## Indicator 1: Graduation

######## Instructions and Measurement

Monitoring Priority: FAPE in the LRE Results indicator: Percent of youth with Individualized Education Programs (IEPs) exiting special education due to graduating with a regular high Results indicator: Percent of youth with Individualized Education Programs (IEPs) exiting special education due to graduating with a regular high school diploma. (20 U.S.C. 1416 (a)(3)(A))

########## Data Source

Same data as used for reporting to the Department under section 618 of the Individuals with Disabilities Education Act (IDEA), using the definitions in EDFacts file specification FS009.

########## Measurement

States must report a percentage using the number of youth with IEPs (ages 14-21) who exited special education due to graduating with a regular high school diploma in the numerator and the number of all youth with IEPs who exited high school (ages 14-21) in the denominator.

########## Instructions Sampling is not allowed.

Data for this indicator are 'lag' data. Describe the results of the State's examination of the data for the year before the reporting year (e.g., for the FFY 2020 SPP/APR, use data from 2019-2020), and compare the results to the target. Provide the actual numbers used in the calculation. Include in the denominator the following exiting categories: (a) graduated with a regular high school diploma; (b) graduated with a state-defined alternate diploma; (c) received a certificate; (d) reached maximum age; or (e) dropped out. Do not include in the denominator the number of youths with IEPs who exited special education due to: (a) transferring to regular education; or (b) who moved but are known to be continuing in an educational program. Provide a narrative that describes the conditions youth must meet in order to graduate with a regular high school diploma. If the conditions that youth with IEPs must meet in order to graduate with a regular high school diploma are different, please explain.

### 1 - Indicator Data

########## Historical Historical Data

Baseline Year Year	Baseline Data
2018	67.90%

FFY	2015	2016	2017	2018	2019
Target >=	69.59%	71.48%	72.91%	74.37%	75.86%
Data	67.93%	70.22%	69.36%	69.97%	72.4% 72.4%

########## Targets

FFY	2020	2021	2022	2023	2024	2025
Target >=	67.90%	67.90%	68.66%	69.43%	70.95%	74.00%

########## Targets: Description of Stakeholder Input

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 Director s •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 Educ ators 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 (2025 - 2026) for a given Indicator. The State would then calculate intervening targets between FFY2020 and FFY2025 whereby there would be no increase in the target the first year, followed by increases in small increments. Using small increments at the beginning is to allow enough time for LEAs to implement initiatives and to change practices so they can realistically meet the targets along their way to the rigorous end target. After this overview, the participants then determined a challenging and achievable target for the 2025 - 2026 school year. The USBE calculated intervening targets and