Preschool Preschool Outcomes Outcomes

Measurement Measurement System (POMS)System (POMS)

Design and Design and ImplementationImplementation

Recommended Federal Recommended Federal PracticesPractices Requirements Requirements

Recommended Practice vs. Recommended Practice vs. Federal RequirementsFederal Requirements

• NAEYC Code of Ethics– “DO NO HARM”– “ensure children with disabilities have access”

• DEC Code of Ethics– “honoring beliefs, values, customs and culture”

• Developmentally Appropriate Practices (DAP)– Age appropriate

Purpose of the Outcomes SystemPurpose of the Outcomes System

• Provide data to the Office of Special Education Programs (OSEP), U.S. Department of Education

• Generate information for preschool program improvement

• Establish foundations for effective evidence-based assessment practices

Appropriate attire for Appropriate attire for conducting POMSconducting POMS

Reporting RequirementsReporting Requirements(from OSEP)(from OSEP)

• Child outcome areas1. Positive socio-emotional skills

(including social relationships)2. Acquisition and use of knowledge and

skills (including early literacy)3.Use of appropriate behaviors to meet

their needs.

Family & Child Outcomes for EI and Early Childhood Sp. Ed.

Reporting RequirementsReporting Requirements(from OSEP)(from OSEP)

• For each of the outcome areas we need to report the number of preschoolers who:

a. reach or maintain functioning at a level comparable to same-age peers

b. improve functioning but are not at a level comparable to same-age peers

c. did not improve functioning.

Thinking about how children are doing Thinking about how children are doing with regard to each outcome.with regard to each outcome.

Age-expected skills & behavior

Movement away from age-expected

Movement toward age-expected

Hawaii’s POMS IndicatorsHawaii’s POMS IndicatorsPreschoolers who:• maintain functioning at a level

comparable to same age peers.• achieve functioning at a level

comparable to same age peers• moved nearer to functioning comparable

to same age peers but did not achieve it

• made progress, but not nearer to same age peers

• did not improve functioning

POMS MASCOTPOMS MASCOT

Progress TrajectoriesProgress Trajectories

Time

Ski

ll A

cquis

itio

n

Maintain Typical

Development

Achieve Age Level

Move Nearer

Progressed but not nearer

No Progress

Assessment:Assessment:

Good assessment Good assessment procedures are the procedures are the

foundation for the POMS foundation for the POMS and for program and for program improvement.improvement.

Division of Early Childhood (DEC) Division of Early Childhood (DEC) Council for Exceptional Children (CEC) Council for Exceptional Children (CEC) Recommended Practices for AssessmentRecommended Practices for Assessment

• Involves multiple sources (families, professional team members, service providers)

• Involves multiple measures (observations, criterion-curriculum-based instruments, interviews, curriculum-compatible norm-referenced scales, informed clinical opinion, work samples)

Multiple sources of

data are used to rate a child’s

functioning.

Norm-referenced or curriculum-based assessments

Informed Professional Judgement

Parent Input

0

10

20

30

40

50

60

70

80

90

100

Hawai'i Honolulu Kaua'i Maui State

Families eatingtogetherCaringCommunitiesAdult Volunteers

POMS POMS Norm-Referenced assessmentNorm-Referenced assessment

Brigance Domain Outcome Area

•Social EmotionalPositive Socio-Emotional Skills

•Academic/Cognitive•Language

Acquiring and Using Knowledge & Skills

•Daily Living•Expressive Lang.

Taking appropriate action to meet needs

The official POMS beverageThe official POMS beverage

Incorporating informed Incorporating informed professional judgement: professional judgement:

+Provides more authentic information that is descriptive of the child

+Occurs in contexts that are familiar to the child

+Correlates with ongoing progress monitoring

Multiple sources of

data are used to rate a child’s

functioning.

Norm-referenced or curriculum-based assessments

Informed Professional Judgement

Parent Input

Informed Professional Informed Professional JudgementJudgement

• Who – Teachers, paraprofessionals, related service providers

• What ? – anecdotal records, progress reports,

documented observation and data, visit logs, work samples, portfolios

Multiple sources of

data are used to rate a child’s

functioning.

Norm-referenced or curriculum-based assessments

Informed Professional Judgement

Parent Input

Parent input is criticalParent input is critical+Consistent with recommended practice+Impossible to determine how child is doing

across a variety of settings without information from caregivers

Strategies for obtainingStrategies for obtainingParent InputParent Input

• Written parent feedback

• Interview – By phone– Face-to-face– Home visits

POMS requirement to complete POMS requirement to complete assessment and ratingassessment and rating

• POMS initial assessments and ratings should occur within 2 months of a child’s entry into the program

• POMS progress assessments and ratings should occur annually within 2 months prior to the child’s annual IEP or exit from preschool special education program.*

*No less than six months participation in the program.

Preschool OutcomesMeasurement SystemSY 2006-2007 Implementation

• SY 2005-2006 is the pilot phase of POMS. Hawaii and Maui district preschool teachers will complete an initial POMS assessment on two recently entered children between February and May 2006.

•SY 2006-2007 begins a three-year phase in of the POMS.

In the first year, SY 06-07, every preschool teacher will assess at least two entering preschool children in the class.

In the second year, SY 07-08, teachers will assess at least 2/3 of entering preschool children.

In the third year, SY 08-09, teachers will assess all entering children.

•Children will have an initial POMS assessment within two months of entry and a POMS progress assessment annually (within two months prior to the annual IEP.

Eligibility and entry into DOE

preschool program

Administer Early Brigance to at

least two newlyenrolled children.

Complete POMS Progress Summary Form:• Early Brigance• Parent Questionnaire• Classroom data & professional input

Gather classroomdata and info

from others whowork with child.

Gather parentinput on

initial parentquestionnaire.

Within 2 months of entry

CompleteInitial POMS

Summary Form

Within 2 months prior

to the annual IEP

Preschool Outcomes Measurement SystemSY 2006-2007 Implementation

E-mail POMS log todistrict 619

Coordinator byJune 1st everySchool year.

Transforming the Transforming the POMS Assessment POMS Assessment

DataData

POMS Child Outcomes POMS Child Outcomes Summary FormSummary Form

• Serves as a way to reduce complex information to a common scale so the data can be aggregated.

• Is a rubric that summarizes child status on each outcome on a 7-point scale.

POMS Child Outcomes POMS Child Outcomes Summary FormSummary Form

• How to determine a numeric rating for a child (instructions and rubric handout)

POMS Child Outcomes POMS Child Outcomes Summary Form 1a. Summary Form 1a.

• Progress = moving up a point on the scale in a subsequent rating, e.g., from a 3 to a 4

Should be used for: • Initial POMS rating □• 2nd POMS rating □

• 3rd POMS rating □ Completely Somewhat Emerging Not Yet

7 6 5 4 3 2 1

POMS Child Outcomes POMS Child Outcomes Summary Form 1a.Summary Form 1a.

Completely Somewhat Emerging Not Yet

7 6 5 4 3 2 1

Initial Initial POMS rating □POMS rating □2nd2nd POMS rating □ POMS rating □3rd3rd POMS rating □ POMS rating □

Supporting evidence for answer to Question 1a

Source of information Date Summary of Relevant Results

POMS Child Outcomes POMS Child Outcomes Summary Form 1b.Summary Form 1b.

• Progress = staying at the same rating but having a “yes” for the progress question

• 2nd POMS rating □• 3rd POMS rating □

Yes No Describe progress:

SUMMARY FORM SUMMARY FORM (cover page)(cover page)

PRESCHOOL OUTCOMES MEASUREMENT SYSTEM PRESCHOOL OUTCOMES MEASUREMENT SYSTEM (POMS)(POMS)Date: _____/_____/_____ Day Mon YrChild InformationName: ___________________________________________________Date of birth: _____/_____/_____

Day Mon YrSTUDENT ID #:__________________________ SCHOOL:

__________________________

Documenting the basis for the Documenting the basis for the summary ratingsummary rating• Review forms• Activity

POMS Thinking HatPOMS Thinking Hat

POMSPOMSActivity Materials Activity Materials

• Sample IEP• IED II Standardized Scoring Report• POMS Rating Summary • Instructions for Completing the POMS Summary

Form & Definitions for Outcome Ratings• Developmental Milestones

– HELP – Stages of Development– Web resources– Vineland

• Parent and Speech therapy input

POMS POMS ActivityActivity

• Small groups• Review POMS instructions• Review activity materials• Child’s age 5 years• Initial rating• POMS Summary form 1a., 2a.,3a.

– Number score– Supporting evidence

POMS ActivityPOMS Activity• Group sharing• Summary• Q & A

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