improved outcomes for students with disabilities. COVID-19 increased the need for collaboration with national TA partners and other states to address challenges to systems and data collection. Indicators 1, 2, 13, and 14 The USBE attended National Technical Assistance on Transition: The Collaborative (NTACT:C) state-to-state sharing calls on collaboration between Special Education, Vocational Rehabilitation, and Career Technical Education. The USBE receives ongoing Indicator 14 support from Jennifer Jacobs, Utah's Indicator 14 contractor with the Cooperative Education Service Agency (CESA) #7. The USBE continues to facilitate an i nter-agency state transition team including the USBE secondary transition specialists, the USBE Career and Technical Education (CTE) special populations specialist, the Utah State Office of Rehabilitation (USOR) transition specialist, the USOR Pre-Employment Transition Services (Pre-ETS) specialist and the Institute for Disability Research, Policy and Practice (IDRPP) School to Work specialists. The team meets regularly to work on implementation of statewide goals for transition and anticipates expanding to include school counseling. The team continues to attend the NTACT:C Capacity Building Institute and the Division on Career Development and Transition (DCDT) of the Council for Exceptional Children (CEC) mid-year cadre meetings with NTACT:C. Indicator 3 The USBE participated in two TA groups hosted by the National Center on Educational Outcomes (NCEO): the 1% cap Community of Practice (CoP) and the Time, Instructional Effectiveness, Engagement, and State Support for Inclusive Practices (TIES) center Peer Learning Group (PLG) related to the 1% cap and students with significant cognitive disabilities. The CoP and the TIES center focus on building capacity of IEP teams to increase participation in assessments, further development and implementation of a 1% data analysis and use best practices for inclusion of students with significant cognitive disabilities. The USBE utilized technical assistance from the Council of Chief State School Officers (CCSSO) to ensure access for students with disabilities in formative assessment measuring progress toward goals linked to state standards. The USBE participates in the National Center for Systemic Improvement (NCSI) Evidence-Based Practices Collaborative meeting monthly with state partners to discuss current research on evidence-based practices. The USBE participates in a low incidence workgroup with Center for Technical Assistance for Excellence in Special Education (TAESE), a multi-state collaborative. States collaborate and share data and implementation plans regarding assessment for students with significant cognitive disabilities. Indicators 4, 6, 7, 8, 9, 10, 12, 15, and 16 The USBE received TA from TAESE, the IDEA Data Center (IDC), NCSI, and the Early Childhood Technical Assistance Center (ECTA). COVID-19 resources provided by these national TA partners helped the USBE and LEAs navigate processes differently. NCSI collaboratives focused on COVID-19 implications, have provided insight for the USBE regarding monitoring processes, virtual formats of service delivery, and data collection. The IDC provided the USBE with support and TA in developing protocols that operationalized agency processes for monitoring Indicators 4, 9, and 10. The USBE Preschool Specialist participated in calls with the IDC, the ECTA, and the NCSI. The USBE received additional general and COVID-19- specific TA from the Center for IDEA Early Childhood Data Systems (DaSy), the Division of Early Childhood (DEC), and the Early Childhood Personnel Center (ECPC). NCSI was utilized for Indicator 8 in conjunction with technical assistance through the Flamboyan Foundation fellowship. During the 20-month fellowship, the USBE received coaching and professional learning and collaborated with fellows from other cities as they worked to create solutions tailored to meet the needs of their local contexts. The USBE continues to work with the Utah Parent Center (Utah's OSEP-funded Parent Training Information Center) in collecting and analyzing data to address statewide needs. The Center for Appropriate Dispute Resolution in Special Education (CADRE) provided guidance regarding Indicators 15 and 16. CADRE training and information included resources related to COVID-19 impacts on due process. USBE staff attended training on conducting virtual mediations and hearings and provided TA to all dispute resolution contractors on using virtual platforms (if needed) and ensuring that dispute resolution processes continued despite COVID-19 restrictions. The USBE participated in quarterly mediation, due process, State complaint, and IEP facilitator workgroups hosted by TAESE.

########## Professional Development System:

The mechanisms the State has in place to ensure that service providers have the skills to effectively provide services that i mprove results for children with disabilities. COVID-19 resulted in a revision to the way USBE provides professional learning. The adjustments included: •In -person professional learning moved to virtual formats. •All meetings conducted virtually. •Asynchronous and synchronous learning opportunities. •Protecting class time by limiting meetings and professional learning experiences during school hours. In July 2020, the USBE hosted a free annual law conference that over 1,000 educators, lawyers, and administrators attended to receive current information on IDEA requirements. Sessions included dispute resolution, special education law, family engagement, and compliant practices. LEAs participate in data literacy/analysis experiences annually where Indicator results are shared and reviewed. The online Training Request Portal (TRP) allows LEAs to request specific training in areas of need. The TRP submission includes special education and all other areas of student support at USBE (e.g., equity, prevention, behavior support, etc.). This provides an opportunity for USBE cross-collaboration that would be better served by more systemic professional learning experiences. The USBE coordinating staff meet weekly to review requests and assign staff to follow up on the requests. Requests lead to professional learning opportunities, technical assistance, and support. Eighty-eight LEAs made 281 requests in the 2020-2021 school year. LEAs identified as high risk are provided additional technical assistance and support. The RDA Tier Determination determines the level of support annually. All LEAs are provided professional learning, technical assistance, and other online resources. LEAs in the Supporting Tier have access to funding for pilot projects or approaches that have the goal of improving outcomes for students with disabilities. LEAs in the Guiding Tier have access to technical assistance for data reviews, as well as for areas of identified need. LEAs have access to targeted support from the USBE. LEAs in the Assisting Tier are provided professional learning on data reviews and a root cause analysis. The USBE provides the LEA with support up to two hours a month to help reduce risk. During 2020 - 2021, 15 LEAs were provided this level of support. Currently, 18 LEAs are receiving this level of support. LEAs in the Coaching Tier are provided with professional learning on conducting a data review and a root cause analysis. They can receive information