Common use of Incidents Clause in Contracts

Incidents. 41.1. If Researcher becomes aware of an Incident involving Data by either Researcher or any of Researcher’s Subcontractors, Researcher shall notify USBE within one (1) calendar day and cooperate with USBE regarding recovery, remediation, and the necessity to involve law enforcement, if any. 41.2. Researcher shall produce a written remediation plan that includes information about the cause and extent of the Incident and the actions Researcher will take to remediate the Incident and to reduce the risk of incurring a similar type of Incident in the future. Researcher shall present its analysis and remediation plan to USBE within ten (10) calendar days of notifying USBE of an Incident. USBE reserves the right to adjust this plan, in its sole discretion. If Researcher cannot produce its analysis and plan within the allotted time, USBE, in its sole discretion, may perform such analysis and produce a remediation plan, and Researcher shall reimburse USBE for the reasonable costs thereof. 41.3. In the event of an Incident, Researcher shall provide USBE or its designated representatives with access seven (7) days a week, twenty-four (24) hours a day, for the purpose of evaluating, mitigating, or resolving the Incident. 41.4. Unless Researcher can establish that Researcher or any of its Subcontractors is not the cause or source of the Incident, Researcher shall be responsible for the cost of notifying each person whose personal information may have been compromised by the Incident. 41.5. Disclosure of Data by Researcher or any Subcontractor for any reason may be cause for legal action by third parties against Researcher, the State, or their respective agents. Researcher shall indemnify, save, and hold harmless the State, its employees, and agents against any and all claims, damages, liability, and court awards including costs, AWAITING BOARD APPROVAL expenses, and attorney fees incurred as a result of any act or omission by Researcher, or its employees, agents, Subcontractors, or assignees pursuant to this Contract. Notwithstanding any other provision of this Contract, Researcher shall be liable to the State for all direct, consequential and incidental damages arising from an Incident caused by Researcher or its Subcontractors. The Effectiveness of Formative Assessments Developed by PLCs as a Basis for Informing Instructional Decisions and Collaborative Lesson Planning Strategies to Enhance Student Achievement in Middle School Mathematics. State the title of the study. A ARD APPROV This BYU CITES district partnership study is intended to discover top performing middle level teacher teams in terms of student math growth, among all subgroups, as measured on the Utah RISE assessment. Schools will be limited to those within the five BYU CITES partnership districts. Once identified, teacher teams that produce high math proficiency gains will be invited to participate in a three-year study conducted by Wasatch School District and BYU. This three-year study will follow the 2023/24 6th grade students who are enrolled in the teacher teams identified as high performing. This study will follow the 6th grade cohort through their 8th grade year, for a total of three years. The study will also add each subsequent 6th grade cohort during the three-year project for a total of three student cohorts. Participating teacher teams will be tasked with creating cross-district common formative assessments (CFA). Results from these CFAs will be analyzed using Item Response Theory (IRT) as well as regression analysis where CFAs are used as predictors of RISE performance. The goal is to produce assessments that are aligned with state core standards and help drive instructional practices. Provide a description of the study, including the reason the data is needed. The timeframe for completion is planned for 08/01/2026. Enter the estimated end date of the study. AWAITING BO List your research questions. List specific variables. This study will produce data at the teacher team level that allows for identification of stand out literacy growth. This information will be used by WCSD and BYU CITES to invite teacher teams to participate in cross partnership professional learning communities (PLC). Provide a summary of the output. This section states what reports or information will be produced because of this research and where that information will go. We will not be linking any outside data to the data being requested from USBE. Provide detailed information on the Data being linked, the other sources of Data, and any additional constraints to protect the linked Data. Describe analysis. A V O R P P A D R A O B G N TI I A W A L List the data requested. Add additional rows as needed. All below data variables are limited to the BYU CITES partnership School Districts (Alpine, Jordan, Nebo, Provo, Wasatch): ● For each 5th grade student in participating districts: ● Statewide Student Identifier (SSID) ● RISE Math Scale Score ● RISE Math Proficiency Score ● RISE Math Student Growth Percentile (SGP) ● For each 6th grade student in participating districts:: ● Statewide Student Identifier (SSID) ● School ID ● Math teacher CACTUS ID ● RISE Math Scale Score ● RISE Math Proficiency Score ● Rise Math Student Growth Percentile (SGP) ● Individualized Education Plan (IEP) Flag ● Low Socioeconomic Status (SES) Flag ● English Language Learner (ELL) Level ● Race ● Ethnicity ● Math State Course Code ● Math Course/Section Honors Flag ● Math Course/Section Special Education Flag ● For each 7th grade student in participating districts:: ● Statewide Student Identifier (SSID) ● School ID ● Math teacher CACTUS ID ● RISE Math Scale Score ● RISE Math Proficiency Score ● Rise Math Student Growth Percentile (SGP) ● Individualized Education Plan (IEP) Flag ● Low Socioeconomic Status (SES) Flag ● English Language Learner (ELL) Level ● Race ● Ethnicity ● Math Course/Section Honors Flag ● Statewide Student Identifier (SSID) ● School ID ● Math teacher CACTUS ID ● RISE Math Scale Score ● RISE Math Proficiency Score ● Individualized Education Plan (IEP) Flag ● Low Socioeconomic Status (SES) Flag ● English Language Learner (ELL) Level ● Race ● Ethnicity ● Math State Course Code ● Math Course/Section Honors Flag A V O R P P A D April 15, 2023 (first request) L Desired delivery date: Delivery method: ☑ Data will be compiled by USBE and sent securely to Researcher. ☐ Researcher will conduct on-premise research. AWAITING BOAR ☐ Other (explain): L V O R AWAITING BOARD APP A Name Title Data ▇▇▇▇▇▇▇: ▇▇▇▇▇▇▇ ▇▇▇▇▇▇▇▇ Professor Authorized Persons: ▇▇▇▇▇▇▇▇ ▇▇▇▇▇▇▇▇▇▇▇▇▇ PHD Student Data ▇▇▇▇▇▇▇: ▇▇▇▇▇▇▇▇▇ ▇▇▇▇▇▇▇▇ Data Analyst Authorized Persons: ▇▇▇ ▇▇▇▇▇▇▇ Director Data ▇▇▇▇▇▇▇: ▇▇▇▇▇ ▇▇▇▇▇▇ Director of Data and Statistics Data Quality Manager: ▇▇▇▇▇ ▇▇▇▇▇▇ Director of Data and Statistics AWAITING BOARD APPROVAL ▇▇▇▇ ▇▇▇▇ ▇▇▇▇▇ ▇▇▇▇▇ Highland, Utah 84003 (▇▇▇) ▇▇▇-▇▇▇▇ Professor, Instructional Psychology and Technology Department Director, PhD Program in Educational Inquiry, Measurement, and Evaluation ▇▇▇▇▇▇▇ ▇▇▇▇▇ University Provo, Utah 84602 ▇▇▇-▇▇▇-▇▇▇▇ ▇▇▇▇▇▇▇_▇▇▇▇▇▇▇▇@▇▇▇.▇▇▇ 1965-66 Teacher, Mayfair High School, Bellflower School District, Bellflower, CA 1966-69 Teacher, Fillmore LDS Seminary, Fillmore, UT 1969-70 Curriculum Writer, Central Office Staff, LDS Seminaries & Institutes of Religion, Provo, UT 1970-71 Graduate Assistant, Educational Technology Dept., Arizona State University, Tempe, AZ 1971-73 Assistant Director of Secondary Curriculum, Central Office, LDS Seminaries and Institutes of Religion, Salt Lake City, UT 1973-75 Graduate Assistant, Center for Instructional Research & Curriculum Evaluation (CIRCE), University of Illinois, Urbana, IL 1975-78 Research and Evaluation Specialist, LDS Church Education System, Salt Lake City, UT 1978-79 Instructional Psychologist, F-16 Pilot Training Project, Courseware Inc., Clearfield, UT 1979-80 Associate Director for Evaluation, Center for Instructional Development, Syracuse University, Syracuse, NY 1980-83 Evaluation Specialist, ▇▇▇▇▇ ▇. ▇▇▇▇▇ Institute of Education, ▇▇▇▇▇▇▇ ▇▇▇▇▇ ` 1983-present Faculty Member (Assistant Professor, Associate Professor, & Professor), ▇▇▇▇▇ ▇. ▇▇▇▇▇ School Education, ▇▇▇▇▇▇▇ ▇▇▇▇▇ University, Provo, UT

Incidents. 41.1. If Researcher becomes aware of an Incident involving Data by either Researcher or any of Researcher’s Subcontractors, Researcher shall notify USBE within one (1) calendar day and cooperate with USBE regarding recovery, remediation, and the necessity to involve law enforcement, if any. 41.2. Researcher shall produce a written remediation plan that includes information about the cause and extent of the Incident and the actions Researcher will take to remediate the Incident and to reduce the risk of incurring a similar type of Incident in the future. Researcher shall present its analysis and remediation plan to USBE within ten (10) calendar days of notifying USBE of an Incident. USBE reserves the right to adjust this plan, in its sole discretion. If Researcher cannot produce its analysis and plan within the allotted time, USBE, in its sole discretion, may perform such analysis and produce a remediation plan, and Researcher shall reimburse USBE for the reasonable costs thereof. 41.3. In the event of an Incident, Researcher shall provide USBE or its designated representatives with access seven (7) days a week, twenty-four (24) hours a day, for the purpose of evaluating, mitigating, or resolving the Incident. 41.4. Unless Researcher can establish that Researcher or any of its Subcontractors is not the cause or source of the Incident, Researcher shall be responsible for the cost of notifying each person whose personal information may have been compromised by the Incident. 41.5. Disclosure of Data by Researcher or any Subcontractor for any reason may be cause for legal action by third parties against Researcher, the State, or their respective agents. Researcher shall indemnify, save, and hold harmless the State, its employees, and agents against any and all claims, damages, liability, and court awards including costs, AWAITING BOARD APPROVAL expenses, and attorney fees incurred as a result of any act or omission by Researcher, or its employees, agents, Subcontractors, or assignees pursuant to this Contract. Notwithstanding any other provision of this Contract, Researcher shall be liable to the State for all direct, consequential and incidental damages arising from an Incident caused by Researcher or its Subcontractors. The Effectiveness of Formative Assessments Developed by PLCs as a Basis for Informing Instructional Decisions and Collaborative Lesson Planning Strategies to Enhance Student Achievement in Middle School Mathematics. State the title of the study. A ARD APPROV This BYU CITES district partnership study statewide data review is intended to discover top top-performing middle level elementary teacher teams in Utah in terms of student math literacy growth, among all subgroups, as measured on the Utah RISE DIBELS/Acadience assessment. Schools will be limited to those within the five BYU CITES partnership districts. Once identified, teacher teams that produce high math proficiency consistent and high-growth literacy gains will can be compared to identify common pedagogies. These teacher teams could also potentially be invited to participate in a three-year study conducted by Wasatch School District share their insights and BYU. This three-year study will follow the 2023/24 6th grade students who are enrolled in the teacher teams identified as high performingmethods for success. This study will follow produce data at the 6th grade cohort through their 8th grade yearteacher-team level that allows for identification of stand out literacy growth. While individual teacher success is laudable, for the assumption is when a total team demonstrates high growth they have evidently discovered replicable practices. Growth will be identified in terms of three yearsDIBELS assessment results. The study will also add each attempt to determine statistical significance of DIBELS growth and subsequent 6th grade cohort during the three-year project effect size for a total of three student cohortsteacher teams. Participating Growth will be measured across multiple time frames (eg EOY to EOY, BOY to EOY, etc.) The request for longitudinal data will allow us to identify teams that have consistently produced high growth. The results will be used by WCSD to invite teacher teams will be tasked with creating cross-to participate in cross district common formative assessments professional learning communities (CFAPLC). Results from these CFAs will be analyzed using Item Response Theory (IRT) as well as regression analysis where CFAs are used as predictors of RISE performance. The goal anticipation is to produce assessments that are aligned start with state core standards small group learning communities, and help drive instructional practicesthen expand as capacity improves. Provide a description of the study, including the reason the data is needed. The timeframe for completion is planned for 08/01/2026. Enter the estimated end date of the study. AWAITING BO List your research questions. List specific variables. This study will produce data at the teacher team level that allows for identification of stand out literacy growth. This information will be used by WCSD and BYU CITES to invite teacher teams to participate in cross partnership professional learning communities (PLC). Provide a summary of the output. This section states what reports or information will be produced because of this research and where that information will go. We will not be linking any outside data to the data being requested from USBE. Provide detailed information on the Data being linked, the other sources of Data, and any additional constraints to protect the linked Data. Describe analysis. A V O R P P A D R A O B G N TI I A W A L List the data requested. Add additional rows as needed. All below data variables are limited to the BYU CITES partnership School Districts (Alpine, Jordan, Nebo, Provo, Wasatch): ● For each 5th grade student in participating districts: ● Statewide Student Identifier (SSID) ● RISE Math Scale Score ● RISE Math Proficiency Score ● RISE Math Student Growth Percentile (SGP) ● For each 6th grade student in participating districts:: ● Statewide Student Identifier (SSID) ● School ID ● Math teacher CACTUS ID ● RISE Math Scale Score ● RISE Math Proficiency Score ● Rise Math Student Growth Percentile (SGP) ● Individualized Education Plan (IEP) Flag ● Low Socioeconomic Status (SES) Flag ● English Language Learner (ELL) Level ● Race ● Ethnicity ● Math State Course Code ● Math Course/Section Honors Flag ● Math Course/Section Special Education Flag ● For each 7th grade student in participating districts:: ● Statewide Student Identifier (SSID) ● School ID ● Math teacher CACTUS ID ● RISE Math Scale Score ● RISE Math Proficiency Score ● Rise Math Student Growth Percentile (SGP) ● Individualized Education Plan (IEP) Flag ● Low Socioeconomic Status (SES) Flag ● English Language Learner (ELL) Level ● Race ● Ethnicity ● Math Course/Section Honors Flag ● Statewide Student Identifier (SSID) ● School ID ● Math teacher CACTUS ID ● RISE Math Scale Score ● RISE Math Proficiency Score ● Individualized Education Plan (IEP) Flag ● Low Socioeconomic Status (SES) Flag ● English Language Learner (ELL) Level ● Race ● Ethnicity ● Math State Course Code ● Math Course/Section Honors Flag A V O R P P A D April 15, 2023 (first request) L Desired delivery date: Delivery method: ☑ Data will be compiled by USBE and sent securely to Researcher. ☐ Researcher will conduct on-premise research. AWAITING BOAR ☐ Other (explain): L V O R AWAITING BOARD APP A Name Title Data ▇▇▇▇▇▇▇: ▇▇▇▇▇▇▇ ▇▇▇▇▇▇▇▇ Professor Authorized Persons: ▇▇▇▇▇▇▇▇ ▇▇▇▇▇▇▇▇▇▇▇▇▇ PHD Student Data ▇▇▇▇▇▇▇: ▇▇▇▇▇▇▇▇▇ ▇▇▇▇▇▇▇▇ Data Analyst Authorized Persons: ▇▇▇ ▇▇▇▇▇▇▇ Director Data ▇▇▇▇▇▇▇: ▇▇▇▇▇ ▇▇▇▇▇▇ Director of Data and Statistics Data Quality Manager: ▇▇▇▇▇ ▇▇▇▇▇▇ Director of Data and Statistics AWAITING BOARD APPROVAL ▇▇▇▇ ▇▇▇▇ ▇▇▇▇▇ ▇▇▇▇▇ Highland, Utah 84003 (▇▇▇) ▇▇▇-▇▇▇▇ Professor, Instructional Psychology and Technology Department Director, PhD Program in Educational Inquiry, Measurement, and Evaluation ▇▇▇▇▇▇▇ ▇▇▇▇▇ University Provo, Utah 84602 ▇▇▇-▇▇▇-▇▇▇▇ ▇▇▇▇▇▇▇_▇▇▇▇▇▇▇▇@▇▇▇.▇▇▇ 1965-66 Teacher, Mayfair High School, Bellflower School District, Bellflower, CA 1966-69 Teacher, Fillmore LDS Seminary, Fillmore, UT 1969-70 Curriculum Writer, Central Office Staff, LDS Seminaries & Institutes of Religion, Provo, UT 1970-71 Graduate Assistant, Educational Technology Dept., Arizona State University, Tempe, AZ 1971-73 Assistant Director of Secondary Curriculum, Central Office, LDS Seminaries and Institutes of Religion, Salt Lake City, UT 1973-75 Graduate Assistant, Center for Instructional Research & Curriculum Evaluation (CIRCE), University of Illinois, Urbana, IL 1975-78 Research and Evaluation Specialist, LDS Church Education System, Salt Lake City, UT 1978-79 Instructional Psychologist, F-16 Pilot Training Project, Courseware Inc., Clearfield, UT 1979-80 Associate Director for Evaluation, Center for Instructional Development, Syracuse University, Syracuse, NY 1980-83 Evaluation Specialist, ▇▇▇▇▇ ▇. ▇▇▇▇▇ Institute of Education, ▇▇▇▇▇▇▇ ▇▇▇▇▇ ` 1983-present Faculty Member (Assistant Professor, Associate Professor, & Professor), ▇▇▇▇▇ ▇. ▇▇▇▇▇ School Education, ▇▇▇▇▇▇▇ ▇▇▇▇▇ University, Provo, UT

Incidents. 41.1. If Researcher becomes aware of an Incident involving Data by either Researcher or any of Researcher’s Subcontractors, Researcher shall notify USBE within one (1) calendar day and cooperate with USBE regarding recovery, remediation, and the necessity to involve law enforcement, if any. 41.2. Researcher shall produce a written remediation plan that includes information about the cause and extent of the Incident and the actions Researcher will take to remediate the Incident and to reduce the risk of incurring a similar type of Incident in the future. Researcher shall present its analysis and remediation plan to USBE within ten (10) calendar days of notifying USBE of an Incident. USBE reserves the right to adjust this plan, in its sole discretion. If Researcher cannot produce its analysis and plan within the allotted time, USBE, in its sole discretion, may perform such analysis and produce a remediation plan, and Researcher shall reimburse USBE for the reasonable costs thereof. 41.3. In the event of an Incident, Researcher shall provide USBE or its designated representatives with access seven (7) days a week, twenty-four (24) hours a day, for the purpose of evaluating, mitigating, or resolving the Incident. 41.4. Unless Researcher can establish that Researcher or any of its Subcontractors is not the cause or source of the Incident, Researcher shall be responsible for the cost of notifying each person whose personal information may have been compromised by the Incident. 41.5. Disclosure of Data by Researcher or any Subcontractor for any reason may be cause for legal action by third parties against Researcher, the State, or their respective agents. Researcher shall indemnify, save, and hold harmless the State, its employees, and agents against any and all claims, damages, liability, and court awards including costs, AWAITING BOARD APPROVAL expenses, and attorney fees incurred as a result of any act or omission by Researcher, or its employees, agents, Subcontractors, or assignees pursuant to this Contract. Notwithstanding any other provision of this Contract, Researcher shall be liable to the State for all direct, consequential and incidental damages arising from an Incident caused by Researcher or its Subcontractors. The Effectiveness of Formative Assessments Developed by PLCs as a Basis for Informing Instructional Decisions PROJECT TITLE: City Health Dashboard PURPOSE: then aggregating the school and Collaborative Lesson Planning Strategies school subgroup high school graduation data to Enhance Student Achievement in Middle School Mathematics. State the title of the study. A ARD APPROV This BYU CITES district partnership study is intended calculate an overall city-level high school graduation rate to discover top performing middle level teacher teams in terms of student math growth, among all subgroups, as measured display on the Utah RISE assessment. Schools will be limited to those within the five BYU CITES partnership districts. Once identified, teacher teams that produce high math proficiency gains will be invited to participate website and in a three-year study conducted by Wasatch School District and BYU. This three-year study will follow the 2023/24 6th grade students who are enrolled in the teacher teams identified as high performing. This study will follow the 6th grade cohort through their 8th grade year, for a total of three years. The study will also add each subsequent 6th grade cohort during the three-year project for a total of three student cohorts. Participating teacher teams will be tasked with creating cross-district common formative assessments (CFA). Results from these CFAs will be analyzed using Item Response Theory (IRT) as well as regression analysis where CFAs are used as predictors of RISE performance. The goal is to produce assessments that are aligned with state core standards and help drive instructional practices. Provide a description of the study, including the reason the our downloadable data is needed. The timeframe for completion is planned for 08/01/2026. Enter the estimated end date of the study. AWAITING BO List your research questions. List specific variables. This study will produce data at the teacher team level that allows for identification of stand out literacy growth. This information will be used by WCSD and BYU CITES to invite teacher teams to participate in cross partnership professional learning communities (PLC). Provide a summary of the output. This section states what reports or information will be produced because of this research and where that information will go. We will not be linking any outside data to the data being requested from USBE. Provide detailed information on the Data being linked, the other sources of Data, and any additional constraints to protect the linked Data. Describe analysis. A V O R P P A D R A O B G N TI I A W A L List the data requested. Add additional rows as needed. All below data variables are limited to the BYU CITES partnership School Districts (Alpine, Jordan, Nebo, Provo, Wasatch): ● For each 5th grade student in participating districts: ● Statewide Student Identifier (SSID) ● RISE Math Scale Score ● RISE Math Proficiency Score ● RISE Math Student Growth Percentile (SGP) ● For each 6th grade student in participating districts:: ● Statewide Student Identifier (SSID) ● School ID ● Math teacher CACTUS ID ● RISE Math Scale Score ● RISE Math Proficiency Score ● Rise Math Student Growth Percentile (SGP) ● Individualized Education Plan (IEP) Flag ● Low Socioeconomic Status (SES) Flag ● English Language Learner (ELL) Level ● Race ● Ethnicity ● Math State Course Code ● Math Course/Section Honors Flag ● Math Course/Section Special Education Flag ● For each 7th grade student in participating districts:: ● Statewide Student Identifier (SSID) ● School ID ● Math teacher CACTUS ID ● RISE Math Scale Score ● RISE Math Proficiency Score ● Rise Math Student Growth Percentile (SGP) ● Individualized Education Plan (IEP) Flag ● Low Socioeconomic Status (SES) Flag ● English Language Learner (ELL) Level ● Race ● Ethnicity ● Math Course/Section Honors Flag ● Statewide Student Identifier (SSID) ● School ID ● Math teacher CACTUS ID ● RISE Math Scale Score ● RISE Math Proficiency Score ● Individualized Education Plan (IEP) Flag ● Low Socioeconomic Status (SES) Flag ● English Language Learner (ELL) Level ● Race ● Ethnicity ● Math State Course Code ● Math Course/Section Honors Flag A V O R P P A D April 15, 2023 (first request) L Desired delivery date: Delivery method: ☑ Data will be compiled by USBE and sent securely to Researcher. ☐ Researcher will conduct on-premise research. AWAITING BOAR ☐ Other (explain): L V O R AWAITING BOARD APP A Name Title Data ▇▇▇▇▇▇▇: ▇▇▇▇▇▇▇ ▇▇▇▇▇▇▇▇ Professor Authorized Persons: ▇▇▇▇▇▇▇▇ ▇▇▇▇▇▇▇▇▇▇▇▇▇ PHD Student Data ▇▇▇▇▇▇▇: ▇▇▇▇▇▇▇▇▇ ▇▇▇▇▇▇▇▇ Data Analyst Authorized Persons: ▇▇▇ ▇▇▇▇▇▇▇ Director Data ▇▇▇▇▇▇▇: ▇▇▇▇▇ ▇▇▇▇▇▇ Director of Data and Statistics Data Quality Manager: ▇▇▇▇▇ ▇▇▇▇▇▇ Director of Data and Statistics AWAITING BOARD APPROVAL ▇▇▇▇ ▇▇▇▇ ▇▇▇▇▇ ▇▇▇▇▇ Highland, Utah 84003 (▇▇▇) ▇▇▇-▇▇▇▇ Professor, Instructional Psychology and Technology Department Director, PhD Program in Educational Inquiry, Measurement, and Evaluation ▇▇▇▇▇▇▇ ▇▇▇▇▇ University Provo, Utah 84602 ▇▇▇-▇▇▇-▇▇▇▇ ▇▇▇▇▇▇▇_▇▇▇▇▇▇▇▇@▇▇▇files.▇▇▇ 1965-66 Teacher, Mayfair High School, Bellflower School District, Bellflower, CA 1966-69 Teacher, Fillmore LDS Seminary, Fillmore, UT 1969-70 Curriculum Writer, Central Office Staff, LDS Seminaries & Institutes of Religion, Provo, UT 1970-71 Graduate Assistant, Educational Technology Dept., Arizona State University, Tempe, AZ 1971-73 Assistant Director of Secondary Curriculum, Central Office, LDS Seminaries and Institutes of Religion, Salt Lake City, UT 1973-75 Graduate Assistant, Center for Instructional Research & Curriculum Evaluation (CIRCE), University of Illinois, Urbana, IL 1975-78 Research and Evaluation Specialist, LDS Church Education System, Salt Lake City, UT 1978-79 Instructional Psychologist, F-16 Pilot Training Project, Courseware Inc., Clearfield, UT 1979-80 Associate Director for Evaluation, Center for Instructional Development, Syracuse University, Syracuse, NY 1980-83 Evaluation Specialist, ▇▇▇▇▇ ▇. ▇▇▇▇▇ Institute of Education, ▇▇▇▇▇▇▇ ▇▇▇▇▇ ` 1983-present Faculty Member (Assistant Professor, Associate Professor, & Professor), ▇▇▇▇▇ ▇. ▇▇▇▇▇ School Education, ▇▇▇▇▇▇▇ ▇▇▇▇▇ University, Provo, UT

Incidents. 41.1. If Researcher becomes aware of an Incident involving Data by either Researcher or any of Researcher’s Subcontractors, Researcher shall notify USBE within one (1) calendar day and cooperate with USBE regarding recovery, remediation, and the necessity to involve law enforcement, if any. 41.2. Researcher shall produce a written remediation plan that includes information about the cause and extent of the Incident and the actions Researcher will take to remediate the Incident and to reduce the risk of incurring a similar type of Incident in the future. Researcher shall present its analysis and remediation plan to USBE within ten (10) calendar days of notifying USBE of an Incident. USBE reserves the right to adjust this plan, in its sole discretion. If Researcher cannot produce its analysis and plan within the allotted time, USBE, in its sole discretion, may perform such analysis and produce a remediation plan, and Researcher shall reimburse USBE for the reasonable costs thereof. 41.3. In the event of an Incident, Researcher shall provide USBE or its designated representatives with access seven (7) days a week, twenty-four (24) hours a day, for the purpose of evaluating, mitigating, or resolving the Incident. 41.4. Unless Researcher can establish that Researcher or any of its Subcontractors is not the cause or source of the Incident, Researcher shall be responsible for the cost of notifying each person whose personal information may have been compromised by the Incident. 41.5. Disclosure of Data by Researcher or any Subcontractor for any reason may be cause for legal action by third parties against Researcher, the State, or their respective agents. Researcher shall indemnify, save, and hold harmless the State, its employees, and agents against any and all claims, damages, liability, and court awards including costs, AWAITING BOARD APPROVAL expenses, and attorney fees incurred as a result of any act or omission by Researcher, or its employees, agents, Subcontractors, or assignees pursuant to this Contract. Notwithstanding any other provision of this Contract, Researcher shall be liable to the State for all direct, consequential and incidental damages arising from an Incident caused by Researcher or its Subcontractors. The Effectiveness of Formative Assessments Developed by PLCs as a Basis for Informing Instructional Decisions and Collaborative Lesson Planning Strategies to Enhance Student Achievement in Middle School Mathematics. State the title of the study. A ARD APPROV OVAL This BYU CITES district partnership study statewide data review is intended to discover top top-performing middle level elementary teacher teams in Utah in terms of student math literacy growth, among all subgroups, as measured on the Utah RISE DIBELS/Acadience assessment. Schools will be limited to those within the five BYU CITES partnership districts. Once identified, teacher teams that produce high math proficiency consistent and high-growth literacy gains will can be compared to identify common pedagogies. These teacher teams could also potentially be invited to participate in a three-year study conducted by Wasatch School District share their insights and BYU. This three-year study will follow the 2023/24 6th grade students who are enrolled in the teacher teams identified as high performing. This study will follow the 6th grade cohort through their 8th grade year, methods for a total of three years. The study will also add each subsequent 6th grade cohort during the three-year project for a total of three student cohorts. Participating teacher teams will be tasked with creating cross-district common formative assessments (CFA). Results from these CFAs will be analyzed using Item Response Theory (IRT) as well as regression analysis where CFAs are used as predictors of RISE performance. The goal is to produce assessments that are aligned with state core standards and help drive instructional practicessuccess. Provide a description of the study, including the reason the data is needed. The timeframe for completion is planned for 08/01/2026. P R Enter the estimated end date of the study. AWAITING BO List your research questions. List specific variables. This study will produce data at the teacher team level that allows for identification of stand out literacy growth. This information will be used by WCSD and BYU CITES to invite teacher teams to participate in cross partnership professional learning communities (PLC). Provide a summary of the output. This section states what reports or information will be produced because of this research and where that information will go. We will not be linking any outside data to the data being requested from USBE. Provide detailed information on the Data being linked, the other sources of Data, and any additional constraints to protect the linked Data. Describe analysis. A V O R P P A D R A O B G N TI I A W A L List the data requested. Add additional rows as needed. All below data variables are limited to the BYU CITES partnership School Districts (Alpine, Jordan, Nebo, Provo, Wasatch): ● For each 5th grade student in participating districts: ● Statewide Student Identifier (SSID) ● RISE Math Scale Score ● RISE Math Proficiency Score ● RISE Math Student Growth Percentile (SGP) ● For each 6th grade student in participating districts:: ● Statewide Student Identifier (SSID) ● School ID ● Math teacher CACTUS ID ● RISE Math Scale Score ● RISE Math Proficiency Score ● Rise Math Student Growth Percentile (SGP) ● Individualized Education Plan (IEP) Flag ● Low Socioeconomic Status (SES) Flag ● English Language Learner (ELL) Level ● Race ● Ethnicity ● Math State Course Code ● Math Course/Section Honors Flag ● Math Course/Section Special Education Flag ● For each 7th grade student in participating districts:: ● Statewide Student Identifier (SSID) ● School ID ● Math teacher CACTUS ID ● RISE Math Scale Score ● RISE Math Proficiency Score ● Rise Math Student Growth Percentile (SGP) ● Individualized Education Plan (IEP) Flag ● Low Socioeconomic Status (SES) Flag ● English Language Learner (ELL) Level ● Race ● Ethnicity ● Math Course/Section Honors Flag ● Statewide Student Identifier (SSID) ● School ID ● Math teacher CACTUS ID ● RISE Math Scale Score ● RISE Math Proficiency Score ● Individualized Education Plan (IEP) Flag ● Low Socioeconomic Status (SES) Flag ● English Language Learner (ELL) Level ● Race ● Ethnicity ● Math State Course Code ● Math Course/Section Honors Flag A V O R P P A D April 15, 2023 (first request) L Desired delivery date: Delivery method: ☑ Data will be compiled by USBE and sent securely to Researcher. ☐ Researcher will conduct on-premise research. AWAITING BOAR ☐ Other (explain): L V O R AWAITING BOARD APP A Name Title Data ▇▇▇▇▇▇▇: ▇▇▇▇▇▇▇ ▇▇▇▇▇▇▇▇ Professor Authorized Persons: ▇▇▇▇▇▇▇▇ ▇▇▇▇▇▇▇▇▇▇▇▇▇ PHD Student Data ▇▇▇▇▇▇▇: ▇▇▇▇▇▇▇▇▇ ▇▇▇▇▇▇▇▇ Data Analyst Authorized Persons: ▇▇▇ ▇▇▇▇▇▇▇ Director Data ▇▇▇▇▇▇▇: ▇▇▇▇▇ ▇▇▇▇▇▇ Director of Data and Statistics Data Quality Manager: ▇▇▇▇▇ ▇▇▇▇▇▇ Director of Data and Statistics AWAITING BOARD APPROVAL ▇▇▇▇ ▇▇▇▇ ▇▇▇▇▇ ▇▇▇▇▇ Highland, Utah 84003 (▇▇▇) ▇▇▇-▇▇▇▇ Professor, Instructional Psychology and Technology Department Director, PhD Program in Educational Inquiry, Measurement, and Evaluation ▇▇▇▇▇▇▇ ▇▇▇▇▇ University Provo, Utah 84602 ▇▇▇-▇▇▇-▇▇▇▇ ▇▇▇▇▇▇▇_▇▇▇▇▇▇▇▇@▇▇▇.▇▇▇ 1965-66 Teacher, Mayfair High School, Bellflower School District, Bellflower, CA 1966-69 Teacher, Fillmore LDS Seminary, Fillmore, UT 1969-70 Curriculum Writer, Central Office Staff, LDS Seminaries & Institutes of Religion, Provo, UT 1970-71 Graduate Assistant, Educational Technology Dept., Arizona State University, Tempe, AZ 1971-73 Assistant Director of Secondary Curriculum, Central Office, LDS Seminaries and Institutes of Religion, Salt Lake City, UT 1973-75 Graduate Assistant, Center for Instructional Research & Curriculum Evaluation (CIRCE), University of Illinois, Urbana, IL 1975-78 Research and Evaluation Specialist, LDS Church Education System, Salt Lake City, UT 1978-79 Instructional Psychologist, F-16 Pilot Training Project, Courseware Inc., Clearfield, UT 1979-80 Associate Director for Evaluation, Center for Instructional Development, Syracuse University, Syracuse, NY 1980-83 Evaluation Specialist, ▇▇▇▇▇ ▇. ▇▇▇▇▇ Institute of Education, ▇▇▇▇▇▇▇ ▇▇▇▇▇ ` 1983-present Faculty Member (Assistant Professor, Associate Professor, & Professor), ▇▇▇▇▇ ▇. ▇▇▇▇▇ School Education, ▇▇▇▇▇▇▇ ▇▇▇▇▇ University, Provo, UT

Incidents. 41.1. If Researcher becomes aware of an Incident involving Data by either Researcher or any of Researcher’s Subcontractors, Researcher shall notify USBE within one (1) calendar day and cooperate with USBE regarding recovery, remediation, and the necessity to involve law enforcement, if any. 41.2. Researcher shall produce a written remediation plan that includes information about the cause and extent of the Incident and the actions Researcher will take to remediate the Incident and to reduce the risk of incurring a similar type of Incident in the future. Researcher shall present its analysis and remediation plan to USBE within ten (10) calendar days of notifying USBE of an Incident. USBE reserves the right to adjust this plan, in its sole discretion. If Researcher cannot produce its analysis and plan within the allotted time, USBE, in its sole discretion, may perform such analysis and produce a remediation plan, and Researcher shall reimburse USBE for the reasonable costs thereof. 41.3. In the event of an Incident, Researcher shall provide USBE or its designated representatives with access seven (7) days a week, twenty-four (24) hours a day, for the purpose of evaluating, mitigating, or resolving the Incident. 41.4. Unless Researcher can establish that Researcher or any of its Subcontractors is not the cause or source of the Incident, Researcher shall be responsible for the cost of notifying each person whose personal information may have been compromised by the Incident. . AWAITING BOARD APPROVAL 41.5. Disclosure of Data by Researcher or any Subcontractor for any reason may be cause for legal action by third parties against Researcher, the State, or their respective agents. Researcher shall indemnify, save, and hold harmless the State, its employees, and agents against any and all claims, damages, liability, and court awards including costs, AWAITING BOARD APPROVAL expenses, and attorney fees incurred as a result of any act or omission by Researcher, or its employees, agents, Subcontractors, or assignees pursuant to this Contract. Notwithstanding any other provision of this Contract, Researcher shall be liable to the State for all direct, consequential and incidental damages arising from an Incident caused by Researcher or its Subcontractors. The Effectiveness of Formative Assessments Developed by PLCs as a Basis for Informing Instructional Decisions and Collaborative Lesson Planning Strategies to Enhance Student Achievement in Middle School Mathematics. State the title of the study. A ARD APPROV APPROVAL This BYU CITES district partnership study statewide data review is intended to discover top top-performing middle level elementary teacher teams in Utah in terms of student math literacy growth, among all subgroups, as measured on the Utah RISE DIBELS/Acadience assessment. Schools will be limited to those within the five BYU CITES partnership districts. Once identified, teacher teams that produce high math proficiency consistent and high-growth literacy gains will can be compared to identify common pedagogies. These teacher teams could also potentially be invited to participate in a three-year study conducted by Wasatch School District share their insights and BYU. This three-year study will follow the 2023/24 6th grade students who are enrolled in the teacher teams identified as high performingmethods for success. This study will follow produce data at the 6th grade cohort through their 8th grade yearteacher-team level that allows for identification of stand out literacy growth. While individual teacher success is laudable, for the assumption is when a total team demonstrates high growth they have evidently discovered replicable practices. Growth will be identified in terms of three yearsDIBELS assessment results. The study will also add each attempt to determine statistical significance of DIBELS growth and subsequent 6th grade cohort during the three-year project effect size for a total of three student cohortsteacher teams. Participating Growth will be measured across multiple time frames (eg EOY to EOY, BOY to EOY, etc.) The request for longitudinal data will allow us to identify teams that have consistently produced high growth. The results will be used by WCSD to invite teacher teams will be tasked with creating cross-to participate in cross district common formative assessments professional learning communities (CFAPLC). Results from these CFAs will be analyzed using Item Response Theory (IRT) as well as regression analysis where CFAs are used as predictors of RISE performance. The goal anticipation is to produce assessments that are aligned start with state core standards small group learning communities, and help drive instructional practicesthen expand as capacity improves. Provide a description of the study, including the reason the data is needed. The timeframe for completion is planned for 08/01/2026. Enter the estimated end date of the study. AWAITING BO List your research questions. What can we learn from the highest performing literacy teams in Utah? List specific variables. This study will produce data at the teacher team level that allows for identification of stand out literacy growth. This information will be used by WCSD and BYU CITES to invite teacher teams to participate in cross partnership professional learning communities (PLC). Provide a summary of the output. This section states what reports or information will be produced because of this research and where that information will go. We will not be linking any outside data to the data being requested from USBE. Provide detailed information on the See “Data being linked, the other sources of Data, and any additional constraints to protect the linked Data. Describe analysis. A V O R P P A D R A O B G N TI I A W A L List the data requested. Add additional rows as needed. All below data variables are limited to the BYU CITES partnership School Districts (Alpine, Jordan, Nebo, Provo, Wasatch): ● For each 5th grade student in participating districts: ● Statewide Student Identifier (SSID) ● RISE Math Scale Score ● RISE Math Proficiency Score ● RISE Math Student Growth Percentile (SGP) ● For each 6th grade student in participating districts:: ● Statewide Student Identifier (SSID) ● School ID ● Math teacher CACTUS ID ● RISE Math Scale Score ● RISE Math Proficiency Score ● Rise Math Student Growth Percentile (SGP) ● Individualized Education Plan (IEP) Flag ● Low Socioeconomic Status (SES) Flag ● English Language Learner (ELL) Level ● Race ● Ethnicity ● Math State Course Code ● Math Course/Section Honors Flag ● Math Course/Section Special Education Flag ● For each 7th grade student in participating districts:: ● Statewide Student Identifier (SSID) ● School ID ● Math teacher CACTUS ID ● RISE Math Scale Score ● RISE Math Proficiency Score ● Rise Math Student Growth Percentile (SGP) ● Individualized Education Plan (IEP) Flag ● Low Socioeconomic Status (SES) Flag ● English Language Learner (ELL) Level ● Race ● Ethnicity ● Math Course/Section Honors Flag ● Statewide Student Identifier (SSID) ● School ID ● Math teacher CACTUS ID ● RISE Math Scale Score ● RISE Math Proficiency Score ● Individualized Education Plan (IEP) Flag ● Low Socioeconomic Status (SES) Flag ● English Language Learner (ELL) Level ● Race ● Ethnicity ● Math State Course Code ● Math Course/Section Honors Flag A V O R P P A D April 15, 2023 (first request) L Desired delivery date: Delivery method: ☑ Data will be compiled by USBE and sent securely to Researcher. ☐ Researcher will conduct on-premise research. AWAITING BOAR ☐ Other (explain): L V O R AWAITING BOARD APP A Name Title Data ▇▇▇▇▇▇▇: ▇▇▇▇▇▇▇ ▇▇▇▇▇▇▇▇ Professor Authorized Persons: ▇▇▇▇▇▇▇▇ ▇▇▇▇▇▇▇▇▇▇▇▇▇ PHD Student Data ▇▇▇▇▇▇▇: ▇▇▇▇▇▇▇▇▇ ▇▇▇▇▇▇▇▇ Data Analyst Authorized Persons: ▇▇▇ ▇▇▇▇▇▇▇ Director Data ▇▇▇▇▇▇▇: ▇▇▇▇▇ ▇▇▇▇▇▇ Director of Data and Statistics Data Quality Manager: ▇▇▇▇▇ ▇▇▇▇▇▇ Director of Data and Statistics AWAITING BOARD APPROVAL ▇▇▇▇ ▇▇▇▇ ▇▇▇▇▇ ▇▇▇▇▇ Highland, Utah 84003 (▇▇▇) ▇▇▇-▇▇▇▇ Professor, Instructional Psychology and Technology Department Director, PhD Program in Educational Inquiry, Measurement, and Evaluation ▇▇▇▇▇▇▇ ▇▇▇▇▇ University Provo, Utah 84602 ▇▇▇-▇▇▇-▇▇▇▇ ▇▇▇▇▇▇▇_▇▇▇▇▇▇▇▇@▇▇▇Requested” table below.▇▇▇ 1965-66 Teacher, Mayfair High School, Bellflower School District, Bellflower, CA 1966-69 Teacher, Fillmore LDS Seminary, Fillmore, UT 1969-70 Curriculum Writer, Central Office Staff, LDS Seminaries & Institutes of Religion, Provo, UT 1970-71 Graduate Assistant, Educational Technology Dept., Arizona State University, Tempe, AZ 1971-73 Assistant Director of Secondary Curriculum, Central Office, LDS Seminaries and Institutes of Religion, Salt Lake City, UT 1973-75 Graduate Assistant, Center for Instructional Research & Curriculum Evaluation (CIRCE), University of Illinois, Urbana, IL 1975-78 Research and Evaluation Specialist, LDS Church Education System, Salt Lake City, UT 1978-79 Instructional Psychologist, F-16 Pilot Training Project, Courseware Inc., Clearfield, UT 1979-80 Associate Director for Evaluation, Center for Instructional Development, Syracuse University, Syracuse, NY 1980-83 Evaluation Specialist, ▇▇▇▇▇ ▇. ▇▇▇▇▇ Institute of Education, ▇▇▇▇▇▇▇ ▇▇▇▇▇ ` 1983-present Faculty Member (Assistant Professor, Associate Professor, & Professor), ▇▇▇▇▇ ▇. ▇▇▇▇▇ School Education, ▇▇▇▇▇▇▇ ▇▇▇▇▇ University, Provo, UT

Incidents. 41.1. If Researcher becomes aware of an Incident involving Data by either Researcher or any of Researcher’s Subcontractors, Researcher shall notify USBE within one (1) calendar day and cooperate with USBE regarding recovery, remediation, and the necessity to involve law enforcement, if any. 41.2. Researcher shall produce a written remediation plan that includes information about the cause and extent of the Incident and the actions Researcher will take to remediate the Incident and to reduce the risk of incurring a similar type of Incident in the future. Researcher shall present its analysis and remediation plan to USBE within ten (10) calendar days of notifying USBE of an Incident. USBE reserves the right to adjust this plan, in its sole discretion. If Researcher cannot produce its analysis and plan within the allotted time, USBE, in its sole discretion, may perform such analysis and produce a remediation plan, and Researcher shall reimburse USBE for the reasonable costs thereof. 41.3. In the event of an Incident, Researcher shall provide USBE or its designated representatives with access to evaluation, mitigation, and resolution discovery and action plan documentation seven (7) days a week, twenty-four (24) hours a day, for the purpose of evaluating, mitigating, or resolving the Incident. 41.4. Unless Researcher can establish that Researcher or any of its Subcontractors is not the cause or source of the Incident, Researcher shall be responsible for the cost of notifying each person whose personal information may have been compromised by the Incident. 41.5. Disclosure Unauthorized disclosure of Identifiable Data by Researcher or any Subcontractor for any reason may be cause for legal action by third parties against USBE, Researcher, the State, or their respective agents. Researcher Each entity shall indemnify, save, and hold harmless the State, its employees, and agents against any and all claims, damages, liability, and court awards including costs, AWAITING BOARD APPROVAL expenses, and attorney fees incurred as a result of any act or omission by Researcherthe respective entity, or its employees, agents, Subcontractors, or assignees pursuant to this Contract. Notwithstanding any other provision of this Contract, Researcher . Each DRAFT entity shall be liable to the State for all direct, consequential and incidental damages arising from an Incident caused by Researcher the respective entity or its Subcontractors. The Effectiveness Utah Department of Formative Assessments Developed by PLCs as a Basis for Informing Instructional Decisions Health and Collaborative Lesson Planning Strategies to Enhance Student Achievement in Middle School Mathematics. Human Services (DHHS) State the title of the study. A ARD APPROV This BYU CITES district partnership study is intended to discover top performing middle level teacher teams in terms of student math growth, among all subgroups, as measured on the Utah RISE assessment. Schools will be limited to those within the five BYU CITES partnership districts. Once identified, teacher teams that produce high math proficiency gains will be invited to participate in a three-year study conducted by Wasatch School District and BYU. This three-year study will follow the 2023/24 6th grade students who are enrolled in the teacher teams identified as high performing. This study will follow the 6th grade cohort through their 8th grade year, for a total of three years. The study will also add each subsequent 6th grade cohort during the three-year project for a total of three student cohorts. Participating teacher teams will be tasked with creating cross-district common formative assessments (CFA). Results from these CFAs will be analyzed using Item Response Theory (IRT) as well as regression analysis where CFAs are used as predictors of RISE performance. The goal is to produce assessments that are aligned with state core standards and help drive instructional practices. Provide a description of the study, FT Early childhood programs strive to ensure young children are healthy and enter including the reason the data is needed. school ready to learn. Evidence-based developmental screening tools, such as the Ages and Stages Questionnaire (ASQ)®, are frequently implemented by early childhood programs to help providers and parents determine if children are reaching developmental milestones associated with their age, such as smiling for the first time or taking their first step. ASQ screenings should be administered at different stages throughout a young child’s life. There are ASQ screenings designed for children as young as 2 months of age all of the way through a child’s fifth birthday. DRA When the results of an ASQ screening demonstrate a potential concern, best practice includes exploring the results with the child’s parents, facilitating activities designed to improve the area(s) of concern and/or coordinating additional assessment and/or arranging for specialized services. The timeframe purpose of this study is to assess and evaluate the effectiveness of the state’s coordinated ASQ program. Participants include early childhood programs affiliated with the Department of Health and Human Services, the Department of Workforce Services, the Utah Head Start Association, the Utah State Board of Education, and Help Me Grow Utah. DHHS has established a centralized ASQ data repository and serves as a data ▇▇▇▇▇▇▇ for completion is planned the statewide, coordinated, ASQ program. Parent disclosures and consents are standardized across all participating programs and allow for 08/01/2026the release of data for research and program evaluation purposes. April 30, 2030 Enter the estimated end date of the study. AWAITING BO List your research questions. List specific variables. This study will produce data at the teacher team level that allows for identification of stand out literacy growth. This information will be used by WCSD and BYU CITES to invite teacher teams to participate in cross partnership professional learning communities (PLC). Provide a summary of the output. This section states what reports or information will be produced because of this research and where that information will go. We will not be linking any outside data to the data being requested from USBE. Provide detailed information on the Data being linked, the other sources of Data, and any additional constraints to protect the linked Data. Describe analysis. A V O R P P A D R A O B G N TI I A W A L List the data requested. Add additional rows as needed. All below data variables are limited to the BYU CITES partnership School Districts (Alpine, Jordan, Nebo, Provo, Wasatch): ● For each 5th grade student in participating districts: ● Statewide Student Identifier (SSID) ● RISE Math Scale Score ● RISE Math Proficiency Score ● RISE Math Student Growth Percentile (SGP) ● For each 6th grade student in participating districts:: ● Statewide Student Identifier (SSID) ● School ID ● Math teacher CACTUS ID ● RISE Math Scale Score ● RISE Math Proficiency Score ● Rise Math Student Growth Percentile (SGP) ● Individualized Education Plan (IEP) Flag ● Low Socioeconomic Status (SES) Flag ● English Language Learner (ELL) Level ● Race ● Ethnicity ● Math State Course Code ● Math Course/Section Honors Flag ● Math Course/Section Special Education Flag ● For each 7th grade student in participating districts:: ● Statewide Student Identifier (SSID) ● School ID ● Math teacher CACTUS ID ● RISE Math Scale Score ● RISE Math Proficiency Score ● Rise Math Student Growth Percentile (SGP) ● Individualized Education Plan (IEP) Flag ● Low Socioeconomic Status (SES) Flag ● English Language Learner (ELL) Level ● Race ● Ethnicity ● Math Course/Section Honors Flag ● Statewide Student Identifier (SSID) ● School ID ● Math teacher CACTUS ID ● RISE Math Scale Score ● RISE Math Proficiency Score ● Individualized Education Plan (IEP) Flag ● Low Socioeconomic Status (SES) Flag ● English Language Learner (ELL) Level ● Race ● Ethnicity ● Math State Course Code ● Math Course/Section Honors Flag A V O R P P A D April 15, 2023 (first request) L Desired delivery date: Delivery method: ☑ Data will be compiled by USBE and sent securely to Researcher. ☐ Researcher will conduct on-premise research. AWAITING BOAR ☐ Other (explain): L V O R AWAITING BOARD APP A Name Title Data ▇▇▇▇▇▇▇: ▇▇▇▇▇▇▇ ▇▇▇▇▇▇▇▇ Professor Authorized Persons: ▇▇▇▇▇▇▇▇ ▇▇▇▇▇▇▇▇▇▇▇▇▇ PHD Student Data ▇▇▇▇▇▇▇: ▇▇▇▇▇▇▇▇▇ ▇▇▇▇▇▇▇▇ Data Analyst Authorized Persons: ▇▇▇ ▇▇▇▇▇▇▇ Director Data ▇▇▇▇▇▇▇: ▇▇▇▇▇ ▇▇▇▇▇▇ Director of Data and Statistics Data Quality Manager: ▇▇▇▇▇ ▇▇▇▇▇▇ Director of Data and Statistics AWAITING BOARD APPROVAL ▇▇▇▇ ▇▇▇▇ ▇▇▇▇▇ ▇▇▇▇▇ Highland, Utah 84003 (▇▇▇) ▇▇▇-▇▇▇▇ Professor, Instructional Psychology and Technology Department Director, PhD Program in Educational Inquiry, Measurement, and Evaluation ▇▇▇▇▇▇▇ ▇▇▇▇▇ University Provo, Utah 84602 ▇▇▇-▇▇▇-▇▇▇▇ ▇▇▇▇▇▇▇_▇▇▇▇▇▇▇▇@▇▇▇.▇▇▇ 1965-66 Teacher, Mayfair High School, Bellflower School District, Bellflower, CA 1966-69 Teacher, Fillmore LDS Seminary, Fillmore, UT 1969-70 Curriculum Writer, Central Office Staff, LDS Seminaries & Institutes of Religion, Provo, UT 1970-71 Graduate Assistant, Educational Technology Dept., Arizona State University, Tempe, AZ 1971-73 Assistant Director of Secondary Curriculum, Central Office, LDS Seminaries and Institutes of Religion, Salt Lake City, UT 1973-75 Graduate Assistant, Center for Instructional Research & Curriculum Evaluation (CIRCE), University of Illinois, Urbana, IL 1975-78 Research and Evaluation Specialist, LDS Church Education System, Salt Lake City, UT 1978-79 Instructional Psychologist, F-16 Pilot Training Project, Courseware Inc., Clearfield, UT 1979-80 Associate Director for Evaluation, Center for Instructional Development, Syracuse University, Syracuse, NY 1980-83 Evaluation Specialist, ▇▇▇▇▇ ▇. ▇▇▇▇▇ Institute of Education, ▇▇▇▇▇▇▇ ▇▇▇▇▇ ` 1983-present Faculty Member (Assistant Professor, Associate Professor, & Professor), ▇▇▇▇▇ ▇. ▇▇▇▇▇ School Education, ▇▇▇▇▇▇▇ ▇▇▇▇▇ University, Provo, UT

Incidents. 41.1. If Researcher becomes aware of an Incident involving Data by either Researcher or any of Researcher’s Subcontractors, Researcher shall notify USBE within one (1) calendar day and cooperate with USBE regarding recovery, remediation, and the necessity to involve law enforcement, if any. 41.2. Researcher shall produce a written remediation plan that includes information about the cause and extent of the Incident and the actions Researcher will take to remediate the Incident and to reduce the risk of incurring a similar type of Incident in the future. Researcher shall present its analysis and remediation plan to USBE within ten (10) calendar days of notifying USBE of an Incident. USBE reserves the right to adjust this plan, in its sole discretion. If Researcher cannot produce its analysis and plan within the allotted time, USBE, in its sole discretion, may perform such analysis and produce a remediation plan, and Researcher shall reimburse USBE for the reasonable costs thereof. 41.3. In the event of an Incident, Researcher shall provide USBE or its designated representatives with access seven (7) days a week, twenty-four (24) hours a day, for the purpose of evaluating, mitigating, or resolving the Incident. 41.4. Unless Researcher can establish that Researcher or any of its Subcontractors is not the cause or source of the Incident, Researcher shall be responsible for the cost of notifying each person whose personal information may have been compromised by the Incident. 41.5. Disclosure of Data by Researcher or any Subcontractor for any reason may be cause for legal action by third parties against Researcher, the State, or their respective agents. Researcher shall indemnify, save, and hold harmless the State, its employees, and agents against any and all claims, damages, liability, and court awards including costs, AWAITING BOARD APPROVAL DRAFT expenses, and attorney fees incurred as a result of any act or omission by Researcher, or its employees, agents, Subcontractors, or assignees pursuant to this Contract. Notwithstanding any other provision of this Contract, Researcher shall be liable to the State for all direct, consequential and incidental damages arising from an Incident caused by Researcher or its Subcontractors. The Effectiveness of Formative Assessments Developed by PLCs as a Basis for Informing Instructional Decisions and Collaborative Lesson Planning Strategies to Enhance Student Achievement in Middle School Mathematics. State the title of the study. A ARD APPROV This BYU CITES district partnership study is intended to discover top performing middle level teacher teams Analyzing Systemic Pathways and Policy for English Learners in terms of student math growth, among all subgroups, as measured on the Utah RISE assessmentSecondary Schools in Utah. Schools will be limited to those within the five BYU CITES partnership districts. Once identified, teacher teams that produce high math proficiency gains will be invited to participate in a three-year study conducted by Wasatch School District and BYU. This three-year study will follow the 2023/24 6th grade students who are enrolled in the teacher teams identified as high performing. This study will follow the 6th grade cohort through their 8th grade year, for a total of three years. The study will also add each subsequent 6th grade cohort during the three-year project for a total of three student cohorts. Participating teacher teams will be tasked with creating cross-district common formative assessments (CFA). Results from these CFAs will be analyzed using Item Response Theory (IRT) as well as regression analysis where CFAs are used as predictors of RISE performance. The goal is to produce assessments that are aligned with state core standards and help drive instructional practices. Provide a description of the study, including the reason the data is needed. The timeframe for completion is planned for 08/01/2026. Enter the estimated end date of the study. AWAITING BO List your research questions. List specific variables. This study will produce data at the teacher team level that allows for identification of stand out literacy growth. This information will be used by WCSD and BYU CITES to invite teacher teams to participate in cross partnership professional learning communities (PLC). Provide a summary of the output. This section states what reports or information will be produced because of this research and where that information will go. We will not be linking any outside data to the data being requested from USBE. Provide detailed information on the Data being linked, the other sources of Data, and any additional constraints to protect the linked Data. Describe analysis. A V O R P P A D R A O B G N TI I A W A L List the data requested. Add additional rows as needed. All below data variables are limited to the BYU CITES partnership School Districts (Alpine, Jordan, Nebo, Provo, Wasatch): ● For each 5th grade student in participating districts: ● Statewide Student Identifier (SSID) ● RISE Math Scale Score ● RISE Math Proficiency Score ● RISE Math Student Growth Percentile (SGP) ● For each 6th grade student in participating districts:: ● Statewide Student Identifier (SSID) ● School ID ● Math teacher CACTUS ID ● RISE Math Scale Score ● RISE Math Proficiency Score ● Rise Math Student Growth Percentile (SGP) ● Individualized Education Plan (IEP) Flag ● Low Socioeconomic Status (SES) Flag ● English Language Learner (ELL) Level ● Race ● Ethnicity ● Math State Course Code ● Math Course/Section Honors Flag ● Math Course/Section Special Education Flag ● For each 7th grade student in participating districts:: ● Statewide Student Identifier (SSID) ● School ID ● Math teacher CACTUS ID ● RISE Math Scale Score ● RISE Math Proficiency Score ● Rise Math Student Growth Percentile (SGP) ● Individualized Education Plan (IEP) Flag ● Low Socioeconomic Status (SES) Flag ● English Language Learner (ELL) Level ● Race ● Ethnicity ● Math Course/Section Honors Flag ● Statewide Student Identifier (SSID) ● School ID ● Math teacher CACTUS ID ● RISE Math Scale Score ● RISE Math Proficiency Score ● Individualized Education Plan (IEP) Flag ● Low Socioeconomic Status (SES) Flag ● English Language Learner (ELL) Level ● Race ● Ethnicity ● Math State Course Code ● Math Course/Section Honors Flag A V O R P P A D April 15, 2023 (first request) L Desired delivery date: Delivery method: ☑ Data will be compiled by USBE and sent securely to Researcher. ☐ Researcher will conduct on-premise research. AWAITING BOAR ☐ Other (explain): L V O R AWAITING BOARD APP A Name Title Data ▇▇▇▇▇▇▇: ▇▇▇▇▇▇▇ ▇▇▇▇▇▇▇▇ Professor Authorized Persons: ▇▇▇▇▇▇▇▇ ▇▇▇▇▇▇▇▇▇▇▇▇▇ PHD Student Data ▇▇▇▇▇▇▇: ▇▇▇▇▇▇▇▇▇ ▇▇▇▇▇▇▇▇ Data Analyst Authorized Persons: ▇▇▇ ▇▇▇▇▇▇▇ Director Data ▇▇▇▇▇▇▇: ▇▇▇▇▇ ▇▇▇▇▇▇ Director of Data and Statistics Data Quality Manager: ▇▇▇▇▇ ▇▇▇▇▇▇ Director of Data and Statistics AWAITING BOARD APPROVAL ▇▇▇▇ ▇▇▇▇ ▇▇▇▇▇ ▇▇▇▇▇ Highland, Utah 84003 (▇▇▇) ▇▇▇-▇▇▇▇ Professor, Instructional Psychology and Technology Department Director, PhD Program in Educational Inquiry, Measurement, and Evaluation ▇▇▇▇▇▇▇ ▇▇▇▇▇ University Provo, Utah 84602 ▇▇▇-▇▇▇-▇▇▇▇ ▇▇▇▇▇▇▇_▇▇▇▇▇▇▇▇@▇▇▇.▇▇▇ 1965-66 Teacher, Mayfair High School, Bellflower School District, Bellflower, CA 1966-69 Teacher, Fillmore LDS Seminary, Fillmore, UT 1969-70 Curriculum Writer, Central Office Staff, LDS Seminaries & Institutes of Religion, Provo, UT 1970-71 Graduate Assistant, Educational Technology Dept., Arizona State University, Tempe, AZ 1971-73 Assistant Director of Secondary Curriculum, Central Office, LDS Seminaries and Institutes of Religion, Salt Lake City, UT 1973-75 Graduate Assistant, Center for Instructional Research & Curriculum Evaluation (CIRCE), University of Illinois, Urbana, IL 1975-78 Research and Evaluation Specialist, LDS Church Education System, Salt Lake City, UT 1978-79 Instructional Psychologist, F-16 Pilot Training Project, Courseware Inc., Clearfield, UT 1979-80 Associate Director for Evaluation, Center for Instructional Development, Syracuse University, Syracuse, NY 1980-83 Evaluation Specialist, ▇▇▇▇▇ ▇. ▇▇▇▇▇ Institute of Education, ▇▇▇▇▇▇▇ ▇▇▇▇▇ ` 1983-present Faculty Member (Assistant Professor, Associate Professor, & Professor), ▇▇▇▇▇ ▇. ▇▇▇▇▇ School Education, ▇▇▇▇▇▇▇ ▇▇▇▇▇ University, Provo, UTFT

Incidents. 41.1. If Researcher becomes aware of an Incident involving Data by either Researcher or any of Researcher’s Subcontractors, Researcher shall notify USBE within one (1) calendar day and cooperate with USBE regarding recovery, remediation, and the necessity to involve law enforcement, if any. 41.2. Researcher shall produce a written remediation plan that includes information about the cause and extent of the Incident and the actions Researcher will take to remediate the Incident and to reduce the risk of incurring a similar type of Incident in the future. Researcher shall present its analysis and remediation plan to USBE within ten (10) calendar days of notifying USBE of an Incident. USBE reserves the right to adjust this plan, in its sole discretion. If Researcher cannot produce its analysis and plan within the allotted time, USBE, in its sole discretion, may perform such analysis and produce a remediation plan, and Researcher shall reimburse USBE for the reasonable costs thereof. 41.3. In the event of an Incident, Researcher shall provide USBE or its designated representatives with access seven (7) days a week, twenty-four (24) hours a day, for the purpose of evaluating, mitigating, or resolving the Incident. 41.4. Unless Researcher can establish that Researcher or any of its Subcontractors is not the cause or source of the Incident, Researcher shall be responsible for the cost of notifying each person whose personal information may have been compromised by the Incident. 41.5. Disclosure of Data by Researcher or any Subcontractor for any reason may be cause for legal action by third parties against Researcher, the State, or their respective agents. Researcher shall indemnify, save, and hold harmless the State, its employees, and agents against any and all claims, damages, liability, and court awards including costs, AWAITING BOARD APPROVAL expenses, and attorney fees incurred as a result of any act or omission by Researcher, or its employees, agents, Subcontractors, or assignees pursuant to this Contract. Notwithstanding any other provision of this Contract, DRAFT Researcher shall be liable to the State for all direct, consequential and incidental damages arising from an Incident caused by Researcher or its Subcontractors. The Effectiveness of Formative Assessments Developed by PLCs as a Basis for Informing Instructional Decisions and Collaborative Lesson Planning Strategies to Enhance Student Achievement in Middle School Mathematics. State the title of the study. A ARD APPROV This BYU CITES district partnership study is intended to discover top performing middle level teacher teams in terms of student math growth, among all subgroups, as measured on the Utah RISE assessment. Schools will be limited to those within the five BYU CITES partnership districts. Once identified, teacher teams that produce high math proficiency gains will be invited to participate in a three-year study conducted by Wasatch School District and BYU. This three-year study will follow the 2023/24 6th grade students who are enrolled in the teacher teams identified as high performing. This study will follow the 6th grade cohort through their 8th grade year, for a total of three years. The study will also add each subsequent 6th grade cohort during the three-year project for a total of three student cohorts. Participating teacher teams will be tasked with creating cross-district common formative assessments (CFA). Results from these CFAs will be analyzed using Item Response Theory (IRT) as well as regression analysis where CFAs are used as predictors of RISE performance. The goal is to produce assessments that are aligned with state core standards and help drive instructional practices. Provide a description of the study, including the reason the data is needed. The timeframe for completion is planned for 08/01/2026. Enter the estimated end date of the study. AWAITING BO List your research questions. List specific variables. This study will produce data at the teacher team level that allows for identification of stand out literacy growth. This information will be used by WCSD and BYU CITES to invite teacher teams to participate in cross partnership professional learning communities (PLC). Provide a summary of the output. This section states what reports or information will be produced because of this research and where that information will go. We will not be linking any outside data to the data being requested from USBE. Provide detailed information on the Data being linked, the other sources of Data, and any additional constraints to protect the linked Data. Describe analysis. A V O R P P A D R A O B G N TI I A W A L List the data requested. Add additional rows as needed. All below data variables are limited to the BYU CITES partnership School Districts (Alpine, Jordan, Nebo, Provo, Wasatch): ● For each 5th grade student in participating districts: ● Statewide Student Identifier (SSID) ● RISE Math Scale Score ● RISE Math Proficiency Score ● RISE Math Student Growth Percentile (SGP) ● For each 6th grade student in participating districts:: ● Statewide Student Identifier (SSID) ● School ID ● Math teacher CACTUS ID ● RISE Math Scale Score ● RISE Math Proficiency Score ● Rise Math Student Growth Percentile (SGP) ● Individualized Education Plan (IEP) Flag ● Low Socioeconomic Status (SES) Flag ● English Language Learner (ELL) Level ● Race ● Ethnicity ● Math State Course Code ● Math Course/Section Honors Flag ● Math Course/Section Special Education Flag ● For each 7th grade student in participating districts:: ● Statewide Student Identifier (SSID) ● School ID ● Math teacher CACTUS ID ● RISE Math Scale Score ● RISE Math Proficiency Score ● Rise Math Student Growth Percentile (SGP) ● Individualized Education Plan (IEP) Flag ● Low Socioeconomic Status (SES) Flag ● English Language Learner (ELL) Level ● Race ● Ethnicity ● Math Course/Section Honors Flag ● Statewide Student Identifier (SSID) ● School ID ● Math teacher CACTUS ID ● RISE Math Scale Score ● RISE Math Proficiency Score ● Individualized Education Plan (IEP) Flag ● Low Socioeconomic Status (SES) Flag ● English Language Learner (ELL) Level ● Race ● Ethnicity ● Math State Course Code ● Math Course/Section Honors Flag A V O R P P A D April 15, 2023 (first request) L Desired delivery date: Delivery method: ☑ Data will be compiled by USBE and sent securely to Researcher. ☐ Researcher will conduct on-premise research. AWAITING BOAR ☐ Other (explain): L V O R AWAITING BOARD APP A Name Title Data ▇▇▇▇▇▇▇: ▇▇▇▇▇▇▇ ▇▇▇▇▇▇▇▇ Professor Authorized Persons: ▇▇▇▇▇▇▇▇ ▇▇▇▇▇▇▇▇▇▇▇▇▇ PHD Student Data ▇▇▇▇▇▇▇: ▇▇▇▇▇▇▇▇▇ ▇▇▇▇▇▇▇▇ Data Analyst Authorized Persons: ▇▇▇ ▇▇▇▇▇▇▇ Director Data ▇▇▇▇▇▇▇: ▇▇▇▇▇ ▇▇▇▇▇▇ Director of Data and Statistics Data Quality Manager: ▇▇▇▇▇ ▇▇▇▇▇▇ Director of Data and Statistics AWAITING BOARD APPROVAL ▇▇▇▇ ▇▇▇▇ ▇▇▇▇▇ ▇▇▇▇▇ Highland, Utah 84003 (▇▇▇) ▇▇▇-▇▇▇▇ Professor, Instructional Psychology and Technology Department Director, PhD Program in Educational Inquiry, Measurement, and Evaluation ▇▇▇▇▇▇▇ ▇▇▇▇▇ University Provo, Utah 84602 ▇▇▇-▇▇▇-▇▇▇▇ ▇▇▇▇▇▇▇_▇▇▇▇▇▇▇▇@▇▇▇.▇▇▇ 1965-66 Teacher, Mayfair High School, Bellflower School District, Bellflower, CA 1966-69 Teacher, Fillmore LDS Seminary, Fillmore, UT 1969-70 Curriculum Writer, Central Office Staff, LDS Seminaries & Institutes of Religion, Provo, UT 1970-71 Graduate Assistant, Educational Technology Dept., Arizona State University, Tempe, AZ 1971-73 Assistant Director of Secondary Curriculum, Central Office, LDS Seminaries and Institutes of Religion, Salt Lake City, UT 1973-75 Graduate Assistant, Center for Instructional Research & Curriculum Evaluation (CIRCE), University of Illinois, Urbana, IL 1975-78 Research and Evaluation Specialist, LDS Church Education System, Salt Lake City, UT 1978-79 Instructional Psychologist, F-16 Pilot Training Project, Courseware Inc., Clearfield, UT 1979-80 Associate Director for Evaluation, Center for Instructional Development, Syracuse University, Syracuse, NY 1980-83 Evaluation Specialist, ▇▇▇▇▇ ▇. ▇▇▇▇▇ Institute of Education, ▇▇▇▇▇▇▇ ▇▇▇▇▇ ` 1983-present Faculty Member (Assistant Professor, Associate Professor, & Professor), ▇▇▇▇▇ ▇. ▇▇▇▇▇ School Education, ▇▇▇▇▇▇▇ ▇▇▇▇▇ University, Provo, UT

Incidents. 41.137.8.1. If Researcher Contractor becomes aware of an Incident involving Data by either Researcher Contractor or any of ResearcherContractor’s Subcontractors, Researcher Contractor shall notify USBE within one (1) calendar day and cooperate with USBE regarding recovery, remediation, and the necessity to involve law enforcement, if any. 41.237.8.2. Researcher Contractor shall produce a written remediation plan that includes information about the cause and extent of the Incident Incident, and the actions Researcher Contractor will take to remediate the Incident and to reduce the risk of incurring a similar type of Incident in the future. Researcher Contractor shall present its analysis and remediation plan to USBE within ten (10) calendar days of notifying USBE of an Incident. USBE reserves the right to adjust this plan, in its sole discretion. If Researcher Contractor cannot produce its analysis and plan within the allotted time, USBE, in its sole discretion, may perform such analysis and produce a remediation plan, and Researcher Contractor shall reimburse USBE for the reasonable costs thereof.thereof.‌ 41.337.8.3. In the event of an Incident, Researcher Contractor shall provide USBE or its designated representatives with access seven (7) 7 days a week, twenty-four (24) 24 hours a day, for the purpose of evaluating, mitigating, or resolving the Incident. 41.437.8.4. Unless Researcher Contractor can establish that Researcher Contractor or any of its Subcontractors is not the cause or source of the Incident, Researcher Contractor shall be responsible for the cost of notifying each person whose personal information may have been compromised by the Incident. 41.537.8.5. Disclosure of Data by Researcher Contractor or any Subcontractor for any reason may be cause for legal action by third parties against ResearcherContractor, the State, or their respective agents. Researcher Contractor shall indemnify, save, and hold harmless the State, its employees, and agents against any and all claims, damages, liability, and court awards including costs, AWAITING BOARD APPROVAL expenses, and attorney fees incurred as a result of any act or omission by ResearcherContractor, or its employees, agents, Subcontractors, or assignees pursuant to this Contract. Notwithstanding any other provision of this Contract, Researcher Contractor shall be liable to the State for all direct, consequential consequential, and incidental damages arising from an Incident caused by Researcher Contractor or its Subcontractors. The Effectiveness of Formative Assessments Developed by PLCs as a Basis for Informing Instructional Decisions Attachment C: Cooperative Contract Ts & Cs and Collaborative Lesson Planning Strategies to Enhance Student Achievement in Middle School Mathematics. State the title of the study. A ARD APPROV This BYU CITES district partnership study is intended to discover top performing middle level teacher teams in terms of student math growth, among all subgroups, as measured on the Utah RISE assessment. Schools will be limited to those within the five BYU CITES partnership districts. Once identified, teacher teams that produce high math proficiency gains will be invited to participate in a three-year study conducted by Wasatch School District Cost A) Additional Terms and BYU. This three-year study will follow the 2023/24 6th grade students who are enrolled in the teacher teams identified as high performing. This study will follow the 6th grade cohort through their 8th grade year, for a total of three years. The study will also add each subsequent 6th grade cohort during the three-year project for a total of three student cohorts. Participating teacher teams will be tasked with creating cross-district common formative assessments (CFA). Results from these CFAs will be analyzed using Item Response Theory (IRT) as well as regression analysis where CFAs are used as predictors of RISE performance. The goal is to produce assessments that are aligned with state core standards and help drive instructional practices. Provide a description of the study, including the reason the data is needed. The timeframe for completion is planned for 08/01/2026. Enter the estimated end date of the study. AWAITING BO List your research questions. List specific variables. This study will produce data at the teacher team level that allows for identification of stand out literacy growth. This information will be used by WCSD and BYU CITES to invite teacher teams to participate in cross partnership professional learning communities (PLC). Provide a summary of the output. This section states what reports or information will be produced because of this research and where that information will go. We will not be linking any outside data to the data being requested from USBE. Provide detailed information on the Data being linked, the other sources of Data, and any additional constraints to protect the linked Data. Describe analysis. A V O R P P A D R A O B G N TI I A W A L List the data requested. Add additional rows as needed. All below data variables are limited to the BYU CITES partnership School Districts (Alpine, Jordan, Nebo, Provo, Wasatch): ● For each 5th grade student in participating districts: ● Statewide Student Identifier (SSID) ● RISE Math Scale Score ● RISE Math Proficiency Score ● RISE Math Student Growth Percentile (SGP) ● For each 6th grade student in participating districtsConditions:: ● Statewide Student Identifier (SSID) ● School ID ● Math teacher CACTUS ID ● RISE Math Scale Score ● RISE Math Proficiency Score ● Rise Math Student Growth Percentile (SGP) ● Individualized Education Plan (IEP) Flag ● Low Socioeconomic Status (SES) Flag ● English Language Learner (ELL) Level ● Race ● Ethnicity ● Math State Course Code ● Math Course/Section Honors Flag ● Math Course/Section Special Education Flag ● For each 7th grade student in participating districts:: ● Statewide Student Identifier (SSID) ● School ID ● Math teacher CACTUS ID ● RISE Math Scale Score ● RISE Math Proficiency Score ● Rise Math Student Growth Percentile (SGP) ● Individualized Education Plan (IEP) Flag ● Low Socioeconomic Status (SES) Flag ● English Language Learner (ELL) Level ● Race ● Ethnicity ● Math Course/Section Honors Flag ● Statewide Student Identifier (SSID) ● School ID ● Math teacher CACTUS ID ● RISE Math Scale Score ● RISE Math Proficiency Score ● Individualized Education Plan (IEP) Flag ● Low Socioeconomic Status (SES) Flag ● English Language Learner (ELL) Level ● Race ● Ethnicity ● Math State Course Code ● Math Course/Section Honors Flag A V O R P P A D April 15, 2023 (first request) L Desired delivery date: Delivery method: ☑ Data will be compiled by USBE and sent securely to Researcher. ☐ Researcher will conduct on-premise research. AWAITING BOAR ☐ Other (explain): L V O R AWAITING BOARD APP A Name Title Data ▇▇▇▇▇▇▇: ▇▇▇▇▇▇▇ ▇▇▇▇▇▇▇▇ Professor Authorized Persons: ▇▇▇▇▇▇▇▇ ▇▇▇▇▇▇▇▇▇▇▇▇▇ PHD Student Data ▇▇▇▇▇▇▇: ▇▇▇▇▇▇▇▇▇ ▇▇▇▇▇▇▇▇ Data Analyst Authorized Persons: ▇▇▇ ▇▇▇▇▇▇▇ Director Data ▇▇▇▇▇▇▇: ▇▇▇▇▇ ▇▇▇▇▇▇ Director of Data and Statistics Data Quality Manager: ▇▇▇▇▇ ▇▇▇▇▇▇ Director of Data and Statistics AWAITING BOARD APPROVAL ▇▇▇▇ ▇▇▇▇ ▇▇▇▇▇ ▇▇▇▇▇ Highland, Utah 84003 (▇▇▇) ▇▇▇-▇▇▇▇ Professor, Instructional Psychology and Technology Department Director, PhD Program in Educational Inquiry, Measurement, and Evaluation ▇▇▇▇▇▇▇ ▇▇▇▇▇ University Provo, Utah 84602 ▇▇▇-▇▇▇-▇▇▇▇ ▇▇▇▇▇▇▇_▇▇▇▇▇▇▇▇@▇▇▇.▇▇▇ 1965-66 Teacher, Mayfair High School, Bellflower School District, Bellflower, CA 1966-69 Teacher, Fillmore LDS Seminary, Fillmore, UT 1969-70 Curriculum Writer, Central Office Staff, LDS Seminaries & Institutes of Religion, Provo, UT 1970-71 Graduate Assistant, Educational Technology Dept., Arizona State University, Tempe, AZ 1971-73 Assistant Director of Secondary Curriculum, Central Office, LDS Seminaries and Institutes of Religion, Salt Lake City, UT 1973-75 Graduate Assistant, Center for Instructional Research & Curriculum Evaluation (CIRCE), University of Illinois, Urbana, IL 1975-78 Research and Evaluation Specialist, LDS Church Education System, Salt Lake City, UT 1978-79 Instructional Psychologist, F-16 Pilot Training Project, Courseware Inc., Clearfield, UT 1979-80 Associate Director for Evaluation, Center for Instructional Development, Syracuse University, Syracuse, NY 1980-83 Evaluation Specialist, ▇▇▇▇▇ ▇. ▇▇▇▇▇ Institute of Education, ▇▇▇▇▇▇▇ ▇▇▇▇▇ ` 1983-present Faculty Member (Assistant Professor, Associate Professor, & Professor), ▇▇▇▇▇ ▇. ▇▇▇▇▇ School Education, ▇▇▇▇▇▇▇ ▇▇▇▇▇ University, Provo, UT

Incidents. 41.1. If Researcher becomes aware of an Incident involving Data by either Researcher or any of Researcher’s Subcontractors, Researcher shall notify USBE within one (1) calendar day and cooperate with USBE regarding recovery, remediation, and the necessity to involve law enforcement, if any.any.‌ 41.2. Researcher shall produce a written remediation plan that includes information about the cause and extent of the Incident and the actions Researcher will take to remediate the Incident and to reduce the risk of incurring a similar type of Incident in the future. Researcher shall present its analysis and remediation plan to USBE within ten (10) calendar days of notifying USBE of an Incident. USBE reserves the right to adjust this plan, in its sole discretion. If Researcher cannot produce its analysis and plan within the allotted time, USBE, in its sole discretion, may perform such analysis and produce a remediation plan, and Researcher shall reimburse USBE for the reasonable costs thereof. 41.3. In the event of an Incident, Researcher shall provide USBE or its designated representatives represent atives with access seven (7) days a week, twenty-four (24) hours a day, for the purpose of evaluating, mitigating, or resolving the Incident. 41.4. Unless Researcher can establish that Researcher or any of its Subcontractors is not the cause or source of the Incident, Researcher shall be responsible for the cost of notifying each person whose personal information may have been compromised by the Incident. 41.5. Disclosure of Data by Researcher or any Subcontractor for any reason may be cause for legal action by third parties against Researcher, the State, or their respective agents. Researcher shall indemnify, save, and hold harmless the State, its employees, and agents against any and all claims, damages, liability, and court awards including costs, AWAITING BOARD APPROVAL expenses, and attorney fees incurred as a result of any act or omission by Researcher, or its employees, agents, Subcontractors, or assignees pursuant to this Contract. Notwithstanding any other provision of this Contract, Researcher shall be liable to the State for all direct, consequential and incidental damages arising from an Incident caused by Researcher or its Subcontractors. 1. The Effectiveness of Formative Assessments Developed by PLCs as a Basis for Informing Instructional Decisions PROJECT TITLE: Drug-Free School Zones and Collaborative Lesson Planning Strategies to Enhance Student Achievement in Middle School MathematicsLearning 2. State the title of the study. A ARD APPROV This BYU CITES district partnership study is intended to discover top performing middle level teacher teams in terms of student math growth, among all subgroups, as measured on the Utah RISE assessment. Schools will be limited to those within the five BYU CITES partnership districts. Once identified, teacher teams that produce high math proficiency gains will be invited to participate in a three-year study conducted by Wasatch School District and BYU. This three-year study will follow the 2023/24 6th grade students who are enrolled in the teacher teams identified as high performing. This study will follow the 6th grade cohort through their 8th grade year, for a total of three years. The study will also add each subsequent 6th grade cohort during the three-year project for a total of three student cohorts. Participating teacher teams will be tasked with creating cross-district common formative assessments (CFA). Results from these CFAs will be analyzed using Item Response Theory (IRT) as well as regression analysis where CFAs are used as predictors of RISE performance. The goal is to produce assessments that are aligned with state core standards and help drive instructional practices. Provide a description of the study, including the reason the data is needed. The timeframe for completion is planned for 08/01/2026. Enter the estimated end date of the study. AWAITING BO List your research questions. List specific variables. This study will produce data at the teacher team level that allows for identification of stand out literacy growth. This information will be used by WCSD and BYU CITES to invite teacher teams to participate in cross partnership professional learning communities (PLC). Provide a summary of the output. This section states what reports or information will be produced because of this research and where that information will go. We will not be linking any outside data to the data being requested from USBE. Provide detailed information on the Data being linked, the other sources of Data, and any additional constraints to protect the linked Data. Describe analysis. A V O R P P A D R A O B G N TI I A W A L List the data requested. Add additional rows as needed. All below data variables are limited to the BYU CITES partnership School Districts (Alpine, Jordan, Nebo, Provo, Wasatch): ● For each 5th grade student in participating districts: ● Statewide Student Identifier (SSID) ● RISE Math Scale Score ● RISE Math Proficiency Score ● RISE Math Student Growth Percentile (SGP) ● For each 6th grade student in participating districtsPURPOSE:: ● Statewide Student Identifier (SSID) ● School ID ● Math teacher CACTUS ID ● RISE Math Scale Score ● RISE Math Proficiency Score ● Rise Math Student Growth Percentile (SGP) ● Individualized Education Plan (IEP) Flag ● Low Socioeconomic Status (SES) Flag ● English Language Learner (ELL) Level ● Race ● Ethnicity ● Math State Course Code ● Math Course/Section Honors Flag ● Math Course/Section Special Education Flag ● For each 7th grade student in participating districts:: ● Statewide Student Identifier (SSID) ● School ID ● Math teacher CACTUS ID ● RISE Math Scale Score ● RISE Math Proficiency Score ● Rise Math Student Growth Percentile (SGP) ● Individualized Education Plan (IEP) Flag ● Low Socioeconomic Status (SES) Flag ● English Language Learner (ELL) Level ● Race ● Ethnicity ● Math Course/Section Honors Flag ● Statewide Student Identifier (SSID) ● School ID ● Math teacher CACTUS ID ● RISE Math Scale Score ● RISE Math Proficiency Score ● Individualized Education Plan (IEP) Flag ● Low Socioeconomic Status (SES) Flag ● English Language Learner (ELL) Level ● Race ● Ethnicity ● Math State Course Code ● Math Course/Section Honors Flag A V O R P P A D April 15, 2023 (first request) L Desired delivery date: Delivery method: ☑ Data will be compiled by USBE and sent securely to Researcher. ☐ Researcher will conduct on-premise research. AWAITING BOAR ☐ Other (explain): L V O R AWAITING BOARD APP A Name Title Data ▇▇▇▇▇▇▇: ▇▇▇▇▇▇▇ ▇▇▇▇▇▇▇▇ Professor Authorized Persons: ▇▇▇▇▇▇▇▇ ▇▇▇▇▇▇▇▇▇▇▇▇▇ PHD Student Data ▇▇▇▇▇▇▇: ▇▇▇▇▇▇▇▇▇ ▇▇▇▇▇▇▇▇ Data Analyst Authorized Persons: ▇▇▇ ▇▇▇▇▇▇▇ Director Data ▇▇▇▇▇▇▇: ▇▇▇▇▇ ▇▇▇▇▇▇ Director of Data and Statistics Data Quality Manager: ▇▇▇▇▇ ▇▇▇▇▇▇ Director of Data and Statistics AWAITING BOARD APPROVAL ▇▇▇▇ ▇▇▇▇ ▇▇▇▇▇ ▇▇▇▇▇ Highland, Utah 84003 (▇▇▇) ▇▇▇-▇▇▇▇ Professor, Instructional Psychology and Technology Department Director, PhD Program in Educational Inquiry, Measurement, and Evaluation ▇▇▇▇▇▇▇ ▇▇▇▇▇ University Provo, Utah 84602 ▇▇▇-▇▇▇-▇▇▇▇ ▇▇▇▇▇▇▇_▇▇▇▇▇▇▇▇@▇▇▇.▇▇▇ 1965-66 Teacher, Mayfair High School, Bellflower School District, Bellflower, CA 1966-69 Teacher, Fillmore LDS Seminary, Fillmore, UT 1969-70 Curriculum Writer, Central Office Staff, LDS Seminaries & Institutes of Religion, Provo, UT 1970-71 Graduate Assistant, Educational Technology Dept., Arizona State University, Tempe, AZ 1971-73 Assistant Director of Secondary Curriculum, Central Office, LDS Seminaries and Institutes of Religion, Salt Lake City, UT 1973-75 Graduate Assistant, Center for Instructional Research & Curriculum Evaluation (CIRCE), University of Illinois, Urbana, IL 1975-78 Research and Evaluation Specialist, LDS Church Education System, Salt Lake City, UT 1978-79 Instructional Psychologist, F-16 Pilot Training Project, Courseware Inc., Clearfield, UT 1979-80 Associate Director for Evaluation, Center for Instructional Development, Syracuse University, Syracuse, NY 1980-83 Evaluation Specialist, ▇▇▇▇▇ ▇. ▇▇▇▇▇ Institute of Education, ▇▇▇▇▇▇▇ ▇▇▇▇▇ ` 1983-present Faculty Member (Assistant Professor, Associate Professor, & Professor), ▇▇▇▇▇ ▇. ▇▇▇▇▇ School Education, ▇▇▇▇▇▇▇ ▇▇▇▇▇ University, Provo, UT

Incidents. 41.1. If Researcher becomes aware of an Incident involving Data by either Researcher or any of Researcher’s Subcontractors, Researcher shall notify USBE within one (1) calendar day and cooperate with USBE regarding recovery, remediation, and the necessity to involve law enforcement, if any. 41.2. Researcher shall produce a written remediation plan that includes information about the cause and extent of the Incident and the actions Researcher will take to remediate the Incident and to reduce the risk of incurring a similar type of Incident in the future. Researcher shall present its analysis and remediation plan to USBE within ten (10) calendar days of notifying USBE of an Incident. USBE reserves the right to adjust this plan, in its sole discretion. If Researcher cannot produce its analysis and plan within the allotted time, USBE, in its sole discretion, may perform such analysis and produce a remediation plan, and Researcher shall reimburse USBE for the reasonable costs thereof.thereof.‌ 41.3. In the event of an Incident, Researcher shall provide USBE or its designated representatives with access seven (7) days a week, twenty-four (24) hours a day, for the purpose of evaluating, mitigating, or resolving the Incident. 41.4. Unless Researcher can establish that Researcher or any of its Subcontractors is not the cause or source of the Incident, Researcher shall be responsible for the cost of notifying each person whose personal information may have been compromised by the Incident. 41.5. Disclosure of Data by Researcher or any Subcontractor for any reason may be cause for legal action by third parties against Researcher, the State, or their respective agents. Researcher shall indemnify, save, and hold harmless the State, its employees, and agents against any and all claims, damages, liability, and court awards including costs, AWAITING BOARD APPROVAL expenses, and attorney fees incurred as a result of any act or omission by Researcher, or its employees, agents, Subcontractors, or assignees pursuant to this Contract. Notwithstanding any other provision of this Contract, Researcher shall be liable to the State for all direct, consequential and incidental damages arising from an Incident caused by Researcher or its Subcontractors. 1. The Effectiveness PROJECT TITLE: Regression Analysis on variables of Formative Assessments Developed by PLCs as a Basis for Informing Instructional Decisions and Collaborative Lesson Planning Strategies to Enhance Student Achievement in Middle School Mathematics. State the title of the study. A ARD APPROV This BYU CITES district partnership study is intended to discover top performing middle level teacher teams in terms of student math growth, among all subgroups, as measured on the Utah RISE assessment. Schools will be limited to those within the five BYU CITES partnership districts. Once identified, teacher teams that produce high math proficiency gains will be invited to participate in a three-year study conducted by Wasatch School District and BYU. This three-year study will follow the 2023/24 6th grade students who are enrolled in the teacher teams identified as high performing. This study will follow the 6th grade cohort through their 8th grade year, for a total of three years. The study will also add each subsequent 6th grade cohort during the three-year project for a total of three student cohorts. Participating teacher teams will be tasked with creating cross-district common formative assessments (CFA). Results from these CFAs will be analyzed using Item Response Theory (IRT) as well as regression analysis where CFAs are used as predictors of RISE performance. The goal is to produce assessments that are aligned with state core standards and help drive instructional practices. Provide a description of the study, including the reason the data is needed. The timeframe for completion is planned for 08/01/2026. Enter the estimated end date of the study. AWAITING BO List your research questions. List specific variables. This study will produce data at the teacher team level that allows for identification of stand out literacy growth. This information will be used by WCSD and BYU CITES to invite teacher teams to participate in cross partnership professional learning communities (PLC). Provide a summary of the output. This section states what reports or information will be produced because of this research and where that information will go. We will not be linking any outside data to the data being requested from USBE. Provide detailed information on the Data being linked, the other sources of Data, and any additional constraints to protect the linked Data. Describe analysis. A V O R P P A D R A O B G N TI I A W A L List the data requested. Add additional rows as needed. All below data variables are limited to the BYU CITES partnership School Districts (Alpine, Jordan, Nebo, Provo, Wasatch): ● For each 5th grade student in participating districts: ● Statewide Student Identifier (SSID) ● RISE Math Scale Score ● RISE Math Proficiency Score ● RISE Math Student Growth Percentile (SGP) ● For each 6th grade student in participating districts:: ● Statewide Student Identifier (SSID) ● School ID ● Math teacher CACTUS ID ● RISE Math Scale Score ● RISE Math Proficiency Score ● Rise Math Student Growth Percentile (SGP) ● Individualized Education Plan (IEP) Flag ● Low Socioeconomic Status (SES) Flag ● English Language Learner (ELL) Level ● Race ● Ethnicity ● Math State Course Code ● Math Course/Section Honors Flag ● Math Course/Section Special Education Flag ● For each 7th grade student in participating districts:: ● Statewide Student Identifier (SSID) ● School ID ● Math teacher CACTUS ID ● RISE Math Scale Score ● RISE Math Proficiency Score ● Rise Math Student Growth Percentile (SGP) ● Individualized Education Plan (IEP) Flag ● Low Socioeconomic Status (SES) Flag ● English Language Learner (ELL) Level ● Race ● Ethnicity ● Math Course/Section Honors Flag ● Statewide Student Identifier (SSID) ● School ID ● Math teacher CACTUS ID ● RISE Math Scale Score ● RISE Math Proficiency Score ● Individualized Education Plan (IEP) Flag ● Low Socioeconomic Status (SES) Flag ● English Language Learner (ELL) Level ● Race ● Ethnicity ● Math State Course Code ● Math Course/Section Honors Flag A V O R P P A D April 15, 2023 (first request) L Desired delivery date: Delivery method: ☑ Data will be compiled by USBE and sent securely to Researcher. ☐ Researcher will conduct on-premise research. AWAITING BOAR ☐ Other (explain): L V O R AWAITING BOARD APP A Name Title Data ▇▇▇▇▇▇▇: ▇▇▇▇▇▇▇ ▇▇▇▇▇▇▇▇ Professor Authorized Persons: ▇▇▇▇▇▇▇▇ ▇▇▇▇▇▇▇▇▇▇▇▇▇ PHD Student Data ▇▇▇▇▇▇▇: ▇▇▇▇▇▇▇▇▇ ▇▇▇▇▇▇▇▇ Data Analyst Authorized Persons: ▇▇▇ ▇▇▇▇▇▇▇ Director Data ▇▇▇▇▇▇▇: ▇▇▇▇▇ ▇▇▇▇▇▇ Director of Data and Statistics Data Quality Manager: ▇▇▇▇▇ ▇▇▇▇▇▇ Director of Data and Statistics AWAITING BOARD APPROVAL ▇▇▇▇ ▇▇▇▇ ▇▇▇▇▇ ▇▇▇▇▇ Highland, Utah 84003 (▇▇▇) ▇▇▇-▇▇▇▇ Professor, Instructional Psychology and Technology Department Director, PhD Program in Educational Inquiry, Measurement, and Evaluation ▇▇▇▇▇▇▇ ▇▇▇▇▇ University Provo, Utah 84602 ▇▇▇-▇▇▇-▇▇▇▇ ▇▇▇▇▇▇▇_▇▇▇▇▇▇▇▇@▇▇▇.▇▇▇ 1965-66 Teacher, Mayfair High School, Bellflower School District, Bellflower, CA 1966-69 Teacher, Fillmore LDS Seminary, Fillmore, UT 1969-70 Curriculum Writer, Central Office Staff, LDS Seminaries & Institutes of Religion, Provo, UT 1970-71 Graduate Assistant, Educational Technology Dept., Arizona State University, Tempe, AZ 1971-73 Assistant Director of Secondary Curriculum, Central Office, LDS Seminaries and Institutes of Religion, Salt Lake City, UT 1973-75 Graduate Assistant, Center for Instructional Research & Curriculum Evaluation (CIRCE), University of Illinois, Urbana, IL 1975-78 Research and Evaluation Specialist, LDS Church Education System, Salt Lake City, UT 1978-79 Instructional Psychologist, F-16 Pilot Training Project, Courseware Inc., Clearfield, UT 1979-80 Associate Director for Evaluation, Center for Instructional Development, Syracuse University, Syracuse, NY 1980-83 Evaluation Specialist, ▇▇▇▇▇ ▇. ▇▇▇▇▇ Institute of Education, ▇▇▇▇▇▇▇ ▇▇▇▇▇ ` 1983-present Faculty Member (Assistant Professor, Associate Professor, & Professor), ▇▇▇▇▇ ▇. ▇▇▇▇▇ School Education, ▇▇▇▇▇▇▇ ▇▇▇▇▇ University, Provo, UTYouth In Custody]

Incidents. 41.15.1. If Researcher Contractor becomes aware of an Incident involving Data by either Researcher Contractor or any of ResearcherContractor’s Subcontractors, Researcher Contractor shall notify USBE within one (1) calendar day and cooperate with USBE regarding recovery, remediation, and the necessity to involve law enforcement, if any. 41.25.2. Researcher Contractor shall produce a written remediation plan that includes information about the cause and extent of the Incident and the actions Researcher Contractor will take to remediate the Incident and to reduce the risk of incurring a similar type of Incident in the future. Researcher Contractor shall present its analysis and remediation plan to USBE within ten (10) calendar days of notifying USBE of an Incident. USBE reserves the right to adjust this plan, in its sole discretion. If Researcher Contractor cannot produce its analysis and plan within the allotted time, USBE, in its sole discretion, may perform such analysis and produce a remediation plan, and Researcher Contractor shall reimburse USBE for the reasonable costs thereof. 41.35.3. In the event of an Incident, Researcher Contractor shall provide USBE or its designated representatives with access seven (7) days a week, twenty-four (24) hours a day, for the purpose of evaluating, mitigating, or resolving the Incident. 41.45.4. Unless Researcher Contractor can establish that Researcher Contractor or any of its Subcontractors is not the cause or source of the Incident, Researcher Contractor shall be responsible for the cost of notifying each person whose personal information may have been compromised by the Incident. 41.55.5. Disclosure of Data by Researcher Contractor or any Subcontractor for any reason may be cause for legal action by third parties against ResearcherContractor, the State, or their respective agents. Researcher Contractor shall indemnify, save, and hold harmless the State, its employees, and agents against any and all claims, damages, liability, and court awards including costs, AWAITING BOARD APPROVAL expenses, and attorney fees incurred as a result of any act or omission by ResearcherContractor, or its employees, agents, Subcontractors, or assignees pursuant to this Contract. Notwithstanding any other provision of this Contract, Researcher Contractor shall be liable to the State for all direct, consequential and incidental damages arising from an Incident caused by Researcher Contractor or its Subcontractors. The Effectiveness of Formative Assessments Developed by PLCs as a Basis for Informing Instructional Decisions and Collaborative Lesson Planning Strategies to Enhance Student Achievement in Middle School Mathematics. State the title of the study. A ARD APPROV This BYU CITES district partnership study is intended to discover top performing middle level teacher teams in terms of student math growth, among all subgroups, as measured on the Utah RISE assessment. Schools will be limited to those within the five BYU CITES partnership districts. Once identified, teacher teams that produce high math proficiency gains will be invited to participate in a three-year study conducted by Wasatch School District and BYU. This three-year study will follow the 2023/24 6th grade students who are enrolled in the teacher teams identified as high performing. This study will follow the 6th grade cohort through their 8th grade year, for a total of three years. The study will also add each subsequent 6th grade cohort during the three-year project for a total of three student cohorts. Participating teacher teams will be tasked with creating cross-district common formative assessments (CFA). Results from these CFAs will be analyzed using Item Response Theory (IRT) as well as regression analysis where CFAs are used as predictors of RISE performance. The goal is to produce assessments that are aligned with state core standards and help drive instructional practices. Provide a description of the study, including the reason the data is needed. The timeframe for completion is planned for 08/01/2026. Enter the estimated end date of the study. AWAITING BO List your research questions. List specific variables. This study will produce data at the teacher team level that allows for identification of stand out literacy growth. This information will be used by WCSD and BYU CITES to invite teacher teams to participate in cross partnership professional learning communities (PLC). Provide a summary of the output. This section states what reports or information will be produced because of this research and where that information will go. We will not be linking any outside data to the data being requested from USBE. Provide detailed information on the Data being linked, the other sources of Data, and any additional constraints to protect the linked Data. Describe analysis. A V O R P P A D R A O B G N TI I A W A L List the data requested. Add additional rows as needed. All below data variables are limited to the BYU CITES partnership School Districts (Alpine, Jordan, Nebo, Provo, Wasatch): ● For each 5th grade student in participating districts: ● Statewide Student Identifier (SSID) ● RISE Math Scale Score ● RISE Math Proficiency Score ● RISE Math Student Growth Percentile (SGP) ● For each 6th grade student in participating districts:: ● Statewide Student Identifier (SSID) ● School ID ● Math teacher CACTUS ID ● RISE Math Scale Score ● RISE Math Proficiency Score ● Rise Math Student Growth Percentile (SGP) ● Individualized Education Plan (IEP) Flag ● Low Socioeconomic Status (SES) Flag ● English Language Learner (ELL) Level ● Race ● Ethnicity ● Math State Course Code ● Math Course/Section Honors Flag ● Math Course/Section Special Education Flag ● For each 7th grade student in participating districts:: ● Statewide Student Identifier (SSID) ● School ID ● Math teacher CACTUS ID ● RISE Math Scale Score ● RISE Math Proficiency Score ● Rise Math Student Growth Percentile (SGP) ● Individualized Education Plan (IEP) Flag ● Low Socioeconomic Status (SES) Flag ● English Language Learner (ELL) Level ● Race ● Ethnicity ● Math Course/Section Honors Flag ● Statewide Student Identifier (SSID) ● School ID ● Math teacher CACTUS ID ● RISE Math Scale Score ● RISE Math Proficiency Score ● Individualized Education Plan (IEP) Flag ● Low Socioeconomic Status (SES) Flag ● English Language Learner (ELL) Level ● Race ● Ethnicity ● Math State Course Code ● Math Course/Section Honors Flag A V O R P P A D April 15, 2023 (first request) L Desired delivery date: Delivery method: ☑ Data will be compiled by USBE and sent securely to Researcher. ☐ Researcher will conduct on-premise research. AWAITING BOAR ☐ Other (explain): L V O R AWAITING BOARD APP A Name Title Data ▇▇▇▇▇▇▇: ▇▇▇▇▇▇▇ ▇▇▇▇▇▇▇▇ Professor Authorized Persons: ▇▇▇▇▇▇▇▇ ▇▇▇▇▇▇▇▇▇▇▇▇▇ PHD Student Data ▇▇▇▇▇▇▇: ▇▇▇▇▇▇▇▇▇ ▇▇▇▇▇▇▇▇ Data Analyst Authorized Persons: ▇▇▇ ▇▇▇▇▇▇▇ Director Data ▇▇▇▇▇▇▇: ▇▇▇▇▇ ▇▇▇▇▇▇ Director of Data and Statistics Data Quality Manager: ▇▇▇▇▇ ▇▇▇▇▇▇ Director of Data and Statistics AWAITING BOARD APPROVAL ▇▇▇▇ ▇▇▇▇ ▇▇▇▇▇ ▇▇▇▇▇ Highland, Utah 84003 (▇▇▇) ▇▇▇-▇▇▇▇ Professor, Instructional Psychology and Technology Department Director, PhD Program in Educational Inquiry, Measurement, and Evaluation ▇▇▇▇▇▇▇ ▇▇▇▇▇ University Provo, Utah 84602 ▇▇▇-▇▇▇-▇▇▇▇ ▇▇▇▇▇▇▇_▇▇▇▇▇▇▇▇@▇▇▇.▇▇▇ 1965-66 Teacher, Mayfair High School, Bellflower School District, Bellflower, CA 1966-69 Teacher, Fillmore LDS Seminary, Fillmore, UT 1969-70 Curriculum Writer, Central Office Staff, LDS Seminaries & Institutes of Religion, Provo, UT 1970-71 Graduate Assistant, Educational Technology Dept., Arizona State University, Tempe, AZ 1971-73 Assistant Director of Secondary Curriculum, Central Office, LDS Seminaries and Institutes of Religion, Salt Lake City, UT 1973-75 Graduate Assistant, Center for Instructional Research & Curriculum Evaluation (CIRCE), University of Illinois, Urbana, IL 1975-78 Research and Evaluation Specialist, LDS Church Education System, Salt Lake City, UT 1978-79 Instructional Psychologist, F-16 Pilot Training Project, Courseware Inc., Clearfield, UT 1979-80 Associate Director for Evaluation, Center for Instructional Development, Syracuse University, Syracuse, NY 1980-83 Evaluation Specialist, ▇▇▇▇▇ ▇. ▇▇▇▇▇ Institute of Education, ▇▇▇▇▇▇▇ ▇▇▇▇▇ ` 1983-present Faculty Member (Assistant Professor, Associate Professor, & Professor), ▇▇▇▇▇ ▇. ▇▇▇▇▇ School Education, ▇▇▇▇▇▇▇ ▇▇▇▇▇ University, Provo, UT

Incidents. 41.1. If Researcher becomes aware of an Incident involving Data by either Researcher or any of Researcher’s Subcontractors, Researcher shall notify USBE within one (1) calendar day and cooperate with USBE regarding recovery, remediation, and the necessity to involve law enforcement, if any. 41.2. Researcher shall produce a written remediation plan that includes information about the cause and extent of the Incident and the actions Researcher will take to remediate the Incident and to reduce the risk of incurring a similar type of Incident in the future. Researcher shall present its analysis and remediation plan to USBE within ten (10) calendar days of notifying USBE of an Incident. USBE reserves the right to adjust this plan, in its sole discretion. If Researcher cannot produce its analysis and plan within the allotted time, USBE, in its sole discretion, may perform such analysis and produce a remediation plan, and Researcher shall reimburse USBE for the reasonable costs thereof. 41.3. In the event of an Incident, Researcher shall provide USBE or its designated representatives with access seven (7) days a week, twenty-four (24) hours a day, for the purpose of evaluating, mitigating, or resolving the Incident. 41.4. Unless Researcher can establish that Researcher or any of its Subcontractors is not the cause or source of the Incident, Researcher shall be responsible for the cost of notifying each person whose personal information may have been compromised by the Incident. 41.5. Disclosure of Data by Researcher or any Subcontractor for any reason may be cause for legal action by third parties against Researcher, the State, or their respective agents. Researcher shall indemnify, save, and hold harmless the State, its employees, and agents against any and all claims, damages, liability, and court awards including costs, AWAITING BOARD APPROVAL expenses, and attorney fees incurred as a result of any act or omission by Researcher, or its employees, agents, Subcontractors, or assignees pursuant to this Contract. Notwithstanding any other provision of this Contract, Researcher shall be liable to the State for all direct, consequential and incidental damages arising from an Incident caused by Researcher or its Subcontractors. The Effectiveness of Formative Assessments Developed by PLCs as PROJECT TITLE: [Describe analysis here] PURPOSE: [Insert a Basis for Informing Instructional Decisions and Collaborative Lesson Planning Strategies to Enhance Student Achievement in Middle School Mathematics. State the title of the study. A ARD APPROV This BYU CITES district partnership study is intended to discover top performing middle level teacher teams in terms of student math growth, among all subgroups, as measured on the Utah RISE assessment. Schools will be limited to those within the five BYU CITES partnership districts. Once identified, teacher teams that produce high math proficiency gains will be invited to participate in a three-year study conducted by Wasatch School District and BYU. This three-year study will follow the 2023/24 6th grade students who are enrolled in the teacher teams identified as high performing. This study will follow the 6th grade cohort through their 8th grade year, for a total of three years. The study will also add each subsequent 6th grade cohort during the three-year project for a total of three student cohorts. Participating teacher teams will be tasked with creating cross-district common formative assessments (CFA). Results from these CFAs will be analyzed using Item Response Theory (IRT) as well as regression analysis where CFAs are used as predictors of RISE performance. The goal is to produce assessments that are aligned with state core standards and help drive instructional practices. Provide a description of the study, including the reason the data is needed. The timeframe for completion is planned for 08/01/2026. Enter the estimated end date of the study. AWAITING BO List your research questions. List specific variables. This study will produce data at the teacher team level that allows for identification of stand out literacy growth. This information will be used by WCSD and BYU CITES to invite teacher teams to participate in cross partnership professional learning communities (PLC). Provide a detailed summary of the output. This section states what reports or purpose for requesting the data, information will be produced because about the purpose of this research the researcher and where that information will go. We will not be linking any outside data other background applicable to the data research being requested from USBE. Provide detailed information on the Data being linked, the other sources of Data, and any additional constraints to protect the linked Data. Describe analysis. A V O R P P A D R A O B G N TI I A W A L List the data requested. Add additional rows as needed. All below data variables are limited to the BYU CITES partnership School Districts (Alpine, Jordan, Nebo, Provo, Wasatch): ● For each 5th grade student in participating districts: ● Statewide Student Identifier (SSID) ● RISE Math Scale Score ● RISE Math Proficiency Score ● RISE Math Student Growth Percentile (SGP) ● For each 6th grade student in participating districts:: ● Statewide Student Identifier (SSID) ● School ID ● Math teacher CACTUS ID ● RISE Math Scale Score ● RISE Math Proficiency Score ● Rise Math Student Growth Percentile (SGP) ● Individualized Education Plan (IEP) Flag ● Low Socioeconomic Status (SES) Flag ● English Language Learner (ELL) Level ● Race ● Ethnicity ● Math State Course Code ● Math Course/Section Honors Flag ● Math Course/Section Special Education Flag ● For each 7th grade student in participating districts:: ● Statewide Student Identifier (SSID) ● School ID ● Math teacher CACTUS ID ● RISE Math Scale Score ● RISE Math Proficiency Score ● Rise Math Student Growth Percentile (SGP) ● Individualized Education Plan (IEP) Flag ● Low Socioeconomic Status (SES) Flag ● English Language Learner (ELL) Level ● Race ● Ethnicity ● Math Course/Section Honors Flag ● Statewide Student Identifier (SSID) ● School ID ● Math teacher CACTUS ID ● RISE Math Scale Score ● RISE Math Proficiency Score ● Individualized Education Plan (IEP) Flag ● Low Socioeconomic Status (SES) Flag ● English Language Learner (ELL) Level ● Race ● Ethnicity ● Math State Course Code ● Math Course/Section Honors Flag A V O R P P A D April 15, 2023 (first request) L Desired delivery date: Delivery method: ☑ Data will be compiled by USBE and sent securely to Researcher. ☐ Researcher will conduct on-premise research. AWAITING BOAR ☐ Other (explain): L V O R AWAITING BOARD APP A Name Title Data ▇▇▇▇▇▇▇: ▇▇▇▇▇▇▇ ▇▇▇▇▇▇▇▇ Professor Authorized Persons: ▇▇▇▇▇▇▇▇ ▇▇▇▇▇▇▇▇▇▇▇▇▇ PHD Student Data ▇▇▇▇▇▇▇: ▇▇▇▇▇▇▇▇▇ ▇▇▇▇▇▇▇▇ Data Analyst Authorized Persons: ▇▇▇ ▇▇▇▇▇▇▇ Director Data ▇▇▇▇▇▇▇: ▇▇▇▇▇ ▇▇▇▇▇▇ Director of Data and Statistics Data Quality Manager: ▇▇▇▇▇ ▇▇▇▇▇▇ Director of Data and Statistics AWAITING BOARD APPROVAL ▇▇▇▇ ▇▇▇▇ ▇▇▇▇▇ ▇▇▇▇▇ Highland, Utah 84003 (▇▇▇) ▇▇▇-▇▇▇▇ Professor, Instructional Psychology and Technology Department Director, PhD Program in Educational Inquiry, Measurement, and Evaluation ▇▇▇▇▇▇▇ ▇▇▇▇▇ University Provo, Utah 84602 ▇▇▇-▇▇▇-▇▇▇▇ ▇▇▇▇▇▇▇_▇▇▇▇▇▇▇▇@▇▇▇conducted.▇▇▇ 1965-66 Teacher, Mayfair High School, Bellflower School District, Bellflower, CA 1966-69 Teacher, Fillmore LDS Seminary, Fillmore, UT 1969-70 Curriculum Writer, Central Office Staff, LDS Seminaries & Institutes of Religion, Provo, UT 1970-71 Graduate Assistant, Educational Technology Dept., Arizona State University, Tempe, AZ 1971-73 Assistant Director of Secondary Curriculum, Central Office, LDS Seminaries and Institutes of Religion, Salt Lake City, UT 1973-75 Graduate Assistant, Center for Instructional Research & Curriculum Evaluation (CIRCE), University of Illinois, Urbana, IL 1975-78 Research and Evaluation Specialist, LDS Church Education System, Salt Lake City, UT 1978-79 Instructional Psychologist, F-16 Pilot Training Project, Courseware Inc., Clearfield, UT 1979-80 Associate Director for Evaluation, Center for Instructional Development, Syracuse University, Syracuse, NY 1980-83 Evaluation Specialist, ▇▇▇▇▇ ▇. ▇▇▇▇▇ Institute of Education, ▇▇▇▇▇▇▇ ▇▇▇▇▇ ` 1983-present Faculty Member (Assistant Professor, Associate Professor, & Professor), ▇▇▇▇▇ ▇. ▇▇▇▇▇ School Education, ▇▇▇▇▇▇▇ ▇▇▇▇▇ University, Provo, UT]

Incidents. 41.1. If Researcher becomes aware of an Incident involving Data by either Researcher or any of Researcher’s Subcontractors, Researcher shall notify USBE within one (1) calendar day and cooperate with USBE regarding recovery, remediation, and the necessity to involve law enforcement, if any. 41.2. Researcher shall produce a written remediation plan that includes information about the cause and extent of the Incident and the actions Researcher will take to remediate the Incident and to reduce the risk of incurring a similar type of Incident in the future. Researcher shall present its analysis and remediation plan to USBE within ten (10) calendar days of notifying USBE of an Incident. USBE reserves the right to adjust this plan, in its sole discretion. If Researcher cannot produce its analysis and plan within the allotted time, USBE, in its sole discretion, may perform such analysis and produce a remediation plan, and Researcher shall reimburse USBE for the reasonable costs thereof. 41.3. In the event of an Incident, Researcher shall provide USBE or its designated representatives with access seven (7) days a week, twenty-four (24) hours a day, for the purpose of evaluating, mitigating, or resolving the Incident. 41.4. Unless Researcher can establish that Researcher or any of its Subcontractors is not the cause or source of the Incident, Researcher shall be responsible for the cost of notifying each person whose personal information may have been compromised by the Incident. 41.5. Disclosure of Data by Researcher or any Subcontractor for any reason may be cause for legal action by third parties against Researcher, the State, or their respective agents. Researcher shall indemnify, save, and hold harmless the State, its employees, and agents against any and all claims, damages, liability, and court awards including costs, AWAITING BOARD APPROVAL expenses, and attorney fees incurred as a result of any act or omission by Researcher, or its employees, agents, Subcontractors, or assignees pursuant to this Contract. Notwithstanding any other provision of this Contract, Researcher shall be liable to the State for all direct, consequential and incidental damages arising from an Incident caused by Researcher or its Subcontractors. The Effectiveness Waived English Learners: A Multi-State Exploration of Formative Assessments Developed by PLCs as a Basis for Informing Instructional Decisions and Collaborative Lesson Planning Strategies to Enhance Student Achievement in Middle School Mathematics. an Overlooked English Learner Subgroup State the title of the study. A ARD APPROV This BYU CITES district partnership study is intended to discover top performing middle level teacher teams in terms of student math growth, among all subgroups, as measured on the Utah RISE assessment. Schools will be limited to those within the five BYU CITES partnership districts. Once identified, teacher teams that produce high math proficiency gains will be invited to participate in a three-year study conducted by Wasatch School District and BYU. This three-year study will follow the 2023/24 6th grade students who are enrolled in the teacher teams identified as high performing. This study will follow the 6th grade cohort through their 8th grade year, for a total of three years. The study will also add each subsequent 6th grade cohort during the three-year project for a total of three student cohorts. Participating teacher teams will be tasked with creating cross-district common formative assessments (CFA). Results from these CFAs will be analyzed using Item Response Theory (IRT) as well as regression analysis where CFAs are used as predictors of RISE performance. The goal is to produce assessments that are aligned with state core standards and help drive instructional practices. Provide a description of the study, including the reason the data is needed. The timeframe for completion is planned for 08/01/2026. Enter the estimated end date of the study. AWAITING BO List your research questions. List specific variables. This study will produce data at the teacher team level that allows for identification of stand out literacy growth. This information will be used by WCSD and BYU CITES to invite teacher teams to participate in cross partnership professional learning communities (PLC). Provide a summary of the output. This section states what reports or information will be produced because of this research and where that information will go. We will not be linking any outside data to the data being requested from USBE. Provide detailed information on the Data being linked, the other sources of Data, and any additional constraints to protect the linked Data. Describe analysis. A V O R P P A D R A O B G N TI I A W A L List the data requested. Add additional rows as needed. All below data variables are limited to the BYU CITES partnership School Districts (Alpine, Jordan, Nebo, Provo, Wasatch): ● For each 5th grade student in participating districts: ● Statewide Student Identifier (SSID) ● RISE Math Scale Score ● RISE Math Proficiency Score ● RISE Math Student Growth Percentile (SGP) ● For each 6th grade student in participating districts:: ● Statewide Student Identifier (SSID) ● School ID ● Math teacher CACTUS ID ● RISE Math Scale Score ● RISE Math Proficiency Score ● Rise Math Student Growth Percentile (SGP) ● Individualized Education Plan (IEP) Flag ● Low Socioeconomic Status (SES) Flag ● English Language Learner (ELL) Level ● Race ● Ethnicity ● Math State Course Code ● Math Course/Section Honors Flag ● Math Course/Section Special Education Flag ● For each 7th grade student in participating districts:: ● Statewide Student Identifier (SSID) ● School ID ● Math teacher CACTUS ID ● RISE Math Scale Score ● RISE Math Proficiency Score ● Rise Math Student Growth Percentile (SGP) ● Individualized Education Plan (IEP) Flag ● Low Socioeconomic Status (SES) Flag ● English Language Learner (ELL) Level ● Race ● Ethnicity ● Math Course/Section Honors Flag ● Statewide Student Identifier (SSID) ● School ID ● Math teacher CACTUS ID ● RISE Math Scale Score ● RISE Math Proficiency Score ● Individualized Education Plan (IEP) Flag ● Low Socioeconomic Status (SES) Flag ● English Language Learner (ELL) Level ● Race ● Ethnicity ● Math State Course Code ● Math Course/Section Honors Flag A V O R P P A D April 15, 2023 (first request) L Desired delivery date: Delivery method: ☑ Data will be compiled by USBE and sent securely to Researcher. ☐ Researcher will conduct on-premise research. AWAITING BOAR ☐ Other (explain): L V O R AWAITING BOARD APP A Name Title Data ▇▇▇▇▇▇▇: ▇▇▇▇▇▇▇ ▇▇▇▇▇▇▇▇ Professor Authorized Persons: ▇▇▇▇▇▇▇▇ ▇▇▇▇▇▇▇▇▇▇▇▇▇ PHD Student Data ▇▇▇▇▇▇▇: ▇▇▇▇▇▇▇▇▇ ▇▇▇▇▇▇▇▇ Data Analyst Authorized Persons: ▇▇▇ ▇▇▇▇▇▇▇ Director Data ▇▇▇▇▇▇▇: ▇▇▇▇▇ ▇▇▇▇▇▇ Director of Data and Statistics Data Quality Manager: ▇▇▇▇▇ ▇▇▇▇▇▇ Director of Data and Statistics AWAITING BOARD APPROVAL ▇▇▇▇ ▇▇▇▇ ▇▇▇▇▇ ▇▇▇▇▇ Highland, Utah 84003 (▇▇▇) ▇▇▇-▇▇▇▇ Professor, Instructional Psychology and Technology Department Director, PhD Program in Educational Inquiry, Measurement, and Evaluation ▇▇▇▇▇▇▇ ▇▇▇▇▇ University Provo, Utah 84602 ▇▇▇-▇▇▇-▇▇▇▇ ▇▇▇▇▇▇▇_▇▇▇▇▇▇▇▇@▇▇▇.▇▇▇ 1965-66 Teacher, Mayfair High School, Bellflower School District, Bellflower, CA 1966-69 Teacher, Fillmore LDS Seminary, Fillmore, UT 1969-70 Curriculum Writer, Central Office Staff, LDS Seminaries & Institutes of Religion, Provo, UT 1970-71 Graduate Assistant, Educational Technology Dept., Arizona State University, Tempe, AZ 1971-73 Assistant Director of Secondary Curriculum, Central Office, LDS Seminaries and Institutes of Religion, Salt Lake City, UT 1973-75 Graduate Assistant, Center for Instructional Research & Curriculum Evaluation (CIRCE), University of Illinois, Urbana, IL 1975-78 Research and Evaluation Specialist, LDS Church Education System, Salt Lake City, UT 1978-79 Instructional Psychologist, F-16 Pilot Training Project, Courseware Inc., Clearfield, UT 1979-80 Associate Director for Evaluation, Center for Instructional Development, Syracuse University, Syracuse, NY 1980-83 Evaluation Specialist, ▇▇▇▇▇ ▇. ▇▇▇▇▇ Institute of Education, ▇▇▇▇▇▇▇ ▇▇▇▇▇ ` 1983-present Faculty Member (Assistant Professor, Associate Professor, & Professor), ▇▇▇▇▇ ▇. ▇▇▇▇▇ School Education, ▇▇▇▇▇▇▇ ▇▇▇▇▇ University, Provo, UT

Incidents. 41.1. If Researcher becomes aware of an Incident involving Data by either Researcher or any of Researcher’s Subcontractors, Researcher shall notify USBE within one (1) calendar day and cooperate with USBE regarding recovery, remediation, and the necessity to involve law enforcement, if any. 41.2. Researcher shall produce a written remediation plan that includes information about the cause and extent of the Incident and the actions Researcher will take to remediate the Incident and to reduce the risk of incurring a similar type of Incident in the future. Researcher shall present its analysis and remediation plan to USBE within ten (10) calendar days of notifying USBE of an Incident. USBE reserves the right to adjust this plan, in its sole discretion. If Researcher cannot produce its analysis and plan within the allotted time, USBE, in its sole discretion, may perform such analysis and produce a remediation plan, and Researcher shall reimburse USBE for the reasonable costs thereof. 41.3. In the event of an Incident, Researcher shall provide USBE or its designated representatives with access seven (7) days a week, twenty-four (24) hours a day, for the purpose of evaluating, mitigating, or resolving the Incident. 41.4. Unless Researcher can establish that Researcher or any of its Subcontractors is not the cause or source of the Incident, Researcher shall be responsible for the cost of notifying each person whose personal information may have been compromised by the Incident. 41.5. Disclosure of Data by Researcher or any Subcontractor for any reason may be cause for legal action by third parties against Researcher, the State, or their respective agents. Researcher shall indemnify, save, and hold harmless the State, its employees, and agents against any and all claims, damages, liability, and court awards including costs, AWAITING BOARD APPROVAL expenses, and attorney fees incurred as a result of any act or omission by Researcher, or its employees, agents, Subcontractors, or assignees pursuant to this Contract. Notwithstanding any other provision of this Contract, Researcher shall be liable to the State for all direct, consequential and incidental damages arising from an Incident caused by Researcher or its Subcontractors. 1. The Effectiveness PROJECT TITLE: Dissertation on Representation and Outcomes of Formative Assessments Developed Students with Disabilities Across School Types PURPOSE: My dissertation topic examines two areas: (1) how does the identification rate of students with disabilities (SWD) vary by PLCs charter schools/school districts in Utah; and (2), how do charters/districts with high/mid/low identification rates perform on the federally required Annual Performance Report (APR) indicators? I am approaching the study from an equity lens, in that students with disabilities should have access and be included in all educational settings. My hypothesis is that charter schools that have high identification rates of SWD will have better APR outcomes than charters with low identification rates because they have encouraged enrollment of SWD and developed their programs around the needs of those students. I also want to examine the performance of non-charters with low and high identification rates as a Basis for Informing Instructional Decisions and Collaborative Lesson Planning Strategies to Enhance Student Achievement in Middle School Mathematicsway of “anchoring” the charter data. 1. State the title of the studyPreK-12 Enrollment 2. A ARD APPROV This BYU CITES district partnership study is intended to discover top performing middle level teacher teams in terms of student Prek-12 SWD count 3. Indicator 1 4. Indicator 2 5. Indicator 3C reading 6. Indicator 3C math growth, among all subgroups, as measured on the Utah RISE assessment7. Schools will be limited to those within the five BYU CITES partnership districtsIndicator 4 8. Once identified, teacher teams that produce high math proficiency gains will be invited to participate in a three-year study conducted by Wasatch School District and BYUIndicator 5A 9. This three-year study will follow the 2023/24 6th grade students who are enrolled in the teacher teams identified as high performingIndicator 6 10. This study will follow the 6th grade cohort through their 8th grade year, for a total of three yearsIndicator 7 11. The study will also add each subsequent 6th grade cohort during the three-year project for a total of three student cohortsIndicator 8 12. Participating teacher teams will be tasked with creating cross-district common formative assessments (CFA)Indicator 9 13. Results from these CFAs will be analyzed using Item Response Theory (IRT) as well as regression analysis where CFAs are used as predictors of RISE performanceIndicator 10 14. The goal is to produce assessments that are aligned with state core standards and help drive instructional practicesIndicator 11 15. Provide a description of the study, including the reason the data is neededIndicator 13 16. The timeframe for completion is planned for 08/01/2026. Enter the estimated end date of the study. AWAITING BO List your research questions. List specific variables. This study will produce data at the teacher team level that allows for identification of stand out literacy growth. This information will be used by WCSD and BYU CITES to invite teacher teams to participate in cross partnership professional learning communities (PLC). Provide a summary of the output. This section states what reports or information will be produced because of this research and where that information will go. We will not be linking any outside data to the data being requested from USBE. Provide detailed information on the Data being linked, the other sources of Data, and any additional constraints to protect the linked Data. Describe analysis. A V O R P P A D R A O B G N TI I A W A L List the data requested. Add additional rows as needed. All below data variables are limited to the BYU CITES partnership School Districts (Alpine, Jordan, Nebo, Provo, Wasatch): ● For each 5th grade student in participating districts: ● Statewide Student Identifier (SSID) ● RISE Math Scale Score ● RISE Math Proficiency Score ● RISE Math Student Growth Percentile (SGP) ● For each 6th grade student in participating districts:: ● Statewide Student Identifier (SSID) ● School ID ● Math teacher CACTUS ID ● RISE Math Scale Score ● RISE Math Proficiency Score ● Rise Math Student Growth Percentile (SGP) ● Individualized Education Plan (IEP) Flag ● Low Socioeconomic Status (SES) Flag ● English Language Learner (ELL) Level ● Race ● Ethnicity ● Math State Course Code ● Math Course/Section Honors Flag ● Math Course/Section Special Education Flag ● For each 7th grade student in participating districts:: ● Statewide Student Identifier (SSID) ● School ID ● Math teacher CACTUS ID ● RISE Math Scale Score ● RISE Math Proficiency Score ● Rise Math Student Growth Percentile (SGP) ● Individualized Education Plan (IEP) Flag ● Low Socioeconomic Status (SES) Flag ● English Language Learner (ELL) Level ● Race ● Ethnicity ● Math Course/Section Honors Flag ● Statewide Student Identifier (SSID) ● School ID ● Math teacher CACTUS ID ● RISE Math Scale Score ● RISE Math Proficiency Score ● Individualized Education Plan (IEP) Flag ● Low Socioeconomic Status (SES) Flag ● English Language Learner (ELL) Level ● Race ● Ethnicity ● Math State Course Code ● Math Course/Section Honors Flag A V O R P P A D April 15, 2023 (first request) L Desired delivery date: Delivery method: ☑ Data will be compiled by USBE and sent securely to Researcher. ☐ Researcher will conduct on-premise research. AWAITING BOAR ☐ Other (explain): L V O R AWAITING BOARD APP A Name Title Data ▇▇▇▇▇▇▇: ▇▇Indicator 14 Dr. ▇▇▇▇▇ ▇▇▇▇▇▇▇▇ Professor Authorized Persons: , Data Driven Enterprises, is a contractor through a contract between USBE and TAESE/USU and provides data analysis for USBE’s APR. ▇▇. ▇▇▇▇▇▇ is on my dissertation committee and mentioned that she has some of this data available already. I am asking for permission for ▇▇▇▇▇▇▇. ▇▇▇▇▇▇ PHD Student Data ▇▇▇▇▇▇▇: ▇▇▇▇▇▇▇▇▇ ▇▇▇▇▇▇▇▇ Data Analyst Authorized Persons: ▇▇▇ ▇▇▇▇▇▇▇ Director Data ▇▇▇▇▇▇▇: ▇▇▇▇▇ ▇▇▇▇▇▇ Director to provide the LEA-level data she has to me and to help me with the analyses on this data. Any data she does not have, I will request that USBE provide it. Any data I use would be subject to USU’s IRB process and all applicable data security protocols will be followed. I want to emphasize that I don’t want student-level data. My unit of Data and Statistics Data Quality Manager: ▇▇▇▇▇ ▇▇▇▇▇▇ Director analysis will be the LEA. No individual LEA will be identified by name in my report. Most of Data and Statistics AWAITING BOARD APPROVAL ▇▇▇▇ ▇▇▇▇ ▇▇▇▇▇ ▇▇▇▇▇ Highlandthe statistics presented will be an aggregate of the LEA-level scores (e.g., Utah 84003 (▇▇▇) ▇▇▇-▇▇▇▇ Professor, Instructional Psychology and Technology Department Director, PhD Program in Educational Inquiry, Measurementthe average graduation rate of SWD of charter schools with high identification rates compared to that of charter schools with low identification rates). I know this is a lot to ask, and Evaluation ▇▇▇▇▇▇▇ ▇▇▇▇▇ University Provo, Utah 84602 ▇▇▇-▇▇▇-▇▇▇▇ ▇▇▇▇▇▇▇_▇▇▇▇▇▇▇▇@▇▇▇I don’t want to cause any extra work on USBE’s part that will not be beneficial to USBE. The benefit to USBE is that I would share all of my work with USBE. This study will show USBE the extent to which identification rate and type of LEA impacts the outcomes of SWD. An open invitation would be extended to USBE staff to my dissertation defense and I’d be more than happy to provide USBE with a copy of the dissertation and data analysis reports upon completion as well.▇▇▇ 1965-66 Teacher, Mayfair High School, Bellflower School District, Bellflower, CA 1966-69 Teacher, Fillmore LDS Seminary, Fillmore, UT 1969-70 Curriculum Writer, Central Office Staff, LDS Seminaries & Institutes of Religion, Provo, UT 1970-71 Graduate Assistant, Educational Technology Dept., Arizona State University, Tempe, AZ 1971-73 Assistant Director of Secondary Curriculum, Central Office, LDS Seminaries and Institutes of Religion, Salt Lake City, UT 1973-75 Graduate Assistant, Center for Instructional Research & Curriculum Evaluation (CIRCE), University of Illinois, Urbana, IL 1975-78 Research and Evaluation Specialist, LDS Church Education System, Salt Lake City, UT 1978-79 Instructional Psychologist, F-16 Pilot Training Project, Courseware Inc., Clearfield, UT 1979-80 Associate Director for Evaluation, Center for Instructional Development, Syracuse University, Syracuse, NY 1980-83 Evaluation Specialist, ▇▇▇▇▇ ▇. ▇▇▇▇▇ Institute of Education, ▇▇▇▇▇▇▇ ▇▇▇▇▇ ` 1983-present Faculty Member (Assistant Professor, Associate Professor, & Professor), ▇▇▇▇▇ ▇. ▇▇▇▇▇ School Education, ▇▇▇▇▇▇▇ ▇▇▇▇▇ University, Provo, UT

Incidents. 41.1. If Researcher becomes aware of an Incident involving Data by either Researcher or any of Researcher’s Subcontractors, Researcher shall notify USBE within one (1) calendar day and cooperate with USBE regarding recovery, remediation, and the necessity to involve law enforcement, if any. 41.2. Researcher shall produce a written remediation plan that includes information about the cause and extent of the Incident and the actions Researcher will take to remediate the Incident and to reduce the risk of incurring a similar type of Incident in the future. Researcher shall present its analysis and remediation plan to USBE within ten (10) calendar days of notifying USBE of an Incident. USBE reserves the right to adjust this plan, in its sole discretion. If Researcher cannot produce its analysis and plan within the allotted time, USBE, in its sole discretion, may perform such analysis and produce a remediation plan, and Researcher shall reimburse USBE for the reasonable costs thereof. 41.3. In the event of an Incident, Researcher shall provide USBE or its designated representatives with access seven (7) days a week, twenty-four (24) hours a day, for the purpose of evaluating, mitigating, or resolving the Incident. 41.4. Unless Researcher can establish that Researcher or any of its Subcontractors is not the cause or source of the Incident, Researcher shall be responsible for the cost of notifying each person whose personal information may have been compromised by the Incident. 41.5. Disclosure of Data by Researcher or any Subcontractor for any reason may be cause for legal action by third parties against Researcher, the State, or their respective agents. Researcher shall indemnify, save, and hold harmless the State, its employees, and agents against any and all claims, damages, liability, and court awards including costs, AWAITING BOARD APPROVAL expenses, and attorney fees incurred as a result of any act or omission by Researcher, or its employees, agents, Subcontractors, or assignees pursuant to this Contract. Notwithstanding any other provision of this Contract, Researcher shall be liable to the State for all direct, consequential and incidental damages arising from an Incident caused by Researcher or its Subcontractors. The Effectiveness of Formative Assessments Developed by PLCs as a Basis for Informing Instructional Decisions and Collaborative Lesson Planning Strategies to Enhance Student Achievement in Middle School Mathematics. State the title of the study. A ARD APPROV This BYU CITES district partnership study is intended to discover top performing middle level teacher teams in terms of student math growth, among all subgroups, as measured on the Utah RISE assessment. Schools will be limited to those within the five BYU CITES partnership districts. Once identified, teacher teams that produce high math proficiency gains will be invited to participate in a three-year study conducted by Wasatch School District and BYU. This three-year study will follow the 2023/24 6th grade students who are enrolled in the teacher teams identified as high performing. This study will follow the 6th grade cohort through their 8th grade year, for a total of three years. The study will also add each subsequent 6th grade cohort during the three-year project for a total of three student cohorts. Participating teacher teams will be tasked with creating cross-district common formative assessments (CFA). Results from these CFAs will be analyzed using Item Response Theory (IRT) as well as regression analysis where CFAs are used as predictors of RISE performance. The goal is to produce assessments that are aligned with state core standards and help drive instructional practices. Provide a description of the study, including the reason the data is needed. FT IXL Learning is an educational technology company that offers supplemental e-learning tools (e.g., IXL) for PreK-12 students and teachers. IXL is an adaptive personalized learning platform offered in English language arts (ELA), mathematics, science, social studies, and Spanish. IXL is used by more than 1 million teachers and 15 million students worldwide. IXL Learning’s programs are built on four research-based components described by ▇▇▇▇▇▇▇, ▇▇▇▇▇▇▇▇, & ▇▇▇▇▇▇▇▇▇, 2021: (1) a comprehensive curriculum of over 17,000 skills and associated questions and tasks, developed by a team of curriculum specialists and aligned with Common Core and other state standards; (2) IXL’s Real-Time Diagnostic: an adaptive interim assessment designed to provide students, teachers, and administrators with current grade-level proficiency levels on key math and ELA strands; (3) personalized guidance in the form of individualized next-step recommendations from the diagnostic and skill practice; and (4) analytics in the form of reports for students, teachers, and administrators detailing student learning activity and progress for schools, classes, groups of students, and individuals to inform and differentiate instruction. DRA A core component of IXL is the IXL Real-Time Diagnostic, an interim assessment that delivers up-to-date insights on students’ knowledge levels in ELA and math. Analyzing student response patterns via item response theory (Lord, 1980), the diagnostic creates personalized learning plans, helping every learner achieve more. Many studies have examined the psychometric properties of the IXL Real-Time Diagnostic and have garnered desirable reliability and validity evidence, including coherent internal structure (IXL Learning, 2020a), multi-group measurement invariance (An et al., 2022), high reliability (IXL Learning, 2020a; ▇▇▇▇▇▇, 2023; ▇▇▇▇▇▇▇▇▇, 2021), and strong predictive validity coefficients using multiple well-established assessments as criterion measures (An, 2021, 2022a, 2022b, 2022c; ▇▇▇▇▇▇, 2022, 2023; IXL Learning, 2020b; Schonberg, 2021, 2022, 2023a, 2023b, 2023c).[1] The timeframe purpose of the proposed research is twofold. First, we aim to examine the efficacy of IXL by studying the impact of IXL usage on students’ state math assessment outcomes (i.e., Acadience, RISE, Utah Aspire Plus, and/or ACT). In a previous research partnership, the Utah Education Policy Center (UEPC) studied associations between IXL Math usage and student RISE performance in ten schools and found that students who used IXL for completion at least 20 minutes per week performed better on the RISE math assessment than students who did not use IXL (▇▇▇▇▇▇▇▇▇ et al., 2022). While this work is planned for 08/01/2026much appreciated and the UEPC plans to conduct additional research as part of the STEM Action Center’s math personalized learning grant, the final report of this work is expected no sooner than summer 2025. Now, we seek to extend their findings by incorporating elementary, middle, and high school state assessment data from districts across the state to provide additional evidence of IXL’s efficacy and make results available to district administrators and educators sooner. Second, we aim to examine the predictive validity of IXL’s assessments (e.g., the Real-Time Diagnostic) in math using Utah’s state assessments (Acadience, RISE, Utah Aspire Plus, and/or ACT) as criterion measures. Finding a strong correlation between performance on IXL’s assessments and Utah’s state assessments would provide further evidence that IXL’s assessments are a valid measure of student grade-level proficiency and provide educators with essential knowledge about students’ knowledge levels and learning gaps well before end-of-year or end-of course assessments. [1] Research reports are available at ▇▇▇▇▇://▇▇▇.▇▇▇.▇▇▇/membership/teachers/research 4 months from receipt of requested data Enter the estimated end date of the study. AWAITING BO In the efficacy study, we aim to answer the following research questions (for each state assessment separately, conditional on sample size): RQ3: (conditional on sample size) To what extent do these associations vary for students with different characteristics? (e.g., race/ethnicity groups, ELL students) In the validity study, we aim to answer the following research questions (for each state assessment separately, conditional on sample size): RQ6: (conditional on sample size) What is the correspondence between students’ score ranges on IXL’s assessments and their likelihood of achieving proficiency on the state assessments? DRAFT List your research questions. We would like to request the following student-level data from USBE (specific variables listed in “Data” section below): List specific variables. T Data provided by USBE will be linked with a dataset obtained from IXL’s internal database that details each student’s IXL usage and diagnostic scores during the study period. This linkage is critical to achieving the aims of the proposed research. After the dataset from USBE has been linked with the dataset from IXL’s internal database (using student name as the linking variable common to both datasets), all PII (such as names and IDs) will be removed from the resultant dataset. This combined dataset will distinguish records via computer-generated identifiers that are present only in this dataset. Provide detailed information on the Data being linked, the other sources of Data, and any additional constraints to protect the linked Data. The efficacy study (RQs 1-3) will use a quasi-experimental or correlational design to examine student performance during the 2023-24 school year. To evaluate the effect of IXL, we will examine the relationship between various IXL usage indicators (e.g., time spent on IXL, number of questions answered) and math achievement, as measured by the Spring 2024 [MOU1] Utah state assessments. We will use multilevel regression models to account for the clustering of students within schools and schools within districts, and each assessment (e.g., Acadience, RISE, ACT) will be modeled separately. Following WWC (2022) guidelines, in these models we will control for baseline performance by including Spring 2023 or Fall 2023 assessment performance as a covariate, and we will include demographic covariates as well. Contingent on sufficient sample size, we will also examine the extent to which the effect of IXL differs among subgroups of the student population (e.g., race/ethnicity groups, ▇▇▇▇). The validity study (RQs 4-6) will use correlation, chi-square tests of association, and logistic regression, modeling demographics where feasible and applicable. Specifically, using IXL assessment data from one or more time points throughout the school year and end-of-year state assessment scores, the study will produce data at assess the teacher team predictive validity of the Diagnostic via correlations between students’ IXL assessment scores and students’ state assessment scores, with correlations above .70 considered strong. Pending sufficient sample size, separate analyses will be conducted for each of Utah’s state assessments. We will also examine the classification alignment between the IXL assessments and the Utah state assessments with respect to students’ grade-level that allows proficiency in math. A chi-square test of association will be conducted to assess this alignment overall. In addition, we will compute a percentage agreement of classifications from the two assessments being compared. That is, are the majority of students classified as at/above DRAF Describe analysis. grade level by the IXL assessment also classified as at/above grade level by the state assessment? Is there a similarly high alignment in classification for identification below-grade-level students as well? Finally, sample size allowing, we will use logistic regression to estimate the probability of stand out literacy growthdemonstrating proficiency on Utah’s state assessments across score ranges on IXL’s assessments for each grade. This information would provide Utah schools and districts using IXL’s Diagnostic critical information about students’ current proficiency levels and target growth throughout the semester or the school year in order to have a higher likelihood of demonstrating proficiency on the end-of-year state assessment. T F Researchers must provide their output to the USBE. Findings from the proposed research study will be published on the IXL research page, shared with USBE, and shared with Utah schools and districts upon request. This report will provide specific recommendations to Utah educators about how to implement IXL most effectively to support student learning as well as achievement on Utah’s state assessments. Findings will be reported in aggregate, with appropriate data suppression techniques used by WCSD and BYU CITES in instances where small sample size could make it possible to invite teacher teams to participate in cross partnership professional learning communities (PLC)identify an individual. Provide a summary of the output. This section states what reports or information will be produced because of this research and where that information will go. We will not be linking any outside data to the data being requested from USBE. Provide detailed information on the Data being linked, the other sources of Data, and any additional constraints to protect the linked Data. Describe analysis. A V O R P P A D R A O B G N TI I A W A L List the data requested. Add additional rows as needed. All below data variables are limited to the BYU CITES partnership School Districts (Alpine, Jordan, Nebo, Provo, Wasatch): ● For each 5th grade student in participating districts: ● Statewide Student Identifier (SSID) ● RISE Math Scale Score ● RISE Math Proficiency Score ● RISE Math Student Growth Percentile (SGP) ● For each 6th grade student in participating districts:: ● Statewide Student Identifier (SSID) ● School ID ● Math teacher CACTUS ID ● RISE Math Scale Score ● RISE Math Proficiency Score ● Rise Math Student Growth Percentile (SGP) ● Individualized Education Plan (IEP) Flag ● Low Socioeconomic Status (SES) Flag ● English Language Learner (ELL) Level ● Race ● Ethnicity ● Math State Course Code ● Math Course/Section Honors Flag ● Math Course/Section Special Education Flag ● For each 7th grade student in participating districts:: ● Statewide Student Identifier (SSID) ● School ID ● Math teacher CACTUS ID ● RISE Math Scale Score ● RISE Math Proficiency Score ● Rise Math Student Growth Percentile (SGP) ● Individualized Education Plan (IEP) Flag ● Low Socioeconomic Status (SES) Flag ● English Language Learner (ELL) Level ● Race ● Ethnicity ● Math Course/Section Honors Flag ● Statewide Student Identifier (SSID) ● School ID ● Math teacher CACTUS ID ● RISE Math Scale Score ● RISE Math Proficiency Score ● Individualized Education Plan (IEP) Flag ● Low Socioeconomic Status (SES) Flag ● English Language Learner (ELL) Level ● Race ● Ethnicity ● Math State Course Code ● Math Course/Section Honors Flag A V O R P P A D April 15, 2023 (The first request) L Desired delivery date: Delivery method: ☑ Data report will be compiled by USBE and sent securely delivered 4 months after receipt of DRA State the date when the output will be provided to Researcher. ☐ Researcher will conduct on-premise research. AWAITING BOAR ☐ Other (explain): L V O R AWAITING BOARD APP A Name Title Data ▇▇▇▇▇▇▇: ▇▇▇▇▇▇▇ ▇▇▇▇▇▇▇▇ Professor Authorized Persons: ▇▇▇▇▇▇▇▇ ▇▇▇▇▇▇▇▇▇▇▇▇▇ PHD Student Data ▇▇▇▇▇▇▇: ▇▇▇▇▇▇▇▇▇ ▇▇▇▇▇▇▇▇ Data Analyst Authorized Persons: ▇▇▇ ▇▇▇▇▇▇▇ Director Data ▇▇▇▇▇▇▇: ▇▇▇▇▇ ▇▇▇▇▇▇ Director of Data and Statistics Data Quality Manager: ▇▇▇▇▇ ▇▇▇▇▇▇ Director of Data and Statistics AWAITING BOARD APPROVAL ▇▇▇▇ ▇▇▇▇ ▇▇▇▇▇ ▇▇▇▇▇ Highland, Utah 84003 (▇▇▇) ▇▇▇-▇▇▇▇ Professor, Instructional Psychology and Technology Department Director, PhD Program in Educational Inquiry, Measurement, and Evaluation ▇▇▇▇▇▇▇ ▇▇▇▇▇ University Provo, Utah 84602 ▇▇▇-▇▇▇-▇▇▇▇ ▇▇▇▇▇▇▇_▇▇▇▇▇▇▇▇@▇▇▇USBE.▇▇▇ 1965-66 Teacher, Mayfair High School, Bellflower School District, Bellflower, CA 1966-69 Teacher, Fillmore LDS Seminary, Fillmore, UT 1969-70 Curriculum Writer, Central Office Staff, LDS Seminaries & Institutes of Religion, Provo, UT 1970-71 Graduate Assistant, Educational Technology Dept., Arizona State University, Tempe, AZ 1971-73 Assistant Director of Secondary Curriculum, Central Office, LDS Seminaries and Institutes of Religion, Salt Lake City, UT 1973-75 Graduate Assistant, Center for Instructional Research & Curriculum Evaluation (CIRCE), University of Illinois, Urbana, IL 1975-78 Research and Evaluation Specialist, LDS Church Education System, Salt Lake City, UT 1978-79 Instructional Psychologist, F-16 Pilot Training Project, Courseware Inc., Clearfield, UT 1979-80 Associate Director for Evaluation, Center for Instructional Development, Syracuse University, Syracuse, NY 1980-83 Evaluation Specialist, ▇▇▇▇▇ ▇. ▇▇▇▇▇ Institute of Education, ▇▇▇▇▇▇▇ ▇▇▇▇▇ ` 1983-present Faculty Member (Assistant Professor, Associate Professor, & Professor), ▇▇▇▇▇ ▇. ▇▇▇▇▇ School Education, ▇▇▇▇▇▇▇ ▇▇▇▇▇ University, Provo, UT

Incidents. 41.1. If Researcher becomes aware of an Incident involving Data by either Researcher or any of Researcher’s Subcontractors, Researcher shall notify USBE within one (1) calendar day and cooperate with USBE regarding recovery, remediation, and the necessity to involve law enforcement, if any. 41.2. Researcher shall produce a written remediation plan that includes information about the cause and extent of the Incident and the actions Researcher will take to remediate the Incident and to reduce the risk of incurring a similar type of Incident in the future. Researcher shall present its analysis and remediation plan to USBE within ten (10) calendar days of notifying USBE of an Incident. USBE reserves the right to adjust this plan, in its sole discretion. If Researcher cannot produce its analysis and plan within the allotted time, USBE, in its sole discretion, may perform such analysis and produce a remediation plan, and Researcher shall reimburse USBE for the reasonable costs thereof. 41.3. In the event of an Incident, Researcher shall provide USBE or its designated representatives with access seven (7) days a week, twenty-four (24) hours a day, for the purpose of evaluating, mitigating, or resolving the Incident. 41.4. Unless Researcher can establish that Researcher or any of its Subcontractors is not the cause or source of the Incident, Researcher shall be responsible for the cost of notifying each person whose personal information may have been compromised by the Incident. . AWAITING BOARD APPROVAL 41.5. Disclosure of Data by Researcher or any Subcontractor for any reason may be cause for legal action by third parties against Researcher, the State, or their respective agents. Researcher shall indemnify, save, and hold harmless the State, its employees, and agents against any and all claims, damages, liability, and court awards including costs, AWAITING BOARD APPROVAL expenses, and attorney fees incurred as a result of any act or omission by Researcher, or its employees, agents, Subcontractors, or assignees pursuant to this Contract. Notwithstanding any other provision of this Contract, Researcher shall be liable to the State for all direct, consequential and incidental damages arising from an Incident caused by Researcher or its Subcontractors. State the title of the study. L The Effectiveness of Formative Assessments Developed by PLCs as a Basis for Informing Instructional Decisions and Collaborative Lesson Planning Strategies to Enhance Student Achievement in Middle School Mathematics. State the title of the study. A ARD APPROV This BYU CITES district partnership study is intended to discover top performing middle level teacher teams in terms of student math growth, among all subgroups, as measured on the Utah RISE assessment. Schools will be limited to those within the five BYU CITES partnership districts. Once identified, teacher teams that produce high math proficiency gains will be invited to participate in a three-year study conducted by Wasatch School District and BYU. This three-year study will follow the 2023/24 6th grade students who are enrolled in the teacher teams identified as high performing. This study will follow the 6th grade cohort through their 8th grade year, for a total of three years. The study will also add each subsequent 6th grade cohort during the three-year project for a total of three student cohorts. Participating teacher teams will be tasked with creating cross-district common formative assessments (CFA). Results from these CFAs will be analyzed using Item Response Theory (IRT) as well as regression analysis where CFAs are used as predictors of RISE performance. The goal is to produce assessments that are aligned with state core standards and help drive instructional practices. Provide a description of the study, including the reason the data is needed. The timeframe for completion is planned for 08/01/2026. Enter the estimated end date of the study. AWAITING BO List your research questions. List specific variables. This study will produce data at the teacher team level that allows for identification of stand out literacy growth. This information will be used by WCSD and BYU CITES to invite teacher teams to participate in cross partnership professional learning communities (PLC). Provide a summary of the output. This section states what reports or information will be produced because of this research and where that information will go. We will not be linking any outside data to the data being requested from USBE. Provide detailed information on the Data being linked, the other sources of Data, and any additional constraints to protect the linked Data. Describe analysis. A V O R P P A D R A O B G N TI I A W A L List the data requested. Add additional rows as needed. All below data variables are limited to the BYU CITES partnership School Districts (Alpine, Jordan, Nebo, Provo, Wasatch): ● For each 5th grade student in participating districts: ● Statewide Student Identifier (SSID) ● RISE Math Scale Score ● RISE Math Proficiency Score ● RISE Math Student Growth Percentile (SGP) ● For each 6th grade student in participating districts:: ● Statewide Student Identifier (SSID) ● School ID ● Math teacher CACTUS ID ● RISE Math Scale Score ● RISE Math Proficiency Score ● Rise Math Student Growth Percentile (SGP) ● Individualized Education Plan (IEP) Flag ● Low Socioeconomic Status (SES) Flag ● English Language Learner (ELL) Level ● Race ● Ethnicity ● Math State Course Code ● Math Course/Section Honors Flag ● Math Course/Section Special Education Flag ● For each 7th grade student in participating districts:: ● Statewide Student Identifier (SSID) ● School ID ● Math teacher CACTUS ID ● RISE Math Scale Score ● RISE Math Proficiency Score ● Rise Math Student Growth Percentile (SGP) ● Individualized Education Plan (IEP) Flag ● Low Socioeconomic Status (SES) Flag ● English Language Learner (ELL) Level ● Race ● Ethnicity ● Math Course/Section Honors Flag ● Statewide Student Identifier (SSID) ● School ID ● Math teacher CACTUS ID ● RISE Math Scale Score ● RISE Math Proficiency Score ● Individualized Education Plan (IEP) Flag ● Low Socioeconomic Status (SES) Flag ● English Language Learner (ELL) Level ● Race ● Ethnicity ● Math State Course Code ● Math Course/Section Honors Flag A V O R P P A D April 15, 2023 (first request) L Desired delivery date: Delivery method: ☑ Data will be compiled by USBE and sent securely to Researcher. ☐ Researcher will conduct on-premise research. AWAITING BOAR ☐ Other (explain): L V O R AWAITING BOARD APP A Name Title Data ▇▇▇▇▇▇▇: ▇▇▇▇▇▇▇ ▇▇▇▇▇▇▇▇ Professor Authorized Persons: ▇▇▇▇▇▇▇▇ ▇▇▇▇▇▇▇▇▇▇▇▇▇ PHD Student Data ▇▇▇▇▇▇▇: ▇▇▇▇▇▇▇▇▇ ▇▇▇▇▇▇▇▇ Data Analyst Authorized Persons: ▇▇▇ ▇▇▇▇▇▇▇ Director Data ▇▇▇▇▇▇▇: ▇▇▇▇▇ ▇▇▇▇▇▇ Director of Data and Statistics Data Quality Manager: ▇▇▇▇▇ ▇▇▇▇▇▇ Director of Data and Statistics AWAITING BOARD APPROVAL ▇▇▇▇ ▇▇▇▇ ▇▇▇▇▇ ▇▇▇▇▇ Highland, Utah 84003 (▇▇▇) ▇▇▇-▇▇▇▇ Professor, Instructional Psychology and Technology Department Director, PhD Program in Educational Inquiry, Measurement, and Evaluation ▇▇▇▇▇▇▇ ▇▇▇▇▇ University Provo, Utah 84602 ▇▇▇-▇▇▇-▇▇▇▇ ▇▇▇▇▇▇▇_▇▇▇▇▇▇▇▇@▇▇▇.▇▇▇ 1965-66 Teacher, Mayfair High School, Bellflower School District, Bellflower, CA 1966-69 Teacher, Fillmore LDS Seminary, Fillmore, UT 1969-70 Curriculum Writer, Central Office Staff, LDS Seminaries & Institutes of Religion, Provo, UT 1970-71 Graduate Assistant, Educational Technology Dept., Arizona State University, Tempe, AZ 1971-73 Assistant Director of Secondary Curriculum, Central Office, LDS Seminaries and Institutes of Religion, Salt Lake City, UT 1973-75 Graduate Assistant, Center for Instructional Research & Curriculum Evaluation (CIRCE), University of Illinois, Urbana, IL 1975-78 Research and Evaluation Specialist, LDS Church Education System, Salt Lake City, UT 1978-79 Instructional Psychologist, F-16 Pilot Training Project, Courseware Inc., Clearfield, UT 1979-80 Associate Director for Evaluation, Center for Instructional Development, Syracuse University, Syracuse, NY 1980-83 Evaluation Specialist, ▇▇▇▇▇ ▇. ▇▇▇▇▇ Institute of Education, ▇▇▇▇▇▇▇ ▇▇▇▇▇ ` 1983-present Faculty Member (Assistant Professor, Associate Professor, & Professor), ▇▇▇▇▇ ▇. ▇▇▇▇▇ School Education, ▇▇▇▇▇▇▇ ▇▇▇▇▇ University, Provo, UT

Incidents. 41.137.8.1. If Researcher Contractor becomes aware of an Incident involving Data by either Researcher Contractor or any of ResearcherContractor’s Subcontractors, Researcher Contractor shall notify USBE within one (1) calendar day and cooperate with USBE regarding recovery, remediation, and the necessity to involve law enforcement, if any. 41.237.8.2. Researcher Contractor shall produce a written remediation plan that includes information about the cause and extent of the Incident Incident, and the actions Researcher Contractor will take to remediate the Incident and to reduce the risk of incurring a similar type of Incident in the future. Researcher Contractor shall present its analysis and remediation plan to USBE within ten (10) calendar days of notifying USBE of an Incident. USBE reserves the right to adjust this plan, in its sole discretion. If Researcher Contractor cannot produce its analysis and plan within the allotted time, USBE, in its sole discretion, may perform such analysis and produce a remediation plan, and Researcher Contractor shall reimburse USBE for the reasonable costs thereof.thereof.‌ 41.337.8.3. In the event of an Incident, Researcher Contractor shall provide USBE or its designated representatives with access seven (7) 7 days a week, twenty-four (24) 24 hours a day, for the purpose of evaluating, mitigating, or resolving the Incident. 41.437.8.4. Unless Researcher Contractor can establish that Researcher Contractor or any of its Subcontractors is not the cause or source of the Incident, Researcher Contractor shall be responsible for the cost of notifying each person whose personal information may have been compromised by the Incident. 41.537.8.5. Disclosure of Data by Researcher Contractor or any Subcontractor for any reason may be cause for legal action by third parties against ResearcherContractor, the State, or their respective agents. Researcher Contractor shall indemnify, save, and hold harmless the State, its employees, and agents against any and all claims, damages, liability, and court awards including costs, AWAITING BOARD APPROVAL expenses, and attorney fees incurred as a result of any act or omission by ResearcherContractor, or its employees, agents, Subcontractors, or assignees pursuant to this Contract. Notwithstanding any other provision of this Contract, Researcher Contractor shall be liable to the State for all direct, consequential consequential, and incidental damages arising from an Incident caused by Researcher Contractor or its Subcontractors. The Effectiveness of Formative Assessments Developed by PLCs as a Basis for Informing Instructional Decisions and Collaborative Lesson Planning Strategies to Enhance Student Achievement in Middle School Mathematics. State the title of the study. A ARD APPROV This BYU CITES district partnership study is intended to discover top performing middle level teacher teams in terms of student math growth, among all subgroups, as measured on the Utah RISE assessment. Schools will be limited to those within the five BYU CITES partnership districts. Once identified, teacher teams that produce high math proficiency gains will be invited to participate in a three-year study conducted by Wasatch School District and BYU. This three-year study will follow the 2023/24 6th grade students who are enrolled in the teacher teams identified as high performing. This study will follow the 6th grade cohort through their 8th grade year, for a total of three years. The study will also add each subsequent 6th grade cohort during the three-year project for a total of three student cohorts. Participating teacher teams will be tasked with creating cross-district common formative assessments (CFA). Results from these CFAs will be analyzed using Item Response Theory (IRT) as well as regression analysis where CFAs are used as predictors of RISE performance. The goal is to produce assessments that are aligned with state core standards and help drive instructional practices. Provide a description of the study, including the reason the data is needed. The timeframe for completion is planned for 08/01/2026. Enter the estimated end date of the study. AWAITING BO List your research questions. List specific variables. This study will produce data at the teacher team level that allows for identification of stand out literacy growth. This information will be used by WCSD and BYU CITES to invite teacher teams to participate in cross partnership professional learning communities (PLC). Provide a summary of the output. This section states what reports or information will be produced because of this research and where that information will go. We will not be linking any outside data to the data being requested from USBE. Provide detailed information on the Data being linked, the other sources of Data, and any additional constraints to protect the linked Data. Describe analysis. A V O R P P A D R A O B G N TI I A W A L List the data requested. Add additional rows as needed. All below data variables are limited to the BYU CITES partnership School Districts (Alpine, Jordan, Nebo, Provo, Wasatch): ● For each 5th grade student in participating districts: ● Statewide Student Identifier (SSID) ● RISE Math Scale Score ● RISE Math Proficiency Score ● RISE Math Student Growth Percentile (SGP) ● For each 6th grade student in participating districts:: ● Statewide Student Identifier (SSID) ● School ID ● Math teacher CACTUS ID ● RISE Math Scale Score ● RISE Math Proficiency Score ● Rise Math Student Growth Percentile (SGP) ● Individualized Education Plan (IEP) Flag ● Low Socioeconomic Status (SES) Flag ● English Language Learner (ELL) Level ● Race ● Ethnicity ● Math State Course Code ● Math Course/Section Honors Flag ● Math Course/Section Special Education Flag ● For each 7th grade student in participating districts:: ● Statewide Student Identifier (SSID) ● School ID ● Math teacher CACTUS ID ● RISE Math Scale Score ● RISE Math Proficiency Score ● Rise Math Student Growth Percentile (SGP) ● Individualized Education Plan (IEP) Flag ● Low Socioeconomic Status (SES) Flag ● English Language Learner (ELL) Level ● Race ● Ethnicity ● Math Course/Section Honors Flag ● Statewide Student Identifier (SSID) ● School ID ● Math teacher CACTUS ID ● RISE Math Scale Score ● RISE Math Proficiency Score ● Individualized Education Plan (IEP) Flag ● Low Socioeconomic Status (SES) Flag ● English Language Learner (ELL) Level ● Race ● Ethnicity ● Math State Course Code ● Math Course/Section Honors Flag A V O R P P A D April 15, 2023 (first request) L Desired delivery date: Delivery method: ☑ Data will be compiled by USBE and sent securely to Researcher. ☐ Researcher will conduct on-premise research. AWAITING BOAR ☐ Other (explain): L V O R AWAITING BOARD APP A Name Title Data ▇▇▇▇▇▇▇: ▇▇▇▇▇▇▇ ▇▇▇▇▇▇▇▇ Professor Authorized Persons: ▇▇▇▇▇▇▇▇ ▇▇▇▇▇▇▇▇▇▇▇▇▇ PHD Student Data ▇▇▇▇▇▇▇: ▇▇▇▇▇▇▇▇▇ ▇▇▇▇▇▇▇▇ Data Analyst Authorized Persons: ▇▇▇ ▇▇▇▇▇▇▇ Director Data ▇▇▇▇▇▇▇: ▇▇▇▇▇ ▇▇▇▇▇▇ Director of Data and Statistics Data Quality Manager: ▇▇▇▇▇ ▇▇▇▇▇▇ Director of Data and Statistics AWAITING BOARD APPROVAL ▇▇▇▇ ▇▇▇▇ ▇▇▇▇▇ ▇▇▇▇▇ Highland, Utah 84003 (▇▇▇) ▇▇▇-▇▇▇▇ Professor, Instructional Psychology and Technology Department Director, PhD Program in Educational Inquiry, Measurement, and Evaluation ▇▇▇▇▇▇▇ ▇▇▇▇▇ University Provo, Utah 84602 ▇▇▇-▇▇▇-▇▇▇▇ ▇▇▇▇▇▇▇_▇▇▇▇▇▇▇▇@▇▇▇.▇▇▇ 1965-66 Teacher, Mayfair High School, Bellflower School District, Bellflower, CA 1966-69 Teacher, Fillmore LDS Seminary, Fillmore, UT 1969-70 Curriculum Writer, Central Office Staff, LDS Seminaries & Institutes of Religion, Provo, UT 1970-71 Graduate Assistant, Educational Technology Dept., Arizona State University, Tempe, AZ 1971-73 Assistant Director of Secondary Curriculum, Central Office, LDS Seminaries and Institutes of Religion, Salt Lake City, UT 1973-75 Graduate Assistant, Center for Instructional Research & Curriculum Evaluation (CIRCE), University of Illinois, Urbana, IL 1975-78 Research and Evaluation Specialist, LDS Church Education System, Salt Lake City, UT 1978-79 Instructional Psychologist, F-16 Pilot Training Project, Courseware Inc., Clearfield, UT 1979-80 Associate Director for Evaluation, Center for Instructional Development, Syracuse University, Syracuse, NY 1980-83 Evaluation Specialist, ▇▇▇▇▇ ▇. ▇▇▇▇▇ Institute of Education, ▇▇▇▇▇▇▇ ▇▇▇▇▇ ` 1983-present Faculty Member (Assistant Professor, Associate Professor, & Professor), ▇▇▇▇▇ ▇. ▇▇▇▇▇ School Education, ▇▇▇▇▇▇▇ ▇▇▇▇▇ University, Provo, UT