Comment Request: Evaluation of Preschool Special Education Practices Phase I
The main objective of the Evaluation of Preschool Special Education Practices, Phase I study is to assess the feasibility of conducting a large-scale randomized controlled trial (RCT) evaluation of one or more curricula or interventions that are used with preschool children with disabilities to promote their learning of language, literacy, social-emotional skills, and/or appropriate behavioral skills for school. The feasibility assessment will consider the core features of an evaluation design, including the following: (1) Curricula and/or interventions to be evaluated; (2) Study context and participants; and (3) Key design elements, such as the counterfactual condition, unit of assignment, target minimum detectable effects (MDEs), sample size, and data collection plans.
Data to inform the feasibility assessment will be obtained through surveys of school district preschool special education coordinators and state Section 619 coordinators, the subject of the current submission Preschool special education coordinators in school districts and state Section 619 coordinators will provide information to address the study’s overarching research question—whether there are promising curricula and interventions for preschool children with disabilities for which a large-scale effectiveness trial would be feasible and add value to the field. The district survey will be administered in a nationally representative sample of 1,200 school districts serving preschool children with disabilities as a 30-minute web survey. The state survey will be administered in all 50 states and the District of Columbia as a 10-minute editable PDF survey. Data collection for each survey will begin in April 2015.
The feasibility assessment will also be informed by use of extant data and conduct of an evidence review. In addition to collected survey data, extant data will provide information about preschool special education programs, the curricula and interventions that are available and supported by these programs, and the context in which curricula and interventions are delivered to inform decisions about key design elements. The evidence review will identify promising curricula and interventions for preschool children with disabilities and features about their implementation in schools. . .
All of our children are gifted and talented. We do not need to collect data on how to address their disabilities.
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