July, 2001

Dear Colleague:

Chapter 405 of the Laws of 1999 require the State Education Department to provide "an evaluation of the programmatic performance and cost effectiveness of existing preschool programs; recommendations regarding ways in which improved quality and cost effectiveness could be achieved through the selective expansion of effective programs and/or the curtailment of less effective programs; an assessment of the availability and effectiveness of approved programs providing services to preschool students with autism. I am writing to provide you with information regarding our strategy to gather information to address these requirements with the least amount of burden to programs and to ask for your cooperation and support in completing the data collection activities.

VESID is currently conducting three independent but related studies.

• Study 1 is designed to identify quality performance indicators of positive results for preschool students with disabilities.
• Study 2 seeks to determine the long-term effects of preschool special education programs and services on the achievement and placement of students with disabilities during their elementary school years.
• Study 3 is focused on gathering information related to the provision of services to preschool children with autism.

MAGI Educational Services, Inc., has been contracted to complete the Study 1 project. They have worked closely with an Advisory Committee of State and national experts in early childhood special education including providers. MAGI has developed two preliminary documents: 1) Child Performance Indicators (i.e., what preschoolers should know and be able to do upon entering school-age programs) and 2) Preschool Special Education Program Quality Indicators across five major areas—program administration, teaching and learning, professional development, family relationships and partnerships. The next phase of Study 1 calls for the investigation into program quality, both in terms of process (implementation of the preschool program,) and outcome (placement at transition from preschool to school age program). Two data collection activities will occur over the next few months. All data will be collected by MAGI.

• In August 2001, a short survey requesting data on placement of students in your program whom transitioned to school age programs in the academic years 1999-2000 and 2000-2001 will be distributed. MAGI will establish e-mail and "hotline" support, if you have any questions concerning the completion of this survey.
• In September 2001, a program survey will seek information in the five program areas mentioned earlier. Information from the two MAGI surveys will be used to identify sites with effective practices.

MGT of America was contracted to perform a seven-year study to determine the long term effect of preschool special education programs and services on the educational achievement, emotional well-being, social adjustment and placement of school-age students through Grade 4 who received special education programs and services during their preschool years. This study provides the opportunity to develop strategies for continuous quality improvement of the preschool special education programs and services and the evaluation practices and policies that support them. Data collection activities are underway through 27 school districts across the state.

Study 3 activities began in June, when you received the first part of a two-part survey from the New York Autism Network (NYAN). This first part of the survey focused on the availability of programs for preschool students with autism and will identify programs serving five or more students with autism (this survey was due to be returned by July 13^th). The second part of the survey, using the quality indicators recently developed by NYAN will be sent to programs in August.

We thank you in advance for your support and cooperation with these important data collection activities. The results of these studies will inform policymakers and assist in identifying strategies to support continued quality improvement of preschool special education services in New York State. Your participation is critical to the success of these studies. If you have any questions regarding data collection activities, contact the following individuals:

• Study 1 - Dr. Tina Goodwin-Segal at 518-427-9840 or at eval2000@aol.com;
• Study 2 - Carol Furman at 518-473-0170 or at cfurman@mail.nysed.gov; and
• Study 3 - Dr. Daniel Crimmins at 914-493-8207.

Sincerely,

        Rita D. Levay