Preschool Outcomes Measurement System (POMS)

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Preschool Outcomes Measurement System (POMS)

• Design and Implementation

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Recommended Federal Practices
Requirements

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Recommended Practice vs. Federal 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

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Purpose 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

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Appropriate attire for conducting POMS
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Reporting Requirements(from OSEP)

• Child outcome areas
• 1. 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.
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Reporting Requirements(from OSEP)

• For each of the outcome areas we need to report
  the number of preschoolers who
• reach or maintain functioning at a level
  comparable to same-age peers
• improve functioning but are not at a level
  comparable to same-age peers
• did not improve functioning.

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Thinking about how children are doing with regard
to each outcome.
Movement away from age-expected
Age-expected skills behavior
Movement toward age-expected
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Hawaiis POMS Indicators

• Preschoolers 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

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POMS MASCOT
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Progress Trajectories
Achieve Age Level
Maintain Typical Development
Move Nearer
Progressed but not nearer
Skill Acquisition
No Progress
Time
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Assessment

• Good assessment procedures are the foundation for
  the POMS and for program improvement.

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

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Norm-referenced or curriculum-based
assessments
Multiple sources of data are used to rate a
childs functioning.
Informed Professional Judgement
Parent Input
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POMS Norm-Referenced assessment
Brigance Domain Outcome Area
Social Emotional Positive Socio-Emotional Skills
Academic/Cognitive Language Acquiring and Using Knowledge Skills
Daily Living Expressive Lang. Taking appropriate action to meet needs
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The official POMS beverage
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Incorporating informed 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

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Norm-referenced or curriculum-based
assessments
Multiple sources of data are used to rate a
childs functioning.
Informed Professional Judgement
Parent Input
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Informed Professional Judgement

• Who Teachers, paraprofessionals, related
  service providers
• What ?
• anecdotal records, progress reports, documented
  observation and data, visit logs, work samples,
  portfolios

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Norm-referenced or curriculum-based
assessments
Multiple sources of data are used to rate a
childs functioning.
Informed Professional Judgement
Parent Input
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Parent input is critical

• Consistent with recommended practice
• Impossible to determine how child is doing across
  a variety of settings without information from
  caregivers

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Strategies for obtainingParent Input

• Written parent feedback
• Interview
• By phone
• Face-to-face
• Home visits

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POMS requirement to complete assessment and rating

• POMS initial assessments and ratings should occur
  within 2 months of a childs entry into the
  program
• POMS progress assessments and ratings should
  occur annually within 2 months prior to the
  childs annual IEP or exit from preschool special
  education program.

No less than six months participation in the
program.
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Preschool Outcomes Measurement System SY
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.

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Eligibility and entry into DOE preschool program
Within 2 months of entry
Administer Early Brigance to at least two
newly enrolled children.
Gather classroom data and info from others
who work with child.
Gather parent input on initial
parent questionnaire.
Preschool Outcomes Measurement System SY
2006-2007 Implementation
Complete Initial POMS Summary Form

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

E-mail POMS log to district 619 Coordinator
by June 1st every School year.
Within 2 months prior to the annual IEP
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Transforming the POMS Assessment Data
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POMS Child Outcomes Summary 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.

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POMS Child Outcomes Summary Form

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

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POMS Child Outcomes 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
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POMS Child Outcomes Summary Form 1a.
Initial POMS rating ?2nd POMS rating ?3rd
POMS rating ? Supporting evidence for answer to
Question 1a

Completely Somewhat Emerging Not Yet
7 6 5 4 3 2 1
Source of information Date Summary of Relevant Results





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POMS Child Outcomes 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
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SUMMARY FORM (cover page)

• PRESCHOOL OUTCOMES MEASUREMENT SYSTEM
• (POMS)
• Date _____/_____/_____
• Day Mon Yr
• Child Information
• Name __________________________________________
  _________
• Date of birth _____/_____/_____
• Day Mon Yr
• STUDENT ID __________________________ SCHOOL
  __________________________

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Documenting the basis for the summary rating

• Review forms
• Activity

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POMS Thinking Hat
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POMSActivity 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

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POMS Activity

• Small groups
• Review POMS instructions
• Review activity materials
• Childs age 5 years
• Initial rating
• POMS Summary form 1a., 2a.,3a.
• Number score
• Supporting evidence

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POMS Activity

• Group sharing
• Summary
• Q A
• Fill out evaluation forms and leave in box!

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