+

Improving children’s school

experiences minute-by-

minute.

It’s about time!

+ Memories

+ Childhood Matters, Minutes Count

6 ½ hours X 180 days = 70,200 minutes each year

+ The EduSnap Theory of Change

Observe

Inquire Motivate

Support

+ Minute by Minute:

Quantifying Children’s Experiences

Activity Setting

Transitions

Whole Group

Small Group

Group Work

Individual

Choice

Meals

Content Areas

Read To

Reading

Reading Comprehension

Word Identification

Vocabulary

Writing

Oral Language

Numbers

Geometry

Operations and Algebra

Science

Gross Motor

Social Studies

Aesthetics

Student Learning Approaches

Collaboration

Metacognition

Teaching Approaches

Scaffolds

Didactic

+ Paying Attention to the Right Things

Frequency of exposure to learning opportunities

lead to gains in academic achievement. (Palardy &

Rumberger,; Connor, Morrison, & Slominski, 2006;

Lavy; Downer & Pianta)

One of the key factors in differentiating effective

teachers from ineffective ones is the amount of

curricular material teachers communicate to

students. (Berliner, 1990)

FirstSchool2015

+ More than Data

Builds the capacity of educators

To question practices that perpetuate inequity

To cultivate a culture of collaborative inquiry and a mindset of continuous improvement

To use new lenses through which to view and improve their practice

Guide improvement that impacts scores on other measures

+ Focus on Equity

Poor alignment and consistency

Culture of silence

Teacher control

Poor adherence to developmental

science

Transitions 12%

Meals 13%

Whole Group 17%

Choice 52%

Group Work 0%

Small Group

2%

Individual 4%

Pre-K Activity Settings

Transitions 21%

Meals 8%

Whole Group 43%

Choice 2%

Group Work 4%

Small Group

6%

Individual 16%

K Activity Settings

Transitions 21%

Meals 8%

Whole Group 43%

Choice 2%

Group Work 4%

Small Group

6%

Individual 16%

K Activity Settings

Transitions 19%

Meals 8%

Whole Group 39%

Choice 2%

Group Work 5%

Small Group

2%

Individual 25%

Grade 3 Activity Setting

+ Questions to Promote Inquiry

Transitions Pre-K to Kindergarten

What is the impact of this kind of change on children?

Ensuring Success

Whole group - Are some children repeatedly unsuccessful

during this time?

Choice- What worries you about giving children choice?

Group Work- What opportunities do you provide for children to

work in pairs or collaboratively in small groups? How does this

benefit them?

+ Shedding light on CLASS and

ECERS Improving CLASS scores – All three domains

How is emotional support, classroom organization and

instructional support manifested or facilitated through balanced

Activity Settings?

Improving ECERS scores – Transitions

What is the potential for teacher awareness of the percentage

of time children spend in transitions to impact the length and

quality of those transition times?

What does the percentage of time children spend in choice

help teachers think about in other areas of the ECERS?

+ Curriculum Balance

37%

23% 17%

4% 0%

14%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Literacy Math SocialStudies

Science GrossMotor

Aesthetics

Pe

rce

nt

of

Da

y

District Level Curriculum Balance

+ Questions to Promote Inquiry

Is enough time granted to teaching each subject area, including music and art? If not, how might you structure your schedule to provide a more well-rounded curriculum for your students?

What role does a well integrated curriculum play in ensuring children have access to content in multiple areas? Why is an integrated curriculum important to children’s development?

Are there areas of the curriculum you find difficult to teach? Are you looking for resources or professional development in any specific areas?

What is your belief and understanding about the importance of gross motor activity for young children.

+ Shedding light on ECERS

Improving ECERS scores – Across Content Areas

How does knowledge of time spent across the curriculum

content areas of literacy, math, social studies, science, gross

motor and the arts help teachers make good decisions about

accessible materials and learning opportunities?

+ Components of Literacy

0% 13% 8% 9% 5% 5% 9%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Pe

rce

nt

of

Da

y

School Level Components of Literacy

+ Questions to Promote Inquiry

What are your thoughts about the importance of

reading to children?

What strategies do you use to help children learn

new vocabulary and new concepts?

What ways or times throughout the day could you

add some purposeful oral language development?

+ Shedding light on CLASS and

ECERS Improving CLASS scores – Language Modeling and

Concept Development

Are teachers spending adequate time engaging children in oral

language and vocabulary development?

Are children building their reading comprehension skills?

Are children engaged in metacognitive thinking?

Improving ECERS scores – Expanding Vocabulary,

Using Language, Books, and Print

What does the EduSnap Data reveal to teachers in terms of

children’s exposure to these aspects of literacy?

+ Teaching Approaches

53%

77%

39%

18%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Literacy Math

Pe

rce

nt

of

Lit

era

cy/M

ath

Tim

e

School Level Teaching Approaches

Didactic Scaffolds

+ Questions to Promote Inquiry

Children across your whole school on average are receiving

instruction about 65% of the day. Are you maximizing your

instructional day?

It seems like your teaching of literacy is very different from your

teaching of math. What could you learn from your literacy

instruction that would help you better balance our math teaching

approaches?

+ Shedding light on CLASS

Improving CLASS scores – Concept Development and

Quality of Feedback

How could increased scaffolded instruction positively impact

concept development for your children?

How do teaching approaches impact the quality of feedback

that you provide?

+ Monitoring and Guiding Progress and

Change

+ Teacher Data: Monitoring Progress

1%

13%

24%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Small Group

Pe

rce

nt

of

Da

y

Teacher Level Small Group Time

Fall 2012 Fall 2013 Fall 2014

+

Small Changes Make a Big Difference

23% more small group instruction

• 92 minutes per day

• 7 hours, 40 minutes per week

• 42 days per year

+ 3rd Grade Data: Monitoring Progress

41%

8% 18% 15%

23% 32%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Didactic Scaffolds

Pe

rce

nt

of

Da

y

Grade Level Teaching Approaches

Fall 2012 Fall 2013 Fall 2014

+ Small Changes Make a Big

Difference

18% decrease in didactic instruction

72 minutes per day

6 hours per week

33 days per year

24% increase in scaffolded instruction

96 minutes per day

8 hours per week

44 days per year

+ Let’s Practice

Activity Settings 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

Transitions

Whole group

Small Group

Group Work

Individual

Choice

Content Areas

Read To

Reading

Comprehension

Word ID

Vocabulary

Writing

Oral Language

Student Approaches

Collaboration

Metacognition

Teaching Approaches

Scaffolds

Didactic

+

Oral Language Development

Vocabulary

Scaffolds

Didactic

Metacognition

Let’s EduSnap

+ Videos

Practice Videos

Farm

Earthworms

Pre-K

+ BabySnap

We are working to make a measure that provides

relevant information to programs/teachers who are

serving children 0-4

We recognize that there are differences…important

differences…in the philosophy and goals of these

programs

How do we adapt the work we have done to support

Pre-K to 3rd grade educators to be useful to those

serving our youngest children?

+ BabySnap Graphs

Basic Care 19%

Eating 19%

Napping 12%

Stationary 38%

Exploration 8%

Carry 5%

Activity Settings

+ BabySnap Graphs

2% 5%

60%

70%

30%

40%

50%

25%

70%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Basic Care Stationary Exploration

Perc

en

t o

f T

ime i

n S

ett

ing

s

Interactions and Language in 3 Common Settings

Child Child Interaction Adult Child Interation Language

+ BabySnap Graphs

20% 15%

50%

7%

25%

13%

40%

30%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Pe

rce

nt

of

Da

y

Content/Domains

+ BabySnap Graphs

60%

50%

40%

70%

10%

30%

50%

10% 15%

20%

60%

15%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Direct Facilitate Expand Elaborate

Pe

rce

nt

of

Tim

e in

Ad

ult

In

tera

cti

on

Adult Child Interaction and Language

Receptive Nonverbal Verbal

+ Contact Information

Website

www.getedusnap.com

Sharon Ritchie

ritchiesharon13@gmail.com

Erin Mason

erin@getedusnap.com