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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 l.jpg

Pre-Elementary Education Longitudinal Study (PEELS)

Elaine Carlson, Westat

2005 OSEP National Early Childhood Conference

Washington, DC

February 8, 2005


Overview l.jpg

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 l.jpg
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 l.jpg

What results do children achieve in preschool, kindergarten, and early elementary school?

What factors help to produce better results?

PEELS Study Questions


Sampling l.jpg

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


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

Sampling


Data collection l.jpg

Family Telephone Interview with IEPs (2,906 in 1

Direct Child Assessment

13 subtests

Mail Questionnaires

SEA administrators

LEA administrators

Principals/program directors

Teachers

Data Collection


Slide8 l.jpg

*Only in the 18 LEAs added in Wave 2. with IEPs (2,906 in 1

**Only for Wave 1 nonrespondents.


Wave 1 response rates l.jpg

SEA Questionnaire: 100% with IEPs (2,906 in 1

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 l.jpg

Test Results by Age Cohort, Gender, & District Wealth with IEPs (2,906 in 1

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 l.jpg

Transition from early intervention with IEPs (2,906 in 1

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 l.jpg

Building effective technical assistance networks with IEPs (2,906 in 1

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 l.jpg

Transition from early intervention (45%) with IEPs (2,906 in 1

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 l.jpg

Placement in community based settings (43%) with IEPs (2,906 in 1

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 l.jpg

Transition from early intervention (51%) with IEPs (2,906 in 1

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


Peels web site l.jpg

www.peels.org with IEPs (2,906 in 1

PEELS Web Site


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