from LEAs who have effectively decreased their risk as well as collaborate with the USBE and other at-risk LEAs. The assigned coach provides support up to four hours per month. During 2020 - 2021, 15 LEAs were provided this level of support. Currently, 16 LEAs are receiving this level of support. LEAs in the Directing Tier are provided with professional learning on conducting a data review and a root cause analysis. They will have the opportunity to receive information from LEAs who have effectively decreased their risk as well as collaborate with the USBE and other at-risk LEAs. The assigned coach provides intensive support up to six hours per month. The USBE provides support to the LEA in building capacity across the LEA, and financial supports are available to assist the LEA in filling programmatic needs. During 2020 - 2021, five LEAs were provided this level of support. Currently, 17 LEAs are receiving this level of support. Indicators 1 and 2 The USBE SES provided training on Indicators 1 and 2 for new special education directors and special education directors with high risk scores for these Indicators. The USBE SES also provided data literacy training for LEAs in March of 2021. Approximately 100 LEA staff attended these trainings over the two school years. Indicator 3 Professional learning provided to help LEAs improve student academic outcomes included: Co-teaching professional learning, literacy and mathematics specific training, alternate achievement standards instruction and assessment professional learning experiences, online book studies with teachers and parents, and accommodations and assessment administration training. Indicator 8 Each year, the USBE helps onboard new special education directors through a Strong Start program where parent engagement is taught and discussed. Indicators 13 and 14 The USBE places high importance on providing the foundation for writing compliant and effective post-secondary transition plans through an introductory segment on Indicator 14 training. All statewide and LEA data are presented to participants along with a tutorial on how to access their LEA information on the Utah Post School Outcomes Survey website. The USBE offers a series of professional learning opportunities to support LEAs with sessions focused on post-secondary outcomes including: •Strong Start: Training on Indicators 1, 2, 13, and 14 was provided to approximately 30 new special education directors. •Running Start: Training on Indicator 13 was provided to 122 new special education teachers. •Wri ting Compliant Transition Plans: An online course with a dedicated coaching module for participants to ask questions in each area of the transition plan. Participants were required to complete all the course modules and a self-assessment of a transition-ag ed student's IEP. The course was completed by approximately 100 educators. •Indicator 13 and 14 Data Literacy Training: Targeted sessions for LEAs to examine and analyze their Indicator reports for ar eas of strength and concern. Approximately 75 educators were in attendance. •Indicator 14 Training: A live virtual training was provided in May 2021 to 57 LEAs interested in collecting Post School Outc omes Survey data. Following the training, 33 LEAs conducted their own surveys, and 24 LEAs conducted surveys after a contractor conducted the surveys. •Fall 2020 Transition Institute: Delivered in a self -paced online learning management system instead of the traditional in-person format. LEAs participated with their post-secondary transition teams in the sessions. Approximately 100 people participated, representing 24 LEAs with partnering agencies participating from around Utah. Support was provided by the USBE SES to transition team leaders in the form of virtual community of practice sessions during the 2020 - 2021 school year to guide them in work with their LEA transition teams. •Building Meaningful Lives: Training to build capacity in LEAs and create a statewide community of practice around inclusion and employment for transition-aged youth with complex needs. Site-based teams had an opportunity to participate in a series of facilitated conversations and guided practice to implement the tools and strategies presented in webinars. The webinars and community of practice workshops were held during the school year and included 25 participants (educators, vocational rehabilitation counselors, and parents). •Coaching: The USBE SES held a series of monthly open house coaching sessions for Indicators 13 and 14 December 2020- May 2021 to provide support with writing compliant transition plans and on how to navigate the Utah Post School Outcomes Survey. A total of 80 participants representing 22 LEAs participated in 2020 - 2021. •Capacity Building Institute (CBI) Team: This inter -agency state team annually attends the CBI and develops and incorporates tools and professional learning for LEA transition teams. During the 2020 - 2021 school year, the Utah team developed a collaboration tool and resources for LEA transition teams to help develop and strengthen collaboration efforts to improve the outcomes of their students with disabilities. Indicators 15 and 16 The USBE SES helps onboard new special education directors at Strong Start where dispute resolution processes and conflict management techniques are taught. The USBE SES provided training to due process hearing officers and other dispute resolution contractors to mitigate COVID- 19's impact on dispute resolution processes.

########## Broad Stakeholder Input:

The mechanisms for soliciting broad stakeholder input on the State's targets in the SPP/APR and any subsequent revisions that the State has made to those targets, and the development and implementation of Indicator 17, the State's Systemic Improvement Plan (SSIP). The USBE values stakeholder engagement and input and solicits ongoing feedback and review. Stakeholders consistently provide input through collaborative meetings, public comment, written communication, survey data, data analysis, and informal conversations. The USBE shared data and target information during a full day APR summit, through surveys, USBE meetings, in newsletters, emails, and on social media with stakeholder groups, including: •LEA Special Education Directors •Utah Special Education Advisory Panel (USEAP) •USBE Committees •Utah Legislative Committees •Utah Parent Center (UPC) •LEA Curriculum and Assessment Directors •LEA Preschool Coordinators •LEA Administrators •Utah Institutes of Higher Education (IHEs) •Baby Watch/Early Intervention (Utah's Part C agency) •Agencies and non -profit organizations that provide services to students with disabilities •Utah Educators The APR summit was held virtually on July 30, 2021. Over 100 participants attended from the stakeholder groups and those with individual interests. Participants reviewed data and the projections for the State in 2025 - 2026. Participants were provided with an overview of the advantages and disadvantages of predictive models as well as an overview of the mindset for target-setting. Participants were told they would be selecting the end target