Local School System Results for Special Education Queen Anne's: Indicator 7
Percent of preschool children aged 3 through 5 who demonstrate improvement.
Narrative Description of Indicator
Indicator Percent of preschool children aged 3 through 5 with IEPs who demonstrate improved: Positive social-emotional skills (including social relationships); Acquisition and use of knowledge and skills (including early language/ communication and early literacy); and Use of appropriate behaviors to meet their needs. Overview The MSDE, DEI/SES used the Early Childhood Outcomes Center (EC) Child Outcomes Summary (COS) process to assess and analyze the performance of preschoolers ages 3 through 5 years during the FFY 2021 performance period. The DEI/SES utilized the results to: Meet its federal reporting requirements in the Annual Performance Report; Evaluate the effectiveness of the State's early intervention and preschool special education systems; Improve local service delivery and results; and Assist local programs to improve Individualized Family Service Plan (IFSP) and Individualized Education Program (IEP) decision-making and results for individual students. Beginning on July 1, 2015, the MSDE implemented the use of the Child Outcomes Summary (COS) process as the accountability methodology for measuring child outcomes. In addition to a change in methodology, MSDE, with OSEP approval, modified the age range for this indicator, moving from three- through five-year-olds to three years-of-age to kindergarten-entry. Prior to July 1, 2015, the sole methodology used was the Work Sampling System (WSS). Preschool children with a WSS Entry measure completed prior to the initial implementation of COS, and who were projected to be exiting preschool services between July 1, 2015 and June 30, 2017, also had Exit measures completed using the WSS. FFY 2017 was first year for which all children had an entry and exit COS. These data serve as a revised baseline for subsequent reporting years. Other Data for this Indicator A. Positive social-emotional skills (including social relationships) 72.06% of children who entered Maryland's Part B preschool program below age expectations in Outcome Area #1 substantially increased their rate of growth by the time they exited the program. 44.44% of children participating in Maryland's Part B preschool program were functioning within age expectations in Outcome #1 by the time they exited the program. B. Acquisition and use of knowledge and skills (including early language/communication [and early literacy]) 75.12% of children who entered Maryland's Part B preschool program below age expectations in Outcome Area #2 substantially increased their rate of growth by the time they exited the program. 44.23% of children participating in Maryland's Part B preschool program were functioning within age expectations in Outcome #2 by the time they exited the program. C. Use of appropriate behaviors to meet their needs. 69.29% of children who entered Maryland's Part B preschool program below age expectations in Outcome Area #3 substantially increased their rate of growth by the time they exited the program. 51.69% of children participating in Maryland's Part B preschool program were functioning within age expectations in Outcome #3 by the time they exited the program. Summary Statements Baseline Target Data Target Data Target Data Target Data Target Data Target Data Target Data Target Data Target Data Target Data Target Data Target Data Target Data FFY 2009 FFY 2009 FFY 2010 FFY 2010 FFY 2011 FFY 2011 FFY 2012 FFY 2012 FFY 2013 FFY 2013 FFY 2014 FFY 2014 FFY 2015 FFY 2015 FFY 2016 FFY 2016 FFY 2017 FFY 2017 FFY 2018 FFY 2018 FFY 2019 FFY 2019 FFY 2020 FFY 2020 FFY 2021 FFY 2021 Outcome A: Positive social-emotional skills (including social relationships) 1. 64.3% 65.3% 64.4% 66.3% 68.9% Target Met 67.3% 69.20% Target Met 68.3% 67.3% 67.30% 65.23% 68.70% 64.54% 68.90% 69.70% Target Met 68.90% 63.08% 68.53% 68.53% Target Met 68.78% 69.90% Target Met 68.78% 70.44% Target Met 68.78% 72.57% Target Met 70.50% 72.06% Target Met 2. 68.5% 70.5% 64.9% 71.5% 67.5% 72.5% 69.53% 73.5% 66.4% 66.40% 65.39% 68.70% 62.20% 68.00% 62.47% 68.00% 56.35% 52.75% 52.75% Target Met 53.00% 52.25% 53.00% 49.41 53.00% 46.41% 53.50% 44.4% Outcome B: Acquisition and use of knowledge and skills (including early language/communication and early literacy) 1. 64.6% 65.6% 65.3% 66.6% 69.5% Target Met 67.6% 70.4% Target Met 68.6% 66.0% 66.00% 60.86% 67.40% 62.45% 67.60% 66.29% 67.60% 67.10% 72.12% 72.12% Target Met 72.37% 72.74% Target Met 72.37% 72.91% Target Met 72.37% 75.89% Target Met 73.00% 75.12% Target Met 2. 55.3% 56.3% 52.7% 57.3% 55.2% 58.3% 60.38% Target Met 59.3% 55.7% 55.70% 54.49% 57.10% 50.10% 57.20% 50.01% 57.20% 51.56% 50.87% 50.87% Target Met 51.12% 49.88% 51.12% 47.90% 51.12% 45.55% 51.50% 44.23% Outcome C: Use of appropriate behaviors to meet their needs 1. 58.7% 59.70% 60.6% Target Met 61.7% 63.9% Target Met 62.7% 65.52% Target Met 63.7% 61.5% 61.50% 60.86% 62.90% 61.13% 63.10% 66.70% Target Met 63.10% 69.00% Target Met 71.40% 71.40% Target Met 71.65% 72.58% Target Met 71.65% 71.14% 71.65% 72.84% Target Met 72.00% 69.29% 2. 66.2% 63.2% 62.1% 64.2% 63.6% 65.2% 67.0% Target Met 66.2% 64.1% 64.10% 63.42% 65.50% 61.30% 65.70% 62.81% 65.70% 63.89% 59.23% 59.23% Target Met 59.48% 58.40% 59.48% 56.71% 59.48% 54.26% 60.00% 51.69%
Summary Statements
Baseline
Target
Data
FFY 2009
FFY 2010
FFY 2011
FFY 2012
Outcome A: Positive social-emotional skills (including social relationships)
64.3%
65.3%
64.4%
66.3%
68.9%
Target Met
67.3%
69.20%
68.3%
68.5%
70.5%
64.9%
71.5%
67.5%
72.5%
69.53%
73.5%
66.4%
Outcome B: Acquisition and use of knowledge and skills (including early language/communication and early literacy)
64.6%
65.6%
66.6%
69.5%
67.6%
70.4%
68.6%
2020-2021 Archive: Special Education - Indicator 72019-2020 Archive: Special Education - Indicator 72018-2019 Archive: Special Education - Indicator 72017-2018 Archive: Special Education - Indicator 72016-2017 Archive: Special Education - Indicator 72015-2016 Archive: Special Education - Indicator 72014-2015 Archive: Special Education - Indicator 72013-2014 Archive: Special Education - Indicator 72012-2013 Archive: Special Education - Indicator 72011-2012 Archive: Special Education - Indicator 72010-2011 Archive: Special Education - Indicator 72009-2010 Archive: Special Education - Indicator 72008-2009 Archive: Special Education - Indicator 7