1. Using the Early Development Instrument to Support School Readiness NURTURING NEW ROOTS Supporting the Newcomer Family 6 th Ontario Professional Development Conference for LINC Childminders November 22, 2007 GLORY RESSLER Coordinator Understanding the Early Years TIFFANY GARTNER Data Analysis Coordinator Ontario Early Years Niagara Region

2. 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.

3. The Early Development Instrument (EDI) Content adapted from a presentation by Dr. Magdalena Janus, McMaster University, Offord Centre for Child Studies www.offordcentre.com

5. 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)

6. 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

7. 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

8. 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 from the educational activities that are provided by the school.

9. 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

10. 1.Physical Health & Well- being 2.Social Competence 3.Emotional Maturity 4.Language & Cognitive development 5.Communication Skills & General Knowledge Domains of School Readiness

11. 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 TRACKON TRACK 25 – 75%

12. 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

13. Comparison of EDI and Grade 6 Scores in North York, Ontario

14. Source: Toronto District School Board, March 2007

17. 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

18. EDI is: a survey, a mobilisation tool, and a monitoring tool. EDI is not: an individual assessment, a prescription for action, or perfect

19. 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

20. 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

21. 2006 EDI Sample

22. 2006 Overall EDI On Track Results

23. 2006 Overall EDI Results

24. 2006 EDI Domain Comparisons

25. Domain Means 2002-2006

26. 2006 Overall EDI Vulnerability

27. 2006 Vulnerability by Domain

28. 2006 Low Score %s by Sub- domain

29. 2006 Vulnerability by Domain

33. National Average = 26% 2006 % Vulnerable by Municipality

34. 2001 Census

37. 2006 EDI

38. 2001 Census

39. 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)

40. 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

41. Thank you! Questions? Comments? How might you use the EDI to improve school readiness? Please complete an evaluation. ~ Tiffany and Glory