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Pre-Elementary Education Longitudinal Study (PEELS). Elaine Carlson, Westat 2005 OSEP National Early Childhood Conference Washington, DC February 8, 2005. PEELS will follow over 3,000 children with disabilities from preschool into their early elementary years

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pre elementary education longitudinal study peels

Pre-Elementary Education Longitudinal Study (PEELS)

Elaine Carlson, Westat

2005 OSEP National Early Childhood Conference

Washington, DC

February 8, 2005

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

Overview
peels study questions
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?
peels study questions4
What results do children achieve in preschool, kindergarten, and early elementary school?

What factors help to produce better results?

PEELS Study Questions
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

Sampling
sampling6
Nationally representative sample of over 3,000 preschoolers with IEPs (2,906 in 1st data collection plus ~230 more by 2nd collectionSampling
data collection
Family Telephone Interview

Direct Child Assessment

13 subtests

Mail Questionnaires

SEA administrators

LEA administrators

Principals/program directors

Teachers

Data Collection
slide8

*Only in the 18 LEAs added in Wave 2.

**Only for Wave 1 nonrespondents.

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.

Wave 1 Response Rates
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

Some Preliminary Wave 1 Results
slide17
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

Areas of Preschool Special Education from Which State 619 Coordinators Selected Three ‘Best Practice,’ ‘Need to Improve,’ and ‘Working to Improve’ Options

slide18
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: ________)

Areas of Preschool Special Education from Which State 619 Coordinators Selected Three ‘Best Practice,’ ‘Need to Improve,’ and ‘Working to Improve’ Options (con’t)

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%)

Areas of Preschool Special Education SEAs Commonly Reported as ‘Closest to Best Practice’ for 2003-04
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%)

Areas of Preschool Special Education SEAs Commonly Reported as ‘Most Need to Improve’ for 2003-04
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%)

Areas of Preschool Special Education SEAs Commonly Reported as ‘Working to Improve’ for 2003-04
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