1 pre-elementary education longitudinal study (peels) elaine carlson, westat 2005 osep national...
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Pre-Elementary Education Longitudinal Study (PEELS)
Elaine Carlson, Westat
2005 OSEP National Early Childhood ConferenceWashington, DC
February 8, 2005
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Overview• PEELS will follow over 3,000 children with
disabilities from preschool into their early elementary years
• Children were 3 through 5 years old at entry into the study (and 1st data collection)
• PEELS will examine children’s – preschool experiences and outcomes– transition to kindergarten– early elementary school experiences and
outcomes
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PEELS Study Questions
• What are the characteristics of children receiving preschool special education?
• What preschool programs and services do they receive? What are their transitions like - between early intervention and preschool and between preschool and elementary school?
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PEELS Study Questions• What results do children achieve in
preschool, kindergarten, and early elementary school?
• What factors help to produce better results?
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Sampling
• Nationally representative sample of 235 LEAs (217 in 1st data collection, plus 18 more recently added)
• LEAs stratified by– Enrollment size– Geographic region– Wealth
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Sampling• Nationally representative sample of over 3,000 preschoolers with
IEPs (2,906 in 1st data collection plus ~230 more by 2nd collection
CohortAge At Entry into PEELS
Date of Birth
A 3 years old 3/1/00 through 2/28/01
B 4 years old 3/1/99 through 2/29/00
C 5 years old 3/1/98 through 2/28/99
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Data Collection• Family Telephone Interview
• Direct Child Assessment
–13 subtests
• Mail Questionnaires
–SEA administrators
–LEA administrators
–Principals/program directors
–Teachers
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School Year
03-04 04-05 05-06 06-07 07-08 08-09 09-10
Recruit Families X X*
Conduct Parent Interviews X X X X X
Assess Children X X X X X
Send Questionnaires to Teachers and Other Service Providers
X X X X X
Send Questionnaires to School/Program Administrators
X X** X
Send Questionnaires to District Administrators
X X*
Send Questionnaires to State Administrators
X
*Only in the 18 LEAs added in Wave 2. **Only for Wave 1 nonrespondents.
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Wave 1 Response Rates• SEA Questionnaire: 100%• LEA Questionnaire: 90%• Teacher Questionnaire: 76%• CATI: 96%• Assessment: 96%• Principal Questionnaire: 40%*• Program Director Questionnaire: 49%*
*Field period for these instruments will reopen in winter 2005.
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Some Preliminary Wave 1 Results
• Test Results by Age Cohort, Gender, & District Wealth
– Woodcock Johnson-III
• Letter-Word Identification
• Applied Problems
• Quantitative Concepts
– Peabody Picture Vocabulary Test
• SEA-Reported Areas of Progress and Challenge for Preschool Special Education
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Areas of Preschool Special Education from Which State 619 Coordinators Selected
Three ‘Best Practice,’ ‘Need to Improve,’ and ‘Working to Improve’ Options
• Transition from early intervention• Transition to Kindergarten• Child find• Assessment and evaluation• Placement in community-based settings• Recruitment of qualified personnel• Retention of qualified personnel• Developmentally appropriate practices• Eligibility for services• IEP/IFSP development
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Areas of Preschool Special Education from Which State 619 Coordinators Selected
Three ‘Best Practice,’ ‘Need to Improve,’ and ‘Working to Improve’ Options (con’t)
• Building effective technical assistance networks• Linkages with state early childhood programs• Collaboration with parents• Pre-literacy skills and activities• Serving culturally and linguistically diverse families• Data systems for tracking children’s progress• Standards-based accountability systems• Accessing other resources and sources of services (e.g.,
Medicaid, …)• Other (Specify: ________)
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Areas of Preschool Special Education SEAs Commonly
Reported as ‘Closest to Best Practice’ for 2003-04
• Transition from early intervention (45%)
• Child find (29%)
• Eligibility for services (28%)
• Building effective technical assistance networks(28%)
• Linkages with state early childhood programs (28%)
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Areas of Preschool Special Education SEAs Commonly Reported as ‘Most Need to
Improve’ for 2003-04• Placement in community based settings
(43%)
• Data systems for tracking children’s progress (41%)
• Serving culturally/linguistically diverse families (26%)
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Areas of Preschool Special Education SEAs Commonly
Reported as ‘Working to Improve’ for 2003-04
• Transition from early intervention (51%)
• Placement in community-based settings (39%)
• Linkages with state early childhood programs (29%)
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PEELS Web Site
www.peels.org