New Hampshire

Preschool Outcomes Measurement System (POMS) Tool Kit

Fourth edition revised and editedby:

Joan M. Izen, PTAN Project Director, SERESC

Mary Beth LaSalle, NH DOE Bureau of Special Education TA Consultant

Presented by the Preschool Technical Assistance Network (PTAN) @ SERESC

In collaboration with and funded by the

NHDOE/Bureau of Special Education

November 2016

The purpose of this toolkit is to provide the preschool special education community with the resources needed to participate in the NH Preschool Outcomes Measurement System (POMS).

The first version of this document was created in 2006 by PTAN in collaboration with the NH Department of Education/Bureau of Special Education, the Early Childhood Outcomes Center (ECO) and a dedicated group of New Hampshire early childhood special education stakeholders. This fourth edition provides the most current knowledge and resources available to support POMS implementation.

Table of Contents
Chapter / Title / Page
1 / An Introduction to the NH Preschool Outcomes Measurement System (POMS) / 3
2 / Choosing an Assessment System / 7
3 / POMS Implementation: / 10
I. Working with Preschool Special Education Staff / 10
II. Informing and Including Families / 11
III. Working with District Decision-Makers / 14
IV. Collaborating with Community Partners / 15
4 / Glossary of Terms / 16
5 / Additional Resources / 18

Chapter 1:

An Introduction to The NH Preschool Outcomes Measurement System (POMS)

In 2005, the U.S. Department of Education, Office of Special Education Programs (OSEP) began requiring all states to submit data that demonstrates the effectiveness of its preschoolspecial education programs. The purpose of collecting and reporting this data is to assist with program and service improvement efforts at the federal, state and local levels.

  • Federal – OSEP will use this information to demonstrate to Congress the effectiveness of preschool special education programs.
  • State–The NH Department of Education (NHDOE) will use this data for federal reporting as well as to assist with state-level decisions about resources and opportunities for training and technical assistance.
  • Local - Districts and programs will use this data for state reporting purposes as well as to improve their preschool special education programs, to inform instruction and interventions for individual children and to communicate progress to families. This data will also demonstrate program effectiveness and gain community support for preschool special education programming.

States are required to report on the percent of preschool children with Individualized Education Plans (IEPs) who demonstrate progress in these outcome areas:

  1. Positive social-emotional skills (including social relationships);
  2. Acquisition and use of knowledge and skills (including early language/communication [and early literacy]); and
  3. Use of appropriate behaviors to meet their needs.

For each of these outcomes, states must report to OSEP and the public on the following two summary statements:

  1. The percent of children who entered or exited the program below age expectations and substantially increased the rate of growth by the time they exited the program; and
  2. The percent of children who were functioning within age expectations in each of the outcomes by the time they exited the program.

NH POMS is ultimately about improving the programs and services provided to preschool children with disabilities resulting in better outcomes for NH children. Meeting this Federal and State mandate requires communication and collaboration among school district personnel, families, community program providers and others who work with or care for preschool children with disabilities.

  • Since November 1, 2006 all NH school districts have been required to assess newly identified children (children with an IEP) entering their preschool special education programs for federal reporting purposes.Local preschool special education teams may also find this assessment process useful for the typically developing children enrolled in their program.
  • Twoassessment tools are identified for POMS data collection; both have online data collection capability. Districts may use one or both to assess child progress:
  1. AEPSi (Assessment, Evaluation, and Programming System for Infants and Children)
  2. Teaching Strategies GOLD (TS GOLD)
  • Regardless of the tool selected, POMS data should be collected via authentic assessment, which requires and relies on natural opportunities to observe children in their typical settings (i.e. home, classroom, childcare and community).
  • Families have critical information about their child’s strengths, challenges and progress. Their input should always be incorporated when assessing a child. The assessment tools identified by the NHDOE have detailed procedures for including families in the assessment process.
  • The POMS assessment must occur within 6 weeks of the child beginning to receive special education services. The 6-week time frame allows enough time for children and staff to get to know each other, but not have so much time in the program that this entry data reflects the benefits of special education. If the child’s services are delayed or there are other extenuating circumstances it may take longer than 6 weeks to complete the first assessment. However every effort should be made to complete the assessment with the 6-week time period or as soon after as possible.
  • Only those children who receive special education programs or special education services for at least 6 months will to be included in state and federal reporting.
  • POMS assessments must be conducted at least annually (within a 12 month period) for every identified preschool child. Annual assessments are required to assure availability of exit data should the child exit unexpectedly. School districts may decide that assessments occur more frequently based upon the assessment tool protocol and/or the needs of individual children.
  • When children turn 6 years old they are no longer included in the data for OSEP reporting. Therefore, districts are obligated to exit children from preschool special education through POMS prior to their sixth birthday.
  • Children who are exited from preschool special education but are still eligible for special education are entitled to extended school year and special education services as necessary to provide a free, appropriate public education.

For state-reporting purposes, progress on the outcomes will be determined based on the first (entry) assessment data and the final (exit) assessment data completed prior to the child exiting preschool special education.

The NHDOE monitors and/or collects data from districts twice each year to insure accurate data completion. The first data collection period is in June of the fiscal/school year reporting period. Districts are required to run OSEP progress reports and send them to the NHDOE by June 30 of that school year. For example, June 2016was the first collection period for fiscal/school year, 7/1/15 - 6/30/16. The purpose of the first data collection period is to allow the NHDOE to review the data and compare it to what the districts are reporting. If inconsistencies are identified, the NHDOE will work with districts to troubleshoot and make corrections in preparation for the final reporting to OSEP in February.

The second data collection period takes place in July. Julys data collection is reported to OSEP the following February for the previous school year. For example, July2016data is reported to OSEP February 1,2017 for fiscal/school year, 7/1/15 - 6/30/16.

  • Prior to the submission of the annual performance report to OSEP on February 1st, districts should not delete any children or data because once information is deleted it cannot be recreated.
  • If done properly, data for children who have been archived can be retrieved. If information is questionable, those children can be taken out of “archive status” and corrections can be made to correct the data.
  • Once the NHDOE has collected, analyzed and reported all information to OSEP, districts will be notified that children who have exited from preschool special education can be archived or deleted. Districts should always keep a copy of all data in their files for future reference.

When more than one district has responsibility for educating a preschooler with disabilities, the districts should agree on responsibilities regarding cost and implementation of POMS for that child and document those decisions in writing. Ultimately, POMS implementation follows the same logic model as the provision of special education services.

For more information about NH POMS:

  • Read the NHDOE Bureau of Special Education memos
  • Visit the PTAN website page Preschool Outcome Measurement System-POMS; or
  • ContactRuth Littlefield, Education Consultant, Bureau of Special Education, NHDOE – 271-2178

For a national perspective regarding early childhood outcomes visit theEarly Childhood Technical Assistance Center (ECTA)

For technical questions regarding the assessment tools contact the tool publisher:

  • AEPSi (Brookes Publishing) - 866-386-2666 (Select option #2)
  • Teaching Strategies GOLD- 800-289-9126

Chapter 2: Choosing an Assessment System

Based on extensivework at the national and state level and with feedback from NH practitioners, three tools were initially selected by the NHDOE for assessing preschool outcomes. From 2006 through 2011, the NHDOE collected, analyzed and monitored the state’s POMS data provided by these three assessment tools. After considerable study and deliberation, the NHDOE in collaboration with NECTAC, PTAN and stakeholders representing NH school districts determined to terminate the use of one tool, the Brigance IED II during the 2011-2012 school year. More information about this determination can be found in theNHDOEBureau of Special Education FY’12Memo #10, “Change in New Hampshire Special Education Preschool Outcomes Measurement System.”). Districts may now use one or both of the two remaining tools to assess child progress.

  1. AEPSi (Assessment, Evaluation, and Programming System for Infants and Children)
  2. TS GOLD

These tools were selected becauseboth:

  • Provide assessment data regarding the three identified outcomes;
  • Offer online capability for inputting assessment data;
  • Have the capability of providing the state with the data needed to meet federal requirements;
  • Provide data that can be used to promote program improvements;
  • Promote data collection through observation over time and in multiple locations (authentic assessment); and
  • Meet recommended early childhood assessment practice (NAEYC and DEC).

The AEPSi was selected for its highly sensitive nature, enabling progress to be noted for children with very significant disabilities. Assessment is closely linked to goals, objectives and related activities that can be embedded into a child’s daily routine. The system allows for assessment of small groups of children at a time. The web-based system converts the assessment data to the three identified child outcomes for state reporting to OSEP.

TS GOLDwas selected because it can be used as a stand-alone assessment to collect POMS data, it can be used in conjunction with the Creative Curriculum, and it can be used with any developmentally appropriate early childhood curriculum. TS GOLD is designed for use with all children (typically developing children, children with disabilities, English Language Learners and children at-risk for developmental and learning challenges). Objectives are aligned with the Common Core Standards and state early learning guidelines. The web-based system converts the assessment data to the three identified child outcomes for state reporting to OSEP.

It is important to note that there are costs associated with the implementation of NH POMS including the purchase of assessment materials and annual subscription to the online reporting system. Districts are responsible for all costs related to POMS.

Bothtools have been “crosswalked” or correlated to the child outcome areas. The ‘crosswalks’ show which items or areas on the assessments tools address each of the three outcomes. To access the crosswalk documents go the PTAN website POMS page.

As previously noted, districts are required to use the assessment tools’ online data system to input POMS data. Tip sheets have been developed for both tools to assist with this process. These are also available at the PTAN website POMS page.

When a child moves from one district to another it is important that districts share POMS information about that child. Data can be transferred between the online systems for TS GOLDand AEPSi. Tip sheets for data transfer are also available at the PTAN website POMS page.

A Comparison of NH’s Two POMS Tools
AEPSi / Teaching Strategies GOLD
Norm –Referenced? / No / No
Criterion-Referenced? / Yes / Yes
Curriculum Based?* / Considerable / Considerable
Based on observation in natural environments? (Authentic Assessment) / Yes / Yes
Specialized Materials? / No / No ~ but does have kits available for purchase
Development of IEP Goals and Objectives?** / High link between goals and standards / High link between goals and standards
Age range? / 3-6 (infant/toddler assessment available) / 3-5 (infant/toddler assessment available)
Population? / Typical and special needs; highly sensitive for children with significant needs / Typical and special needs; ELL; forerunner skills broken down for children not yet at typical developmental level
Alignment with Head Start Outcomes? / No / Yes
Reliability/Validity*** / Considerable evidence / High evidence
Online Reporting Capability? / Yes / Yes
Family Input?**** / High Involvement / High Involvement
Family Access?**** / High Involvement / High Involvement

Reference:LINKing Authentic Assessment and Early Childhood Intervention Best Measures for Best Practices, Second Edition by Stephen J. Bagnato, Ed.D., John T. Neisworth, Ph.D., & Kristie Pretti-Frontczak, Ph.D., 2010, Brookes Publishing.

*Curriculum Based: Supports, strategies and/or content.
**Development of IEP Goals and Objectives: Match between goals and the standards.
***Reliability/Validity: Evidence that the assessment measures what it is intended to measure.
****Family Input and Access: Involvement of family - either passive or active in the measure.

Chapter 3: POMS Implementation

I. Working withPreschool Special Education Staff

Communication and collaboration among preschool special education staff is crucial to the successful implementation of POMS. Staff members such as related service personnel, preschool teachers, and paraprofessionals need to be informed of the mandate. They should have input into the process to truly understand the compliance issues and to explore the potential benefits for the children they serve. Each staff member must understand her role in the collection of the data and in improving instruction in order to impact outcomes for children.

Some suggestions for working with preschool special education staff include:

  • Orient new staff members to POMS. Encourage them to review the PTAN website and related NH DOE Bureau of Special Education memos. Provide an overview of the Federal mandate as well as the purpose and intended benefits of the system for the federal, state and local levels.
  • Hold a staff meeting at the start of each school year to review POMS, and remind staff of the purpose and benefits of the program.
  • Review with new staff members the district’s chosen assessment tool(s) and ensure that they are familiar and comfortable with its administration.
  • Discuss roles, responsibilities, and timelines; document all so that staff members are clear on who is responsible for collecting the data, inputting the data to the online system and when.

II. Informing and Including Families

Informing and including families is a critical component of POMS. Families have an important and unique perspective regarding their child’s strengths, challenges and progress; their input should always be sought out and incorporated when assessing their child.

It is important to note that parent consent is not required prior to collecting a child’s assessment information for the purposes of OSEP’s preschool outcomes*. A parent cannot refuse to have his or her child’s assessment data used for OSEP reporting purposes**.

Below are some suggested topics for discussion with families to inform and include them in POMS.

  1. The purpose of POMS (Preschool Outcome Measurement System)
  • The collection of data is necessary to document the effectiveness of preschool special education programs and to establish goals for program improvement.
  • School districts will use this data for state reporting purposes as well as to improve their preschool special education programs, to inform instruction and interventions for individual children and to communicate progress to families. The NHDOE will use POMS data for federal reporting (Annual Performance Report) as well as to assist with state-level decisions about resources and opportunities for training and technical assistance. The federal OSEP uses states’ reports to demonstrate to Congress the effectiveness of preschool special education.
  1. The three identified outcome areas that are assessed.
  • Positive social-emotional skills (including social relationships);
  • Acquisition and use of knowledge and skills (including early language/communication [and early literacy]); and
  • Use of appropriate behaviors to meet their needs.
  1. The difference between the outcome areas and the child’s IEP goals.
  • The outcomes have been established at the federal level as indicators of effectiveness of preschool special education programs. These outcome areas are expectations for all young children regardless of special needs. A child’s IEP may or may not have identified needs in the outcome areas as each child’s IEP goals are individualized specifically to his or her needs.
  1. The school district’s participation in POMS.
  • As of 11/1/06, all newly identified children with an IEP are required to have a POMS assessment for federal reporting purposes. Information must be reported within six weeks of the start of the child’s IEP. This initial assessment serves as the foundation for measuring futureprogress. Each child (with an IEP) will be assessed at least annually so that the state can report on his or her progress by comparing data when he or she first entered the program with the data collected at final assessment.
  1. The timeline for initial assessment.
  • All children (with an IEP) are assessed within six weeks of the start of his or her IEP to allow enough time for children and staff to get to know each other, but not have so much time in the program that the entry data reflects the benefits the child receives from participating in special education. The benefits of special education will be reflected in the exit data.
  1. The family’s role in POMS.
  • It is always important to view a preschool child’s performance across environments. Families have important information about their child’s strengths, challenges and overall progress. The school district will seek parent input at the time of the initial POMS assessment and then each annual update as long as the child receives preschool special education programming.
  1. The POMS assessment schedule.
  • Only children who receive special education services for at least six months will be included in POMS.
  • For these children, POMS assessments will occur at least annually. This insures that the district has current data to compare the child’s progress on the three identified outcomes over time.
  1. Parent permission requirements for POMS assessment.* **
  • As with other district or statewide assessments, parent permission is not required.
  1. Reporting of POMS data.
  • Individual child data will be collected at the district level and shared with the NHDOE without identifying information (i.e child’s name). The NHDOE will group all district data to report on NH to the Office of Special Education Programs (OSEP) and on to Congress. Ultimately, the state will report on the performance of NH preschool special education programs as a whole, and will establish statewide targets for continued effectiveness and improvement.
  1. Family Centered Early Supports and Services child outcome data vs. POMS.
  • The data reporting requirements are different for Family Centered Early Supports and Services (FCESS) and preschool special education. The district is required to complete a POMS assessment for all children (with an IEP), including those who have transitioned from FCESS.

* From Bureau of Special Education FY’08 Memo #29: “In general, if a state or local district collects, uses or maintains information about an eligible child to meet the requirements of the Federal law (IDEA), including reporting on preschool outcomes, prior written parental consent is not required. An exception to this would be when using the assessment information for evaluation purposes. However, since assessment for preschool outcomes is not used for initial evaluations in NH this exception does not apply. If the collection of preschool outcome information is used as part of the child’s reevaluation, districts must provide prior written notice and obtain written prior parental consent. “