edi pres-teacher training general-revised
TRANSCRIPT
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Teacher Information & TrainingSession
THE EARLY DEVELOPMENT
INSTRUMENT (EDI)
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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
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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
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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.
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WHY THE EDI?
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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).
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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.
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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)
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BACKGROUND OF
THE EDI
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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.
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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:
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1) Physical
health andwell-being
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2-3) Maturity
2) Emotional
health andmaturity
3) Socialknowledgeand
competence
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4) Languagedevelopment and
thinking skills
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5) Communication
skills and generalknowledge
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•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
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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.
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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.
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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.
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WHO IS USING IT?
A C d
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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
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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.
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COMPLETING THEQUESTIONNAIRES
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Implementation Timelines
• Teachers must complete EDI questionnaires
in the 2 weeks following the training.
• Teachers must put completed questionnairesinto internal courier system.
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Time required to complete
questionnaires• Each questionnaire takes approximately 20
minutes to complete.
• The first questionnaires may take more timethan the average 20 minutes.
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Tip # 1• Due to the “learning curve” involved, it
is considerably more efficient tocomplete all the questionnaires in onesitting.
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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:
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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.
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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.
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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.
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YOU ARE NOW READY TO
TACKLE THEQUESTIONNAIRES!
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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.
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• 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.
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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
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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.
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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).
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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).
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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
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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.
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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
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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.
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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.
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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.
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What if 2 teachers teach the
same class (job sharing)?
• Only one questionnaire per student should
be filled out.
P !!
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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.
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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!!
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REMAINDER OF THEEDI QUESTIONNAIRE
...
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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.
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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
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Ressource at McMaster University
Ashley Gaskin
(905) 521-2100 x74352
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QUESTIONS?