early childhood cadre webinar - 2013

Early Childhood CadreWebinar - 2013

Routines, Functional Goals and UpdatesEllen Cain & Ellen Stokebrand, ESU 4

February 15, 2013

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"RBI"Routines Based Interview

Routines Based Interventions

Routines Based Interview....semistructured interview with the

family/preschool teacher

....looks at family's/classroom routines throughout the day

....leads to routines based interventions

Routines Based Interventions....embedded intervention in ongoing

routines

....incidental teaching

....integrating special services

ClMEISR Classroom Measure of Engagement,

Independence and Social Relationships (Robin McWilliams, 2009)

• Rating a child's performance in the routines that are typically found in a preschool classroom

• Potential link to the Routines Based Interventions by creating awareness of the routines, the skills within each routine, and the proficiency of the students

Evaluating RoutinesUsing the ClMEISR as a resource to look

at your routines if:• a child is consistently having issues

with a routine• you feel as if your class seems to be

struggling

Student example... (Looking at the ClMEISR)

Questions?

Functional Child OutcomesExamining your routines leads to

creating functional outcomes for your students...

• FCOs should be participation based - the child should be able to use skills while participating within a routine, not just a discrete skill in isolation

• examples: writing an FCO that includes constructing things, not just stacking blocks; Climbing the steps on the slide or stepping up on a stool to wash hands as opposed to walking up the steps to 'nowhere.'

Why FCOs... Our expectation is that children are able

to participate in environments where kids that age are naturally found.

• Kids learn from each other.• Developing skills within the context of

their daily routines provides more opportunities for practice

• Practicing skills within the routine gives the kids a reason for using that skill

Example: "Ellen"• Typically we see more speech

concerns...• Ellen leaves off most of her beginning

sounds... "ook" for "look"; "atch ee" for "watch me"...

• Where within our classroom would she be using her language? (Routines)o Intentional:

Greeting friends on arrival; Center/Free time

o Incidental: throughout the other routines

"Ellen will participate in arrival and circle times by..."

• We want Ellen to talk to peers and teacherso imitate initial sounds, such as "Hi Lori!", "Hi

Rose!"o imitate initial sounds such as " Lori, play with

me!"

... by greetings students using the phrase "Hi..." and the student's name, using initial sounds on both 'Hi' and the student's name, or the student's name and 'play with me!'...

What do we want Ellen to do?

How will we know if Ellen has acquired the

skill?• Identify our criterion for knowing when Ellen has independently mastered this skill.

...We will know she can do this independently across both routines when she says "Hi" and "Play with me" with all appropriate sounds 3 times in each routine 3 days in a row.

Generalization of the skill...Goal is generalization.• Can be identified across routines,

people, places, etc.• Can be identified over time.• Can be identified by how often. Ellen will participate in arrival and circle times by

greeting students using the phrase "Hi..." and the student's name, or the student's name and 'play with me!' using initial sounds on each word. We will know she can do this independently across both routines when she says "Hi" and "Play with me" using all appropriate sounds 3 times in each routine 3 days in a row.

Why use routines and FCOs?

• Kids learn from each other.• Developing skills within the context of

their daily routines provides more opportunities for practice

• Practicing skills within the routine gives the kids a reason for using that skill

NDE identifies using FCOs and routines as best practices in early childhood. With an increasing emphasis on social/emotional needs, routines and functional outcomes will be necessary.

Questions?

Updates... Rule 52?• Nothing to update!• NDE has decided that it needs to step

back and get the policies/procedures of Rule 52 set first. Goal is to get that task completed and begin the process of sharing the draft in the Fall (2013.)

• Goal is to have updated Rule 51 and new Rule 52 out by June, 2014.

• Until then... Districts are still responsible for implementing the federal regulations.

What are the Federal Regulations?

• Team membership - 2 or more separate disciplines or professions (MDT and IFSP)

• Screening - must have permission prior to screening; can be included as part of the information for the MDT

• Eligibility determination - Developmental Delay o Significant delay in ONE or more areas of

developmental domains, ORo diagnosed physical or mental condition that

has a high probability of resulting in a developmental delay

• Informed Clinical Opinion

Prior Written Notice

• �A tool for communicationo �What the district proposes or refuses to doo �Why they are proposing/refusingo �Rationale for proposal/refusalo �Protections (who to contact with questions)o �Resources (PTI, NDE, etc.)o �Other options considered and why they were

rejected (Predetermination avoidance)

More...• Change of Placement• Notice of Discontinuation• Notice of District Decision

Questions?

Upcoming Events...• May 1, 2013 - Region 4 Early

Childhood Planning Team @ ESU 4 Office, Auburn (1:00 - 3:30 p.m.)

• May 6, 2013 - Social/Emotional Development in Young Children, B-5, featuring Dr. Mark Hald @ Sheridan Lutheran Church, Lincoln (9:00 a.m. - 3:00 p.m.)

• July 29-30, 2013 - Bridges Out of Poverty Training, featuring Jody Pfarr, Sheridan Lutheran Church, Lincoln