## Indicator 3B: Proficiency for Children with IEPs (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

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

########## Measurement

B. Proficiency rate percent = [(# of children with IEPs scoring at or above proficient against grade level academic achievement standards) divided by the (total # of children with IEPs who received a valid score and for whom a proficiency level was assigned for the regular assessment)]. Calculate separately for reading and math. Calculate separately for grades 4, 8, and high school. The proficiency rate includes both children with IEPs 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 3B: Proficiency calculations in this SPP/APR must result in proficiency rates for children with IEPs on the regular assessment in reading/language arts and mathematics assessments (separately) in each of the following grades: 4, 8, and high school, including both children with IEPs 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.

### 3B - Indicator Data

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

Subject	Group	Group Name	Baseline Year	Baseline Data
Reading	A	Grade 4	2020	14.51%
Reading	B	Grade 8	2020	7.31%
Reading	C	Grade HS	2020	8.58%
Math	A	Grade 4	2020	19.74%
Math	B	Grade 8	2020	* *
Math	C	Grade HS	2020	3.19%

########## Targets

Subject	Group	Group Name	2020	2021	2022	2023	2024	2025
Reading	A >=	Grade 4	14.51%	14.51%	14.75%	15.00%	15.48%	16.45%
Reading	B >=	Grade 8	7.31%	7.31%	7.67%	8.03%	8.74%	10.17%
Reading	C >=	Grade HS	8.58%	8.58%	8.75%	8.92%	9.27%	9.95%
Math	A >=	Grade 4	19.74%	19.74%	19.91%	20.09%	20.43%	21.12%
Math	B >=	Grade 8	* *	6.02%	6.15%	6.28%	6.54%	7.05%
Math	C >=	Grade HS	3.19%	3.19%	3.39%	3.58%	3.98%	4.76%

########## 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 •Utah Legislative Committees