1) has corrected each individual case of student-specific noncompliance (Prong 1), and 2) is correctly implementing the specific regulatory requirements (i.e., subsequently achieved 100% compliance) (Prong 2), based on USBE SES review of the corrections data. USBE Tiered Support The multi-tiered technical assistance process is in place to ensure LEAs can access the information and resources necessary to provide high quality and compliant services to students with disabilities. Using the RDA process, all LEAs are assigned to a Tier level which designates the type of supports they will receive. Supporting Tier LEAs in the Supporting Tier demonstrate the minimum level of risk. They show successful self-monitoring, high levels of compliance with IDEA regulations, acceptable rates of positive outcomes for students with disabilities, and effective use of professional learning. LEA-specific areas of need/improvement are targeted through activities and interventions outlined in a PIP developed by the LEA. A progress report on the PIP is submitted annually by the LEA. LEA special education program implementation is supported by the USBE. Guiding Tier LEAs in the Guiding Tier demonstrate low risk. They show successful self-monitoring, high levels of compliance with IDEA regulations, acceptable rates of positive outcomes for students with disabilities, and effective use of professional learning. One or more areas of need have been identified. USBE and LEA identified areas of need are targeted through activities and interventions outlined in a PIP developed by the LEA with guidance from the USBE. A progress report on the PIP is submitted annually by the LEA. LEA special education program implementation is guided by the USBE for LEAs in this tier. Assisting Tier LEAs in the Assisting Tier demonstrate medium risk. They have shown one or more areas of moderate need. USBE identified areas of need are targeted through activities and interventions outlined in a PIP developed by the LEA with assistance from the mentor assigned through the USBE. A progress report on the PIP may be reviewed by the assigned mentor before the plan is submitted. LEA special education program implementation is assisted by the USBE for LEAs in this tier. Coaching Tier LEAs in the Coaching Tier demonstrate high risk. They have demonstrated either one area of intense need or multiple areas of moderate need. USBE identified areas of need are targeted through activities and interventions outlined in a PIP jointly developed by the LEA and USBE. A progress report on the PIP is submitted annually by the LEA and may be reviewed by the coach assigned through the USBE before the plan is submitted. LEA special education program implementation is coached by the USBE for LEAs in this tier. Directing Tier LEAs in the Directing Tier demonstrate highest risk. They have demonstrated multiple areas of moderate and/or intensive need. USBE identified areas of need are targeted through activities and interventions outlined in a PIP jointly developed the LEA and USBE. At a minimum, a written progress report based on the PIP is submitted annually by the LEA. The report may be reviewed by the coach assigned through the USBE prior to submission. LEA special education program implementation is directed by the USBE for LEAs in this tier.

########## Technical Assistance System: The mechanisms that the State has in place to ensure the timely delivery of high quality, evidenced based technical assistance and support to LEAs.

COVID-19 resulted in a revision to the way USBE provides technical assistance (TA). The adjustments included: •All meetings moved to a virtual format. •Asynchronous and synchronous learning opportunities. •A webpage with resources for administrators and teachers to address COVID-19. •Virtual monitoring visits and utilizing an online document storage platform. Indicators 1 and 2 The USBE SES developed a TA video module for understanding Indicators 1 and 2 data including support documents for LEAs to better understand Indicators 1 and 2 data reports. Indicator 3 TA provided to help LEAs improve student academic outcomes included: 1% monitoring visits focusing on students with significant cognitive disabilities, RDA coaching, data meetings, alternate achievement standards instruction and assessment professional learning experiences. Indicator 5 The USBE SES provided TA on special education service time, environment, and placement. Utah LEAs continue to increase the percent of students with disabilities receiving most of their services in general education settings with support through co-teaching and ongoing collaboration between general and special education teachers. The USBE SES and LEAs created Reflective Framework of the Individualized Education Program (IEP) to help ensure teams look at compliance and best practice when developing a student's IEP. This framework is shared with LEAs to determine ways that better serve students with disabilities in the least restrictive environment. Indicators 6, 7, and 12 The USBE provided TA to LEAs on early childhood environments, preschool outcome data collection, and Part C to Part B transition requirements. TA was provided to LEAs at monthly statewide preschool coordinator meetings and through professional learning opportunities. Indicators 13 and 14 The USBE SES brought multiple online resources together using the Padlet online tool. The Padlets cover a wide range of topics related to secondary transition such as transition assessments, the transition process, virtual resources, and postschool outcomes. The Padlets offer educators a central location to access links to needed resources and support to maximize their professional learning opportunities. Indicators 15 and 16 The USBE SES provides ongoing information regarding current trends in dispute resolution data as well as TA to address recurring issues at quarterly meetings with special education directors. National Technical Assistance Participation Utah's Part B IDEA determination in 2021 was "meets requir ements." National TA participation has been a strength as USBE works to improve outcomes. The USBE appreciates the resources and the opportunity to receive TA from various centers to improve state performance leading to