1. USING DATA TO INSPIRE PROGRAMMATIC CHANGE EARLY DEVELOPMENT INDEX (EDI) & DRDP/ASSESSMENTS

2. OBJECTIVES To answer the following questions: What is the Early Development Index (EDI)? How can EDI data be used? What are the EDI results in our district? Using DRDP Data OR other assessment data

3. WHAT IS THE EARLY DEVELOPMENT INDEX (EDI)? Teacher-completed checklist on children’s development measured in spring of kindergarten (using online software) Data are aggregated to a group level (neighborhood, city, etc.) to provide a population-based measure of children’s development: School entry provides the first opportunity for a universal point to collect data about the development of all children as they finish their pre- school years Possible to obtain a census of all children’s development in a given region Census is more accurate than a sampling approach because it is much less likely to miss the hardest to reach, highest risk children EDI is not reported at the child or class level and is not used as a diagnostic tool for individual children Orange County is one of more than 50 communities around the country leading this effort

4. WHAT DOES THE EDI MEASURE? Five developmental domains:  Physical health and well-being. Child is healthy, independent, ready each day  Social competence. Child plays, gets along with others and shares, is self-confident  Emotional maturity. Child is able to concentrate, help others, is patient, not aggressive or angry  Language and cognitive development. Child is interested in reading and writing, can count and recognize numbers, shapes  Communication skills and general knowledge. Child can tell a story, communicate with adults and children, articulate themselves Additional information: Special skills (Literacy, numeracy, dance, music, etc.) Special problems (Health problems, learning problems, behavior problems) Child-level information (Race/ethnicity, primary language, gender, age, preschool experience, etc.)

5. EDI data are captured in two ways:  Use by the school district: Each participating school receives a School Report (not broken out by classroom) District also receives a District Report District and School reports only shared with schools districts and are not a public document  Use by community: Public information that includes EDI tables and maps Information based on where children live rather than where they go to school 5 HOW IS THE EDI INFORMATION PRESENTED?

6. COMMUNITY USE OF EDI RESULTS Community Profile Report: EDI data are presented using GIS (Geographic Information System) mapping (Example on the next slide) Each child’s EDI form is geographically coded according to home address of child. Maps show:  The percent of children entering school who are developmentally vulnerable in each developmental domain and by geographic region  Community services and other assets  Other population-based indicators: for example, parent education levels, parent-child reading at home, residential mobility, poverty level, etc.  Maps DO NOT identify where children go to school  Maps help service providers, residents, and other stakeholder identify ways to support children in the community 6

7. IUSD EDI MAP: CHILDREN VULNERABLE ON 1 OR MORE DEVELOPMENTAL DOMAIN

8. HOW CAN DISTRICTS USE THE EDI RESULTS… School districts can use the EDI results in many ways, including:  For planning and to target interventions  Prepare for incoming K through 4 th graders (predictive validity)  Identify where to invest and open new programs  Work with local preschool programs / and Transitional Kindergarten classes to adjust curriculum to match with school need  Understand changes in demographics of children entering schools  Develop district level goals that will best support children and families  Realign services based on changing needs  Measure effectiveness of services (with repeating EDI data collection)  Dialogue around supporting the strengths and challenges of current cohort  Involve families in specific activities to better support their children

9. HOW HAS THE EDI BEEN IMPLEMENTED? Orange County EDI Participation… (2013-2015) # of Elementary School Districts # of Schools with K Students # of K-Students in Public Schools Orange County 2437937,945 EDI Participants 2437934,288 % EDI Participation 100% 90% # of Elementary Schools # of Schools Participating # of K/TK Students Participating IUSD 24 2,331 EDI Participants 24 2,273 (valid) % EDI Participation 100% 97.5%

10. EDI Results 2012/13 to 2014/15

11. DEMOGRAPHICS All Participating Schools in District All Participating Districts in Orange County Number of EDI Records Collected 2,331 34,897 Number and Percent of EDI Records Valid for Analysis 2,273 97.5%34,28898% Number and Percent of Participating Schools in District 24100%379100% Student DemographicsN%N% Race/ethnicity: African-American, Black54 2%5222% Asian, Native Hawaiian, or other Pacific Islander 858 38%5,71317% Hispanic, Latino/a 131 6%16,04747% White 699 31%9,03926% Other/Multiracial 502 22%2,9169% Mean Age (years, months)5 yr, 10 mo Females1,057 47%16,53948% Students with ELL Status 562 25%15,58846% Students with an IEP 159 7%2,0796% Needs Further Assessment 90 4%2,0746% Waitlisted for Further Assessment 35 2%8673% Students in Transitional K 261 12%4,78314% K Students with TK Experience 79 4%2,81810% Parents/Guardians Volunteered in Classroom 1,335 59%14,01241%

12. EDI RESULTS, BY DOMAIN 12 Domain Children Not on TrackChildren On Track Children Developmentally Vulnerable (lowest 10 th percentile) Children Developmentally At Risk (10 th -25 th percentile) Children Developmentally On Track (25 th -100 th percentile) All Participating Schools in District All Participating Districts in Orange County All Participating Schools in District All Participating Districts in Orange County All Participating Schools in District All Participating Districts in Orange County N*% % % % % % Physical Health & Well-being 1225% 2,5607% 2079% 4,35113% 1,94486% 27,37580% Social Competence 1135% 3,0139% 26912% 4,77614% 1,89083% 26,49777% Emotional Maturity 1346% 2,5548% 21710% 4,37113% 1,90984% 27,07680% Language & Cognitive Development 693% 3,98212% 24211% 7,19521% 1,96186% 23,08267% General Knowledge & Communication 1537% 3,94312% 26512% 5,75117% 1,85582% 24,58572%

13. PHYSICAL HEALTH AND WELL-BEING Sub-domain All Participating Schools in District All Participating Districts in Orange County NNot Ready Somewhat Ready ReadyNNot Ready Somewhat Ready Ready Physical readiness for school day* 2,2731%N/A99%34,2842%N/A98% Physical independence*2,2738%N/A92%34,28111%N/A89% Gross and fine motor skills2,27225%13%62%34,27835%17%49% Data Source: Teacher Reported EDI. Totals of 99 percent and 101 percent are due to rounding. * The “somewhat ready” category does not apply because the response options on the EDI for these sub-domains were dichotomous (yes/no).

14. SOCIAL COMPETENCE Sub-domain All Participating Schools in District All Participating Districts in Orange County NNot Ready Somewhat Ready ReadyNNot Ready Somewhat Ready Ready Overall social competence2,2727%38%55%34,27811%44%45% Responsibility and respect2,2724%16%80%34,2857%18%75% Approaches to learning2,2727%25%68%34,28611%29%60% Readiness to explore new things2,2621%13%86%33,8523%18%79% Data Source: Teacher Reported EDI. Totals of 99 percent and 101 percent are due to rounding.

15. EMOTIONAL MATURITY Sub-domain All Participating Schools in District All Participating Districts in Orange County N Not Ready Somewhat Ready ReadyN Not Ready Somewhat Ready Ready Prosocial and helping behavior2,14425%31%43%32,19632%31%37% Anxious and fearful behavior2,2612%7%91%34,2533%9%89% Aggressive behavior2,2645% 90%34,2157%6%87% Hyperactive and inattentive behavior 2,26712% 76%34,24714% 72% Data Source: Teacher Reported EDI. Totals of 99 percent and 101 percent are due to rounding.

16. LANGUAGE AND COGNITIVE DEVELOPMENT Sub-domain All Participating Schools in District All Participating Districts in Orange County NNot Ready Somewhat Ready ReadyNNot Ready Somewhat Ready Ready Basic literacy skills 2,273 2%7%91%34,2518%18%74% Interest in literacy/numeracy and memory 2,264 5%7%88%33,88813%11%76% Advanced literary skills 2,248 6%3%92%34,06417%7%76% Basic numeracy skills 2,268 4%5%91%34,15913%9%78% Data Source: Teacher Reported EDI. Totals of 99 percent and 101 percent are due to rounding.

17. COMMUNICATION SKILLS AND GENERAL KNOWLEDGE Sub-domain All Participating Schools in District All Participating Districts in Orange County NNot Ready Somewhat Ready ReadyN Not Ready Somewhat Ready Ready Communication Skills and General Knowledge 2,27230%21%49%34,26641%23%37% Data Source: Teacher Reported EDI. Totals of 99 percent and 101 percent are due to rounding.

18. POTENTIAL WAYS OF USING EDI DATA In addition to district uses of the EDI discussed at beginning of presentation, the county could also use EDI data to:  Support local needs assessments  Inform investments  Inform strategic planning and decision making  Inform curriculum and planning efforts for K-3  Develop new initiatives  Improve collaboration and integration  Support funding applications  Increase community awareness of early childhood development  Map assets with early childhood developmental data

19. SUMMARY OF EDI RESULTS BY DEVELOPMENTAL DOMAIN 19

20. WHAT CAN YOU DO IN YOUR PROGRAM?  Domain Data  Sub-Domain Data  Activities to support development 20