## Indicator 8: Parent involvement

######## Instructions and Measurement

Monitoring Priority: FAPE in the LRE Results indicator: Percent of parents with a child receiving special education services who report that schools facilitated parent involvement as a Results indicator: Percent of parents with a child receiving special education services who report that schools facilitated parent involvement as a means of improving services and results for children with disabilities. (20 U.S.C. 1416(a)(3)(A))

########## Data Source

State selected data source.

########## Measurement

Percent = [(# of respondent parents who report schools facilitated parent involvement as a means of improving services and results for children with disabilities) divided by the (total # of respondent parents of children with disabilities)] times 100.

########## Instructions

Sampling of parents from whom response is requested is allowed. When sampling is used, submit a description of the sampling methodology outlining how the design will yield valid and reliable estimates. (See General Instructions on page 2 for additional instructions on sampling.) Describe the results of the calculations and compare the results to the target. Provide the actual numbers used in the calculation. If the State is using a separate data collection methodology for preschool children, the State must provide separate baseline data, targets, and actual target data or discuss the procedures used to combine data from school age and preschool data collection methodologies in a manner that is valid and reliable. While a survey is not required for this indicator, a State using a survey must submit a copy of any new or revised survey with its SPP/APR. Report the number of parents to whom the surveys were distributed and the number of respondent parents. The survey response rate is automatically calculated using the submitted data. States must compare the response rate for the reporting year to the response rate for the previous year (e.g., in the FFY 2020 SPP/APR, compare the FFY 2020 response rate to the FFY 2019 response rate) and describe strategies that will be implemented which are expected to increase the response rate, particularly for those groups that are underrepresented. The State must also analyze the response rate to identify potential nonresponse bias and take steps to reduce any identified bias and promote response from a broad cross section of parents of children with disabilities. Include in the State's analysis the extent to which the demographics of the children for whom parents responded are represent ative of the demographics of children receiving special education services. States should consider categories such as race/ethnicity, age of student, disability category, and geographic location in the State. States must describe the metric used to determine representativeness (e.g., +/- 3% discrepancy in the proportion of responders compared to target group). If the analysis shows that the demographics of the children for whom parents responding are not representative of the demographics of children receiving special education services in the State, describe the strategies that the State will use to ensure that in the future the response data are representative of those demographics. In identifying such strategies, the State should consider factors such as how the State distributed the survey to parents (e.g., by mail, by e-mail, on-line, by telephone, in-person through school personnel), and how responses were collected. Beginning with the FFY 2021 SPP/APR, due February 1, 2023, with the FFY 2021 SPP/APR, due February 1, 2023, when reporting the extent to which the demographics of the children for whom parents responded are representative of the demographics of children receiving special education services, States must include race/ethnicity in their analysis. In addition, the State's analysis must also include at least one of the following demographics: age of the student, disabilit y category, gender, geographic location, and/or another demographic category approved through the stakeholder input process. States are encouraged to work in collaboration with their OSEP-funded parent centers in collecting data.

### 8 - Indicator Data

Question	Yes / No
Do you use a separate data collection methodology for preschool children?	NO

########## Targets: Description of Stakeholder Input

The USBE values stakeholder engagement and input and solicits ongoing feedback and review. Stakeholders consistently provide input through collaborative meetings, public comment, written communication, survey data, data analysis, and informal conversations. The USBE shared data and target information during a full day APR summit, through surveys, USBE meetings, in newsletters, emails, and on social media with stakeholder groups, including: •LEA Special Education Directors •Utah Special Education Advisory Panel (USEAP) •USBE Commit tees •Utah Legislative Committees •Utah Parent Center (UPC) •LEA Curriculum and Assessment Directors •LEA Preschool Coordinators •LEA Administrators •Utah Institutes of Higher Education (IHEs) •Baby Watch/Early Intervention (Utah's Part C agency) •Agencies and non -profit organizations that provide services to students with disabilities •Utah Educators The APR summit was held virtually on July 30, 2021. Over 100 participants attended from the stakeholder groups and those with individual interests. Participants reviewed data and the projections for the State in 2025 - 2026. Participants were provided with an overview of the advantages and disadvantages of predictive models as well as an overview of the mindset for target-setting. Participants were told they would be selecting the end target (2025 - 2026) for a given Indicator. The State would then calculate intervening targets between FFY2020 and FFY2025 whereby there would be no increase in the target the first year, followed by increases in small increments. Using small increments at the beginning is to allow enough time for LEAs