Neal Halfon Presentation - Using the EDI for Transforming
Neal Halfon Presentation - Using the EDI for Transforming Neal Halfon Presentation - Using the EDI for Transforming
Transforming Early Childhood Community Systems (TECCS) Provide States, Counties, Communities with an integrated approach to: Engage communities to achieve school readiness results Measure & map school readiness outcomes Measure & map population determinants of school readiness Facilitate targeted, collaborative, multi-sector early childhood community systems improvement process Share learning, lessons, tools, approaches across communities and sites Pacoima, California 12
EDI Scores 30% 25% 20% 15% 10% 5% 0% 100% 80% 60% 40% 20% 0% 100% 80% 60% 40% 20% 0% 100% 80% 60% 40% 20% 0% Communication Gross Motor Fine Motor Pacoima Community Dashboard December 15, 2010 Developmental Progress - % of Children Ages 1-4 Years with Developmental Risk Problem Solving Personal- Social Socio-Emotional High Risk Moderate Risk Expected High Risk Expected Moderate Risk % of 3rd Grade Children Who are Proficient in Reading Any Social Hardship % Parents Reporting Reading to Their Child Daily % Children Receiving Developmental Screening Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 2009 2010 2011 75% 50% 25% 0% Dangerous Neighborhood % Affected by Hardship Area Any Health Hardship High Risk for Depression Any Economic Hardship Food Running Out Any Parenting Hardship % Parents Asked About Developmental Concerns % Parents Discussing Child Care w/ Child's Doctor % Parents Discussing Local Resources for Families Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 2009 2010 2011 % Parents Asked About Maternal Depression % Parents Asked About Domestic Violence % Parents Asked About Family Stressors Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 2009 2010 2011 % of Children Reached Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 2009 2010 2011 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 2009 2010 2011 Little Control Over Life Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 2009 2010 2011 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 2009 2010 2011 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 2009 2010 2011 Developmental Trajectory: Progress by Kindergarten Entry • Yellow percentages show the % of children who are developmentally vulnerable • Red percentages show the % of children with an Individualized Education Plan (special education) Proportion of Kindergarten Children: Developmentally vulnerable (%) Has IEP Area No. Comm Phys Lang Soc Emo 1+ 2+ (%) Arleta 105 15 10 4 11 13 30 15 10 Pacoima 397 14 9 11 11 10 26 16 7 EDI Scores Developmental progress ages 1‐ 4 years Measures of real‐time improvement in health and education Reach to the population Pacoima Community Dashboard December 15, 2010 % of 3rd Grade Children Who are Proficient in Reading % Affected by Hardship Area Developmental Progress - % of Children Ages 1-4 Years with Developmental Risk Any Any Any Any 30% 75% Social Health Economic Parenting Hardship Hardship Hardship Hardship 25% 20% 15% 10% 50% 5% 0% Problem Personal- Socio-Emotional Communication Gross Fine Solving Social 25% Motor Motor High Risk Moderate Risk Expected High Risk Expected Moderate Risk 0% % Parents Reporting Reading to Their Child Daily % Children Receiving Developmental Screening 100% 80% 60% 40% 20% 0% Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 2009 2010 2011 2009 2010 2011 % Parents Asked About Developmental Concerns % Parents Discussing Child Care w/ Child's Doctor % Parents Discussing Local Resources for Families 100% 80% 60% 40% 20% 0% 100% 80% 60% 40% 20% 0% Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 2009 2010 2011 % Parents Asked About Maternal Depression % Parents Asked About Domestic Violence % Parents Asked About Family Stressors Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 2009 2010 2011 % of Children Reached Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 2009 2010 2011 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 2009 2010 2011 Dangerous Neighborhood High Risk for Depression Food Running Out Little Control Over Life Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 2009 2010 2011 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 2009 2010 2011 Third grade reading 41 Social determinants/ hardships 13
- Page 1 and 2: Using the EDI for Transforming Earl
- Page 3 and 4: The existing ECD service system •
- Page 5 and 6: Health Developmeent Creating a 21 s
- Page 7 and 8: Early Development Instrument Extens
- Page 9: 2009 snapshot of Australia’s chil
- Page 14 and 15: Using the EDI to Optimize an Early
- Page 16 and 17: • Each Network member agency or i
- Page 18 and 19: Community Data Dashboard Developmen
- Page 20 and 21: The EDI in Wichita Falls • Implem
- Page 22 and 23: The Institutions Government (HA, CD
- Page 24: Conclusions about the EDI • The E
Trans<strong>for</strong>ming Early Childhood<br />
Community Systems (TECCS)<br />
Provide States, Counties, Communities with an<br />
integrated approach to:<br />
Engage communities to achieve school readiness<br />
results<br />
Measure & map school readiness outcomes<br />
Measure & map population determinants of school<br />
readiness<br />
Facilitate targeted, collaborative, multi-sector early<br />
childhood community systems improvement<br />
process<br />
Share learning, lessons, tools, approaches across<br />
communities and sites<br />
Pacoima, Cali<strong>for</strong>nia<br />
12
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