## Indicator 3D: Gap in Proficiency Rates (Grade Level Academic Achievement Standards)

######## Instructions and Measurement

Monitoring Priority: FAPE in the LRE Results indicator : Participation and performance of children with IEPs on statewide assessments: Results indicator : Participation and performance of children with IEPs on statewide assessments:

- A. Participation rate for children with IEPs.

B. Proficiency rate for children with IEPs against grade level academic achievement standards.

- C. Proficiency rate for children with IEPs against alternate academic achievement standards.

D. Gap in proficiency rates for children with IEPs and all students against grade level academic achievement standards. (20 U.S.C. 1416 (a)(3)(A))

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

3D. Same data as used for reporting to the Department under Title I of the ESEA, using EDFacts file specifications FS175 and 178.

########## Measurement

- D. Proficiency rate gap = [(proficiency rate for children with IEPs scoring at or above proficient against grade level academic achievement standards for the 2020-2021 school year) subtracted from the (proficiency rate for all students scoring at or above proficient against grade level academic achievement standards for the 2020-2021 school year)]. Calculate separately for reading and math. Calculate separately for grades 4, 8, and high school. The proficiency rate includes all children enrolled for a full academic year and those not enrolled for a full academic year.

########## Instructions

Describe the results of the calculations and compare the results to the targets. Provide the actual numbers used in the calculation. Include information regarding where to find public reports of assessment participation and performance results, as required by 34 CFR §300.160(f), i.e. , a link to the Web site where these data are reported. Indicator 3D: Gap calculations in this SPP/APR must result in the proficiency rate for children with IEPs were proficient against grade level academic achievement standards for the 2020-2021 school year compared to the proficiency rate for all students who were proficient against grade level academic achievement standards for the 2020-2021 school year. Calculate separately for reading/language arts and math in each of the following grades: 4, 8, and high school, including both children enrolled for a full academic year and those not enrolled for a full academic year. Only include children with disabilities who had an IEP at the time of testing.

### 3D - Indicator Data

########## Historical Data:

Subject	Group	Group Name	Baseline Year	Baseline Data
Reading	A	Grade 4	2020	23.31
Reading	B	Grade 8	2020	35.63
Reading	C	Grade HS	2020	39.47
Math	A	Grade 4	2020	25.22
Math	B	Grade 8	2020	30.51
Math	C	Grade HS	2020	25.62

########## Targets

Subject	Group	Group Name	2020	2021	2022	2023	2024	2025
Reading	A <=	Grade 4	23.31	23.31	23.19	23.07	22.84	22.36
Reading	B <=	Grade 8	35.63	35.63	35.51	35.39	35.15	34.67
Reading	C <=	Grade HS	39.47	39.47	39.23	38.99	38.51	37.55
Math	A <=	Grade 4	25.22	25.22	25.10	24.98	24.74	24.25
Math	B <=	Grade 8	30.51	30.51	30.43	30.35	30.19	29.86
Math	C <=	Grade HS	25.62	25.62	25.52	25.42	25.23	24.83

########## 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 Committees