########## FFY 2020 SPP/APR Data: Math Assessment

Group	Group Name	Number of Children with IEPs Participating	Number of Children with IEPs	FFY 2019 Data	FFY 2020 Target	FFY 2020 Data	Status	Slippage
A	Grade 4	7,010	7,771	95.00%	90.21%	N/A	N/A
B	Grade 8	4,870	6,288	95.00%	77.45%	N/A	N/A
C	Grade HS	3,382	5,184	95.00%	65.24%	N/A	N/A

########## Regulatory Information

The SEA, (or, in the case of a district-wide assessment, LEA) must make available to the public, and report to the public with the same frequency and in the same detail as it reports on the assessment of nondisabled children: (1) the number of children with disabilities participating in: (a) regular assessments, and the number of those children who were provided accommodations in order to participate in those assessments; and (b) alternate assessments aligned with alternate achievement standards; and (2) the performance of children with disabilities on regular assessments and on alternate assessments, compared with the achievement of all children, including children with disabilities, on those assessments. [20 U.S.C. 1412 (a)(16)(D); 34 CFR §300.160(f)]

########## Public Reporting Information Provide links to the page(s) where you provide public reports of assessment results.

Each school's overall participation rate for regular assessments Readiness Improvement Success Empowerment (RISE) grades 4 & 8 and Utah Aspire Plus grade 10 are posted on their individual school report card available on Utah's Data Gateway https://utahschoolgrades.schools.utah.gov/. Participation rates of students with disabilities who participated with accommodations and without accommodations on the regular assessment are reported on the USBE Data and Statistics Report Webpage https://www.schools.utah.gov/data/reports. On the 'Assessments' tab under the 'Alternate Assessments' header, click on the most recent year's Excel spreadsheet link. In the first tab on the spreadsheet labeled 'Participation by Assessment Type' it reports: Number of Students with Disabilities Tested, Percent Participation in Regular Assessment, Percent Participa tion in Regular Assessment with Accommodations, Percent Participation in Alternate Assessment, at the state, LEA, and school level. The notes section, the fourth tab, on the spreadsheet outlines USBE's policy for protecting students' personally identifiable information, data for groups with fewer than ten stu dents is reported as 'n<10.' For groups with fewer than forty students, counts are not shown and percentages are obscured by providing the range within which the percentage falls (e.g., 43% would display as 40-49%).

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

The prepopulated Reading Assessment Participation EdFacts data and the prepopulated FFY 2020 SPP/APR Data: Reading Assessment data above were incorrect in the USBE's original SPP/APR submission, and OSEP was unable to determine if targets reflected an improvement over the baseline. The correct data has been submitted and is now reflected in the tables above. The targets now reflect an improvement over the baseline. In FFY 2019, the USBE submitted a federal waiver to the U.S. Department of Education requesting allowance for the suspension of the required administration of Utah's state spring summative assessments used for both federal and state accountability. The waiver was su bmitted in response to the statewide school dismissal in March of 2020, due to the COVID- 19 pandemic. The U.S. Department of Education accepted Utah's waiver request on March 27, 2020. The cancellation of spring 2020 summative assessments resulted in the absence of assessment data used for reporting on Indicator 3 for FFY 2019. During the APR Summit, a review of baselines for Indicator 3 was conducted to determine if baselines should remain or be updated to correlate with changing targets. Consideration was given for the impacts of COVID-19. Stakeholders reviewed historical data and projections for where the State would be in 2025 - 2026 if all things stayed the same. Choosing baselines from FFY 2020 reflect current Utah student abilities and was determined to be appropriate. Indicator 3 was impacted by the COVID-19 pandemic during FFY 20 20, which is reflected in USBE's data. The data indicate a decrease in the number of students who participated in state spring summative assessments RISE grades 4 & 8, Utah Aspire Plus grade 10, and Dynamic Learning Maps (DLM) alternate assessments grades 4, 8, & 10. Prior to the COVID-19 pandemic, Utah made progress in FFY 2018 in participation for all state spring summative assessments and met the target on grade 10 reading. Utah's previous non -participants consisted mostly of students who had a parental opt- out. However, in this year's data, the predominant non -participants were students who either had no test records or were reported as absent - did not test. Utah had LEAs who created online course options for students in the 2020 - 2021 school year. Addi tionally, Utah's already established online schools saw an increase in the enrollment of students. Utah only had 31% of LEAs with full-time in-person learning. LEAs offered several options for receiving instruction online for students who participated in the state spring summative assessments because remote testing was not an option. Some LEAs offered testing on weekends, some set up rooms with outdoor access so high-risk students did not have to come through the building, and some LEAs offered to go to stu dents' homes to administer tests. The USBE allowed LEAs to use the entire 10 -to-14-week testing windows to complete assessment administration, rather than the typical 6-week window. Even with these assorted options, the participation of students with disabilities declined. With a decline in FFY 2020 participation on the state spring summative assessments, the trend has been a decline in proficiency as well. In FFY 2018, Utah saw an increase in proficiency when participation began to increase. If trend lines hold, Utah proficiency rates should begin to increase again when state spring summative assessment participation increases. Due to the impacts of COVID-19, the USBE advises those using assessment data to interpret the 2020 - 2021school year scores with extreme caution. Utah's state spring summative assessment results of the 2021- 2022 school year will be an important source of confirmatory information to better understand the impacts of the COVID-19 pandemic on student achievement.