionnaire takes approximately 20

minutes to complete.

• The first questionnaires may take more timethan the average 20 minutes.



Tip # 1• Due to the “learning curve” involved, it

is considerably more efficient tocomplete all the questionnaires in onesitting.



Getting Started: Your EDI Package

1) Additional Explanatory Notes for Teachers

2) Teacher Participation Form

3) EDI Guide

4) Class List from McMaster

5) Local Class List

6) EDI questionnaires, individually labeled

7) A blank EDI questionnaire

8) School Board contact information

9) Coordinator’s contact information

Your EDI package contains the following items:



Teacher Participation Form

• Please complete one per class after thecompletion of your class EDIs.

• Helps us keep everything organized when youreturn the questionnaires to us.

• It also provides information on the generalcharacteristics of the population of teachersand 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.



EDI Guide

• Intended to facilitate completion of the EDI;

based on comments from teachers.

• Please read the whole Guide once beforestarting to complete the questionnaires.

• Open to further comments: If you have

comments pertaining to the guide, pleasewrite them on a separate sheet of paper and

enclose with your completed

questionnaires.



Tip # 2• Read the entire EDI GUIDE once before

starting on the questionnaires.

• After you have read the EDI Guide, consult it

only if in doubt.



YOU ARE NOW READY TO

TACKLE THEQUESTIONNAIRES!



General Instructions

• Please use a blue or black ball-point pen.

• If you make a mistake, do not use white-out.

Put a large X over the wrong answer and put a

clean mark in the correct circle.

• The child does not need to be there when you

complete the questionnaire. Base your answers

on your observations and overall impressionsof the child.



• Responses to the questions should be based on your

observations of the students reflecting his/herCURRENT developmental status

• 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.

• You must complete one questionnaire per child in yourclassroom. If you have known the child for less thana month, please complete the first page only.



EDI Questionnaire: Overview

• 4 double-sided pages

• First page – identifying information.

• Remainder – 5 sections (labeled A-E),

based on the 5 key areas of childdevelopment



Step 1: Verify school and teacher

information• Look at the label in the top right corner of

the questionnaire.

• Confirm that the School and Teacher information is correct.

• If School and Teacher information does not

appear on the label, please print it clearly inthe spaces provided.



Step 2: Identify the child

• In the top right corner of the form is an 11-digit child identification number (generated by McMaster University) called the EDI

ID#.

• To find the child’s name, you will need tocross-reference the child’s EDI ID# with

both the ClassList (generated by McMaster University) and the Local Class List (generated by school boards).



ClassList from McMaster

CLASSLIST

School Name Teacher Name EDI ID# Local ID# DOB Gender

Valley School Mrs. X 02900101102 75-02 14/09/99 f

Valley School Mrs. X 02900101103 75-09 07/04/99 mValley School Mrs. X 02900101104 75-03 15/02/99 f

Valley School Mrs. X 02900101105 75-15 21/06/99 m

• Find the EDI ID# from the questionnaire on this ClassList.

• Cross-reference the corresponding Local ID# with the

Local Class List (see next slide).



Local Class List

• Use the Local ID # from the previous step to find the

name of the child.

School

Name

Teacher

Name

Local

ID

Last

Name

First

Name BOB Gender

Postal

Code

Valley

School Mrs. X 75-02 Bouchal Claire 14 9 1999 M N7V1B3

Valley

School Mrs. X 75-09 Smith John 7 4 1999 F N7V1N4

Valley

School Mrs. X 75-03 Jones Brigette 15 2 1999 F N7V1H7

Valley

School Mrs. X 75-15 Reagan Mikey 21 6 1999 F N7H1S1



Step 3: Confirm the child’s identity

• Quickly double-check that the DOB,Gender and Postal Code on the bottomhalf of the label on the questionnaire is the same as the information on the Local ClassList.

• This will confirm that the questionnaire isindeed for that child.



Missing or incorrect label information

If any of the information on the label (top right

corner of the EDI questionnaire) is incorrect or

missing, enter the correct information in:

• the label

and

• the Scantron section on page 1 by filling in the

appropriate circles



What if I can’t find a pre-labeledquestionnaire for a child in myclass?

If there are not enough forms for

everyone (e.g., new child in your class):

• Take the blank EDI questionnaire and make

as many photocopies as you need.



How to complete a blank questionnaire

• Take the 9-digit Teacher ID # from the

Teacher Demographic Form and write it in

the label at the top of the EDI questionnaire.

• Next, enter the child’s date of birth, gender,

and postal code both in the label and by

filling out the Scantron section on page 1.

• Proceed with the rest of the EDI

questionnaire as usual.



What if a child has moved to

another school?• The teacher who has had the student for the

longer duration should complete a blank

EDI for that child.

• The teacher who has had the student for theshorter period and was sent a questionnaire

on that child should mark “moved” on the form and include it with the other questionnaires to be returned.



What if 2 teachers teach the

same class (job sharing)?

• Only one questionnaire per student should

be filled out.

P !!



IMPORTANT!!

Q 7 Special Needs – Cannot be left blank!!A professional must identify the child as specialneeds, this is not meant to be an assessment by the

teacher. For example a child identified already asneeding special assistance due to chronic medical, physical, or mental disabling conditions (e.g.,autism, fetal alcohol syndrome, Down syndrome)

and/or a child requires special assistance in theclassroom. Please see Guide for provinciallyspecific SN definition.



Q 8 ESLRefers to a child for whom English is NOT their

first language AND who needs additional

instruction in English. A child is NOTconsidered ESL if his/her first language is

English, or the child is able to speak another

language apart from English, but whose Englishis fluent, or a child whose first language

(developmentally) is not English but whose

English is fluent.

IMPORTANT!!



REMAINDER OF THEEDI QUESTIONNAIRE

...



EDI – Section E

• Asks questions about pre-school experiences (e.g.,

child care).

• This section must be sent to all parents and brought

back as soon as possible in order for you to complete

the questionnaire. If this section is not sent back,

you must fill out the section to the best of your

knowledge.• This section also contains a space for additional

comments.



Privacy and Confidentiality

•All information collected is kept completely

confidential and used for statistical purposes

only•Parents are informed about the research by

letter; participation is voluntary; consent is

passive• NO CHILD OR TEACHER IS EVER

IDENTIFIED IN OUR REPORTING



Ressource at McMaster University

Ashley Gaskin

[email protected]

(905) 521-2100 x74352

mailto:[email protected]

mailto:[email protected]



QUESTIONS?