Using the Early Development Instrument (EDI), A Community Level Index of Children’s Health, Development and School Readiness
UCLA Center for Healthier Children, Families and Communities Lisa Stanley, DrPH Project Director LisaStanley@mednet.ucla.edu
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Objectives
Gain a Strong Foundation in the EDI Purpose & Methods EDI Results Using EDI for Change Implementation: Roles and Timelines 2
What is the EDI?
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What is the EDI?
EDI and the Early Years
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EDI Characteristic Highlights Population focus • Community results reported by neighborhood geography • District receives confidential school level reports • Never reported by child or teacher Holistic measure • Covers five developmental domains, 16 subdomains Feasible to implement at scale • Collected once every 3 years by K teachers • User-friendly, online observational assessment, recall Internationally validated • Developed at McMasters University, Canada • Successfully used in over 15 countries • National indicator in Australia • Strong reliability and validity • EDI Predicts later standardized test scores
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Population focus
• A community snapshot of children’s healthy development and school readiness • Informs place-based efforts to optimize the healthy development for all young children • Results are used to • Look back to help collective efforts to prepare children for school • Look forward to optimize children’s success as they progress through school
Look Back
Look Forward 6
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EDI Results
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5 Developmental Domains Physical Health & Well-Being
Communication Skills
- Ability to use language - Communicate needs and understand
- Motor skills - Physical readiness
Language & Cognitive
- Abilities with reading, writing, numbers, shapes
Social Competence Emotional Maturity - Emotional wellbeing, feeling sad, fearful, etc
- Getting along with peers, - Respect for others
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EDI Measurement
Vulnerable
At-Risk
On Track
0 to ≤ 10th percentile
>10th to ≤ 25th percentile
>25th - 100th percentile
Most likely to experience problems later in school
Not vulnerable but lower than expected
Meets developmental milestones and expected to be successful in later grades
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16 Developmental Subdomains • Physical readiness for school day • Physical independence • Gross and fine motor skills
• Overall competence with peers • Respect and responsibility • Approaches to learning • Readiness to explore new things
Physical Health and Well-being
Social Competence
• Prosocial and helping behavior • Anxious and fearful behavior • Aggressive behavior • Hyperactive and inattentive behavior
Emotional Maturity
• Basic literacy skills • Interest in literacy/numeracy and memory • Advanced literacy skills • Basic numeracy skills
Language and Cognitive Development
Communication Skills and Gen. Knowledge 11
Mapping the EDI EDI Results • Measure of kindergarten-age children’s development, by neighborhood (CT)
Indicators and Assets • Community conditions and resources, by neighborhood (CT) 12
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Neighborhood Risk Index A composite measurement of ten indicators of neighborhood level risk which can be associated with higher levels of developmental vulnerability in children
Ten variables taken for US Census American Community Survey • 5 year estimates; 20122016
Compiled for all 70,000+ Census Tracts in US
Risk: +/- 1 standard deviation from national mean
Each Census Tract Categorized by Number of Risk Indicators present
• Sign dependent upon if it’s a positive or negative indicator
• Zero • Low – 1-2 Risk Indicators • Medium – 3-5 Risk Indicators • High – 6-10 Risk Indicators
Ten Indicators of Neighborhood Risk Positive Indicators (4)
% Population with a College Degree (Ages 25 and Older)
% Population with Wage Income
% Owner-occupied Housing
% Households with Interest, Rent, or Dividend Income
Negative Indicators (6)
% Single Parent Family Households
% Limited English Speaking Households
% Disconnected Youth (Ages 16-19; Unemployed and not in School)
% Population without a High School Diploma (Ages 25 and Older)
% Families with Children in Poverty
% Households with Public Assistance Income
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Using EDI for Change 24
How EDI is Used Who
What
How EDI Used
Looking Back Cross sector collective efforts
Community • Understand neighborhood context profile mapped • Catalyst to engages cross-sector by neighborhood partnerships dedicated to improving the lives of children Where children • Inform planning, investment and actions live • Monitor progress of community effort over time to assess collective impact and investments
Looking Forward Education Sector K-12
Center/School level reports (confidential to LEA) Where they go to school
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Inform professional development Engage parent and parent councils Inform curriculum development Inform parent teacher conferences Improve school transition efforts and alignment from preK-4 to Kindergarten 25
Discussion Questions What results do you see that were expected and unexpected? Who else should be engaged and what other data do you need to help you understand your EDI results? What factors might be driving the EDI results?
What, collectively, can you do to improve the EDI results?
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Washington DC • EDI was impetus to launch Campaign, “Our Children, Our Community, Our Change” • Tool to engage broad cross-sector partners and make data widely available • Web portal, repository for EDI results and tools to help build local capacity. http://www.raisedc.org/ourchildren
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Pasadena, CA • EDI informed new City level EC Policy • Policy has a crosssector, systems focus • Engaging parents to inform City’s strategic plan
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Hartford, CT •Using EDI to engage residents in local action plans •Overlaying other sector data to improve systems
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Santa Monica, CA Citywide Youth Wellbeing Scorecard
Informs Cradle to Career Master Plan Among the on-the-ground projects Building Blocks to Kindergarten 30
EDI Community Websites • DC - http://www.raisedc.org/ourchildren • Connecticut Data Collaborative: https://edi.ctdata.org/ • Magnolia Community Initiative http://magnoliaplacela.org/ • Orange County - http://occhildrenandfamilies.com/ • Tulsa - http://www.impacttulsa.org/goal-2019old/countdown-to-kindergarten/ • Bexar County: http://readykidsa.com/client-resourcesreferrals/early-development-instrument-edi/ • Santa Monica: https://www.smgov.net/Content.aspx?id=47450 • Pasadena: https://ww5.cityofpasadena.net/office-of-theyoung-child/ 31
Questions? Thoughts…
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Implementation: Roles and Timeline
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Roles for Key Partners • UCLA Serves as national support center for EDI: • Train the trainer toolkit to support EDI data collection • Online EDI software used by teachers • Data analysis and visualization, report making, deidentified child-level data file • Consultation on interpretation/use of EDI data • Shared learning network for communities across US using EDI
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Roles for Key Partners • Local Lead Partner in collaboration with SD
• Identify target geographies and plan for spread and scale • Coordinate and conduct the teacher trainings • Work with UCLA mappers to define neighborhood boundaries and indicators overlaid onto EDI maps • Convene early childhood partners around use of EDI • Participate in the shared learning network
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Roles for Key Partners • District EDI Coordinator • Recruit schools/teachers • Provide teacher/student roster to UCLA to set up teacher user accounts in USEDI software • Create Class lists • Distribute parent letters • Coordinate teacher training logistics and communications
• Teachers (7 hours) • • • •
Receive teacher orientation (1 hour) Send parent information sheets home (if not done by district) Complete EDI on each child (10-15 minutes) online Complete one evaluation form online
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Key Steps for EDI Implementation • • • • • • • • • •
Formalize community’s intent to participate Identify target geographic area for reporting EDI data Recruit districts, principals and teachers Prepare for data collection Add up to five customized EDI questions per district (optional) Prepare for teacher trainings Train teachers Complete the EDI (done by teachers) Compensate the district/teachers, if applicable Generate EDI results
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