Source	Date	Description	Data
SY 2019-20 Exiting Data Groups (EDFacts file spec FS009; Data Group 85)	05/26/2021	Number of youth with IEPs (ages 14-21) who exited special education by graduating with a regular high school diploma (a)	3,836
SY 2019-20 Exiting Data Groups (EDFacts file spec FS009; Data Group 85)	05/26/2021	Number of youth with IEPs (ages 14-21) who exited special education by graduating with a state-defined alternate diploma (b)	83
SY 2019-20 Exiting Data Groups (EDFacts file spec FS009; Data Group 85)	05/26/2021	Number of youth with IEPs (ages 14-21) who exited special education by receiving a certificate (c)	192
SY 2019-20 Exiting Data Groups (EDFacts file spec FS009; Data Group 85)	05/26/2021	Number of youth with IEPs (ages 14-21) who exited special education by reaching maximum age (d)	1,522
SY 2019-20 Exiting Data Groups (EDFacts file spec FS009; Data Group 85)	05/26/2021	Number of youth with IEPs (ages 14-21) who exited special education due to dropping out (e)	1,176

########## FFY 2020 SPP/APR Data

Number of youth with IEPs (ages 14- 21) who exited special education due to graduating with a regular high school diploma of youth with IEPs (ages 14- 21) who exited special education due to graduating with a regular high school diploma	Number of all youth with IEPs who exited special education (ages 14-21)	FFY 2019 Data	FFY 2020 Target	FFY 2020 Data	Status	Slippage
3,836	6,809	72.4% 72.4%	67.90%	56.34%	Did not meet target	N/A

########## Graduation Conditions Provide a narrative that describes the conditions youth must meet in order to graduate with a regular high school diploma.

The USBE Graduation requirements include a minimum of 24 units of credit through course completion or through competency assessment: •Language Arts (4.0 Units of Credit) •Mathematics (3.0 Units of Credit) •Science (3.0 Units of Credit) •Social Stud ies (3.0 Units of Credit) •Arts (1.5 Units of Credit) •Physical and Health Education (2.0 Units of Credit) •Career and Technical Education (1.0 Units of Credit) •Digital Studies (0.5 Units of Credit) •General Financial Literacy (0.5 Units of Cred it) •Electives (5.5 Units of Credit) •Library Media Skills (integrated into all subject areas) LEAs use USBE-approved summative adaptive assessments to assess student mastery (R277-700-6.). Students with disabilities served by special education prog rams satisfy high school completion or graduation requirements, consistent with state and federal law and the students' IEPs (R277-705- 4.). An LEA may substitute a student's course requirements for graduation to meet the unique educational needs of a stud ent if: the student has a disability; and the substitutions to the student's graduation requirements are made through the student's individual IEP. LEAs document t he nature and extent of the substitution made to a student's course requirements in the student's IEP (R277 -700-6.(23)). Whether or not an IEP team substitutes a student with a disability's course requirements, the student graduates with a regular diploma. For additional information, the USBE graduation requirements are outlined in Utah Administrative Rules R277-700-6 (https://www.schools.utah.gov/file/87566e17-47ee-4f0d-9bd4-28ef5f947bc8) and R277-705 (https://www.schools.utah.gov/file/e700dea0-e41d-4aa3- bfed-6a8d0e35f65e). The USBE Special Education Services Graduation Guidelines for Students with Disabilities outlines the process for amending graduation requirements (https://www.schools.utah.gov/file/eee3c56e-3b7a-4954-9b44-30619d04c6e0).

########## Are the conditions that youth with IEPs must meet to graduate with a regular high school diploma different from the conditions noted above? (yes/no)

NO

########## Provide additional information about this indicator (optional)

In December 2017, the USBE passed the Alternate Diploma for students with the most significant cognitive disabilities. The state-defined Alternate Diploma is outlined in the Every Student Succeeds Act (ESSA) (20 USC § 6301; R277-705-5.). An LEA may award an alternate diploma to a student with a significant cognitive disability if the student accesses grade-level core standards through the Essential Elements, the student's IEP team makes graduation substitutions in the same content area from a list of alternative courses approved by the USBE, and the student meets all graduation requirements prior to exiting school at or before age 22. An Alternate Diploma may not indicate that the recipient is a student with a disability.