Functional Skills in Classroom Routines Robin McWilliam Siskin Children’s Institute Chattanooga, TN .
Post on 17-Dec-2015
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Functional Skills in Classroom Routines
Robin McWilliam
Siskin Children’s Institute
Chattanooga, TN
www.siskin.org
Purpose
Profile of functioning in contextChildren 3-5 in early-childhood programs
Not a developmental test
EISR
Rationale3 foundations of learningPredate federal child outcomes
Engagement
Independence
Social Relationshi
ps
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
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