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

2 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 1 st data collection) PEELS will examine children’s –preschool experiences and outcomes –transition to kindergarten –early elementary school experiences and outcomes

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

5 Sampling Nationally representative sample of 235 LEAs (217 in 1 st data collection, plus 18 more recently added) LEAs stratified by –Enrollment size –Geographic region –Wealth

6 Sampling Nationally representative sample of over 3,000 preschoolers with IEPs (2,906 in 1 st data collection plus ~230 more by 2nd collection Cohort Age At Entry into PEELS Date of Birth A3 years old3/1/00 through 2/28/01 B4 years old3/1/99 through 2/29/00 C5 years old3/1/98 through 2/28/99

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

8 School Year Recruit FamiliesXX*X* Conduct Parent InterviewsXXXXX Assess ChildrenXXXXX Send Questionnaires to Teachers and Other Service Providers XXXXX Send Questionnaires to School/Program Administrators XX**X Send Questionnaires to District Administrators XX*X* Send Questionnaires to State Administrators X *Only in the 18 LEAs added in Wave 2. **Only for Wave 1 nonrespondents.

9 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.

10 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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17 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

18 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: ________)

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

20 Areas of Preschool Special Education SEAs Commonly Reported as ‘Most Need to Improve’ for Placement in community based settings (43%) Data systems for tracking children’s progress (41%) Serving culturally/linguistically diverse families (26%)

21 Areas of Preschool Special Education SEAs Commonly Reported as ‘Working to Improve’ for Transition from early intervention (51%) Placement in community-based settings (39%) Linkages with state early childhood programs (29%)

22 PEELS Web Site