Functional Skills in Classroom
Routines
Robin McWilliam
Siskin Children’s Institute
Chattanooga, TN
www.siskin.org
Outline
 Purpose
 EISR
 Routines
 Proposed
skills
 Scoring and use
Purpose
 Profile
of functioning in context
 Children 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
Rationale
 3 foundations of learning
 Predate federal child outcomes
EISR
 Crosswalks
ICF-CY
 Federal child outcomes
 Early learning standards

Routines
 Times
of the day, including planned
activities
What Are Common Classroom Routines?
 Small
 Handwashing
 Snack
 Outside
 Circle
 Centers/Free
 Music
 Nap
Play
group
 Toothbrushing
 Story
 Arrival
 Departure
 Bathroom
 Art
Proposed Skills

For each routine, what are functional skills children should
have to be able to participate, related to




Someone write the group’s ideas down, to be turned in.



Engagement
Independence
Social relationships
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 fit
 Help with programming (goals)
Demands
of the
Routine
Abilities
&
Interests
of the
Child
Covered Today
 Purpose
 EISR
 Routines
 Proposed
skills
 Scoring and use
Thanks for helping
create the
InclInE
Inclusion Institute
for Engagement!