effective implementation during SY 2021 - 2022. 5) Newsletters for Administrators and Teachers (quality standards, professional learning, and technical assistance): Monthly newsletter sent to over 1,000 subscribers. MTSS: 1) Equity-based MTSS Canvas course (quality standards, professional learning, and technical assistance): Developed but then placed on hold for implementation due to the COVID-19 pandemic. 2) Cross-Departmental Implementation Team (CDIT) (data, finance, quality standards, professional learning, and technical assistance): Created an Interventions Document aligned to the agency High Quality Instruction Document and will be used for statewide professional learning in the upcoming year. As an anecdotal indication of short-term outcome toward SiMR achievement, below is an LEA example of improvement strategy implementation. The special education director of Tooele County School District (TCSD) submitted a training request through our training request portal (TRP) asking for support for her teachers for specially designed instruction (SDI) in mathematics in May of 2021. The concern was that students with disabilities were being pulled out of the general education classroom during the instruction time from the content expert in mathematics. The curriculum director and special education director from TCSD with the SDI specialist from the USBE began planning the sessions for the TCSD teachers. On August 10, 2021, a half-day session on SDI was provided to the upper grade elementary special education teachers by the USBE specialist. At that time, participants were provided with their data of qualifying students in the different disability categories to compare to the state data. Looking at the SLD category, there were some noticeable differences the participants became aware of and brought up in their conversations. They noticed that grades 2, 4, 8, and 10 were all 9% above the state average and grade 12 was 11% above. At the conclusion of this discussion, it was decided that each of the special education teachers needed to invite a general education teacher they worked with to the remaining sessions that were planned for the school year which would not only focus on SDI, but would also include a book study on 'Humanizing Disability in Mathematics Education' by Paulo Tan et. al. The teams met five times to discuss their readings and compared the information to their instructional experiences and their students' data. They also planned how to better collaborate to deliver content. Thirteen teachers responded to an exit survey with 11 reporting the sessions were valuable or highly valuable and the other two expressing neutral value. The participants have been challenged at each session to open their mindset as they work with their students with disabilities. The USBE specialist has given them tasks to do which have pushed them outside their comfort zones and has moved them to work with their general education partners more closely. Based on discussions with Utah's stakeholders, they agree the improvement a ctivities currently being implemented are appropriate to impact the SiMR and to improve math outcomes for students with disabilities as educators first increase expectations for students with disabilities and then improve instruction and supports to ensure student learning and content mastery.

########## Did the State implement any new (newly identified) infrastructure improvement strategies during the reporting period? (yes/no)

NO Provide a summary of the next steps for each infrastructure improvement strategy and the anticipated outcomes to be attained during the next reporting period. As Utah is changing our SiMR focus from middle school mathematics to post-high transition outcomes, Utah will not be reporting on the middle school mathematics improvement strategies in the next reporting period. Utah will report on the anticipated outcomes of the three new post-school outcomes improvement strategies of 1) comprehensive supports for youth and families, 2) smooth flow of services, and 3) coordination of services. The anticipated outcomes in the next reporting period for these strategies are: increasing the number of educators participating in postsecondary transition professional learning opportunities; increase the number of transition-age youth participating in transition learning opportunities (i.e., work-based learning opportunities and pre-employment transition services); increase the number and improve the quality of data sharing agreements between agencies that serve transition-age youth; and begin collaboratively (across agencies and organizations) developing defined expectations for transition experiences for youth in Utah.

########## List the selected evidence-based practices implement in the reporting period:

Utah provided professional learning on evidenced-based practices in mathematics that included implementation of: 1) Universal Design for Learning (UDL) framework 2) Five anchors of differentiation into the Standards for Mathematical Practices 3) National Council of Teachers of Mathematics (NCTM) Teaching Practices 4) Coherence Map and Utah Core Guides 5) Tasks using the Comprehensive Mathematics Instruction Framework to improve task-based instruction, increase content knowledge, and develop student self-awareness and identity in math.

########## Provide a summary of each evidence-based practices.

Utah has continued to provide LEAs with PL and TA about EBPs for math including distributing resources from national repositories (What Works Clearinghouse, American Institute for Research, and Evidence for ESSA) to ensure SWD have access to the content and the interventions they need to master it. Utah has also shared resources with LEAs regarding multi-tiered supports from the National Center on Systemic Improvement, the National Center on Intensive Interventions, and the National Center for Educational Evaluation and Regional Assistance at the Institute of Education Sciences. Additionally, Utah has decreased ineffective practices such as within-class grouping, ability grouping, retention, extending a math course over two years, and low expectations. The decrease in these practices has been as important as implementing EBPs. Utah will continue efforts to reduce and eliminate ineffective practices which have led to SWD taking off-grade-level mathematics courses and assessments. As LEAs implement EBPs and discontinue the use of ineffective practices, SWD will have more equitable access and be successful with grade-level Core content. The following is a summary of activities that included implementation or PL of the EBPs outlined in the box above. •Parent Book Study: 'Grit' by Angela Duckworth for 150 participants. The anticipated outcome was to increase awareness of the need for parents to have high expectations for their SWD and to require that IEPs articulate support for those expectations with rigorous goals and appropriate services and