2015 edi results for tdsb workshops_2017_feb_pss… · 2015 edi results for tdsb. about the edi ....

A Presentation to Programs & School Services Committee (PSSC) (February 22, 2017)

Maria Yau & Bryce Archer Research & Information Services, TDSB

2015 EDI Results for TDSB

About the EDI The EDI (Early Development Instrument) is a teacher-completed tool to assess young children’s ability to meet age-appropriate developmental expectations at school entry. The instrument, which consists of over 150 items, measures children’s development holistically in five domains:

Physical health and well-being Social competence Emotional maturity Language and cognitive development Communication skills and general

knowledge

Physical Health/Well-being 3 sub-domains: • Physical readiness for school day – e.g.,

being dressed appropriately, tardiness, school attendance, adequate energy (hunger, tiredness)

• Physical independence – e.g.,

independence, handedness, coordination, thumb-sucking behaviours

• Gross and fine motor skills – e.g., holding a pencil, running on the playground, motor co-ordination

Social Competence 4 sub-domains:

• Overall social competence – e.g., self-confidence, cooperation with others, ability to play and work with other children

• Responsibility and respect – e.g., respect for others and for property, self-control, following rules

• Approaches to learning – e.g., solving problems, working neatly and independently, following class routines

• Readiness to explore new things – e.g., curiosity about the world, eagerness to try new books, toys and games

Emotional Maturity

4 sub-domains:

• Pro-social and helping behaviour – e.g., helping others, offering help

• Anxious and fearful behaviour – e.g., worried, unhappy, nervous, excessively shy

• Aggressive behaviour – e.g., physical fights, kicking, biting, temper tantrums

• Hyperactivity and inattention – e.g., restless, impulsive, distractible fidgeting

Language and Cognitive Development

4 sub-domains: • Basic literacy – e.g., letter

identification, rhyming, writing own name

• Interest in literacy/numeracy and memory – e.g., showing interest in books, reading, number games, and remembering things

• Advanced literacy – e.g., reading or writing simple words or sentences, writing voluntarily

• Basic numeracy – e.g., counting, numbering, time concepts, naminig different shapes

Communication Skills and General Knowledge

• Ability to communicate needs and wants in socially appropriate ways

• Ability to participate in games involving the use of language

• Having no difficulty understanding others or to be understood

• Age-appropriate knowledge about life and the world around

• Note. It has been emphasized that the instrument is designed to assess children’s school readiness level at the group level, and should not be used as a diagnostic tool for individual students.

8 History of EDI Implementation in the TDSB: ♦ 1998-99 – Readiness to Learn Measure was piloted in all

former North York and Toronto public schools

♦ Spring 2000 – the measure was revised and renamed Early Development Instrument (EDI), and was formally implemented for the first time in all former North York and Toronto public schools (nearly 200 schools with over 17,000 JK/SKs)

♦ Spring 2001 – replicated

♦ Spring 2003 – all TDSB JK students were assessed – over 380

schools and over 18,000 JKs (with funding from both Human Resources Development Canada and Ontario Ministry of Community, Family and Children’s Services)

♦ Spring 2005 - similar to above - except that only SKs were assessed with the sole funding from the Ministry of Children and Youth Services (MCYS)

♦ Spring 2008 – MCYS funded the implementation again for all SKs in the TDSB as well as the neighbouring school boards

♦ Spring 2011 – in January 2011 for all SKs under MCYS ♦ Spring 2007-Spring 2014? – JK/SKs from 7 to 150 MSIC schools ♦ Spring 2015 – first provincial implementation by the EDU for

all SKs in March 2015

Implications of EDI results • TDSB’s longitudinal tracking of the first EDI cohorts (back in 1999-

2000) demonstrates that, “on average, kindergarten vulnerability predicts ongoing vulnerability in the school system.”

• There were strong relationships between SKs’ vulnerability level on the 5 EDI domains and their later school outcomes in terms of:

• Grade 3 EQAO • Grade 6 EQAO • Special needs identification by Grade 9 • Program placement in high school • Post-secondary education

9

1999-2000 SKs EDI and Performance in Elementary and Secondary School

68% 72%

83%

67%

50% 54%

66%

52%

36% 38% 44%

39%

0%

50%

100%

Grade 3EQAO Writing

(Level 3/4)

Grade 6EQAO Writing

(Level 3/4)

Grade 9Mainly Academic Courses

Grade 12 (4 years)Post-secondary

Acceptance

11

TDSB EDI Results for 2015

12

TDSB SKs Assessed (Spring 2015)

• Total number of SKs assessed in March 2015: 18,282*

• % of boys vs. girls: 51% vs 49%

• % speaking other language(s) vs. English only at home: 53% vs. 47%

• % ELL: 10%

• % French Immersion: 17%

*Total SKs processed for reporting: 16,931 (14% of Ontario)

Overall EDI Results for SKs TDSB vs. Province Over Time

13

72%

69%

71%

70%

14%

15%

15%

16%

13%

16%

14%

14%

0% 50% 100%

Province

TDSB

Province

TDSB

Cycl

e 3

(201

0-20

12)

2014

-15

Not vulnerable on any domain Vulnerable on one domain Vulnerable on two or more domains

Over 5,000 SKs

Five EDI Domains: SKs Who Were Vulnerable or At-Risk , TDSB vs. Province (2011)

28%

20%

24%

24%

20%

31%

25%

26%

26%

21%

0% 25% 50%

Communication Skills & GeneralKnowledge

Language & Cognitive Development

Emotional Maturity

Social Competence

Physical Health & Well-Being

% of SK students

TDSB Province

14

pp – Percentage point difference from 2011 results Blue text denotes fewer SKs who were vulnerable Red text denotes more SKs who were vulnerable

Note: The longer the bar, the higher proportion at-risk or vulnerable.

Five EDI Domains: SKs Who Were Vulnerable or At-Risk , TDSB vs. Province (2015)

26%

18%

27%

26%

20%

27%

18%

26%

26%

21%

0% 25% 50%



Emotional Maturity

Social Competence


% of SK students

TDSB Province

15

2 pp

3 pp

7 pp

4 pp 2 pp

2 pp


Physical Health and Well-being: Subdomains TDSB SKs below developmental expectations (2011 vs. 2015)

23%

8%

3%

20%

9%

5%

0% 25%

Gross and fine motor skills

Physical independence

Physical readiness for school day

% of TDSB SKs meeting few/none of the developmental expectations

2015 2011

16

Emotional Maturity: Subdomains SKs below developmental expectations (2011 vs. 2015)

11%

7%

2%

32%

12%

10%

2%

32%

0% 20% 40%

Hyperactive and inattentive behaviour

Aggressive behaviour

Anxious and fearful behaviour

Prosocial and helping behaviour


2014-15 2011-12

17

Language & Cognitive Development: Subdomains SKs below developmental expectations (2011 vs. 2015)

10%

16%

18%

10%

6%

14%

11%

7%

0% 10% 20%

Basic literacy

Interest in literacy/numeracyand memory

Advanced literacy

Basic numeracy


2014-15 2011-12

18

Province

2 pp

1 pp

2 pp

1 pp


Breakdown Analysis

19

SKs vulnerable on 2+ EDI Domains, by Gender

10%

19%

0%

25%

Female Male

% o

f TD

SB S

Ks

20

21%

Five EDI Domains: SKs Who Were Vulnerable by Gender (2015)

9%

6%

6%

6%

13%

15%

8%

16%

13%

19%

0% 25%

Communication Skills & General Knowledge


Emotional Maturity

Social Competence


% of TDSB SKs

Male Female

21


2 pp

5 pp 2 pp

4 pp

3 pp

Emotional Maturity: Subdomains SKs below developmental expectations by Gender (2015)

6%

5%

2%

24%

18%

14%

2%

42%

0% 25% 50%

Hyperactive and inattentive behaviour


Anxious and fearful behaviour

Prosocial and helping behaviour


Male Female

22

pp – Percentage point difference from 2011 results Blue text denotes fewer SKs below developmental expectations Red text denotes more SKS below developmental expectations

3 pp 2 pp

4 pp

SKs Vulnerable on 2+ EDI Domains, By Month of Birth (2015)

9%

13%

16%

20%

0%

25%

Jan-Mar Apr-Jun Jul-Sep Oct-Dec

% o

f TD

SB S

Ks

23

11%

22%

Five EDI Domains: SKs Who Were Vulnerable by Month of Birth (2015)

17%

11%

14%

13%

21%

13%

8%

11%

11%

17%

10%

5%

10%

9%

14%

7%

3%

9%

6%

12%

0% 25%



Emotional Maturity

Social Competence


% of TDSB SKs

Jan - Mar Apr - Jun Jul - Sep Oct - Dec

24


2 pp

2 pp

2 pp

2 pp

4 pp 3 pp

3 pp 6 pp

4 pp 3 pp

2 pp 5 pp

SKs Vulnerable on 2+ EDI Domains, ELL vs. Others

12%

31%

0%

20%

40%

No ELL status(N=15,032)

ELL status(N=1,664)

% o

f TD

SB S

Ks

25

36%

Five EDI Domains: SKs Who Were Vulnerable by ELL Status (2015)

9%

6%

11%

9%

15%

43%

18%

14%

16%

24%

0% 25% 50%


Language & CognitiveDevelopment

Emotional Maturity

Social Competence


% of TDSB SKs

ELL status No ELL status

26

pp – percentage point difference from 2011 results Blue text denotes fewer SKs who were vulnerable Red text denotes more SKs who were vulnerable

3 pp

2 pp

7 pp

3 pp

10 pp

1 pp

SKs Vulnerable on 2+ EDI Domains, French Immersion vs. Others

15% 11%

0%

25%

Non - French Immersion French Immersion

% o

f TD

SB S

Ks

27

Interventions

28

29

*150 MSIC schools across the city

Model Schools for Inner Cities (MSICs)*

EDI: Language & Cognitive Development Subdomains MSIC SKs below developmental expectations (2011 vs. 2015)

15%

22%

21%

13%

10%

13%

15%

8%

0% 25%

Basic numeracy

Advanced literacy

Interest in literacy/numeracy andmemory

Basic literacy

% of MSIC students meeting few/none of the developmental expectations

2014-15 2010-11

30

Non-MSIC

2 pp (6%)

1 pp (13%)

7 pp (10%)

3 pp (5%)


5 pp

6 pp

9 pp

5 pp

Other EDI Sub-domains that show change over time MSIC SKs below developmental expectations (2011 vs. 2015)

8%

4%

5%

11%

40%

37%

10%

7%

3%

9%

36%

32%

0% 25% 50%


Physcial readiness for school day

Readiness to explore new things

Approaches to learning

Prosocial / helping behaviour

Communication skills/General…

% of MSIC students meeting few/none of the developmental expectations

2014-15 2011- 11

31

Non-MSIC

3 pp (24%)

4 pp (9%)

2 pp (31%) (7%)

(3%)

Parenting and Family Literacy Centres (PFLCs)

78 schools with a PFLC, with 60 in MSIC schools

SKs Vulnerable on 2+ EDI Domains:

Schools with a PFLC (2015)

14%

20%

10%

0%

25%

TDSB Non-attendees in PFLCSchools

PFLC Students(about 1,000 SKs)

% o

f TD

SB S

Ks

33

Five EDI Domains: SKs Who Were Vulnerable in schools with a PFLC (2015)

12%

7%

11%

10%

16%

15%

10%

13%

13%

24%

9%

3%

8%

7%

13%

0% 25%



Emotional Maturity

Social Competence


% of TDSB SKs

PFLC Non - PFLC TDSB

34

THANK YOU!

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