Neal Halfon Presentation - Using the EDI for Transforming
Neal Halfon Presentation - Using the EDI for Transforming Neal Halfon Presentation - Using the EDI for Transforming
Community Data Dashboard Developmental progress at school entry (EDI) Protective factors for families Parent activities with children 0‐5 % of children 0‐5 who are reached by network improvements Magnolia Community Dashboard 15 January 2011 Proportion of Kindergarten Children: % of 3rd Grade Children Who are Proficient in Reading Developmentally vulnerable (%) Has IEP Phys Lang Soc Emo 1+ 2+ (%) Area No. Comm Northwest 137 12 10 17 17 7 30 18 7 "Children with parent
Our Community • Population: 101,314 • School district (WFISD): 27 campuses • Kindergarten population (1,164) • Major industry: Manufacturing • Educational achievement: 20% of adults over 25 do not have HS diploma; 47% among the Latino population • Income data: 65% free and reduced lunch Why Was the EDI Important to Our Community? • History of fragmented Early Childhood community Apathy; lack of horizontal alignment; no central organizational effort • We want to be smarter about how to impact school readiness Targeted; visual; compare across communities and neighborhoods • It promotes SHARED accountability for school readiness Community accountability: parents, institutions, neighborhoods and communities Allows us to track progress over time in populations • It will help us mobilize the community to improve school di How Does It Help Us Mobilize? • Align institutional, neighborhood and community level to vulnerabilities Institutional • QRIS (home and centers in neighborhood); rofessional development (emergent literacy); Public schools (storytelling program for parents); Language facilitator (home; center and public school); Corporations in neighborhood (volunteer reading program) Neighborhoods • Discover, connect and mobilize neighborhood assets to improve school readiness • Community/parent cafes specific to vulnerabilities; Asset mapping (informal child care providers) Community • Social marketing campaigns; Parent engagement (Live N’ Learn)Advocacy (resident advocacy council) 59 61 19
- 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 12 and 13: Transforming Early Childhood Commun
- Page 14 and 15: Using the EDI to Optimize an Early
- Page 16 and 17: • Each Network member agency or i
- 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
Community Data Dashboard<br />
Developmental<br />
progress at<br />
school entry (<strong>EDI</strong>)<br />
Protective factors<br />
<strong>for</strong> families<br />
Parent activities<br />
with children 0‐5<br />
% of children 0‐5<br />
who are reached<br />
by network<br />
improvements<br />
Magnolia Community Dashboard<br />
15 January 2011<br />
Proportion of Kindergarten Children:<br />
% of 3rd Grade Children Who are Proficient in Reading<br />
Developmentally vulnerable (%)<br />
Has IEP<br />
Phys Lang Soc Emo 1+ 2+ (%)<br />
Area No. Comm<br />
Northwest 137 12 10 17 17 7 30 18 7<br />
"Children with parent
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