## Indicator 2: Drop Out

######## Instructions and Measurement

Monitoring Priority: FAPE in the LRE Results indicator: Percent of youth with IEPs who exited special education due to dropping out. (20 U.S.C. 1416 (a)(3)(A)) Results indicator: Percent of youth with IEPs who exited special education due to dropping out. (20 U.S.C. 1416 (a)(3)(A))

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

OPTION 1: Same data as used for reporting to the Department under section 618 of the Individuals with Disabilities Education Act (IDEA), using the definitions in EDFacts file specification FS009. OPTION 2 (For FFY 2020 ONLY): Use same data source and measurement that the State used to report in its FFY 2010 SPP/APR that was submitted on February 1, 2012.

########## Measurement

OPTION 1: States must report a percentage using the number of youth with IEPs (ages 14-21) who exited special education due to dropping out in the numerator and the number of all youth with IEPs who exited special education (ages 14-21) in the denominator. OPTION 2 (For FFY 2020 ONLY): Use same data source and measurement that the State used to report in its FFY 2010 SPP/APR that was submitted on February 1, 2012.

########## Instructions Sampling is not allowed.

Data for this indicator are 'lag' data. Describe the results of the State's examination of the data for the year before the r eporting year (e.g., for the FFY 2020 SPP/APR, use data from 2019-2020), and compare the results to the target. With the FFY 2020 SPP/APR, due February 1, 2022, States may use either option 1 or 2. States using Option 2 must provide the actual numbers used in the calculation. OPTION 1: Use 618 exiting data 618 exiting data for the year before the reporting year (e.g., for the FFY 2020 SPP/APR, use data from 2019-2020). Include in the denominator the following exiting categories: (a) graduated with a regular high school diploma; (b) graduated with a state-defined alternate diploma; (c) received a certificate; (d) reached maximum age; or (e) dropped out. Do not include in the denominator the number of youths with IEPs who exited special education due to: (a) transferring to regular education; or (b) who moved, but are known to be continuing in an educational program. OPTION 2: Use the annual event school dropout rate for students leaving a school in a single year determined in accordance with the National Center for Education Statistic's Common Core of Data. If the State has made or proposes to make changes to the data source or measurement under Option 2, when compared to the information reported in its FFY 2010 SPP/APR submitted on February 1, 2012, the State should include a justification as to why such changes are warranted. Options 1 and 2: Provide a narrative that describes what counts as dropping out for all youth. Please explain if there is a difference between what counts as dropping out for all students and what counts as dropping out for students with IEPs. Beginning with the FFY 2021 SPP/APR, due February 1, 2023 with the FFY 2021 SPP/APR, due February 1, 2023 , States must report data using Option 1 (i.e., the same data as used for reporting to the Department under section 618 of the IDEA). Option 2 will not be available beginning with the FFY 2021 SPP/APR.

### 2 - Indicator Data

########## Historical Data

Baseline Year Year	Baseline Data
2018	25.81%

FFY	2015	2016	2017	2018	2019
Target <=	37.90%	36.00%	34.20%	32.49%	30.86%
Data	29.82%	27.69%	27.04%	25.75%	23.56%

########## Targets

FFY	2020	2021	2022	2023	2024	2025
Target <=	25.81%	25.81%	24.58%	23.35%	20.90%	16.00%

########## 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)