and/or child outcomes. Describe any additional data (i.e., progress monitoring data) that was collected to support the on-going use of the evidence- based practices and inform decision-making for the next year of SSIP implementation. C. Stakeholder Engagement The State must describe the specific strategies implemented to engage stakeholders in key improvement efforts and how the State addressed concerns, if any, raised by stakeholders through its engagement activities. Additional Implementation Activities The State should identify any activities not already described that it intends to implement in the next fiscal year (e.g., for the FFY 2020 APR, report on activities it intends to implement in FFY 2021, i.e., July 1, 2021-June 30, 2022) including a timeline, anticipated data collection and measures, and expected outcomes that are related to the SiMR. The State should describe any newly identified barriers and include steps to address these barriers.

### 17 - Indicator Data

########## Section A: Data Analysis What is the State-identified Measurable Result (SiMR)?

Utah's State Systemic Improvement Plan (SSIP) State -identified Measurable Result (SiMR) is to increase the number of students with disabilities (SWD) with Speech Language Impairment (SLI) or Specific Learning Disability (SLD) in grades 6 - 8 who are proficient on the Readiness Improvement Success Empowerment (RISE) statewide end-of-level mathematics assessment by 0.25 standard deviation over ten years (or a target proficiency rate of 10.95% by 2022 - 2023).

########## Has the SiMR changed since the last SSIP submission? (yes/no)

NO

########## Is the State using a subset of the population from the indicator ( e.g. , a sample, cohort model)? (yes/no)

NO

########## Is the State's theory of action new or revised since the previous submission? (yes/no)

NO

########## Please provide a link to the current theory of action.

https://schools.utah.gov/file/21fcd676-adc9-42bf-b97f-dd23b07f4b75

########## Does the State intend to continue implementing the SSIP without modifications? (yes/no)

NO If no, describe any changes to the activities, strategies or timelines described in the previous submission and include a rationale or justification for the changes. This report will be a closing of the Utah SSIP focused on middle school mathematics. In the next reporting year, Utah will be transitioning to an SSIP focused on post-secondary outcomes for students with disabilities, specifically students who do not exit with their 4-year graduation cohort, sometimes referred to as 'super seniors." In the Fall of 2019, the Utah Coordinating Council for People with Disabilities (CCPD) made up of agency director-level personnel identified a need to improve postsecondary transition outcomes for youth with disabilities in Utah. The CCPD formally voted to begin collaborative efforts to this end. The USBE volunteered to facilitate the collaborative work and developed the Utah Statewide Collaborative on Improving Postsecondary Transition Outcomes for Individuals with Disabilities (STC). The STC is a working partnership of all the state agencies and many other organizations that serve transition-age (14 - 22) youth across the state of Utah. The STC includes agencies and organizations that are disability-specific and agencies who serve the general population of transition-age youth (including youth with disabilities) to ensure the state infrastructure analysis thoroughly articulates the needs and resources of transition-age youth with disabilities. The STC met monthly for one year to explore the current infrastructure and outcomes data of postsecondary transition in the state. Stakeholders took turns presenting the service and support activities they provide and the data about the outcomes of those activities for transition-age youth. The STC then identified gaps and overlaps. The STC developed a shared systems-change vision and common language, which includes a shared five- year goal/ target. The STC has also developed a theory of action and implementation activities to achieve the SiMR. The work of the STC will better define and support secondary transition to improve access to needed services and therefore improve student postsecondary outcomes in employment, postsecondary education, and independent living. The results of the STC's collaborative work will be reported to state and federal policy makers for the five -year period of FFY 2021 to FFY 2025 through the USBE State Systemic Improvement Plan (SSIP) SiMR. The 2021 Indicator 14 data surveying exiters who had not previously exited with their cohorts (super seniors) from the 2020 school year showed that 45.65% of students ages 19 - 22 (super senior) respondents did not meet the criteria for inclusion in Indicator 14 (a, b, or c) meaning they were unengaged or under-engaged. This data was based on a survey response rate of 47.50% which represents 333 out of 701 super senior students. Utah's New SiMR: Utah will reduce the percentage of students ages 19 - 22 exiting a post-high program who report being unengaged or under-engaged on the Indicator 14 survey by 20 percentage points over a five-year period (from 45.65% in FFY 2020 to 25.65% by FFY 2025). In FFY 2020, 152 students ages 19 - 22 reported being unengaged or under-engaged. Achievemen t of Utah's SiMR would reduce that to only 85 students by FFY 2025. Utah's new Theory of Action (https://schools.utah.gov/file/9df61f62 -dc01-4eb7-8e12-ca9fe8fe5579): If Utah implements the broad improvement strategies of 1) comprehensive supports for youth and families, 2) smooth flow of services, and 3) coordination of services, then Utah will reduce the percentage of students ages 19 - 22 exiting a post-high program who report being unengaged or under-engaged on the Indicator 14 survey by 20 percentage points over a five-year period.