Functional Skills in Classroom Routines

1. Functional Skills in Classroom Routines Robin McWilliam Siskin Children’s Institute Chattanooga, TN www.siskin.org

2. Outline • Purpose • EISR • Routines • Proposed skills • Scoring and use

3. Purpose • Profile of functioning in context • Children 3-5 in early-childhood programs • Not a developmental test

4. Purpose • 3-5 companion to MEISR • Measure of Engagement, Independence, and Social Relationships

5. Purpose

6. EISR Rationale • 3 foundations of learning • Predate federal child outcomes

7. EISR • Crosswalks • ICF-CY • Federal child outcomes • Early learning standards

8. Routines • Times of the day, including planned activities

9. What Are Common Classroom Routines? • Handwashing • Snack • Outside • Circle • Centers/Free Play • Music • Nap • Small group • Toothbrushing • Story • Arrival • Departure • Bathroom • Art

10. Proposed Skills • For each routine, what are functional skills children should have to be able to participate, related to • Engagement • Independence • Social relationships • Someone write the group’s ideas down, to be turned in. • Back of page, all in group write e-mail addresses • Code each item as predominantly E, I, or SR • Code each item as predominantly • Positive social-emotional skills (including social relationships); (S) • Acquisition and use of knowledge and skills (including early language/communication [and early literacy]); and (K) • Use of appropriate behaviors to meet their needs (A)

11. Scoring and Use • Percentage of skills within a routine • Progress monitoring • Mean percentage of skills, across routines • Goodness of fit • Help with programming (goals)

12. Covered Today • Purpose • EISR • Routines • Proposed skills • Scoring and use Thanks for helping create the InclInE Inclusion Institute for Engagement!