Updated January 2013

“There’s an enormous brain drain being lost in our country. Children under 5 are not being empowered to reach their potential and it’s a huge loss to children, their parents, their community, and our society” --Neal Halfon, M.D., Director, UCLA Center for Healthier Children, Families & Communities “Young children are our last chance at prevention” --Nina Sazer O’Donnell, Vice President, Education, United Way Worldwide 2

Project overview Data--Early Development Instrument implementation Complete EDI in all schools in partner districts in 3 years (2011-3)—approximately 5,000 children Move EDI outside Tulsa area (2012-3) Action--Using results for system improvement Community response in selected neighborhoods ( ) School-based responses 3

The Early Development Instrument Developed in Canada in 1998 and expanding across US since 2009 Population-based (results for neighborhoods and schools but not individual children) Teacher-administered (no child involvement or use of class time) Kindergarten level (first comprehensive and comparable assessment under grade 3) Multi-domain (not just “academics”) Evaluations show high reliability, moderate validity, good predictive validity 4

RESULTS 5

EDI Tulsa Overall Results 3,100 children EDI DomainAll TulsaDefinitions Developmentally “Very Ready” 408 (14%)75 th percentile or higher on 4 or more of the 5 domains Developmentally Vulnerable on 2 or More Domains 600 (20%)10 th percentile or lower on 2 or more of the 5 domains Multiple Challenge Index 236 (8%)“Not ready” on 9 or more of the 15 sub-domains Most are included in “Developmentally Vulnerable” 6

EDI Sub-domains with High Vulnerability EDI DomainAll Tulsa Vulnerable Key sub-domain issues Physical Health and Well-Being 20% 14% not physically ready for school 18% not physically independent 32% not ready in motor skills Social Competence 15% 18% not ready in approaches to learning 14% not ready in responsibility and respect Emotional Maturity 18% 32% not ready in prosocial/helping 26% not ready in hyperactive and inattentive behavior 21% not ready in aggressive behavior Language and Cognitive Skills (school-based) 12% 20% not ready in interest in literacy/numeracy Communication Skills and general knowledge 9% (no sub-domains) 7

TULSA SUBGROUP RESULTS (2011 results only, approximately 1,500 children) 8

Whether Attended Any Pre-K 9 * Indicates significantly different from children who did not attend pre-K

Whether Enrolled in CAP Age 4 10 *Indicates results differ significantly from children who were not in CAP at age 4. Children in CAP at 4 are also significantly less likely to have multiple challenges.

% Vulnerable by Preschool 11

% Developmentally Vulnerable by Domain—CAP Status 12

EDI Maps 13

EDI Maps Show results by where children live, not where they go to school Maps that are not included in this presentation also show domain vulnerability, socioeconomic status, community assets identified by CAP. 14

% vulnerable on 2+ domains by neighborhood, central Tulsa 15

% Vulnerable, Physical Health and Well- Being 16

Next Steps 17

Continue EDIs In Tulsa Complete 3 rd year EDIs (January-March) Review results (November) 3 years combined Can compare with other areas in state for first time Outside Tulsa Expanding in north and southeast Oklahoma this school year Expecting to expand further in

Using EDI results to change systems Community continues response (CAP) Share results with school boards, city leadership, business and community groups Use results in ongoing neighborhood efforts (Kendall-Whittier and Eugene Field) School-based presentations and discussions Identifying community partners Identifying local areas for response School response (districts) Review school-level and neighborhood-level results with faculty, parents, neighborhood groups and determine next steps (with CAP assistance if desired) 19

For more information Paul Shinn, Public Policy Analyst, CAP (918) Caleb Gayle, Advocacy and Outreach Specialist, CAP (918) TECCS national site (fact sheets, sample documents, evaluations, local community efforts, etc.)