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: 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.

9. Thinking about how children are doing with regard to each outcome. Age-expected skills & behavior Movement away from age-expected 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 Time Skill Acquisition Maintain Typical Development Achieve Age Level Move Nearer Progressed but not nearer No Progress

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

18. POMS Norm-Referenced assessment Brigance DomainOutcome 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

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. Multiple sources of data are used to rate a child’s functioning. Norm-referenced or curriculum-based assessments 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. Multiple sources of data are used to rate a child’s functioning. Norm-referenced or curriculum-based assessments 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 obtaining Parent 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 Administer Early Brigance to at least two newly enrolled children. Complete POMS Progress Summary Form: Early Brigance Parent Questionnaire Classroom data & professional input Gather classroom data and info from others who work with child. Gather parent input on initial parent questionnaire. Within 2 months of entry Complete Initial POMS Summary Form Within 2 months prior to the annual IEP Preschool Outcomes Measurement System SY 2006-2007 Implementation E-mail POMS log to district 619 Coordinator by June 1 st every School year.

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 □ CompletelySomewhatEmergingNot Yet 7654321

36. POMS Child Outcomes Summary Form 1a. CompletelySomewhatEmergingNot Yet 7654321 Initial POMS rating □ 2nd POMS rating □ 3rd POMS rating □ Supporting evidence for answer to Question 1a Source of informationDateSummary of Relevant Results

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 □ YesNo Describe progress :

39. SUMMARY FORM (cover page) PRESCHOOL OUTCOMES MEASUREMENT SYSTEM (POMS) Date: _____/_____/_____ Day Mon Yr Child Information Name: __________________________________________ _________ Date of birth: _____/_____/_____ DayMon Yr STUDENT ID #:__________________________ SCHOOL: __________________________

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

41. POMS Thinking Hat

42. 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

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!