pre elementary education longitudinal study peels l.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
Pre-Elementary Education Longitudinal Study (PEELS) PowerPoint Presentation
Download Presentation
Pre-Elementary Education Longitudinal Study (PEELS)

Loading in 2 Seconds...

play fullscreen
1 / 22

Pre-Elementary Education Longitudinal Study (PEELS) - PowerPoint PPT Presentation


  • 324 Views
  • Uploaded on

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

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

Pre-Elementary Education Longitudinal Study (PEELS)


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
    Presentation Transcript
    1. Pre-Elementary Education Longitudinal Study (PEELS) Elaine Carlson, Westat 2005 OSEP National Early Childhood Conference Washington, DC February 8, 2005

    2. 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

    3. 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?

    4. What results do children achieve in preschool, kindergarten, and early elementary school? What factors help to produce better results? PEELS Study Questions

    5. 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

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

    7. Family Telephone Interview Direct Child Assessment 13 subtests Mail Questionnaires SEA administrators LEA administrators Principals/program directors Teachers Data Collection

    8. *Only in the 18 LEAs added in Wave 2. **Only for Wave 1 nonrespondents.

    9. 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

    10. 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

    11. 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

    12. 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)

    13. 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

    14. 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

    15. 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

    16. www.peels.org PEELS Web Site