Post on 14-Nov-2015
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Early Development Instrument Division Results
2012/13
Research, Assessment and Evaluation Services
1
http://www.offordcentre.com/readiness/files/EDI_2009-2010_EN.pdf
Measuring School Readiness in Manitoba: Developmental Health at School Entry A census of childrens
developmental health / school readiness
Collected by K teachers on K students
120 questions 5 developmental areas Biennial collection 54 waves of provincial data
(2005/06, 06/07, 08/09, 10/11, 12/13)
2
EDI Objectives: Developmental health = school readiness Assess strengths Assess needs Predict how children will do in school
The EDI is intended to measure childrens school readiness at a group level it is not an individual assessment tool.
3
5 EDI Domains
1. Physical Health & Well-being 2. Social Competence 3. Emotional Maturity 4. Language & Thinking Skills 5. Communication Skills & General Knowledge
4
2012/13 RESULTS
5
How big was the sample and what was its make-up?
6
BSD Sample Number % EDI questionnaires completed 690 100% Number of questionnaires used in analyses 634 91% Boys 323 51% Average age 5.7 --- EAL 91 14% Recently immigrated 53 8% Aboriginal 75 13%
How do Brandon School Division children compare to Manitoba children in the 5 domains
of readiness for school?
7
8.4 8.0 7.7 7.9
7.1
8.7 8.3
7.9 8.2 7.6
0.0
1.0
2.0
3.0
4.0
5.0
6.0
7.0
8.0
9.0
10.0
Physical Health Social Competence Emotional Maturity Language &Thinking Communication &Knowledge
Comparison of BSD and Manitoba Average EDI Scores
BSD MB
Highest possible score = 10
8
9
8.5 8.3
8.6 8.6 8.4
8.8 8.8 8.7 8.8 8.7
5.0
5.5
6.0
6.5
7.0
7.5
8.0
8.5
9.0
9.5
10.0
2005/06 2006/07 2008/09 2010/11 2012/13
5 Year Trend in Physical Health
BSD MB
10
8.2 8.0 8.1
8.2 8.0
8.3 8.4 8.3 8.3 8.3
5.0
5.5
6.0
6.5
7.0
7.5
8.0
8.5
9.0
9.5
10.0
2005/06 2006/07 2008/09 2010/11 2012/13
5 Year Trend in Social Competence
BSD MB
11
7.8 7.8 7.8 7.9 7.7
7.9 8.0 7.8 7.9 7.9
5.0
5.5
6.0
6.5
7.0
7.5
8.0
8.5
9.0
9.5
10.0
2005/06 2006/07 2008/09 2010/11 2012/13
5 Year Trend in Emotional Maturity
BSD MB
12
8.0 7.9 7.8 7.6
7.9
8.1 8.2 8.2 8.2 8.2
5.0
5.5
6.0
6.5
7.0
7.5
8.0
8.5
9.0
9.5
10.0
2005/06 2006/07 2008/09 2010/11 2012/13
5 Year Trend in Language & Thinking Skills
BSD MB
13
7.3 7.2 7.4
7.1 7.1
7.6 7.6 7.5 7.6 7.6
5.0
5.5
6.0
6.5
7.0
7.5
8.0
8.5
9.0
9.5
10.0
2005/06 2006/07 2008/09 2010/11 2012/13
5 Year Trend in Communication Skills
BSD MB
Each of the following groups is especially vulnerable, meaning that they have significantly
less developed school readiness skills in ALL* domains compared with their counterparts:
Boys Younger (children younger than 5.6 midway through Kindergarten) EAL Recently Immigrated Aboriginal
* The only difference that is NOT statistically significant is recently immigrated versus not recently immigrated children in the domain of Physical Health and Well-Being.
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8.3 7.6
7.2 7.6
6.7
8.6 8.4 8.1 8.2 7.4
0.0
1.0
2.0
3.0
4.0
5.0
6.0
7.0
8.0
9.0
10.0
Physical Health* SocialCompetence*
EmotionalMaturity*
Language &Thinking*
Communication &Knowledge*
Gender Comparisons in Each Domain
Boys Girls
15
Highest possible score = 10
16
8.3 7.9 7.6 7.7 6.9
8.5 8.1 7.7 8.1 7.3
0.0
1.0
2.0
3.0
4.0
5.0
6.0
7.0
8.0
9.0
10.0
Physical Health SocialCompetence
EmotionalMaturity
Language &Thinking*
Communication &Knowledge
Age Comparisons in Each Domain
Younger than 5.6 Years Older than 5.6 Years
Highest possible score = 10
17
8.1 7.5 7.4
6.6
4.1
8.5 8.1 7.7 8.1 7.6
0.0
1.0
2.0
3.0
4.0
5.0
6.0
7.0
8.0
9.0
10.0
Physical Health SocialCompetence*
EmotionalMaturity
Language &Thinking*
Communication &Knowledge*
EAL Comparisons in Each Domain
With EAL Without EAL
Highest possible score = 10
18
8.2 7.9 7.6
6.3
4.1
8.4 8.0 7.6 8.0 7.4
0.0
1.0
2.0
3.0
4.0
5.0
6.0
7.0
8.0
9.0
10.0
Physical Health SocialCompetence
EmotionalMaturity
Language &Thinking*
Communication &Knowledge*
Immigration Comparisons in Each Domain
Recently Immigrated Not Recently Immigrated
Highest possible score = 10
19
7.3 7.2 6.9 7.0 6.5
8.6 8.1 7.7 8.0
7.2
0.0
1.0
2.0
3.0
4.0
5.0
6.0
7.0
8.0
9.0
10.0
Physical Health* SocialCompetence*
EmotionalMaturity*
Language &Thinking*
Communication &Knowledge*
Aboriginal Identity Comparisons in Each Domain
Aboriginal Non-Aboriginal
Highest possible score = 10
What proportion of BSD children are very ready and not ready in each domain?
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Very Ready Scores
Top 30th
Percentile
Not Ready
Scores Bottom
10th Percentile
Ready
Mid-range scores 11th to 69th percentile
15%
15%
15%
14%
20%
57%
63%
65%
58%
53%
28%
22%
20%
28%
27%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Communication Skills
Language & Thinking Skills
Emotional Maturity
Social Competence
Physical Health
Percentage of BSD Students 'Not Ready' and 'Very Ready' in Each Domain
Not Ready Mid-Range Very Ready
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15%
15%
15%
14%
20%
57%
63%
65%
58%
53%
28%
22%
20%
28%
27%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Communication Skills
Language & Thinking Skills
Emotional Maturity
Social Competence
Physical Health
Percentage of BSD Students 'Not Ready' and 'Very Ready' in Each Domain
Not Ready Mid-Range Very Ready
More than 30% very ready = a strength More than 10% not ready = a need
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What proportion of BSD children are very ready in multiple domains?
23
24
55%
37%
20% 10%
3%
64%
46%
30%
17%
6%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Very Ready in 1 ormore*
Very Ready in 2 ormore*
Very Ready in 3 ormore*
Very Ready in 4 ormore*
Very Ready in all 5*
Percentage of Children Very Ready across Multiple Domains
BSD MB
What proportion of BSD children are not ready in multiple domains?
25
26
37%
21% 12%
6% 2%
28%
15% 8% 4% 2%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Not Ready in 1 ormore*
Not Ready in 2 ormore*
Not Ready in 3 ormore*
Not Ready in 4 ormore
Not Ready in all 5
Percentage of Children Not Ready across Multiple Domains
BSD MB
What are the specific skills deficits in BSD?
27
7% 14%
35%
5% 12%
26%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Physical readiness for school day* Physical independence Gross and fine motor skills*
Percentage of 'VULNERABLE' Children in Physical Health & Wellbeing Sub-Domains
BSD MB
28
29
13% 8% 12%
3% 10%
5% 9% 3% 0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Overall socialcompetence*
Responsibility andrespect*
Approaches to learning* Readiness to explorenew things
Percentage of 'VULNERABLE' Children in Social Competence Sub-Domains
BSD MB
47%
2% 9%
15%
41%
3% 8% 12%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Prosocial and helpingbehaviour*
Anxious and fearfulbehaviour
Aggressive behaviour Hyperactivity andinattention
Percentage of 'VULNERABLE' Children in Emotional Maturity Sub-Domains
BSD MB
30
15% 15%
26% 24%
14% 13% 22%
18%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Basic literacy Interest and memory Complex literacy* Basic numeracy*
Percentage of 'VULNERABLE' Children in Language and Thinking Skills Sub-Domains
BSD MB
31
38% 30%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Communication skills and general knowledge*
Percentage of 'VULNERABLE' Children in Communication Sub-Domain
BSD MB
32
SUMMARY OF RESULTS
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Compared with Manitoba Less developed school readiness overall Disproportionately greater numbers of not
ready children in all domains Significantly more children with multiple
challenges
34
Specific Areas of Need: Academic Basic numeracy Complex literacy
Other Gross and fine motor skills Prosocial and helping
behaviour Communication skills
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Early Development InstrumentDivision Results2012/13Slide Number 2EDI Objectives:5 EDI Domains2012/13 ResultsHow big was the sample and what was its make-up?Slide Number 7Slide Number 8Slide Number 9Slide Number 10Slide Number 11Slide Number 12Slide Number 13Each of the following groups is especially vulnerable, meaning that they have significantly less developed school readiness skills in ALL* domains compared with their counterparts: Slide Number 15Slide Number 16Slide Number 17Slide Number 18Slide Number 19Slide Number 20Slide Number 21Slide Number 22Slide Number 23Slide Number 24Slide Number 25Slide Number 26Slide Number 27Slide Number 28Slide Number 29Slide Number 30Slide Number 31Slide Number 32Summary of ResultsSlide Number 34Specific Areas of Need: