Preschool Outcomes Measurement System (POMS)

1. Preschool Outcomes Measurement System (POMS) Design and Implementation

2. Recommended Federal Practices Requirements

3. 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

4. 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

5. Appropriate attire for conducting POMS

6. 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.

8. 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.

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

10. 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

11. POMS MASCOT

12. Progress Trajectories Achieve Age Level Maintain Typical Development Move Nearer Progressed but not nearer Skill Acquisition No Progress Time

13. Assessment: Good assessment procedures are the foundation for the POMS and for program improvement.

14. 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)

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

18. POMS Norm-Referenced assessment

19. The official POMS beverage

20. 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

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

23. Informed Professional Judgement • Who – Teachers, paraprofessionals, related service providers • What ? • anecdotal records, progress reports, documented observation and data, visit logs, work samples, portfolios

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

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

27. Strategies for obtainingParent Input • Written parent feedback • Interview • By phone • Face-to-face • Home visits

28. 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.

29. 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.

30. Eligibility and entry into DOE preschool program Within 2 months of entry Administer Early Brigance to at least two newly enrolled children. Gather parent input on initial parent questionnaire. Gather classroom data and info from others who work with child. 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

31. Transforming the POMS Assessment Data

32. 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.

34. POMS Child Outcomes Summary Form • How to determine a numeric rating for a child (instructions and rubric handout)

35. 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 □

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

37. 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 □

39. 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: __________________________

40. Documenting the basis for the summary rating • Review forms • Activity

41. POMS Thinking Hat

42. 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

43. 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

44. POMS Activity • Group sharing • Summary • Q & A Fill out evaluation forms and leave in box!