Early Childhood Cadre Webinar - 2013

1. Early Childhood Cadre Webinar - 2013 Routines, Functional Goals and Updates Ellen Cain & Ellen Stokebrand, ESU 4 February 15, 2013

2. Need to ask a question? Raise your hand… Type something…

3. "RBI" Routines Based Interview Routines Based Interventions

4. Routines Based Interview ....semistructured interview with the family/preschool teacher ....looks at family's/classroom routines throughout the day ....leads to routines based interventions

5. Routines Based Interventions ....embedded intervention in ongoing routines ....incidental teaching ....integrating special services

6. 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

7. Evaluating Routines Using 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)

8. Questions?

9. Functional Child Outcomes Examining 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.'

10. 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

11. 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) • Intentional: • Greeting friends on arrival; Center/Free time • Incidental: • throughout the other routines "Ellen will participate in arrival and circle times by..."

12. What do we want Ellen to do? • We want Ellen to talk to peers and teachers • imitate initial sounds, such as "Hi Lori!", "Hi Rose!" • 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!'...

13. 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.

14. 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.

15. Why use routines andFCOs? • 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.

16. Questions?

17. 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.

18. 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 • Significant delay in ONE or more areas of developmental domains, OR • diagnosed physical or mental condition that has a high probability of resulting in a developmental delay • Informed Clinical Opinion

19. Prior Written Notice • žA tool for communication • —What the district proposes or refuses to do • —Why they are proposing/refusing • —Rationale for proposal/refusal • —Protections (who to contact with questions) • —Resources (PTI, NDE, etc.) • —Other options considered and why they were rejected (Predetermination avoidance)

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

22. Questions?

23. 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