edi report - january 2015
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What can you do to ensure our children are ready for school? Our EDI pilot in Hartford and West Hartford looks at the positive relationships and supportive environments that guide a young child's development.TRANSCRIPT
EDI REPORT / JANUARY 2015
What can you do to ensure our children are ready for school?Informed communities can pave the way to success.
Hartford Foundation for Public Giving: Investing In Early Childhood
The Hartford Foundation for Public Giving is committed to promoting opportunities that ensure the region’s children are ready to learn and prepared to succeed in school and life.
Trinity College’s Cities, Suburbs and Schools Project, the Connecticut Data Collaborative and the University of Connecticut’s Mapping and Geographic Information Center (MAGIC ) analyzed and visualized the data to help communities examine outcomes in the context of neighborhoods, socioeconomics and community resources.
The lessons learned from this project will inform the Foundation’s education strategies and provide local communities with valuable information for their own decision-making.
The Foundation will work to advance local learning and action networks to explore, understand and act on the EDI data. We look forward to sharing the lessons learned from the project with a broad array of stakeholders at the local, regional and state levels.
PLEASE EMAIL US FOR MORE INFORMATION ABOUT THIS PROJECT: [email protected]
This work has been guided by the UCLA Center for Healthier Families, Children and
Communities which works with over 40 jurisdictions nationwide on the administration of EDI and the community conversations that emerge from a review of the findings, through UCLA’s Transforming Early Childhood Comprehensive Systems Project (TECCS ).
EDI REPORT / JANUARY 2015
HFPG.ORG
H A R T F O R D F O U N D AT I O N F O R P U B L I C G I V I N G 2
Long before a child steps into a Kindergarten classroom, they are getting ready for school.
1 E D I R E P O R T / J A N U A R Y 2 0 1 5
Families and caregivers are the first teachers— and homes and neighborhoods are the first learning environments.
Positive relationships and supportive environments guide a young child’s
development and provide the foundation for future learning and well-being.
Families & communities can support child development by focusing on 5 key domains:
PHYSICAL HEALTH & WELL-BEING
example:
Can the child hold a pencil?
Is the child underweight or overweight?
SOCIAL COMPETENCE
example:
Does the child share with others?
Is the child self-confident?
EMOTIONAL MATURITY
example:
Is the child able to concentrate?
Would the child help someone that is hurt
or upset?
LANGUAGE & COGNITIVE
DEVELOPMENT
example:
Is the child interested in reading and writing?
Can the child tell a short story?
COMMUNICATION SKILLS & GENERAL
KNOWLEDGE
example:
Can the child communicate his/her own needs?
Can the child communicate with adults and children?
These areas—or domains—focus not only on academic success, but also the social and emotional development children need to get ready for school.
3 E D I R E P O R T / J A N U A R Y 2 0 1 5
The Early Development Instrument (EDI) helps identify whether children in
a neighborhood are entering Kindergarten On Track, At Risk, or Vulnerable.
Kindergarten teachers answer EDI survey questions about children's:
The 5 key domains contain 16 subdomains. EDI uses these
indicators to determine readiness of children for school.
The EDI Pilot: Galvanizing Community Action to Ready Children for School
Overall social competence
Responsibility and respect
Approaches to learning
Readiness to explore new things
Pro-social and helping behavior
Anxious and fearful behavior
1
2
3
4
5
6
Interest in literacy / numeracy and memory
Advanced literacy skills
Basic numeracy skills
Communication and general knowledge
16
15
14
13Aggressive behavior
Ability to concentrate / demonstrate patience
Physical readiness for the school day
Physical independence
Gross and fine motor skills
Basic literacy skills
7
8
9
10
11
12
In partnership with the school districts and municipal leadership of both Hartford and
West Hartford*, the Hartford Foundation for Public Giving is pi loting the use of EDI
and a collective action strategy in these two towns. This approach is already being used
in over 40 communities in the United States, as well as internationally.
Residents, parents, teachers, and other community stakeholders can use this information
to examine and build conditions for success in school and life.
EDI looks at the whole population of children in a neighborhood. It is not a diagnostic tool
for individual children or a means to evaluate individual teachers or programs.
* In West Hartford, we are implement ing th is project in par tnership with community-based organizat ion Great by E ight .
H A R T F O R D F O U N D AT I O N F O R P U B L I C G I V I N G 4
5 EDI REPORT / JANUARY 2015
We've started by looking at how children develop in Hartford and West Hartford neighborhoods.
AT RISKChildren who score between the 10th and 25th percentile.
ON TRACKChildren who score at or above the 25th percentile of the national EDI population.
VULNERABLEThose who score at or below the 10th percentile in any domain.
The EDI was completed by Kindergarten teachers—in Hartford Public Schools,
West Hartford Public Schools, and Jumoke Academy— about the children in
their classrooms during the 2013–2014 academic year.
Teachers provided data on 2,500 Kindergarten students, representing 85%
of the Kindergarten-age population in the neighborhoods of Hartford and
West Hartford, CT.
H A R T F O R D F O U N D AT I O N F O R P U B L I C G I V I N G 6
HARTFORD
33% ON TRACK 27% AT RISK 40% VULNERABLE
WEST HARTFORD
50% ON TRACK 24% AT RISK 26% VULNERABLE
WHAT DID THE OVERALL RESULTS PROMPT US TO OBSERVE AND ASK?
Despite the tremendous commitment to
promote high-quality preschools in these
municipalities, there is still a significant
number of children who are not “on track”
to be ready for Kindergarten.
Children show vulnerability in developmental
areas even in neighborhoods where there are
existing resources.
How can we better understand what it takes to be “on track”?
How can available resources be better utilized?
7 EDI REPORT / JANUARY 2015
Looking at EDI results by neighborhood helps create context for the data.
PERCENTAGE VULNERABLE IN 1 OR MORE DOMAINS
These results point to questions like: Is there a relationship between neighborhood
resources and vulnerability? What other socioeconomic variables might have an
impact? What kinds of assets do multilingual children bring to our schools?
Context helps you see, understand and act.
For each neighborhood, on top of the EDI results, you can
layer census and socioeconomic data, resources such as
parks and family centers, parent engagement variables, and
factors like English proficiency, special education and more.
Percentage of children “on track” in each domain, by neighborhood:
No Data Avai lable
0.1%—19%
19.1%—25%
25.1%—32%
32.1%—38%
38.1% +
EAST HARTFORD
WINDSORBLOOMFIELD
WETHERSFIELD
NEWINGTON
FARMINGTON
AVON
Mountain West
Golf Acres
Bishop'sCorner
West
BuenaVista
WestHartford
Center
FarmingtonEast
El izabeth Park
Rockledge
Corbin 'sCorner
NewPark
BehindThe
Rocks
Barry Square
SouthEnd
South West
AsylumHil l
Northeast
Blue Hi l ls
KennedyPark
Parkvi l leFrog
Hol lowSheldon-
Charter Oak
South Green
West End
ClayArsenal
UpperAlbany
WEST HARTFORD HARTFORD
HA
RT
FOR
DW
EST
HA
RT
FOR
D H A R T F O R D F O U N D AT I O N F O R P U B L I C G I V I N G 8
N E I G H B O R H O O D S
Asylum Hi l l
Barry Square
Behind The Rocks
Blue Hi l l s
Clay Arsenal
Frog Hol low
Northeast
Parkv i l le
Sheldon Charter Oak
South End
South Green
South West
Upper Albany
West End
Bishops Corner West
Buena Vista
Corbins Corner
El izabeth Park
Farmington East
Golf Acres
Kennedy Park
Mounta in West
New Park
Rockledge
West Hartford Center
50%
60%
57%
71%
71%
51%
58%
49%
61%
59%
69%
76%
64%
58%
80%
79%
69%
84%
72%
74%
55%
79%
49%
70%
82%
66%
68%
62%
79%
70%
58%
61%
52%
71%
75%
69%
75%
75%
75%
83%
74%
62%
83%
77%
82%
53%
76%
55%
70%
87%
45%
62%
61%
73%
64%
57%
51%
41%
46%
62%
69%
76%
53%
63%
79%
79%
74%
81%
79%
78%
55%
81%
60%
79%
82%
64%
64%
61%
79%
65%
64%
58%
50%
64%
73%
54%
79%
64%
48%
83%
76%
64%
83%
67%
84%
55%
88%
63%
73%
78%
58%
65%
64%
76%
57%
56%
57%
55%
68%
65%
63%
81%
60%
67%
75%
79%
62%
78%
68%
76%
45%
79%
60%
64%
77%
Communication Skills Emotional Maturity Language & Cognition Physical Health Social Competence
9 EDI REPORT / JANUARY 2015
What do the results tell you? Is there a story you can tell about what you
see? Do you agree with the results? Did anything surprise you? What did
not surprise you? What new questions do the results prompt for you?
What can be done to help children get ready for school?Shared understanding can shape and motivate shared responsibi l ity.
?
CAREGIVERS CAN:
How do you ensure children are healthy
and develop necessary motor skills?
COMMUNITIES CAN:
What are means to build vocabulary, basic literacy and analytical skills?
How can interactions help children learn
to understand others and be understood?
The EDI findings can start a conversation, both in your town and your own neighborhood.
How can you help young children build
social skills and self control?
How can you inspire curiosity, eagerness and thoughtfulness
in children?
H A R T F O R D F O U N D AT I O N F O R P U B L I C G I V I N G 1 0
What strategies will support children in both Hartford and West Hartford?
* These are the combined totals for Hartford and West Hartford for the 2013–14 academic year.
R E A D I N E S S I N E D I S U B D O M A I N S
Overall Social Competence
Responsibility & Respect
Approaches to Learning
Readiness to Explore New Things
Pro-Social & Helping Behavior
Anxious & Fearful Behavior
Aggressive Behavior
Ability to Concentrate & Demonstrate Patience
Physical Readiness for the School Day
Physical Independence
Gross & Fine Motor Skills
Basic Literacy Skills
Interest in Literacy, Numeracy & Memory
Advanced Literacy Skills
Basic Numeracy Skills
Communication & General Knowledge
16%
13%
18%
4%
37%
4%
13%
22%
6%
22%
42%
11%
19%
18%
21%
51%
50%
25%
38%
24%
31%
12%
9%
20%
N/A
N/A
18%
16%
14%
6%
12%
22%
33%
62%
43%
71%
31%
83%
78%
58%
94%
78%
40%
72%
67%
76%
67%
27%
Social Competence
Social Competence
Social Competence
Social Competence
Emotional Maturity
Emotional Maturity
Emotional Maturity
Emotional Maturity
Physical Health & Well-Being
Physical Health & Well-Being
Physical Health & Well-Being
Language & Cognition
Language & Cognition
Language & Cognition
Language & Cognition
Communication Skills & General Knowledge
Not Ready * Somewhat Ready * Ready * Domain
You can use EDI to affect positive change in your neighborhood.
1 1 EDI REPORT / JANUARY 2015
Collective dialogue and action leads to smart solutions. You have an opportunity to seek input, buy-in and participation from residents,
caregivers, service providers, community leaders and public officials.
Promote community discussions about school readiness
There are many different ways you can approach these issues, both in your
neighborhood and town. Let's look at the resources and work together to
create real impact and a bright future for our children.
H A R T F O R D F O U N D AT I O N F O R P U B L I C G I V I N G 1 2
Inform strategic planning and decision making
Train parent leaders to advocate for changes in initiatives in their community
Engage families in different neighborhoods around early childhood development and learning
Increase community awareness about the importance of early childhood development
Improve professional development and support for those in the early childhood and family support field
Improve collaboration and integration of efforts that support children and families
Improve existing programs
What are you inspired to do?
Inform funding and placement of new programs
Develop special projects that will foster change where their children most need it
Improve quality of existing programs for families and young children
Ideas to advance a community dialogue and motivate action:
Together, we can better understand school readiness and determine what
it wil l take to improve early child development in our neighborhoods.
13 EDI REPORT / JANUARY 2015
Community members can use this information to examine and
build conditions for success in school and life.
Maps showing census data, neighborhood resources, educational attainment for parents and more.
We encourage you to visit the website and engage with the findings. These are just a few examples of the types of data available online, ready for download.
For more information on the EDI process and results, to request an EDI presentation
at your institution, or to suggest potential next steps for action, email [email protected].
Interactive charts with percentage of children vulnerable by domain, for each of the twenty-five neighborhoods surveyed.
Dynamic tables comparing EDI results to factors such as Special Education, English Language Proficiency and parent engagement.
Explore Neighborhoods Analyze Readiness Compare Variables Parent Meetings and Trainings
Professional Development Trainings
Press Releases and Media Briefings
Community Forums
Reports or Policy Briefs for Public Officials and Community Leaders
Community Dashboards or Report Cards
Resource Fairs
Social Media Outreach
Infographics to Explain Issues and Key Findings
Explore the initial EDI results, visualized: http://edi.ctdata.org
H A R T F O R D F O U N D AT I O N F O R P U B L I C G I V I N G 1 4