c. Number of those found eligible who have an IEP developed and implemented by their third birthdays.	1,693
d. Number for whom parent refusals to provide consent caused delays in evaluation or initial services or to whom exceptions under 34 CFR §300.301(d) applied.	102
e. Number of children who were referred to Part C less than 90 days before their third birthdays.	27
f. Number of children whose parents chose to continue early intervention services beyond the child's third birthday through a State's policy under 34 CFR §303.211 or a similar State option.	0

Measure	Numerator (c)	Denominator (a-b-d-e-f)	FFY 2019 Data	FFY 2020 Target	FFY 2020 Data	Status	Slippage
Percent of children referred by Part C prior to age 3 who are found eligible for Part B, and who have an IEP developed and implemented by their third birthdays.	1,693	1,768	94.08%	100%	95.76%	Did not meet target	No Slippage

########## Number of children who served in Part C and referred to Part B for eligibility determination that are not included in b, c, d, e, or f

75 Account for children included in (a), but not included in b, c, d, e, or f. Indicate the range of days beyond the third birthday when eligibility was determined and the IEP developed, and the reasons for the delays. For 51 of the 75 students included only in (a), the IEP was completed after the students' third birthdays due to LEAs being unable to complete eligibility assessments because of COVID-19 school closures. When possible, transition meetings were held remotely to discuss assessment procedures with families. Part C assessment data was considered for Part B eligibility if the assessment data met Part B criteria and was current. For these students, assessments were completed when the USBE and LEA deemed it safe to complete assessments in-person. All IEPs impacted by the COVID-19 school closures have been completed. Twelve students were referred to Part B for eligibility determination, were determined not eligible after their third birthday, and no IEP was developed. The remaining 12 delays were not attributed to the COVID-19 school closures and are outlined below: •LEA 1: Four IEPs were completed late due to the need for additional testing. The range of days beyond the third birthday for these four IEPs was 17 to 74 days. The USBE Special Education Preschool Specialist met with the LEA and provided technical assistance on Part C to Part B transition requirements and timelines. •LEA 2: One IEP was completed late due to the student having a birthday in the summe r when the LEA was not in session. This IEP was completed 59 days beyond the student's third birthday. The USBE Special Education Preschool Specialist met with the LEA and provided techn ical assistance on Part C to Part B transition requirements and timelines. •LEA 3: One IEP was late due to the need for additional testing. The LEA is developing a list of assessments for multilingual students to ensure timely IEPs in the future, rather than relying on classroom observation for determining eligibility. Two other IEPs were late due to staff missing timelines. The range of days beyond the third birthday for these three IEPs was three to 88 days. The LEA Preschool Coordinator provided training to all preschool staff regarding timelines. The coordinator also implemented a new color-coded folder system to ensure IEPs are completed on time for students transitioning from Part C. •LEA 4: One IEP was completed late due to the student having a birthday in the summer when the LEA was not in session. This I EP was completed 51 days beyond the student's third birthday. The USBE Special Education Preschool Specialist met with the LEA and provided techn ical assistance on Part C to Part B transition requirements and timelines. •LEA 5: One IEP was completed late due to the s tudent having a birthday in the summer when the LEA was not in session. This IEP was completed 16 days beyond the student's third birthday. The USBE Special Education Preschool Specialist met with the LEA and provided techn ical assistance on Part C to Part B transition requirements and timelines. •LEA 6: One IEP was late due to the need for additional testing. Another IEP was late due to the student not participating in the assessment. The assessment team had to schedule an additional testing session to complete eligibility. The range of days beyond the third birthday for these two IEPs was 70 to 77 days. The USBE Special Education Preschool Specialist met with the LEA and provided technical assistance on Part C to Part B transition requirements and timelines.

########## Attach PDF table (optional)

########## What is the source of the data provided for this indicator?

State database that includes data for the entire reporting year

########## Describe the method used to collect these data, and if data are from the State's monitoring, describe the procedures used to collect these data.

The statewide database, Transition from Early Intervention Data Input (TEDI), has been fully operational since FFY 2009. TEDI accesses the Part C statewide database daily to obtain a list of all students that meet four criteria: 1) student is 27 months old, 2) has not opted out, 3) is actively enrolled, and 4) is considered potentially eligible for Part B. Student data is transferred to TEDI with student demographic information. As the Part C database transfers a student into TEDI, TEDI then accesses the US BE's Statewide Student Identifier Database (SSID) to provide that student with a unique identification number that will continue with that student throughout the student's public education experience in Utah. To ensure confidentiality, individual student-level data are only available to school personnel with the appropriate permissions within TEDI. TEDI provides an up-to- date status of the Part C to Part B Transition meeting, the date of the student's third birthday, and whether the student was found eligi ble or not eligible. The Part C database and the Part B database (TEDI) share data back and forth daily. Before a student's f ile can be closed out in Part C, the provider is required to reconcile data from TEDI to ensure the exit reason is accurately recorded for each student that has been referred to Part B.