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Local School System Results for Special Education
 
Montgomery: Indicator 8 

Percent of parents with a child receiving special education services who report that schools facilitated parent involvement as a means of improving services and results for children with disabilities.

Results of Indicator 8A
School Age

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Results

2004/052005/062006/072007/082008/092009/102010/112011/122012/132013/142014/152015/16
State Baseline:-27%----------
State Target:--27%29%30%32%34%36%38%39%39%40%
State Results:--43.7%
Target Met
56.00%
Target Met
57.00%
Target Met
37.00%
Target Met
40.00%
Target Met
42.00%
Target Met
40.00%
Target Met
39.00%
Target Met
43.00%
Target Met
42.07%
Target Met
State Total# of Students:--81532971901581058467839185468179--
State Indicator Measurement:------------
Montgomery Results:--41%
Target Met
52.00%
Target Met
54.00%
Target Met
35.00%
Target Met
41.00%
Target Met
43.00%
Target Met
42.00%
Target Met
38.00%44.00%
Target Met
41.00%
Target Met
Montgomery Total# of Students:--12531128153613821496162516281586--
Montgomery Indicator Measurement:------------


Narrative Description of Indicator

The MSDE has developed and submitted a Request for Proposal for a vendor who can collect, aggregate, and analyze valid and reliable data that measures parent involvement of students with disabilities in Part B of IDEA (ages 3 through 21) who report that schools facilitated parent involvement as a means of improving services and results for students with disabilities. In accordance with the advice of OSEP, MSDE uses a census based approach to gather data from all twenty-four local school systems annually. The surveys were mailed to parents of children between the ages of 3 and 21 who were eligible to receive special education services in local school systems and returned to the vendor in a postage paid envelope. For the 2015-16 school year, parents could complete the survey via paper or online. The MSDE utilized members of the Maryland SESAC, local SECACs, and our Partners for Success/Family Support Network Centers to encourage parents to respond to the survey. The completed surveys were scanned and analyzed by an independent vendor and the results are reported below. The vendor utilized Rasch measurement techniques and related data analysis methods to accurately assess the data collected through the survey.


Other Data for this Indicator

View School Age Results - Overall 3,441 of 8,179 (42.07%) of parents of school-aged children reported that schools facilitated parent involvement as a means of improving services and results for children with disabilities. This is three (3) percentage points higher than reported in FFY 2014 (39.00%). Responses range from 39% to 42%.

  • Slightly less than half of the children are 10 and under (41%).
  • Dividing the ages of the children in three year increments yields almost the same percentage in each group, varying from 10% to 20%.
  • The majority (72%) of the children were identified for early Intervention or special education before age 6.
  • Half of the children are White (48%) with another 28% being Black or African American, 9% Hispanic, 7% Multiracial, and 4% Asian.


View Preschool Results - Overall 1363 of 2,725 (50.02%) of parents of preschool-aged children reported that schools facilitated parent involvement as a means of improving services and results for children with disabilities. This is .03percentage points higher than reported in FFY 2014 (47.01%). Responses ranged from 45% to 49%.  Almost all of the respondents lived in Maryland (98%). The number of responses provides enough data for reliable statewide estimates. Distributions for the other demographics reveal the  following:
  • Ninety-eight percent (98%) of the respondents were parents of preschoolers, 3, 4 or 5 years of age
  • Half (50%) of the respondents were White, about one-fourth (24%) were Black or African American, 10% Hispanic and 5% Asian and 9% identified themselves as Multiracial

The four most frequently cited exceptionalities/disabilities (speech or language impairment, developmental delay, autism, and multiple disabilities) account for more than 80 percent of the exceptionalities/disabilities cited.