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!
