1. The Middle Years Development Instrument (MDI):
© 2016 Human Early Learning Partnership
The Middle Years Development Instrument (MDI):
Steps to Administration for Teachers and Principals

2. OVERVIEW Middle Childhood Development
The Middle Childhood Development Instrument (MDI)
MDI Administration
Moving to Action
Note to presenter:
The key sections for preparation of MDI administration are 1 to 3.
The 4. Moving to Action section could be presented in a separate presentation that could also include a presentation of results when available.
© 2015 Human Early Learning Partnership

3. HELP’s Vision All children thriving in healthy societies KEY MESSAGES:
HELP is an interdisciplinary research centre at UBC
By participating in this study, students are making a significant contribution to research in B.C.
We’d like to thank school staff and educators for their participation.
IMAGE SOURCE (MUST KEEP IN NOTES SECTION):
Family Time by Aaron Groote - Flickr CC Attribution
© 2015 Human Early Learning Partnership
All children thriving in healthy societies

4. TIMELINE OF DEVELOPMENT
Birth
Adolescence
Early Childhood
Middle
Childhood
KEY MESSAGES:
Traditionally, much of the research on child development focused on the significance of both the early years and adolescent periods of development.
Less was known about middle childhood (the years from 6 to 12). The middle years were viewed as “latency period,” or a phase of relative stability where development was less dramatic than other stages.
© 2015 Human Early Learning Partnership
TIMELINE OF DEVELOPMENT

5. Middle childhood is a transitional time…
Cognitively
Socially Academically Physically
KEY MESSAGES:
Recent research highlights a number of critical changes occur during this transitional period of human development:
Cognitively children become more self-aware and more aware of others,
Socially children’s worlds begin expanding as connections to peers become increasingly important,
Academically children begin receiving grades and facing pressure to succeed,
Physically children are entering puberty (these changes have begun to present themselves at younger ages than in the past).
What is happening during the middle years sets children up for how they handle adolescence and adulthood.
© 2015 Human Early Learning Partnership
Field Trip by Daniel O'Neil - Flickr CC Attribution

6. Dr. Kimberly Schonert-Reichl Director, HELP Professor, Faculty of Education at UBC
KEY MESSAGES:
Dr. Kimberly Schonert-Reichl is HELP’s Director, she is an applied developmental psychologist and professor in Education at UBC. She began her career as a teacher in middle school and high school.
Kim is internationally recognized as an expert in the area of social and emotional learning (SEL) research with children and adolescents.
© 2015 Human Early Learning Partnership

7. Social & Emotional Learning (SEL): A Growing Movement
NOTE TO TRAINERS
Play Video here.
You will need speakers.
Click on the image to open the video in youtube:
Once the video is finished, press ENTER and it will advance to the next slide.
If the link does not work, please refer to the videos on the teacher training blog, which can be found here:
© 2015 Human Early Learning Partnership

8. KEY MESSAGES:
The MDI is a population-based measure that helps us gain a deeper understanding of children’s health and well-being during middle childhood. Based on the emerging research on middle years development and social and emotional well-being, the MDI captures how children were doing in the middle years at a population level.
 © 2015 Human Early Learning Partnership

9. Self-report questionnaire for Children in Grade 4 and Grade 7
KEY MESSAGES:
Why Grade 4 and 7 students? Why not older students? These ages are particularly important to be able to prevent problems before they arise. The time between Grade 4 and Grade 7 (ages 9 to 12) is a transitional periods in development in which we know there is increased risk but also increased opportunity to make a difference. Previous research has found that responses from children in grade 4 and above are as reliable and valid as responses from adults.
Children fill out the survey themselves online, it is administered by teachers or a principal during school hours, takes 1 to 2 class periods to complete.
Further Reading on the validity of children’s self-report:
Schonert-Reichl, K., Guhn, M., Gadermann, A., Hymel, S., Sweiss, L., & Hertzman, C. (2013). Development and validation of the Middle Years Development Instrument (MDI): Assessing children’s well-being and assets across multiple contexts. Social Indicators Research, 114(2):
Varni, J. , Limbers, C. , & Burwinkle, T.(2007). How young can children reliably and validly self-report their health-related quality of life?: An analysis of 8,591 children across age subgroups with the PedsQL™ 4.0 Generic Core Scales. Health and Quality of Life Outcomes, 5(1): 1-13.
© 2015 Human Early Learning Partnership
Self-report questionnaire for Children in Grade 4 and Grade 7
Computer Lab 4th Grade by Woodleywonderworks - Flickr CC Attribution

10. Dr. Kimberly Schonert-Reichl, Director HELP, MDI Overview for Alberta ADM
5/16/2018
was developed …
Walk by David - Flickr CC Attribution
A recent study (Kessler et al., 2005) found the median age of onset for anxiety and impulse control disorders was age 11 and that half of all lifetime mental health disorders start by age 14.
The first person who can identify early mental wellness issues is often the classroom teacher, yet teachers are not often trained to recognize the signs.
1 in 5 children/youth have significant mental health problems yet only 25% receive services.
Canada spends about $14.4 billion annually on the treatment of mental illness (Stephens & Joubert, 2001).
By 2020, the Canadian Psychiatric Association (2001) estimates that mental illness will be the leading health care cost in the country.
based on recent scientific research on children’s social, emotional learning and development, positive psychology, and resiliency (assets).

11. was developed …
KEY MESSAGES:
The MDI was developed by a UBC research team led by Dr. Kimberley Schonert-Reichl, with considerable input from children, parents, teachers and community groups, including the United Way of the Lower Mainland.  Questions were assembled from surveys previously used and validated with children.
FURTHER READING:
Read more about the development of the MDI:
“Middle Childhood Inside and Out: The Psychological and Social Worlds of Canadian Children Aged 9-12”
© 2015 Human Early Learning Partnership
through a collaborative process, involving scientific experts, teachers, children and community members.

12. Measures areas of development strongly linked to well-being, health and academic achievement.
KEY MESSAGES:
The MDI measures areas of development strongly linked to well-being, health and academic achievement.
© 2015 Human Early Learning Partnership
Engineering Camp by Texas A&M University - Flickr CC Attribution

13. Used at a Population Level NOT used as an
Individual Diagnostic Tool

14. About the It is… A population (or large group) measure
Used to understand trends in the development of children in the middle years
It is not…
An individual or diagnostic measure
Used to evaluate teachers or schools.
KEY MESSAGES:
MDI is a population-based survey
Tells us only about groups, neighbourhoods or broader geographic regions.
Allows us to see population trends in children’s well-being
Not used to evaluate teachers or schools
Children fill out the survey themselves at school, it is administered by teachers or a principal.
The MDI measures developmental assets with a focus of the promotion of resiliency and protective factors.
© 2015 Human Early Learning Partnership

15. Development of the Whole Child

16. Multiple Contexts

17. Children’s
Voices

18. Upholding the Rights of the Child
Article 12:
Children have a right to give their opinion and be listened to by the adults around them
KEY MESSAGES:
The self-report nature of the MDI upholds Article 12 of the United Nations Convention on the Rights of the Child.
© 2016 Human Early Learning Partnership

19. Relationships are central

20. MDI PARTICIPATION Total to date: 57,620 31 Grade 4 and 7 students
School Districts
Total to date:
KEY MESSAGES:
To date, 31 school districts have participated in the MDI across the province of BC,
This year we have 7 new districts participating.
© 2015 Human Early Learning Partnership

21. MDI National Scale-out Project. 2017-18
As of 2017 school year, the MDI will be administered in these sites across Canada, as part of the final year of a three-year grant from the McConnell and MaxBell Foundations. Thus far, about 2,000 students in other locations in Canada have completed the MDI.
Annapolis Valley, NS

22. Measures areas of development strongly linked to well-being, health
and academic achievement
KEY MESSAGE:
The MDI measures areas of development strongly linked to well-being.
© 2016 Human Early Learning Partnership

23. Social & Emotional Development
Optimism
Self-esteem
Happiness
Empathy
Prosocial Behaviour
Absence of Sadness and Worries
Self-Regulation (Short & Long-term)
*Responsible Decision-Making
*Perseverance
*Assertiveness
*Citizenship and Social Responsibility
*Grade 7 Only
Social and Emotional Development Measures

24. Physical Health & Well-Being
General Health
Frequency of Breakfast
Frequency Meals with Adults at Home
Frequency of Good Sleep
Bedtime
Body Image
Physical/Health conditions
Physical Health and Well-Being Measures

25. Connectedness Adults at School Adults in the Neighbourhood/Community
Adults at Home
Peer Belonging
Friendship Intimacy
Important Adults at School
* What makes an adult important? At School? Home?
*Grade 7 Only

26. Use of After-School Time
Organized Activities
Free Time Activities
People and Places
Wishes and Barriers
Safe spaces
Availability of programs

27. School Experiences Academic Self-Concept School Climate
School Belonging
Victimization and Bullying
Motivation
Future Goals

29. WELL-BEING INDEX Happiness Health Optimism Self-esteem Low sadness
Low Well-Being
Children who are reporting negative responses on at least 1 measure of well-being.
Happiness
Health
Optimism
Self-esteem
Low sadness
High Well-Being (Thriving)
Children who are reporting positive responses on at least 4 of the 5 measures of well-being.
KEY MESSAGE:
In addition to results on the MDI dimensions, reports also contain two summary measures, called indices, that the MDI provides to paint an overall picture of how children perceive their lives.
The Well-being Index is a combined score of 5 measures that are known to be of critical importance for the development of children’s overall well-being.
Happiness- Happiness, or subjective well-being, refers to how content or satisfied children are with their lives. Happiness serves a greater advantage than just feeling good: children with a positive, friendly affect are more likely to attract positive attention from peers and adults, thus broadening and strengthening their social resources. Experiencing happiness also strengthens children’s coping resources when negative experiences occur.
General health - is described by The World Health Organization (WHO) as “not merely the absence of disease or infirmity.” It involves knowing and recognizing one’s own state of physical well-being.
Optimism - Optimism refers to the mindset of having positive expectations for the future. Optimism predicts a range of long-term health and life benefits including greater success in school and work, less likelihood of depression and anxiety, greater satisfaction in relationships, better physical health, and longer life. It is also a strong predictor of resiliency for children facing adversity.
Self-esteem- Self-esteem refers to a person’s sense of self-worth. It is one of the most critical measures of middle childhood health and well-being. It is during the middle childhood years that children begin to form beliefs about themselves as “competent” or “inferior” people.
Low sadness - Depression is estimated to affect 1 in every 15 children in Canada. It has a later onset than anxiety, usually beginning around the time of puberty. Depression affects children’s ability to concentrate and also limits their ability to experience enjoyment or pleasure in things. Depressive symptoms during middle childhood may be able to predict later onset of depression.
The index has 3 categories of well-being:
High Well-Being (Thriving) indicates the proportion of children who are reporting positive responses on at least 4 measures of well-being.
Medium to High Well-Being indicates the proportion of children who are reporting no negative responses, and less than 4 positive responses.
Low Well-Being indicates the proportion of children who are reporting negative responses on at least 1 of the 5 measures of Well-being.
© 2016 Human Early Learning Partnership
Medium to High Well-Being
Children who are reporting no negative responses, and fewer than 4 positive responses.

30. ASSETS INDEX ADULT RELATIONSHIPS NUTRITION AND SLEEP SCHOOL
EXPERIENCES
PEER
RELATIONSHIPS
AFTER-SCHOOL
ACTIVITIES
Not Reported Publicly
Adults at School
Adults in the Neighbourhood
Adults at Home
KEY MESSAGE:
The Assets Index is a measure of key resources and influences present in children’s lives that help promote positive development and well-being.
Supportive Adult Relationships: Research shows that children who do not feel connected are more likely to drop out of school and to suffer from mental health problems. A single caring adult, be it a family member, a teacher in the school or a neighbour, can make a very powerful difference in a child’s life. Children who feel connected report greater empathy towards others, higher optimism, and higher self-esteem than children who feel less connected.
Positive Peer Relationships:
Beginning in middle childhood, friendships and peer support begin to have a stronger influence on children’s school motivation, academic and life success. During this phase, children begin to place more importance on peer groups than on relationships to adults.
Proper Nutrition and Sleep:
Physical health outcomes are not uniquely controlled by genetics. They can be affected by different factors in one’s environment: family, relationships, lifestyle, economic and social conditions, as well as the neighbourhoods in which we live.
Participation in After School Activities:
We know that the environments in which children live and play are important, yet we know very little about how school-aged children actually spend their after-school hours. The data provided by the MDI attempts to fill gaps in the existing research on children’s participation in activities during after-school hours (from 3 to 6pm).
School Experiences:
School success is optimized when children perceive that they are learning within a safe, caring, and supportive environment. NOTE: The School Experiences asset is not mapped in public MDI reports. This is in order to avoid a ranking of schools or neighbourhoods.
© 2016 Human Early Learning Partnership
Eating Breakfast
Meals with Adults at Home
Frequency of Good Sleep
Peer Belonging
Friendship Intimacy
Organized Activities

31. Personal and Social Competencies
BC’s new curriculum
Personal and Social Competencies
MDI measures
Positive Personal & Cultural Identity
Connectedness, Self-Esteem,
Personal Meaning,
Academic Self-Concept
Personal Awareness and Responsibility
Self-Awareness, Perseverance,
Responsible Decision-Making,
Self-Regulation, Well-Being
Social Responsibility
Citizenship/Social Responsibility, Empathy, Prosocial Behaviour
I know many of you are probably getting familiar with the new curriculum.
One area that we are excited about is the Core Competencies aspect of the curriculum, specifically the three Personal and Social Competencies.
Kim Schonert-Reichl was part of the advisory group working on the new curriculum and you can see that many of measures included on the MDI are in alignment with these competencies, providing schools with a resource to see how their students are rating how they are doing in these areas.

34. School District and Community Summary reports will be available on the website in the spring, including all of the results for your district under the 5 MDI dimensions.
Results are also mapped by where children live so that schools and communities can use shared measures to support children’s well-being.
A Guide to Understanding your MDI Results has been developed in an effort to assist users with interpreting and applying their MDI results. It provides valuable information about the MDI’s five dimensions of children’s well-being as well as detailed information on the MDI survey questions, the response scales and the scoring methods for each dimension and measure are provided. We encourage you to read the guide as you review your reports and maps. 

35. Who uses MDI Data Community Planners Funding Agencies Children
Children’s Organizations
Parents
Policy Makers
Sports and Recreation Associations
Health Agencies
Educators

36. How do you administer the?
KEY MESSAGES:
This next section highlights the details of how principals and teachers administer the MDI with their students.

37. MDI SURVEY ADMINISTRATOR ROLE
Your role in understanding the data collection process and in guiding your students carefully through the survey completion process is critical.
We would like to take this time to say thank you for your interest and participation.

38. MDI SURVEY ADMINISTRATOR ROLE
Track student withdrawals/consent
Print off student passwords
“Unlock” the survey
Administer the survey
Follow up with student help requests

39. PRIVACY AND CONFIDENTIALITY
Behavioural Research Ethics Board (BREB) of UBC approved.
All information collected is kept confidential and used for research, planning and evaluation purposes only.
Parents are informed; participation is voluntary; consent is passive.
No child or teacher is ever identified in our reporting.
KEY MESSAGES:
The privacy of children, families and teachers is paramount
All information that is collected is kept confidential and used statistical purposes only
All information is kept at HELP and personal identifiers are stripped from the data

40. PARTICIPATION IS VOLUNTARY
Parent letters must be sent home 4 weeks prior to the survey date.
Parents/guardians can return a withdrawal form to the classroom teacher if they do not wish their child to participate.
Students may opt out at any time, even after they complete the survey.
KEY MESSAGES:
Participation is voluntary for teachers, parents and students.
Parents/guardians receive information letters 4 weeks prior to survey administration outlining the details of participation in the MDI, and can choose to withdrawal by contacting the classroom teacher, or returning a withdrawal form to the classroom teacher (last page of the parent letter).
Students may opt out at anytime, even after they complete the survey.
The assent script read aloud at the beginning of the survey that outlines this option
There is a “withdrawal” button at the bottom of each page of the survey

41. MDI ADMINISTRATION STEPS
Before the day of MDI administration
Review helpful materials*
MDI Survey Administration Guide
MDI Instructional Survey
MDI Introduction video (4 mins)
*Materials posted on our webpage for
MDI Administrator’s and e-MDI website:
KEY MESSAGES:
The MDI Teacher/Principal Administration Guide outlines the steps to MDI administration in detail.
The MDI Instructional Survey is used the day of MDI administration assist teachers and principals in guiding students through the survey.

42. MDI ADMINISTRATION STEPS
Before the day of MDI administration
Log on to the e-MDI to
1. Review class list
2. Print student logins
KEY MESSAGES:
It is recommended to log in to the e-MDI at least a few days before you plan to administer the survey to review your class list and print student passwords.

43. PASSWORD RESET
KEY MESSAGES:
If you do not receive a password reset , contact your school district representative.
Password reset s sent to teacher and principals at the end of October.
Create a password and log in with your School District address to

44. www.mdi.ubc.ca Teacher/Administrator login page KEY MESSAGES:
Visit
Click on Teacher/Administrator Login
Teacher/Administrator login page

45. 1. REVIEW CLASS LIST
KEY MESSAGES:
If a student is missing from the class list that has been in a teacher’s class for 30 days or more (and the parent/guardian received the letter):
They can click on “Options” and select “Add Student”
PENS must be accurate!: The system will not duplicate a PEN number
If a child left the class or a parent withdraws their child from the study, remove the child from the class list
Delete the child by following these steps:
selecting the child’s name to view the student info page
Selecting “options / Edit” to move to the editing page for child info
Selecting “Options / Delete”
Confirming the deletion and the reason why
Under Add/Delete Students you can review your class list and add or delete students.
For detailed instructions, review the Administrator’s Guide.

46. 2. PRINT STUDENT LOGINS
KEY MESSAGES:
Print student logins to distribute on the day of survey administration.
Print Student Logins. Students can only log in when the survey is unlocked.
You can also Preview Survey.

47. 2. PRINT STUDENT LOGINS
KEY MESSAGES:
Print off the student login page, you can cut it into strips to distribute to individual students.
Print Student Logins. Cut into strips to distribute, collect after administration.

48. 3. INFORM SCHOOL COUNSELLOR
KEY MESSAGES:
We recommend informing the school counsellor that the survey is taking place in case anything arises for a student and he/she wishes to speak further. C
Tavola Elementary Ribbon Cutting and Meet the Teacher by Jill Carlson - Flickr CC Attribution

49. MDI ADMINISTRATION STEPS
On the day of MDI administration (1 to 2 class periods)
Unlock the survey (default is 4 hours)
Prepare computer lab/classroom set of mobile tablets
Help students log in
Administer the MDI
Follow up with student help requests
Complete the feedback form (optional)
KEY MESSAGES:
You will need 1 to 2 class periods to administer the MDI.
Grade 4 students usually need 2 class periods, and Grade 7 students usually need 1 class period.
Please allow for 10 to 15 minutes for students to login to the survey.

50. 1. UNLOCK THE SURVEY
KEY MESSAGES:
To protect the security of student logins, they can only access the survey when it has been “Unlocked” by the teacher or principal.
Once the survey is complete, please collect logins and lock the survey again.
The survey automatically locks after 4 hours.
You can unlock the survey as often as needed.
Under Unlock Survey & Print Passwords you can unlock the survey so that students can log in.
Once students are finished, lock the survey again. This prevents students from logging in outside the session. The survey will lock automatically after 4 hours.
You can also Preview Survey.

51. 2. PREPARE CLASSROOM/COMPUTER LAB
KEY MESSAGES:
Prepare the computer lab under test conditions (have space between students if possible). Have a classroom set of headphones available, or provide headphones for students that may benefit from the “read aloud” function.
Prepare an alternate activity related to regular classroom activity for students that are not participating.
Test conditions
Headphones (optional for voiceover)
Prepare work for students that are not participating

52. 3. STUDENT LOG-IN Direct students to www.mdi.ubc.ca to log in.
KEY MESSAGES:
Distribute student logins and direct them to
Optional - Project the survey to follow along (select “Preview Survey” under Step 2)
The best web browsers for the MDI survey are Firefox, Chrome and Safari.
Direct students to to log in.

53. 4. ADMINISTER THE MDI
Use the Instructional Survey to guide your students in completing the MDI. *IMPORTANT* Read aloud the assent script to students before they start. Read the Demographics questions and Instructions section aloud. Contains tips and instructions for survey administration throughout.
KEY MESSAGES:
The Instructional Survey is the survey you will use to guide your students.
It is identical to the online survey except it contains an assent script for you to read aloud before you start. The assent script describes what students will be doing and informs them that they can choose not to participate. Please read aloud the assent script so that students understand the purpose of the survey, confidentiality of responses, and that their participation is voluntary.
After reading the assent script aloud, begin the survey by reading aloud the questions of the demographics section: “Please tell us a bit about yourself” and the “Instructions” section answering the sample questions together. After that, the students can read the questions on their own and request assistance as needed. We want to point out that you as teachers know your students best and if you are concerned about their reading level, we suggest you real all of the survey questions out loud to your students.
The instructional survey also contains tips and instructions for survey administrators throughout the document.

54. WHILE ADMINISTERING THE SURVEY
Remain neutral (e.g. refrain from making jokes or additional comments). If a student asks for clarification, re-read the question, directing it at the individual student: “What would you say to me if I said – QUESTION -?” To protect student’s privacy, do not look at students responses and ensure that students do not look at others responses.
KEY MESSAGES:
While administering the survey, please remain neutral (e.g., refrain from making jokes or additional comments).
If a student asks a question about any particular item that is confusing to him/her please do not provide your own interpretation to the student, rather, re-read the question, directing it to the individual student (i.e., “What would you say to me if I said – READ QUESTION - ?”).
To ensure privacy and confidentiality, and to help students feel that their answers will be kept private, we ask that you do not look at students’ responses on their surveys while the students complete the survey. However, do observe your students’ behaviours to ensure that disruptions do not occur or that students do not try to look at other students’ responses.

55. 5. STUDENT HELP REQUESTS
Check your for any Student Help Requests.
Please follow your school’s protocol for following up with students.
KEY MESSAGES:
Because of the questions related to peer victimization, a student help request option is available following the survey.
Students are asked whether they would like to talk to their teachers or principal about a problem they are having.
If a student selects “Yes, I would like help”, an is sent directly to the classroom teacher and/or principal with the name of the student that requested help. HELP does not see these student requests unless the fails (in that case we will follow up with the teacher/principal).
Please follow your school’s protocol for following up with students. You do not need to let HELP know about the outcome of the follow up.
Participating teachers and principals have shared that help requests are an opportunity to hear from a student that they may not have been aware is having a problem.

56. 6. OPTIONAL FEEDBACK FORM
We’d appreciate your feedback on your experience with the MDI
Your feedback is anonymous and is used to improve MDI administration for teachers/administrators and students.

57. MOVING TO ACTION With MDI Results KEY MESSAGE:
The purpose of HELP’s middle years research is to gain a deeper understanding of how children are doing at this stage in their lives. Children’s perspectives on their experiences both inside and outside of school provide information to support evidence-based decisions on funding allocations, program delivery, and policy development. Here are a few insights into how you may be able to move to action with your MDI results.
Skateboarding by snre - Flickr CC Attribution

59. The full journey map – this is how we want users to progress through the site. MAKING SENSE CORE IDEAS is about understanding the key concepts of the MDI (its founding principles, the 5 dimensions, the indices) EXPLORE YOUR DATA is about accessing your reports, understanding the data visualization, and reflecting on results

61. The MDI Field Guide: Features
Accessible-language walkthrough
Infographics, videos, and stories designed to share
Presentation materials, discussion guides, and frequently-asked questions to download
Continuously updated content: new research, classroom activities, examples of ideas in action

62. CONTACTS IN YOUR DISTRICT
School District Contact(s)
Community Middle Years Representative(s)
KEY MESSAGES:
Please insert your local School District and Community Middle Years contact information, and any other local resources/contacts.

63. CONTACTS AT HELP
MDI Implementation Team (604)
KEY MESSAGES:
HELP staff are available to answer questions before and during MDI administration.
© 2015 Human Early Learning Partnership

64. THANK YOU!
Thanks again for your interest and participation!