Preschool Outcomes Measurement System

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					  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




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