early development instrument, school district 59

7/24/2019 Early development Instrument, School District 59

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www.earlylearning.ubc.ca

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The Early

Development

Instrument 2014/15 EDI Results at a GlanceSchool Reports

SD 59 Peace River South


http://slidepdf.com/reader/full/early-development-instrument-school-district-59 2/52014/2015 EDI SCHOOL REPORTS - INTRODUCTION

Thank you for your participation!

Thank you for your participation in the Early Development Instrument (EDI) project in

February 2015. Support from schools is integral to helping us understand the state of early

child development in B.C. Together, we have collected EDI results for over 230,000 children

in B.C. since 2001. We are thrilled to have you on board and hope to work with you again in

future years.

The first five years of a child’s life are crucial to their development. Genetics, family environment,socio-economic conditions, neighbourhood influences, availability of early child development

programs, and policy directions all contribute to a child’s developmental trajectory. EDI results

reflect how your students’ total environment in the first five years of their lives have affected

their development as a whole, not just academically. Their experiences form a key piece to the

overall story of early child development in B.C.

EDI school reports provide information on how

students in your school district are doing before they

enter Kindergarten. The results can be used to help

plan supports and programs in schools. We urge you

to use caution when interpreting results for a small

number of children. Small groups provide less reliable

population level data and should be combined withother information for decision making purposes.

We encourage school district administration to share

individual school reports with school principals, and in

turn, they are encouraged to share their school reports

with their teachers, staff, parents and community

partners at their discretion. Please note that in instances

where data is collected for fewer than 5 children,

the results are suppressed to ensure that individual

children cannot be identified. There are no individual

school reports for schools with suppressed data.

Community summaries are comprehensive reports that provide results at the neighbourhood

and school district levels. EDI data for students in your school district are included in thecommunity summaries based on their home postal codes, not where they go to school.

You may notice some differences between the school district results in this report and the

community summary for your district. The results presented here are for children who attend

school in your district, whereas community summaries contain data for the children who live

in your district. Community summaries are published once every three years at the end of

each wave of data collection. To access the most recent community summary for your school

district (Wave 5, 2013) please visit the HELP website: earlylearning.ubc.ca/maps/edi/nh.

Wave 1 Wave 2 Wave 3 Wave 4 Wave 5

2 0 0 1 / 0 2

2 0 0 2 / 0 3

2 0 0 3 / 0 4

2 0 0 4 / 0 5

2 0 0 5 / 0 6

2 0 0 6 / 0 7

2 0 0 7 / 0 8

2 0 0 8 / 0 9

2 0 0 9 / 1 0

2 0 1 0 / 1 1

2 0 1 1 / 1 2

2 0 1 2 / 1 3

S c h o o l Y e a r

Wave 1 is not generally reported - data are used as a benchmark

Wave 6

2 0 1 3 / 1 4

2 0 1 4 / 1 5

2 0 1 5 / 1 6


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The 5 Scales of the EDIBeing ready for school is more than knowing the “A,B,Cs and 1,2,3s”, it also involves social and

emotional maturity, good physical health and more. The EDI consists of 104 questions and

measures five core areas of early child development that are known to be good predictors of

adult health, education and social outcomes. The five scales are:

What is vulnerability?By evaluating data gathered from the EDI questionnaire, researchers are able to measure

population-based vulnerability rates. Vulnerability refers to the portion of the population, which

without additional support and care, may experience future challenges in school and society.

Children who score below the vulnerability cut-off on an EDI scale are said to be vulnerable

on that scale of development. A vulnerability cut-off is set at the level of development below

which a child would be at increased risk of encountering difficulties in the school years and

beyond.

For more information about vulnerability on the EDI please see our fact sheet at:

earlylearning.ubc.ca/documents/68

HELP produces a range of geographical maps that illustrate the results of the EDI at provincial,regional and neighbourhoods levels. This information can be used to identify where access to

supports and services are needed so that all children can grow up in environments where they

can thrive.

To access HELP’s interactive EDI maps please visit: earlylearning.ubc.ca/maps

Questions?Please contact the HELP EDI team at [email protected] for more information. Thank you for

your continued support.

Physical Health and Well-Being

Motor control, energy level, daily preparedness for school and washroom

independence. Sample questions: ‘Can the child hold a pencil?’ ‘Is the child ontime for school each day?’

Social Competence

Cooperation, respect for others, socially appropriate behaviour, self-control

and self-confidence. Sample questions: ‘Does the child share with others?’ ‘Is

the child self-confident?’

Emotional Maturity

Tolerance, a focus on helping and the ability to demonstrate empathy for others.

Sample questions: ‘Is the child able to concentrate?’ ‘Is the child aggressive or

angry?’

Language and Cognitive Development

Interest in books, reading, language skills, literacy and math-related activities.

Sample questions: ‘Is the child interested in reading and writing?’ ‘Can the

child count and recognize numbers?’

Communication Skills and General Knowledge

Ability to clearly communicate one’s own needs, participate in story-telling,

and general interest in the world. Sample questions: ‘Can the child tell a short

story?’ ‘Can the child communicate with adults and children?’


http://slidepdf.com/reader/full/early-development-instrument-school-district-59 4/52014/2015 EDI SCHOOL DISTRICT OVERVIEW - PEACE RIVER SOUTH

2014/15 EDI Results At a Glance

SD 59 - Peace River South School District

Total Number of Students with a Valid EDI: 237

VALID

EDI

# OF PARTICIPATING

TEACHERS

MEAN

AGE # GIRLS # BOYS # ESL

# SPECIAL

NEEDS

237 19 5.7 115 122 6 5

Demographic Summary

NO SCALES 1 SCALE 2 SCALES 3 SCALES 4 SCALES 5 SCALES

160 34 15 9 10 9

Number of Children who are Vulnerable on:

19

12

15

13

16

33

SOCIAL COMPETENCE

Cooperation, respect for others, socially appropriate

behaviour, self-control and self-confidence.

LANGUAGE & COGNITIVE DEVELOPMENT

Interest in books, reading, language skills, literacy

and math-related activities.

EMOTIONAL MATURITY

Tolerance, a focus on helping and the ability to

demonstrate empathy for others.

PHYSICAL HEALTH & WELL-BEING

Motor control, energy level, daily preparedness for

school and washroom independence.

COMMUNICATION SKILLS

Ability to clearly communicate one’s own needs,

participate in story-telling, and general interest in

the world.

VULNERABLE ON ONE OR MORE SCALES

Reports on the percentage of children who are

vulnerable on one or more of the 5 scales of the EDI.

PercentVulnerableEDI Results

0% 25% 50% 75% 100%


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The Demographics of your School District

Descriptive Characteristics Total Number of Students: 237

The following tables provide demographic data for the Kindergarten children in your school district who

had an EDI completed for them this year, including the gender, languages and ages of the children in

your district. These data help to provide context for the EDI results illustrated in the school reports.

NUMBER OF

STUDENTS PERCENTAGE

GENDER

Girl 115 49%

Boy 122 52%

ENGLISH AS A SECOND LANGUAGE (ESL)

ESL 6 3%

FIRST LANGUAGE

English 225 95%

French 0 0%

Other Only 3 1%

English & French (Bilingual) 0 0%

English & Other (Bilingual) 9 4%

French & Other (Bilingual) 0 0%

Two Other Languages 0 0%

FRENCH IMMERSION

French Immersion 38 16%

Student age at the time of teacher assessment is divided into 3-month intervals. The categories are

expressed as year-months of age; for example, 5-7 indicates age 5 years 7 months.

Age Composition

AGE CATEGORY (YEARS - MONTHS)

NUMBER OF

STUDENTS PERCENTAGE

5-0 to 5-3 48 20%

5-4 to 5-6 56 24%

5-7 to 5-9 57 24%

5-10 to 5-12 46 19%

6-0 to 6-3 26 11%

6-4 to 6-6 3 1%

6-7 to 6-9 0 0%

6-10 to 6-12 0 0%

early development instrument, school district 59

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