Gr ou p ou p	Group Name	Number of Children with IEPs Scoring At or Above Proficient Against Grade Level Academic Achievement Standards	Number of Children with IEPs who Received a Valid Score and for whom a Proficiency Level was Assigned for the Regular Assessment	FFY 2019 Data	FFY 2020 Target	FFY 2020 Data	Status	Slippage
A	Grade 4	966	6,659	14.51%	14.51%	N/A	N/A
B	Grade 8	343	4,694	7.31%	7.31%	N/A	N/A
C	Grade HS	270	3,147	8.58%	8.58%	N/A	N/A

########## FFY 2020 SPP/APR Data: Math Assessment

Gr ou p ou p	Group Name	Number of Children with IEPs Scoring At or Above Proficient Against Grade Level Academic Achievement Standards	Number of Children with IEPs who Received a Valid Score and for whom a Proficiency Level was Assigned for the Regular Assessment	FFY 2019 Data	FFY 2020 Target	FFY 2020 Data	Status	Slippage
A	Grade 4	1,308	6,625	19.74%	19.74%	N/A	N/A
B	Grade 8	* *	4,453	* *	* *	N/A	N/A
C	Grade HS	95	2,979	3.19%	3.19%	N/A	N/A

########## Regulatory Information

The SEA, (or, in the case of a district-wide assessment, LEA) must make available to the public, and report to the public with the same frequency and in the same detail as it reports on the assessment of nondisabled children: (1) the number of children with disabilities participating in: (a) regular assessments, and the number of those children who were provided accommodations in order to participate in those assessments; and (b) alternate assessments aligned with alternate achievement standards; and (2) the performance of children with disabilities on regular assessments and on alternate assessments, compared with the achievement of all children, including children with disabilities, on those assessments. [20 U.S.C. 1412 (a)(16)(D); 34 CFR §300.160(f)]

########## Public Reporting Information Provide links to the page(s) where you provide public reports of assessment results.

The achievement of all students and students with disabilities for the regular assessments, Readiness Improvement Success Empowerment (RISE) grades 4 & 8 and Utah Aspire Plus grade 10, are posted on the individual schools' report cards available on Utah's Data Gateway (https://utahschoolgrades.schools.utah.gov/). To view the state- level data, click on "View State Report," click on 'View Details' in the 'Achievement' tile under the Performance tab, then click on 'View Details' for each individual subject.

########## Provide additional information about this indicator (optional)

In FFY 2019, the USBE submitted a federal waiver to the U.S. Department of Education requesting allowance for the suspension of the required administration of Utah's state spring summative assessments used for both federal and state accountability. The wai ver was submitted in response to the statewide school dismissal in March of 2020, due to the COVID- 19 pandemic. The U.S. Department of Education accepted Utah's waiver request on March 27, 2020. The cancellation of spring 2020 summative assessments resulted in the absence of assessment data used for reporting on Indicator 3 for FFY 2019. During the APR Summit, a review of baselines for Indicator 3 was conducted to determine if baselines should remain or be updated to correlate with changing targets. Consideration was given for the impacts of COVID-19. Stakeholders reviewed historical data and projections for where the State would be in 2025 - 2026 if all things stayed the same. Choosing baselines from FFY 2020 reflect current Utah student abilities and was determined to be appropriate. Indicator 3 was impacted by the COVID- 19 pandemic during FFY 2020, which is reflected in USBE's data. The data indicate a decrease in the number of students who participated in state spring summative assessments RISE grades 4 & 8, Utah Aspire Plus grade 10, and Dynamic Learning Maps (DLM) alternate assessments grades 4, 8, & 10. Prior to the COVID-19 pandemic, Utah made progress in FFY 2018 in participation for all state spring summative assessments and met the target on grade 1 0 reading. Utah's previous non -participants consisted mostly of students who had a parental opt- out. However, in this year's data, the predominant non -participants were students who either had no test records or were reported as absent - did not test. Utah had LEAs who created online course options for students in the 2020 -2021 school year. Additionally, Utah's already established online schools saw an increase in the enrollment of students. Utah only had 31% of LEAs with full-time in-person learning. LEAs offered several options for receiving instruction online for students who participated in the state spring summative assessments because remote testing was not an option. Some LEAs offered testing on weekends, some set up rooms with outdoor access so high-risk students did not have to come through the building, and some LEAs offered to go to students' homes to administer tests. The USBE allowed LEAs to use the entire 10 -to-14-week testing windows to complete assessment administration, rather than the typical 6-week window. Even with these assorted options, the participation of students with disabilities declined.