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
Skill
Acquisition
Move Nearer
Progressed
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-curriculumbased instruments, interviews,
curriculum-compatible normreferenced scales, informed clinical
opinion, work samples)
Norm-referenced or
curriculum-based assessments
Informed
Professional
Judgement
Multiple
sources of data
are used to
rate a child’s
functioning.
Parent
Input
100
90
80
70
60
Families eating
together
Caring
Communities
Adult Volunteers
50
40
30
20
10
0
Hawai'i
Honolulu
Kaua'i
Maui
State
POMS
Norm-Referenced assessment
Brigance Domain
•Social Emotional
Outcome Area
Positive SocioEmotional Skills
•Academic/Cognitive
•Language
Acquiring and Using
Knowledge & Skills
•Daily Living
•Expressive Lang.
Taking appropriate
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
Informed
Professional
Judgement
Multiple
sources of data
are used to
rate a child’s
functioning.
Parent
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
Informed
Professional
Judgement
Multiple
sources of data
are used to
rate a child’s
functioning.
Parent
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.
Within 2 months of entry
Eligibility and entry
into DOE
preschool program
Administer
Early Brigance to at
least two newly
enrolled children.
Preschool Outcomes Measurement System
SY 2006-2007 Implementation
Complete POMS
Progress Summary Form:
• Early Brigance
• Parent Questionnaire
• Classroom data &
professional input
Gather parent
input on
initial parent
questionnaire.
Complete
Initial POMS
Summary Form
Within 2 months prior
to the annual IEP
Gather classroom
data and info
from others who
work with child.
E-mail POMS log to
district 619
Coordinator by
June 1st every
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
7
Somewhat
6
5
Emerging
4
3
Not Yet
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
7
Source of
information
Somewhat
6
5
Date
Emerging
4
3
Not Yet
2
Summary of Relevant Results
1
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!