Functional Skills in Classroom Routines

Robin McWilliam

Siskin Children’s Institute

Chattanooga, TN

www.siskin.org

Outline

PurposeEISRRoutinesProposed skillsScoring and use

Purpose

Profile of functioning in contextChildren 3-5 in early-childhood programs

Not a developmental test

Purpose

3-5 companion to MEISR Measure of Engagement,

Independence, and Social Relationships

Purpose

EISR

Rationale3 foundations of learningPredate federal child outcomes

Engagement

Independence

Social Relationshi

ps

EISR

Crosswalks ICF-CY Federal child outcomes Early learning standards

Routines

Times of the day, including planned activities

What Are Common Classroom Routines?

HandwashingSnackOutsideCircleCenters/Free Play

MusicNap

Small groupToothbrushingStoryArrivalDepartureBathroomArt

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)

Scoring and Use

Percentage of skills within a routine Progress monitoring

Mean percentage of skills, across routines

Goodness of fitHelp with programming (goals)Demands

of the Routine

Abilities & Interests

of the Child

Covered Today

PurposeEISRRoutinesProposed skillsScoring and use

Thanks for helping create the

InclInEInclusion Institute for Engagement!