Special Education Indicators Choose indicator for Local/Public Agency 

Local School System Results for Special Education
 
Montgomery: Indicator 3 

Participation and performance of children with disabilities on statewide assessments.

Results of Indicator 3A
Percent of the districts with a disability subgroup that meets the State’s minimum “n” size that meet the State’s AMO targets for the disability subgroup.

Results

State of Maryland Target:
 
2004/052005/062006/072007/082008/092009/102010/112011/122012/132013/14
Reading:----------
Math:----------
Overall:-29%33%38%50%54%50%50%50%8%
 
State of Maryland Baseline:
 
2004/052005/062006/072007/082008/092009/102010/112011/122012/132013/14
Reading:42%---------
Math:37.5%---------
Overall:29%---------
 
State of Maryland Result:
 
2004/052005/062006/072007/082008/092009/102010/112011/122012/132013/14
Reading:-21%38%46%20%32%12%56%16%4%
Math:-58%50%46%28%36%12%76%8%0%
Overall:-21%38%38%20%24%8%48%8%0%
 
Montgomery Result:
 
2004/052005/062006/072007/082008/092009/102010/112011/122012/132013/14
Reading:-NYNNNNNNN
Math:-YYNNNNNNN
Overall:-NYNNNNNNN


Narrative Description of Indicator

Maryland's statewide assessment results reported under Indicator 3 is the assessment used to meet the federal Elementary and Secondary Education Act (ESEA) requirements. Maryland began full implementation of the Maryland College and Career Ready Standards (MDCCRS, based on the Common Core Standards) in the 2016-2017 school year. The standards under the Partnership for Assessment of Readiness for College and Career (PARCC), are aligned to the MDCCRS, was administered in FFY 2016, the 2016-2017 school year. Maryland's academic performance data for reading and mathematics for all students and student subgroups, including students with disabilities, is located on the State website, www.mdreportcard.org and student performance by State, County and schools is located on the State website, http://mdk12.msde.maryland.gov/index.html  Since this was a transitional year data for 3A, Percent of districts with a disability subgroup that meets the State's minimum "n" size that meet the State's AMO targets for the disability subgroup, was waived by the US Department of Education for school years 2016-2017. For Indicators 3B and 3C, Maryland reports on the established targets for 2016-2017, regarding the Participation rate for children with IEP's, and the Proficiency rate for children with IEPs against grade level, modified and alternate academic achievements standards.


Other Data for this Indicator

View Indicator 3A - Percent of the districts with a disability subgroup that meets the State’s minimum “n” size that meet the State’s Annual Measurable Objective (AMO) targets for the disability subgroup.  Reporting requirements were waived by the US Department of Education for FFY 2016-1017.


View Indicator 3B - The participation of the special education subgroup in statewide assessments continues to exceed the 95% target for all tested grade levels - grades 3 through 8 and grade 10/end-of-course assessments. The overall participation rate for FY 2016 in Mathematics in Maryland was 98.51% (53,664 divided by 54,478 x 100) and in Reading was 97.97% (53,303 divided by 54.407 x 100). This is above the target of >95% for each assessed grade, in each content area. Maryland does not administer out of grade level assessments.
 
It should be noted that a difference exists in the number of students identified as having an IEP for Mathematics and for Reading. This difference occurs at the high school level where the Mathematics and Reading assessments are actual end-of-course assessments for the subjects English 10 and Algebra/Data Analysis, respectively. The data for high school are collected at the end of 12th grade for students. Within our approved program, the time between the 8th grade and high school assessments can be as many as three to five years, during which time the Special Education status of students can change.


View Indicator 3C - The baseline and targets for proficiency were established in the 2014-2015 school year. The actual performance in the 2016-2017 school year against the established targets demonstrated that none of the targets in reading or math were achieved.  The MSDE, DSE/EIS continues to support Local School Systems in identifying those accessible features and accommodations that allow students with disabilities the greatest access to Maryland’s College and Career Ready Standards and access to the general assessments in order to demonstrate what they know.

Websites:http://mdreportcard.org,and http://www.marylandpublicschools.org/programs/Pages/Special-Education/info.aspx