Special Education Indicators Choose indicator for Local/Public Agency 

Local School System Results for Special Education
 Harford: 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:

  1. Positive social-emotional skills (including social relationships);
  2. Acquisition and use of knowledge and skills (including early language/ communication and early literacy); and
  3. 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:

  1. Meet its federal reporting requirements in the Annual Performance Report;
  2. Evaluate the effectiveness of the State's early intervention and preschool special education systems;
  3. Improve local service delivery and results; and
  4. 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

For FFY 2022 data, two summary statements were developed for each of the three child outcomes. Click here to view county level data for this indicator.

A. Positive social-emotional skills (including social relationships)

  1. 72.48% 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. 
  2. 42.75% 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])

  1. 77.16% 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. 
  2. 44.03% 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.

  1. 67.56% 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. 
  2. 48.89% 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

TargetDataTargetDataTargetDataTargetDataTargetData TargetDataTargetDataTargetDataTargetDataDataTarget

 FFY 2009

FFY 2009

FFY 2010

FFY 2010

FFY 2011

FFY 2011

FFY 2012

FFY 2012

FFY 2013FFY 2013FFY 2014FFY 2014FFY 2015FFY 2015FFY 2016FFY 2016FFY 2017FFY 2017FFY 2018FFY 2018FFY 2019FFY 2019FFY 2020FFY 2020FFY 2021FFY 2021FFY 2022FFY 2022

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		71.00%72.48%
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%49.4153.00%46.41%53.50%44.4%54.00%42/75%

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		73.50%77.16%
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%52.00%44.03%
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%72.50%67.56%
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%60.50%48.89%