placement. The Parent Book Study implements EBP: 3. •Monthly Mathematics Equity Meet -ups increase awareness and knowledge of evidence-based practices via presentations from national speakers. The monthly meet-ups were provided to Utah educators and included state leaders from the Association of State Supervisors of Mathematics, incorporated professional learning for implementation, and included dialogue for the following EBPs: 1, 3, 4, and 5. •IEP Task Force designed the IEP Reflective Framework to support stakeholders in improving efforts regarding IEP's. The framework is being piloted in SY 2021 - 2022 and will be rolled out to all LEAs in SY 2022 - 2023. The USBE looks forward to reviewing data from the implementation of the IEP Reflective Framework model and anticipates it will result in improved outcomes for SWD, though improved outcomes data will likely take several school years to manifest. The completed IEP Reflective Framework supports EBPs and compliance to support effective PLAFFP, Special Factors, Goals, Service Time and SDI, Accommodations and Modifications, and Transition and implements the following EBPs: 1, 2, 3, and 4. •Cross -Departmental Implementation Team (CDIT) created an Interventions Document aligned to the agency High Quality Instruction Document. This document is intended for statewide use to support stakeholders in identifying and implementing appropriate interventions with professional learning planned for the upcoming school year and implements the following EBPs: 1, 2, 3, 4, and 5. •Equity Corner at State Mathematics Coordinators Committee. State Mathematics leaders engaged in equity and inclusion discuss ions to increase student achievement using the following EBPs: 1, 2, 3, 4, and 5. •Newsletters for Administrators and Teachers: Mo nthly articles that increase awareness and provide information that focuses on content, instruction, and high expectations for students with disabilities and implements the following EBPs: 2, 3, and 5. •Co -teaching: Utah continued to provide an annual Co-teaching initiative cohort. As more general education and special education teachers are trained to plan and facilitate instruction and intervention together, more SWD can access and master grade-level content, leading to improved proficiency. The Co-teaching cohort implements the following EBPs: 1, 2, 3, 4, and 5. •Special Education Mathematics Endorsement: Endorsement has been revised and support for special education teachers has incre ased throughout the state. Cohorts of teachers have started coursework in Nebo School District, Salt Lake Community College, and within other districts. The Special Education Mathematics Endorsement implements the following EBPs: 1, 2, 3, 4, and 5.

Provide a summary of how each evidence-based practice and activities or strategies that support its use, is intended to impact the SiMR by changing program/district policies, procedures, and/or practices, teacher/provider practices (e.g. behaviors), parent/caregiver outcomes, and/or child /outcomes. Math Equity Meet-ups increase awareness and knowledge of EBPs via having national presenters provide hands-on professional learning and dialogue with Utah educators. The monthly discussions have changed policies, procedures, and practices in the following ways: Educators focused on deeper understanding of UDL to support students who learn differently (Dr. Cathery Yeh), effective implementation of the NCTM Teaching Practices and CMI Framework (USBE leadership), stronger connections to Utah Core Standards and Core Guides for Mathematics (USBE mathematics team), importance of Asset-based language (Nora Ramirez), and the importance of eliminating barriers for students including policies that support the de-tracking of students (Steve Leinwand). These activities have led some districts to ensure SWD receive grade-level content, are not placed in below grade-level courses, and have increased teacher implementation of Utah Core Standards for Mathematics. The IEP Task Force has created a Reflective IEP Framework and is in the process of increasing awareness and developing TA documents to support each section of the document. Mathematics teachers and leaders are working together to create a process for IEP teams to consider when creating IEP goals. The process deepens knowledge of how the standards are coherent, supports the team in making decisions about focusing on sustainable concepts, allows for student agency in showing their knowledge (including student choice and voice), incorporates student strengths with input from parent/caregiver and student, and promotes collaboration between all stakeholders within the IEP team. The CDIT Team has created an Intervention document to align with our agency's High Quality Instruction Cycle Framework. This document is being fin alized and intends to improve practices for identifying students for interventions and implementing effective 'in the moment supports' for students. The Equity Corner at SMECC supported procedural changes such as ensuring students have access to grade level content, improving general education awareness of Teaching Practices to engage SWD via humanizing mathematics (NCTM's Teaching Practices and implementin g high quality tasks via CMI Framework), and providing PL to state mathematics leaders related to Social Emotional Academic Development. The Equity Corner at SMECC also supported teacher reflection on how to improve instructional practices to improve student outcomes. The Special Education Mathematics Endorsement is policy for any special education teacher who is the primary teacher of record for SWD in a secondary setting. The requirements for the endorsement focus on high expectations, content and instruction, and MTSS to ensure SWD receive instruction from teachers who have the appropriate knowledge, skills, and dispositions to teach grade-level content in secondary mathematics. The Parent Book Study for FFY 2020 was 'Grit' by Angela Duckworth. The book study increased parent and community knowledge so they could better advocate for students to have more rigorous content and instruction. As an example, some schools within Weber School District changed practice and reduced tracking practices as a result of parent and community involvement. The Newsletters for Administrators and Teachers provide information on professional research and opportunities that encourage educators to improve upon their practice and advocate for policy and procedure changes to better support having all SWD achieve at high levels. The Co-teaching Cohort at USBE offered two cohort options: year one and year two. Year one is designed for participants new to Co-teaching or participants that are a new content team. Year two is designed for participants who previously participated in a cohort within the last three years and want to increase their knowledge of Co-teaching strategies and gain further support. As more general education and special education teachers are trained to plan and facilitate instruction and intervention together, more SWD will be able to access and master grade-level content, leading to improved proficiency.

########## Describe the data collected to monitor fidelity of implementation and to assess practice change.

To monitor fidelity of SSIP strategy implementation, Utah works with each individual LEA implementing SSIP activities to incorporate fidelity checks into their activity evaluation plans and has also incorporated fidelity checks into our statewide Co-teaching initiative. Box Elder School District has drastically decreased the percentage of students who have lost proficiency from grades 5 through 8 over the past seven years. In 2014 - 2015, of the 5th graders with disabilities who were proficient, 82% of them were no longer proficient by the time they were in 8th grade. In 2017 - 2018, of the 5th graders with disabilities who were proficient, only 30% of those students with disabilities were no longer proficient in 8th grade (SY 2020 - 2021). This district attributes this growth to two main areas: 1) an increase in students being with their peers in general education more often during math time and to 2) USBE PL they received on Co-teaching (an implementation of all five evidenced-based practices outlined above). Math Equity/SMECC/Math Coaching Institute: Several LEAs/schools have reported changing practice to support SWD being given access to grade-level