Indicator 7: Percent of preschool children aged 3 through 5 with IEPs who demonstrate improved:
A. Positive social-emotional skills (including social relationships);
B. Acquisition and use of knowledge and skills (including early language/communication and early literacy); and
C. Use of appropriate behaviors to meet their needs.
Mary Beth Lasalle, POMS TA Consultant is funded by the NHDOE Bureau of Special Education and is available to provide technical assistance to districts around POMS issues. Contact Mary Beth at 603-271-4147 or Mary.LaSalle@doe.nh.gov
Historical Documents and NH DOE Memos:
- FY’12 Memo #10: Change in NH Special Education POMS (12/12/11)
- FY’10 NHDOE Preschool Outcome Measurement System (POMS) Professional Development and Technical Assistance Plan 7/1/09-6/30/10
- FY’09 Memo #45: Preschool Outcome Measurement System: Timely, Accurate and Complete Data (5/19/09)
- FY’09 Memo #30: Preschool Outcome Measurement System (3/11/09)
- FY’09 Memo #13: NH Preschool Outcome Data Reporting Process and Timeline (10/3/08)
- FY’08 Memo #16: NH Preschool Special Eduction Outcome Data Collection for the State Performance Plan (11/8/07)
- FY’08 Memo #29: NH Preschool Special Education Outcome Measurement System (3/10/08)
- FY’07 Memo #2: PSE Outcomes Measurement System (7/12/06)
- FY’07 Memo #3: Follow up to Memo#2 (8/30/06)
- New Hampshire Early Learning Curriculum Guidelines & Preschool Child Outcomes for Young Children with Disabilities ~ Ages 3-5
Training module: “The Nuts and Bolts of New Hampshire’s Preschool Outcomes Measurement System – (POMS)”
This module offers an introduction to New Hampshire’s POMS – (Indicator 7 of the State Performance Plan (SPP). It provides information about assessment, reporting procedures and resources for support.
The module is designed for those new to the system but also serves as a great refresher for those who are familiar with it. Preschool Special Education Coordinators, Special Education Administrators, preschool staff members and others will all benefit from it’s content. To view the module click HERE.
Consult this POMS Timeline 2016-2017 for everything you need to know about what to report and when to report it.
If you are new to NH, new to your preschool special education position (or just want a refresher) the NH Preschool Outcomes Measurement System Introduction will explain (nearly) everything!
Analyzing your data? Read this Cell Size Explanation to put it all into perspective.
NH POMS Toolkit
The purpose of the NH POMS Toolkit V.4 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 toolkit was created in 2006 by PTAN in collaboration with the NH DOE Bureau of Special Education, the Early Childhood Outcomes Center (ECO) and a dedicated group of NH early childhood special education stakeholders. This updated and revised edition provides current knowledge and resources to support POMS implementation.
Searchable POMS Spreadsheet
A searchable Microsoft Excel POMS Tool Spreadsheet (10/28/16) lists all NH school districts, their POMS Contact Person and the POMS tool currently in use.
POMS Assessment Tools
Based on considerable work done at the national and state level and with feedback from NH practitioners, two tools are recommended by the NH DOE for assessing preschool outcomes: AEPSi and Teaching Strategies GOLD These tools have online data collection capability. Districts may use either or both tools to assess child progress.
Click here for handouts and resources that were developed by two NH Preschool Special Education Coordinators and discussed at the 2/9/12 training, “AEPSi for New Users”. Note: all documents are stored on Google Docs; sign up for a free gmail account in order to access them.
- Crosswalk To OSEP Child Outcomes
- AEPSi Tip Sheet (9/16)
- AEPSi Troubleshooting
- Running OSEP Reports
- Crosswalk to NH Early Learning Standards
- A Review of AEPSi
TS GOLD Resources:
- Teaching Strategies GOLD Crosswalk
- TS GOLD Alignment with NH ELG
- TS GOLD Tip Sheet (9/16)
- Directions for Viewing and Running OSEP Report
Guidance Documents, Tip Sheets and Forms for Timely Transfer of Child Outcomes Data
When children move to a new school district there are important steps that must be taken to transfer the POMS data in a timely manner. The guidance documents, tip sheets and forms below walk you through the process for data transfer from one tool to another and transfer of data within the same tool from one district to another.
- AEPSi Timely Transfer of POMS Data for Children Moving from District to District
- AEPSi To AEPSi Transfer
- AEPSi to TS Gold Transfer
- AEPSi COSF Transfer
- TS GOLD Timely Transfer of POMS Data for Children Moving from District to District
- TS Gold Transfer to AEPSi
- Entering OSEP Entry Scores To TS Gold
Why Collect Outcome Data? (10/2/14)
An excellent resource from the Early Childhood Technical Assistance Center for new Preschool Special Education Coordinators and others new to outcomes measurement. Viewers of this 6-minute webinar will understand the current requirements and the historical roots of federal accountability and understand the various purposes and uses of outcomes measurement. Click here to view.
This video describes and illustrates the three child outcomes adopted by the Office of Special Education Programs (OSEP) and reported on by all state early intervention (Part C) and preschool special education (Part B/619) programs as part of their Annual Performance Report (APR).
This video offers a consistent way to describe the outcome areas across programs and states. It can be used to provide an overview to the three outcomes for professional development and training, orienting families, and introducing the outcomes to other constituents such as policymakers or funders. The video explains functioning necessary for each child to be an active and successful participant at home, in the community, and in other places like a child care program or preschool.
The video is a collaborative presentation of Results Matter, Colorado Department of Education, the Desired Results access Project, Napa County Office of Education, funded by the California Department of Education, Special Education Division, and the Early Childhood Outcomes Center, funded by the Office of Special Education Programs.
Using Video to Enhance Outcomes for Young Children and Their Families
Video is a valuable tool for early care and education practitioners and can be used in many ways, including documenting child progress, evaluation, assessment, coaching, consultation, reflective practice, reflective supervision, family education, and professional development. The Digital Video Initiative at California’s Desired Results access Project recently posted seven videos online that illustrate ways in which teachers have been using digital video to enhance their practices and support preschool inclusion. Each of the videos can be viewed online or downloaded for use in professional development activities. To learn more, go to http://draccess.org/videoinitiative/
Photo credit: FreeDigitalPhotos.net