Preschool Outcomes Measurement System (POMS) Design and Implementation Recommended Federal Practices Requirements 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 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 Appropriate attire for conducting POMS 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. Reporting Requirements (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 with regard to each outcome. Movement away from age-expected Age-expected skills & behavior Movement toward age-expected Hawaii’s 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 POMS MASCOT Progress Trajectories Achieve Age Level Move Nearer Acquisition Progressed Skill but not nearer No Progress Time Assessment: Good assessment procedures are the foundation for the POMS and for program improvement. 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) Norm-referenced or curriculum-based assessments Multiple sources of data are used to rate a child’s Informed functioning. Professional Parent Judgement Input 100 90 80 70 60 Families eating 50 together Caring 40 Communities Adult Volunteers 30 20 10 0 Hawai'i Honolulu Kaua'i Maui State POMS Norm-Referenced assessment Brigance Domain Outcome Area Positive Socio- •Social Emotional Emotional Skills •Academic/Cognitive Acquiring and Using •Language Knowledge & Skills •Daily Living Taking appropriate •Expressive Lang. action to meet needs The official POMS beverage 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 Norm-referenced or curriculum-based assessments Multiple sources of data are used to rate a child’s Informed functioning. Professional Parent Judgement Input Informed Professional Judgement • Who – Teachers, paraprofessionals, related service providers • What ? – anecdotal records, progress reports, documented observation and data, visit logs, work samples, portfolios Norm-referenced or curriculum-based assessments Multiple sources of data are used to rate a child’s Informed functioning. Professional Parent Judgement Input Parent 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 obtaining Parent Input • Written parent feedback • Interview – By phone – Face-to-face – Home visits POMS requirement to complete assessment 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 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. Eligibility and entry Within 2 months of entry into DOE preschool program Administer Gather parent Gather classroom Early Brigance to at input on data and info least two newly initial parent from others who enrolled children. questionnaire. work with child. Preschool Outcomes Measurement System SY 2006-2007 Implementation Complete Initial POMS Summary Form Complete POMS Progress Summary Form: • Early Brigance E-mail POMS log to • Parent Questionnaire district 619 • Classroom data & Within 2 months prior Coordinator by professional input June 1st every to the annual IEP School year. Transforming the POMS Assessment Data 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. POMS Child Outcomes Summary Form • How to determine a numeric rating for a child (instructions and rubric handout) 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 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 POMS Child Outcomes Summary Form 1b. • Progress = staying at the same rating but having a “yes” for the progress question Yes No Describe progress: • 2nd POMS rating □ • 3rd POMS rating □ 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: __________________________ Documenting the basis for the summary rating • Review forms • Activity POMS Thinking Hat POMS 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 Activity • 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 Activity • Group sharing • Summary • Q&A Fill out evaluation forms and leave in box!
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