Using theEarly DevelopmentInstrument to SupportSchool Readiness

NURTURING NEW ROOTSSupporting the Newcomer Family6th Ontario Professional Development Conferencefor LINC ChildmindersNovember 22, 2007

GLORY RESSLERCoordinatorUnderstanding the Early Years

TIFFANY GARTNERData Analysis CoordinatorOntario Early Years Niagara Region

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.

The Early DevelopmentInstrument (EDI)

Content adapted from a presentation byDr. Magdalena Janus, McMaster University,

Offord Centre for Child Studies

www.offordcentre.com

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)

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

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

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 fromthe educational activities that are

provided by the school.

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

1. Physical Health & Well-being

2. Social Competence

3. Emotional Maturity

4. Language & Cognitive development

5. Communication Skills & General Knowledge

Domains of School Readiness

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)

Vulnerable

< 10%

At Risk

10 – 25% 75 – 100%

NOT ON TRACK ON TRACK

25 – 75%

• 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

Factors Increasing Risk

Comparison of EDI and Grade 6 Scores

in North York, Ontario

Source: Toronto District School Board, March 2007

Source: Toronto District School Board, March 2007

Source: Toronto District School Board, March 2007

• 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

Limitations

EDI is:• a survey,• a mobilisation tool, and• a monitoring tool.

EDI is not:• an individual assessment,• a prescription for action, or• perfect

• 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

Take-back Messages

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

2006 EDI Sample

2006 Overall EDIOn Track Results

2006 Overall EDI Results

2006 EDI Domain Comparisons

Multi-Year Comparison of EDI Mean Scores, Niagara Region, 2002-2006

7.4

7.6

7.8

8

8.2

8.4

8.6

8.8

9

9.2

9.4

2002 2005 2006

Year

Do

mai

n M

ean

Sco

re

Communication Skills &General Knowledge

Language & CognitiveDevelopment

Emotional Maturity

Social Competence

Physical Health &Well-Being

Domain Means 2002-2006

2006 Overall EDI Vulnerability

2006 Vulnerability by Domain

2006 Low Score %s by Sub-domain

2006 Vulnerability by Domain

2006 Vulnerability by Domain

2006 Vulnerability by Domain

2006 Vulnerability by Domain

National Average = 26%

2006 % Vulnerable by Municipality

2001 Census

2001 Census

2001 Census

2006 EDI

2001 Census

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)

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

Thank you!

• Questions?

• Comments?

• How might you use the EDI to improve school readiness?

Please complete an evaluation.~ Tiffany and Glory