**State of Wyoming**

**Consolidated State Application**

**Accountability Workbook**

**2007-2008 Revisions**

**for State Grants under Title IX, Part C, Section 9302 of the
Elementary and**

> **Secondary Education Act (Public Law 107-110)**

**DUE: JANUARY 31, 2003**

**REVISED SUBMISSION: MAY 1, 2003**

**2003-2004 REVISED SUBMISSION: AUGUST 11, 2004**

**2005-2006 REVISED SUBMISSION: APRIL 1, 2005**

**2006-2007 REVISED SUBMISSION: APRIL 1, 2006**

**2006-2007 REVISED SUBMISSION July 19, 2006**

**2007-2008 Revised Submission February 15, 2007**

**2007-2008 REVISED SUBMISSION February 15, 2008**

![](media/image1.png)

### 

**U. S. Department of Education**

**Office of Elementary and Secondary Education**

**Washington, D.C. 20202**

**Instructions for Completing Consolidated State Application
Accountability Workbook**

By January 31, 2003, States must complete and submit to the Department
this Consolidated State Application Accountability Workbook. We
understand that some of the critical elements for the key principles may
still be under consideration and may not yet be final State policy by
the January 31 due date. States that do not have final approval for some
of these elements or that have not finalized a decision on these
elements by January 31 should, when completing the Workbook, indicate
the status of each element which is not yet official State policy and
provide the anticipated date by which the proposed policy will become
effective. In each of these cases, States must include a timeline of
steps to complete to ensure that such elements are in place by May 1,
2003, and implemented during the 2002-2003 school year. By no later than
May 1, 2003, States must submit to the Department final information for
all sections of the Consolidated State Application Accountability
Workbook.

**Transmittal Instructions**

To expedite the receipt of this Consolidated State Application
Accountability Workbook, please send your submission via the Internet as
a .doc file, pdf file, rtf or .txt file or provide the URL for the site
where your submission is posted on the Internet. Send electronic
submissions to conapp@ed.gov.

A State that submits only a paper submission should mail the submission
by express courier to:

Patrick Rooney and Sue Rigney

U.S. Department of Education

400 Maryland Ave., SW

Room 3W300

Washington, D.C. 20202-6400

\(202\) 401-0113

# PART I: Summary of Required Elements for State Accountability Systems 

# Instructions 

# 

# The following chart is an overview of States\' implementation of the critical elements required for approval of their State accountability systems. States must provide detailed implementation information for each of these elements in Part II of this Consolidated State Application Accountability Workbook. 

# 

# For each of the elements listed in the following chart, States should indicate the current implementation status in their State using the following legend:

# 

# F: State has a final policy, approved by all the required entities in the State (e.g., State Board of Education, State Legislature), for implementing this element in its accountability system. 

# 

# P: State has a proposed policy for implementing this element in its accountability system, but must still receive approval by required entities in the State (e.g., State Board of Education, State Legislature). 

# 

# W: State is still working on formulating a policy to implement this element in its accountability system. 

# 

#  

# Summary of Implementation Status for Required Elements of State Accountability Systems

+---+----+--------------------------------------------------------------+
| * |    | **State Accountability System Element**                      |
| * |    |                                                              |
| S |    |                                                              |
| t |    |                                                              |
| a |    |                                                              |
| t |    |                                                              |
| u |    |                                                              |
| s |    |                                                              |
| * |    |                                                              |
| * |    |                                                              |
+---+----+--------------------------------------------------------------+
| * |    |                                                              |
| * |    |                                                              |
| [ |    |                                                              |
| P |    |                                                              |
| r |    |                                                              |
| i |    |                                                              |
| n |    |                                                              |
| c |    |                                                              |
| i |    |                                                              |
| p |    |                                                              |
| l |    |                                                              |
| e |    |                                                              |
| 1 |    |                                                              |
| : |    |                                                              |
| A |    |                                                              |
| l |    |                                                              |
| l |    |                                                              |
| S |    |                                                              |
| c |    |                                                              |
| h |    |                                                              |
| o |    |                                                              |
| o |    |                                                              |
| l |    |                                                              |
| s |    |                                                              |
| ] |    |                                                              |
| { |    |                                                              |
| . |    |                                                              |
| u |    |                                                              |
| n |    |                                                              |
| d |    |                                                              |
| e |    |                                                              |
| r |    |                                                              |
| l |    |                                                              |
| i |    |                                                              |
| n |    |                                                              |
| e |    |                                                              |
| } |    |                                                              |
| * |    |                                                              |
| * |    |                                                              |
+---+----+--------------------------------------------------------------+
| F | 1  | Accountability system includes all schools and districts in  |
|   | .1 | the state.                                                   |
+---+----+--------------------------------------------------------------+
| F | 1  | Accountability system holds all schools to the same          |
|   | .2 | criteria.                                                    |
|   |    |                                                              |
|   |    | #                                                            |
+---+----+--------------------------------------------------------------+
| F | 1  | Accountability system incorporates the academic achievement  |
|   | .3 | standards.                                                   |
+---+----+--------------------------------------------------------------+
| F | 1  | Accountability system provides information in a timely       |
|   | .4 | manner.                                                      |
+---+----+--------------------------------------------------------------+
| F | 1  | Accountability system includes report cards.                 |
|   | .5 |                                                              |
+---+----+--------------------------------------------------------------+
| F | 1  | Accountability system includes rewards and sanctions.        |
|   | .6 |                                                              |
|   |    | #                                                            |
+---+----+--------------------------------------------------------------+
| # |    |                                                              |
|   |    |                                                              |
| [ |    |                                                              |
| P |    |                                                              |
| r |    |                                                              |
| i |    |                                                              |
| n |    |                                                              |
| c |    |                                                              |
| i |    |                                                              |
| p |    |                                                              |
| l |    |                                                              |
| e |    |                                                              |
|   |    |                                                              |
| 2 |    |                                                              |
| : |    |                                                              |
|   |    |                                                              |
| A |    |                                                              |
| l |    |                                                              |
| l |    |                                                              |
|   |    |                                                              |
| S |    |                                                              |
| t |    |                                                              |
| u |    |                                                              |
| d |    |                                                              |
| e |    |                                                              |
| n |    |                                                              |
| t |    |                                                              |
| s |    |                                                              |
| ] |    |                                                              |
| { |    |                                                              |
| . |    |                                                              |
| u |    |                                                              |
| n |    |                                                              |
| d |    |                                                              |
| e |    |                                                              |
| r |    |                                                              |
| l |    |                                                              |
| i |    |                                                              |
| n |    |                                                              |
| e |    |                                                              |
| } |    |                                                              |
+---+----+--------------------------------------------------------------+
| F | 2  | The accountability system includes all students              |
|   | .1 |                                                              |
+---+----+--------------------------------------------------------------+
| F | 2  | The accountability system has a consistent definition of     |
|   | .2 | full academic year.                                          |
+---+----+--------------------------------------------------------------+
| F | 2  | The accountability system properly includes mobile students. |
|   | .3 |                                                              |
+---+----+--------------------------------------------------------------+
| # |    |                                                              |
|   |    |                                                              |
| [ |    |                                                              |
| P |    |                                                              |
| r |    |                                                              |
| i |    |                                                              |
| n |    |                                                              |
| c |    |                                                              |
| i |    |                                                              |
| p |    |                                                              |
| l |    |                                                              |
| e |    |                                                              |
|   |    |                                                              |
| 3 |    |                                                              |
| : |    |                                                              |
|   |    |                                                              |
| M |    |                                                              |
| e |    |                                                              |
| t |    |                                                              |
| h |    |                                                              |
| o |    |                                                              |
| d |    |                                                              |
|   |    |                                                              |
| o |    |                                                              |
| f |    |                                                              |
|   |    |                                                              |
| A |    |                                                              |
| Y |    |                                                              |
| P |    |                                                              |
|   |    |                                                              |
| D |    |                                                              |
| e |    |                                                              |
| t |    |                                                              |
| e |    |                                                              |
| r |    |                                                              |
| m |    |                                                              |
| i |    |                                                              |
| n |    |                                                              |
| a |    |                                                              |
| t |    |                                                              |
| i |    |                                                              |
| o |    |                                                              |
| n |    |                                                              |
| s |    |                                                              |
| ] |    |                                                              |
| { |    |                                                              |
| . |    |                                                              |
| u |    |                                                              |
| n |    |                                                              |
| d |    |                                                              |
| e |    |                                                              |
| r |    |                                                              |
| l |    |                                                              |
| i |    |                                                              |
| n |    |                                                              |
| e |    |                                                              |
| } |    |                                                              |
+---+----+--------------------------------------------------------------+
| F | 3  | Accountability system expects all student subgroups, public  |
|   | .1 | schools, and LEAs to reach proficiency by 2013-14.           |
+---+----+--------------------------------------------------------------+
| F | 3  | Accountability system has a method for determining whether   |
|   | .2 | student subgroups, public schools, and LEAs made adequate    |
|   |    | yearly progress.                                             |
+---+----+--------------------------------------------------------------+
| P | 3. | Accountability system establishes a starting point.          |
|   | 2a |                                                              |
+---+----+--------------------------------------------------------------+
| P | 3. | Accountability system establishes statewide annual           |
|   | 2b | measurable objectives.                                       |
+---+----+--------------------------------------------------------------+
| P | 3. | Accountability system establishes intermediate goals.        |
|   | 2c |                                                              |
+---+----+--------------------------------------------------------------+
| # |    |                                                              |
|   |    |                                                              |
| [ |    |                                                              |
| P |    |                                                              |
| r |    |                                                              |
| i |    |                                                              |
| n |    |                                                              |
| c |    |                                                              |
| i |    |                                                              |
| p |    |                                                              |
| l |    |                                                              |
| e |    |                                                              |
|   |    |                                                              |
| 4 |    |                                                              |
| : |    |                                                              |
|   |    |                                                              |
| A |    |                                                              |
| n |    |                                                              |
| n |    |                                                              |
| u |    |                                                              |
| a |    |                                                              |
| l |    |                                                              |
|   |    |                                                              |
| D |    |                                                              |
| e |    |                                                              |
| c |    |                                                              |
| i |    |                                                              |
| s |    |                                                              |
| i |    |                                                              |
| o |    |                                                              |
| n |    |                                                              |
| s |    |                                                              |
| ] |    |                                                              |
| { |    |                                                              |
| . |    |                                                              |
| u |    |                                                              |
| n |    |                                                              |
| d |    |                                                              |
| e |    |                                                              |
| r |    |                                                              |
| l |    |                                                              |
| i |    |                                                              |
| n |    |                                                              |
| e |    |                                                              |
| } |    |                                                              |
+---+----+--------------------------------------------------------------+
| F | 4  | The accountability system determines annually the progress   |
|   | .1 | of schools and districts.                                    |
+---+----+--------------------------------------------------------------+

**STATUS Legend:**

**F** -- Final state policy

**P** -- Proposed policy, awaiting State approval

**W** -- Working to formulate policy

+---+----+--------------------------------------------------------------+
| # |    |                                                              |
|   |    |                                                              |
| [ |    |                                                              |
| P |    |                                                              |
| r |    |                                                              |
| i |    |                                                              |
| n |    |                                                              |
| c |    |                                                              |
| i |    |                                                              |
| p |    |                                                              |
| l |    |                                                              |
| e |    |                                                              |
|   |    |                                                              |
| 5 |    |                                                              |
| : |    |                                                              |
|   |    |                                                              |
| S |    |                                                              |
| u |    |                                                              |
| b |    |                                                              |
| g |    |                                                              |
| r |    |                                                              |
| o |    |                                                              |
| u |    |                                                              |
| p |    |                                                              |
|   |    |                                                              |
| A |    |                                                              |
| c |    |                                                              |
| c |    |                                                              |
| o |    |                                                              |
| u |    |                                                              |
| n |    |                                                              |
| t |    |                                                              |
| a |    |                                                              |
| b |    |                                                              |
| i |    |                                                              |
| l |    |                                                              |
| i |    |                                                              |
| t |    |                                                              |
| y |    |                                                              |
| ] |    |                                                              |
| { |    |                                                              |
| . |    |                                                              |
| u |    |                                                              |
| n |    |                                                              |
| d |    |                                                              |
| e |    |                                                              |
| r |    |                                                              |
| l |    |                                                              |
| i |    |                                                              |
| n |    |                                                              |
| e |    |                                                              |
| } |    |                                                              |
+---+----+--------------------------------------------------------------+
| F | 5  | The accountability system includes all the required student  |
|   | .1 | subgroups.                                                   |
+---+----+--------------------------------------------------------------+
| F | 5  | The accountability system holds schools and LEAs accountable |
|   | .2 | for the progress of student subgroups.                       |
+---+----+--------------------------------------------------------------+
| F | 5  | The accountability system includes students with             |
|   | .3 | disabilities.                                                |
+---+----+--------------------------------------------------------------+
| F | 5  | The accountability system includes limited English           |
|   | .4 | proficient students.                                         |
+---+----+--------------------------------------------------------------+
| F | 5  | The State has determined the minimum number of students      |
|   | .5 | sufficient to yield statistically reliable information for   |
|   |    | each purpose for which disaggregated data are used.          |
+---+----+--------------------------------------------------------------+
| F | 5  | The State has strategies to protect the privacy of           |
|   | .6 | individual students in reporting achievement results and in  |
|   |    | determining whether schools and LEAs are making adequate     |
|   |    | yearly progress on the basis of disaggregated subgroups.     |
+---+----+--------------------------------------------------------------+
| # |    |                                                              |
|   |    |                                                              |
| [ |    |                                                              |
| P |    |                                                              |
| r |    |                                                              |
| i |    |                                                              |
| n |    |                                                              |
| c |    |                                                              |
| i |    |                                                              |
| p |    |                                                              |
| l |    |                                                              |
| e |    |                                                              |
|   |    |                                                              |
| 6 |    |                                                              |
| : |    |                                                              |
|   |    |                                                              |
| B |    |                                                              |
| a |    |                                                              |
| s |    |                                                              |
| e |    |                                                              |
| d |    |                                                              |
|   |    |                                                              |
| o |    |                                                              |
| n |    |                                                              |
|   |    |                                                              |
| A |    |                                                              |
| c |    |                                                              |
| a |    |                                                              |
| d |    |                                                              |
| e |    |                                                              |
| m |    |                                                              |
| i |    |                                                              |
| c |    |                                                              |
|   |    |                                                              |
| A |    |                                                              |
| s |    |                                                              |
| s |    |                                                              |
| e |    |                                                              |
| s |    |                                                              |
| s |    |                                                              |
| m |    |                                                              |
| e |    |                                                              |
| n |    |                                                              |
| t |    |                                                              |
| s |    |                                                              |
| ] |    |                                                              |
| { |    |                                                              |
| . |    |                                                              |
| u |    |                                                              |
| n |    |                                                              |
| d |    |                                                              |
| e |    |                                                              |
| r |    |                                                              |
| l |    |                                                              |
| i |    |                                                              |
| n |    |                                                              |
| e |    |                                                              |
| } |    |                                                              |
+---+----+--------------------------------------------------------------+
| F | 6  | Accountability system is based primarily on academic         |
|   | .1 | assessments.                                                 |
+---+----+--------------------------------------------------------------+
| # |    |                                                              |
|   |    |                                                              |
| [ |    |                                                              |
| P |    |                                                              |
| r |    |                                                              |
| i |    |                                                              |
| n |    |                                                              |
| c |    |                                                              |
| i |    |                                                              |
| p |    |                                                              |
| l |    |                                                              |
| e |    |                                                              |
|   |    |                                                              |
| 7 |    |                                                              |
| : |    |                                                              |
|   |    |                                                              |
| A |    |                                                              |
| d |    |                                                              |
| d |    |                                                              |
| i |    |                                                              |
| t |    |                                                              |
| i |    |                                                              |
| o |    |                                                              |
| n |    |                                                              |
| a |    |                                                              |
| l |    |                                                              |
|   |    |                                                              |
| I |    |                                                              |
| n |    |                                                              |
| d |    |                                                              |
| i |    |                                                              |
| c |    |                                                              |
| a |    |                                                              |
| t |    |                                                              |
| o |    |                                                              |
| r |    |                                                              |
| s |    |                                                              |
| ] |    |                                                              |
| { |    |                                                              |
| . |    |                                                              |
| u |    |                                                              |
| n |    |                                                              |
| d |    |                                                              |
| e |    |                                                              |
| r |    |                                                              |
| l |    |                                                              |
| i |    |                                                              |
| n |    |                                                              |
| e |    |                                                              |
| } |    |                                                              |
+---+----+--------------------------------------------------------------+
| F | 7  | Accountability system includes graduation rate for high      |
|   | .1 | schools.                                                     |
+---+----+--------------------------------------------------------------+
| F | 7  | Accountability system includes an additional academic        |
|   | .2 | indicator for elementary and middle schools.                 |
+---+----+--------------------------------------------------------------+
| F | 7  | #### Additional indicators are valid and reliable.           |
|   | .3 |                                                              |
+---+----+--------------------------------------------------------------+
| # |    |                                                              |
|   |    |                                                              |
| [ |    |                                                              |
| P |    |                                                              |
| r |    |                                                              |
| i |    |                                                              |
| n |    |                                                              |
| c |    |                                                              |
| i |    |                                                              |
| p |    |                                                              |
| l |    |                                                              |
| e |    |                                                              |
|   |    |                                                              |
| 8 |    |                                                              |
| : |    |                                                              |
|   |    |                                                              |
| S |    |                                                              |
| e |    |                                                              |
| p |    |                                                              |
| a |    |                                                              |
| r |    |                                                              |
| a |    |                                                              |
| t |    |                                                              |
| e |    |                                                              |
|   |    |                                                              |
| D |    |                                                              |
| e |    |                                                              |
| c |    |                                                              |
| i |    |                                                              |
| s |    |                                                              |
| i |    |                                                              |
| o |    |                                                              |
| n |    |                                                              |
| s |    |                                                              |
|   |    |                                                              |
| f |    |                                                              |
| o |    |                                                              |
| r |    |                                                              |
|   |    |                                                              |
| R |    |                                                              |
| e |    |                                                              |
| a |    |                                                              |
| d |    |                                                              |
| i |    |                                                              |
| n |    |                                                              |
| g |    |                                                              |
| / |    |                                                              |
| L |    |                                                              |
| a |    |                                                              |
| n |    |                                                              |
| g |    |                                                              |
| u |    |                                                              |
| a |    |                                                              |
| g |    |                                                              |
| e |    |                                                              |
|   |    |                                                              |
| A |    |                                                              |
| r |    |                                                              |
| t |    |                                                              |
| s |    |                                                              |
|   |    |                                                              |
| a |    |                                                              |
| n |    |                                                              |
| d |    |                                                              |
|   |    |                                                              |
| M |    |                                                              |
| a |    |                                                              |
| t |    |                                                              |
| h |    |                                                              |
| e |    |                                                              |
| m |    |                                                              |
| a |    |                                                              |
| t |    |                                                              |
| i |    |                                                              |
| c |    |                                                              |
| s |    |                                                              |
| ] |    |                                                              |
| { |    |                                                              |
| . |    |                                                              |
| u |    |                                                              |
| n |    |                                                              |
| d |    |                                                              |
| e |    |                                                              |
| r |    |                                                              |
| l |    |                                                              |
| i |    |                                                              |
| n |    |                                                              |
| e |    |                                                              |
| } |    |                                                              |
+---+----+--------------------------------------------------------------+
| F | 8  | Accountability system holds students, schools and districts  |
|   | .1 | separately accountable for reading/language arts and         |
|   |    | mathematics.                                                 |
+---+----+--------------------------------------------------------------+
| # |    |                                                              |
|   |    |                                                              |
| [ |    |                                                              |
| P |    |                                                              |
| r |    |                                                              |
| i |    |                                                              |
| n |    |                                                              |
| c |    |                                                              |
| i |    |                                                              |
| p |    |                                                              |
| l |    |                                                              |
| e |    |                                                              |
|   |    |                                                              |
| 9 |    |                                                              |
| : |    |                                                              |
|   |    |                                                              |
| S |    |                                                              |
| y |    |                                                              |
| s |    |                                                              |
| t |    |                                                              |
| e |    |                                                              |
| m |    |                                                              |
|   |    |                                                              |
| V |    |                                                              |
| a |    |                                                              |
| l |    |                                                              |
| i |    |                                                              |
| d |    |                                                              |
| i |    |                                                              |
| t |    |                                                              |
| y |    |                                                              |
|   |    |                                                              |
| a |    |                                                              |
| n |    |                                                              |
| d |    |                                                              |
|   |    |                                                              |
| R |    |                                                              |
| e |    |                                                              |
| l |    |                                                              |
| i |    |                                                              |
| a |    |                                                              |
| b |    |                                                              |
| i |    |                                                              |
| l |    |                                                              |
| i |    |                                                              |
| t |    |                                                              |
| y |    |                                                              |
| ] |    |                                                              |
| { |    |                                                              |
| . |    |                                                              |
| u |    |                                                              |
| n |    |                                                              |
| d |    |                                                              |
| e |    |                                                              |
| r |    |                                                              |
| l |    |                                                              |
| i |    |                                                              |
| n |    |                                                              |
| e |    |                                                              |
| } |    |                                                              |
+---+----+--------------------------------------------------------------+
| F | 9  | Accountability system produces reliable decisions.           |
|   | .1 |                                                              |
+---+----+--------------------------------------------------------------+
| F | 9  | Accountability system produces valid decisions.              |
|   | .2 |                                                              |
+---+----+--------------------------------------------------------------+
| F | 9  | State has a plan for addressing changes in assessment and    |
|   | .3 | student population.                                          |
+---+----+--------------------------------------------------------------+
| # |    |                                                              |
|   |    |                                                              |
| [ |    |                                                              |
| P |    |                                                              |
| r |    |                                                              |
| i |    |                                                              |
| n |    |                                                              |
| c |    |                                                              |
| i |    |                                                              |
| p |    |                                                              |
| l |    |                                                              |
| e |    |                                                              |
|   |    |                                                              |
| 1 |    |                                                              |
| 0 |    |                                                              |
| : |    |                                                              |
|   |    |                                                              |
| P |    |                                                              |
| a |    |                                                              |
| r |    |                                                              |
| t |    |                                                              |
| i |    |                                                              |
| c |    |                                                              |
| i |    |                                                              |
| p |    |                                                              |
| a |    |                                                              |
| t |    |                                                              |
| i |    |                                                              |
| o |    |                                                              |
| n |    |                                                              |
|   |    |                                                              |
| R |    |                                                              |
| a |    |                                                              |
| t |    |                                                              |
| e |    |                                                              |
| ] |    |                                                              |
| { |    |                                                              |
| . |    |                                                              |
| u |    |                                                              |
| n |    |                                                              |
| d |    |                                                              |
| e |    |                                                              |
| r |    |                                                              |
| l |    |                                                              |
| i |    |                                                              |
| n |    |                                                              |
| e |    |                                                              |
| } |    |                                                              |
+---+----+--------------------------------------------------------------+
| F | 10 | Accountability system has a means for calculating the rate   |
|   | .1 | of participation in the statewide assessment.                |
+---+----+--------------------------------------------------------------+
| F | 10 | Accountability system has a means for applying the 95%       |
|   | .2 | assessment criteria to student subgroups and small schools.  |
+---+----+--------------------------------------------------------------+

**STATUS Legend:**

F -- Final policy

P -- Proposed Policy, awaiting State approval

W-- Working to formulate policy

**PART II: State Response and Activities for Meeting State
Accountability System Requirements**

Instructions

In Part II of this Workbook, States are to provide detailed information
for each of the critical elements required for State accountability
systems. States should answer the questions asked about each of the
critical elements in the State\'s accountability system. States that do
not have final approval for any of these elements or that have not
finalized a decision on these elements by January 31, 2003, should, when
completing this section of the Workbook, indicate the status of each
element that is not yet official State policy and provide the
anticipated date by which the proposed policy will become effective. In
each of these cases, States must include a timeline of steps to complete
to ensure that such elements are in place by May 1, 2003, and
implemented during the 2002-2003 school year. By no later than May 1,
2003, States must submit to the Department final information for all
sections of the Consolidated State Application Accountability Workbook.

**PRINCIPLE 1. A single statewide Accountability System applied to all
public schools and LEAs.**

+--------------------+----------------------------+--------------------+
| **CRITICAL         | **EXAMPLES FOR**           | **EXAMPLES OF**    |
| ELEMENT**          |                            |                    |
|                    | **MEETING STATUTORY        | ***NOT* MEETING    |
|                    | REQUIREMENTS**             | REQUIREMENTS**     |
+--------------------+----------------------------+--------------------+
| 1.  How does the   | Every public school and    | A public school or |
|     State          | LEA is required to make    | LEA is not         |
|     Accountability | adequate yearly progress   | required to make   |
|     System include | and is included in the     | adequate yearly    |
|     every public   | State Accountability       | progress and is    |
|     school and LEA | System.                    | not included in    |
|     in the State?  |                            | the State          |
|                    | State has a definition of  | Accountability     |
|                    | "public school" and "LEA"  | System.            |
|                    | for AYP accountability     |                    |
|                    | purposes.                  | State policy       |
|                    |                            | systematically     |
|                    | -   The State              | excludes certain   |
|                    |     Accountability System  | public schools     |
|                    |     produces AYP decisions | and/or LEAs.       |
|                    |     for all public         |                    |
|                    |     schools, including     |                    |
|                    |     public schools with    |                    |
|                    |     variant grade          |                    |
|                    |     configurations (e.g.,  |                    |
|                    |     K-12), public schools  |                    |
|                    |     that serve special     |                    |
|                    |     populations (e.g.,     |                    |
|                    |     alternative public     |                    |
|                    |     schools, juvenile      |                    |
|                    |     institutions, state    |                    |
|                    |     public schools for the |                    |
|                    |     blind) and public      |                    |
|                    |     charter schools. It    |                    |
|                    |     also holds accountable |                    |
|                    |     public schools with no |                    |
|                    |     grades assessed (e.g., |                    |
|                    |     K-2).                  |                    |
+--------------------+----------------------------+--------------------+

  -----------------------------------------------------------------------
  **STATE RESPONSE AND STATE ACTIVITIES FOR MEETING REQUIREMENTS**

  -----------------------------------------------------------------------

**Element 1.1**

Wyoming's accountability system includes every public school and LEA in
the state. According to Wyoming Statute 21-2-304 (a), beginning with
spring 2006, every Wyoming public school student enrolled in grades
three (3) through eight (8) and grade eleven (11) is required to
participate in the Proficiency Assessments for Wyoming Students (PAWS)
and be assessed in reading, writing, and mathematics. The final
administration of the previous assessment system, Wyoming Comprehensive
Assessment System (WyCAS) was in the spring 2005. Beginning in spring
2008 all Wyoming public school students enrolled in fourth, eighth, and
eleventh grades are required to participate in the state science
assessment. This requirement is further supported by Wyoming State Board
Rules, Chapter 6. All institutions serving neglected and delinquent
populations are subject to accreditation requirements of the Wyoming
State Board of Education and are also required to have their students
participate in PAWS each year.

In Wyoming there are schools that are K-2 grade configurations. These
schools are "paired" with a school that includes a tested grade for
purposes of accountability. For example, several LEAs have organized
their elementary schools so that students attend grade K-2 in one
building and then move to a different building for grades 3-5. In this
case, the AYP results for the 3-5 school are used to hold the K-2 school
accountable as well. The rationale for this is quite simple; teachers in
the two different schools need to be communicating across buildings to
plan their curricular and instructional sequences. Holding both schools
equally accountable for the 3-5 school results should help foster this
communication.

The following is a list of Wyoming schools that do not contain any of
the currently assessed grades and the school with which they are paired
for accountability purposes.

  --------- ---------------------- -------- ------------------------ ---------
  School ID School Name            Grades   Accountability Related   School ID
                                   Served   School                   

  501002    Douglas Primary School K-2      Douglas Intermediate     501010
                                            School                   

  801007    Lincoln Elementary     K-2      Trail Elementary         801006

  1101021   Lebhart Elementary     K-2      Fairview Elementary      1101013

  1601003   Libbey Elementary      K-2      West Elementary          1601005

  2001010   Jackson Elementary     K-2      Colter Elementary        2001009

  2104001   Mountain View          K-2      Fort Bridger Elementary  2104002
            Elementary                                               

  2301003   Newcastle Elementary   K-2      Gertrude Burns           2301001
            K-2                             Intermediate             
  --------- ---------------------- -------- ------------------------ ---------

1901004 Lincoln Elementary K Westridge Elementary 1901014

+-----------------------+-----------------------+-----------------------+
| **CRITICAL ELEMENT**  | **EXAMPLES FOR**      | **EXAMPLES OF**       |
|                       |                       |                       |
|                       | **MEETING STATUTORY   | ***NOT* MEETING       |
|                       | REQUIREMENTS**        | REQUIREMENTS**        |
+-----------------------+-----------------------+-----------------------+
| 1.  How are all       | All public schools    | Some public schools   |
|     public schools    | and LEAs are          | and LEAs are          |
|     and LEAs held to  | systematically judged | systematically judged |
|     the same criteria | on the basis of the   | on the basis of       |
|     when making an    | same criteria when    | alternate criteria    |
|     AYP               | making an AYP         | when making an AYP    |
|     determination?    | determination.        | determination.        |
|                       |                       |                       |
|                       | If applicable, the    |                       |
|                       | AYP definition is     |                       |
|                       | integrated into the   |                       |
|                       | State Accountability  |                       |
|                       | System.               |                       |
+-----------------------+-----------------------+-----------------------+

  -----------------------------------------------------------------------
  **STATE RESPONSE AND STATE ACTIVITIES FOR MEETING REQUIREMENTS**

  -----------------------------------------------------------------------

**Element 1.2**

Wyoming uses the same PAWS test data, the same AYP computational
formula, and the same decision-making processes regarding accountability
decisions for every school and LEA in Wyoming. See Principle 3 for an
explanation of Wyoming's AYP methodology.

At present, Wyoming's AYP system constitutes the state's accountability
system, and is used to hold every public school and LEA accountable
effective with the 2004-2005 school year and each school year
thereafter. (W.S. 21-2-304 (a)(vi)).

Wyoming is continuing its work to build a broader statewide
accountability system that fully merges AYP and additional state
systems. PAWS is a statewide assessment system that can ensure the most
valid and reliable accountability determinations to improve student
achievement and will provide data to determine both absolute performance
and progress of the same students over time. Furthermore, the Wyoming
State Legislature enacted legislation that requires the establishment of
a statewide assessment system that can best measure individual student
performance, including progress over time, and a statewide
accountability system based on AYP as well as data from Wyoming's Body
of Evidence system and other related sources that can improve the
reliability of accountability determinations. Wyoming is continuing to
explore the feasibility of this broader accountability system.

+-----------------------+-----------------------+-----------------------+
| **CRITICAL ELEMENT**  | **EXAMPLES FOR**      | **EXAMPLES OF**       |
|                       |                       |                       |
|                       | **MEETING STATUTORY   | ***NOT* MEETING       |
|                       | REQUIREMENTS**        | REQUIREMENTS**        |
+-----------------------+-----------------------+-----------------------+
| 2.  Does the State    | State has defined     | Standards do not meet |
|     have, at a        | three levels of       | the legislated        |
|     minimum, a        | student achievement:  | requirements.         |
|     definition of     | *basic*, *proficient* |                       |
|     *basic*,          | and *advanced*.[^1]   |                       |
|     *proficient* and  |                       |                       |
|     *advanced*        | Student achievement   |                       |
|     student           | levels of             |                       |
|     achievement       | *proficient* and      |                       |
|     levels in         | *advanced* determine  |                       |
|     reading/language  | how well students are |                       |
|     arts and          | mastering the         |                       |
|     mathematics?      | materials in the      |                       |
|                       | State's academic      |                       |
|                       | content standards;    |                       |
|                       | and the *basic* level |                       |
|                       | of achievement        |                       |
|                       | provides complete     |                       |
|                       | information about the |                       |
|                       | progress of           |                       |
|                       | lower-achieving       |                       |
|                       | students toward       |                       |
|                       | mastering the         |                       |
|                       | *proficient* and      |                       |
|                       | *advanced* levels.    |                       |
+-----------------------+-----------------------+-----------------------+

  -----------------------------------------------------------------------
  **STATE RESPONSE AND STATE ACTIVITIES FOR MEETING REQUIREMENTS**

  -----------------------------------------------------------------------

**Element 1.3**

Wyoming's standards and assessment system was fully approved in February
2000 by the U.S. Department of Education under the Improving America's
Schools Act of 1994 and has since been included in Wyoming State Board
of Education Rules, Chapter 31. Wyoming's new statewide assessment
system (PAWS) underwent peer review by the USED in September 2007 and
received an "Approval Pending" status.. Wyoming's achievement standards
currently include four levels of performance---below basic, basic,
proficient, and advanced---in each of the nine content areas. These
achievement descriptors were constructed and endorsed by representative
groups of Wyoming educators and stakeholders to represent how well
students are performing in relation to the Wyoming content standards.
Wyoming believes that the state's achievement standards meet the
criterion set forth by USED with regard to rigor and clarity.

In the summer of 2002, Wyoming's standards in all nine content areas
were reviewed and revised, and the "partially proficient" achievement
standard was renamed to "basic." Further, because Wyoming's standards
were benchmarked at grades 4, 8, and 11, committees drafted grade-level
expectations in language arts and mathematics for grades K-8 so
grade-level, standards-based assessments could be designed to fulfill
the requirements of NCLB. These revisions were formally adopted by the
Wyoming State Board of Education at its July 2003 meeting as part of
Wyoming State Board of Education Rules, Chapter 31.

+-----------------------+-------------------------+--------------------+
| **CRITICAL ELEMENT**  | **EXAMPLES FOR**        | **EXAMPLES OF**    |
|                       |                         |                    |
|                       | **MEETING STATUTORY     | ***NOT* MEETING    |
|                       | REQUIREMENTS**          | REQUIREMENTS**     |
+-----------------------+-------------------------+--------------------+
| 4.  How does the      | State provides          | Timeline does not  |
|     State provide     | decisions about         | provide sufficient |
|     accountability    | adequate yearly         | time for LEAs to   |
|     and adequate      | progress in time for    | fulfill their      |
|     yearly progress   | LEAs to implement the   | responsibilities   |
|     decisions and     | required provisions     | before the         |
|     information in a  | before the beginning of | beginning of the   |
|     timely manner?    | the next academic year. | next academic      |
|                       |                         | year.              |
|                       | State allows enough     |                    |
|                       | time to notify parents  |                    |
|                       | about public school     |                    |
|                       | choice or supplemental  |                    |
|                       | educational service     |                    |
|                       | options, time for       |                    |
|                       | parents to make an      |                    |
|                       | informed decision, and  |                    |
|                       | time to implement       |                    |
|                       | public school choice    |                    |
|                       | and supplemental        |                    |
|                       | educational services.   |                    |
+-----------------------+-------------------------+--------------------+

  -----------------------------------------------------------------------
  **STATE RESPONSE AND STATE ACTIVITIES FOR MEETING REQUIREMENTS**

  -----------------------------------------------------------------------

###### 

###### Element 1.4

Beginning with the 2007 PAWS and each year thereafter, the testing
contractor will deliver the PAWS results to the State by the end of June
and the LEAs by the middle of August. LEAs will receive their
preliminary AYP determinations by July 15. The LEAs will have a
fifteen-day review period beginning July 15 and ending July 30. AYP
determinations will become final after July 30, and the final school/LEA
AYP determinations will be released to the public on August 5. With
Wyoming's assessment system, the two-week window for LEAs to review
their data will be sufficient as the Wyoming Department of Education
will already be working with the LEAs during the previous two months to
clean all student demographic data; therefore, there will be fewer
discrepancies to be reviewed during the two-week window

LEAs containing schools identified for improvement must notify parents
approximately one month before the beginning of the school year
regarding public school choice and/or supplemental service options as
applicable.

+-----------------------+-----------------------+-----------------------+
| **CRITICAL ELEMENT**  | **EXAMPLES FOR**      | **EXAMPLES OF**       |
|                       |                       |                       |
|                       | **MEETING STATUTORY   | ***NOT* MEETING       |
|                       | REQUIREMENTS**        | REQUIREMENTS**        |
+-----------------------+-----------------------+-----------------------+
| 5.  Does the State    | The State Report Card | The State Report Card |
|     Accountability    | includes all the      | does not include all  |
|     System produce an | required data         | the required data     |
|     annual State      | elements \[see        | elements.             |
|     Report Card?      | Appendix A for the    |                       |
|                       | list of required data | The State Report Card |
|                       | elements\].           | is not available to   |
|                       |                       | the public.           |
|                       | The State Report Card |                       |
|                       | is available to the   |                       |
|                       | public at the         |                       |
|                       | beginning of the      |                       |
|                       | academic year.        |                       |
|                       |                       |                       |
|                       | The State Report Card |                       |
|                       | is accessible in      |                       |
|                       | languages of major    |                       |
|                       | populations in the    |                       |
|                       | State, to the extent  |                       |
|                       | possible.             |                       |
|                       |                       |                       |
|                       | Assessment results    |                       |
|                       | and other academic    |                       |
|                       | indicators (including |                       |
|                       | graduation rates) are |                       |
|                       | reported by student   |                       |
|                       | subgroups             |                       |
+-----------------------+-----------------------+-----------------------+

  -----------------------------------------------------------------------
  **STATE RESPONSE AND STATE ACTIVITIES FOR MEETING REQUIREMENTS**

  -----------------------------------------------------------------------

Element 1.5

Wyoming fulfills the reporting requirements of No Child Left Behind by
producing an annual state report card. The reporting mechanism entitled
*Every Student Counts* is Wyoming's web-based annual report card which
contains the required NCLB data elements. Table 1 provides an
element-by-element analysis of the Wyoming state report card in terms of
the NCLB requirements, and indicates where each NCLB requirement is
reported .

In Wyoming, a draft-embargoed report card is sent electronically to each
LEA and school by the first week of October each year so that the report
and data are used for school improvement planning. LEA personnel are
then requested to submit a narrative to explain their data and the
actions the LEA plans to take based on the patterns in the data.
Additionally, LEA personnel use this time to ensure the accuracy of the
data in the reports. A final web-based report that includes these
narratives is produced by the end of November each year. LEAs are
required to distribute these final reports to their parents and
community. Providing the report and data to the LEAs at the beginning of
the school year serves the important purpose of providing data for
school improvement planning at a time in the year when LEAs are writing
their school improvement plans. The state report card is available at:
<https://wdesecure.k12.wy.us/stats/wde.esc.show_menu>

Table 1. Wyoming's Progress Toward Including the Required Data Elements
In *Every Student Counts (ESC)*, the Wyoming State Report Card

  ------------------------------------------- ---------------------------
  **Required Element**                        **Wyoming (WDE) Department
                                              of Education Response**

  Information, in the aggregate, on student   The information is
  achievement at each proficiency level on    currently reported in the
  the state academic assessments              school, LEA, and state PAWS
  (disaggregated by race, ethnicity, gender,  reports and WDE makes these
  disability status, migrant status, English  data available in *ESC*
  proficiency, and status as economically     reports. New reports are
  disadvantaged, except that such             released in November of
  disaggregation shall not be required in a   each year.
  case in which the number of students in a   
  category is insufficient to yield           
  statistically reliable information or the   
  results would reveal personally             
  identifiable information about an           
  individual student).                        

  Information that provides a comparison      WDE reports disaggregated
  between the actual achievement levels of    results with the comparison
  each student subgroup and the State's       to the annual targets in
  annual measurable objectives for each such  the *ESC*.
  group of students on each of the academic   
  assessments.                                

  The percentage of students not tested       This is currently in the
  (disaggregated by the student subgroups),   disaggregated report of the
  except that such disaggregation shall not   *ESC* for LEAs and the
  be required in a case in which the number   state as the percent
  of students in a category is insufficient   tested.
  to yield statistically reliable information 
  or the results would reveal personally      
  identifiable information about an           
  individual student.                         

  The most recent two-year trend in student   The PAWS Performance Level
  achievement in each subject area, and for   Trend Report includes this
  each grade level, for the required          information. Longitudinal
  assessments.                                data is available PAWS is
                                              administered each year.

  Aggregate information on any other          WDE reports subgroup
  indicators used by the state to determine   graduation trends in *ESC*
  the adequate yearly progress of students in at the state level and
  achieving state academic achievement        added a report with trends
  standards disaggregated by student          in the percentage of
  subgroups.                                  students performing at the
                                              below basic level in
                                              reading (our additional
                                              academic indicator) in the
                                              2004 *ESC* report and
                                              thereafter.
  ------------------------------------------- ---------------------------

Table 1 (continued)

  ------------------------------------------- ------------------------------------------------
  **Required Element**                        **Wyoming (WDE) Department of Education
                                              Response**

  Graduation rates for secondary school       WDE reports, via *ESC*, subgroup graduation
  students disaggregated by student           trends at the school, LEA, and state level.
  subgroups.                                  

  Information on the performance of local     WDE produces a memorandum and press release each
  educational agencies in the State regarding year with the list of schools and LEAs that have
  making adequate yearly progress, including  not made Adequate Yearly Progress. This list is
  the number and names of each school         also available on our web site at
  identified for school improvement under     [http://www.k12.wy.us](http://www.k12.wy.us/).
  Section 1116.                               

  The professional qualifications of teachers The profile report provides the percentage of
  in the state, the percentage of such        classes taught by highly-qualified teachers in
  teachers teaching with emergency or         each school. The state profile report shows the
  provisional credentials, and the percentage disaggregated results for low and high poverty
  of classes in the state not taught by       schools. The profile report is available on our
  highly-qualified teachers, in the aggregate web site at
  and disaggregated by high poverty compared  [http://www.k12.wy.us](http://www.k12.wy.us/)
  to low-poverty schools which (for this      
  purpose) means schools in the top quartile  
  of poverty and the bottom quartile of       
  poverty in the state.                       
  ------------------------------------------- ------------------------------------------------

+-----------------------+-----------------------+-----------------------+
| **CRITICAL ELEMENT**  | **EXAMPLES FOR**      | **EXAMPLES OF**       |
|                       |                       |                       |
|                       | **MEETING STATUTORY   | ***NOT* MEETING       |
|                       | REQUIREMENTS**        | REQUIREMENTS**        |
+-----------------------+-----------------------+-----------------------+
| 6.  How does the      | State uses one or     | State does not        |
|     State             | more types of rewards | implement rewards or  |
|     Accountability    | and sanctions, where  | sanctions for public  |
|     System include    | the criteria are:     | schools and LEAs      |
|     rewards and       |                       | based on adequate     |
|     sanctions for     | -   Set by the State; | yearly progress.      |
|     public schools    |                       |                       |
|     and LEAs?[^2]     | -   Based on adequate |                       |
|                       |     yearly progress   |                       |
|                       |     decisions; and,   |                       |
|                       |                       |                       |
|                       | -   Applied uniformly |                       |
|                       |     across public     |                       |
|                       |     schools and LEAs. |                       |
+-----------------------+-----------------------+-----------------------+

  -----------------------------------------------------------------------
  **STATE RESPONSE AND STATE ACTIVITIES FOR MEETING REQUIREMENTS**

  -----------------------------------------------------------------------

Element 1.6

Wyoming has a system of rewards and consequences in place for all public
schools and LEAs, including NCLB required consequences for Title I
schools and LEAs. Pursuant to W.S. 21-2-304(a)(vi) and Chapter 6 Wyoming
State Board of Education Rules on Accreditation, Wyoming has finalized
its system of rewards and consequences for both Title I and non-Title I
schools. This legislation established a system of rewards and
consequences that meets Title I requirements and is largely the same for
both Title I and non-Title I schools based on their performance under
Wyoming's accountability system (Appendix B: Chapter 6 Wyoming State
Board of Education Rules Accreditation, Section 9 and 10).

**PRINCIPLE 2. All students are included in the State Accountability
System.**

+-----------------------+-----------------------+-----------------------+
| **CRITICAL ELEMENT**  | **EXAMPLES FOR**      | **EXAMPLES OF**       |
|                       |                       |                       |
|                       | **MEETING STATUTORY   | ***NOT* MEETING       |
|                       | REQUIREMENTS**        | REQUIREMENTS**        |
+-----------------------+-----------------------+-----------------------+
| 1.  How does the      | All students in the   | Public school         |
|     State             | State are included in | students exist in the |
|     Accountability    | the State             | State for whom the    |
|     System include    | Accountability        | State Accountability  |
|     all students in   | System.               | System makes no       |
|     the State?        |                       | provision.            |
|                       | The definitions of    |                       |
|                       | "public school" and   |                       |
|                       | "LEA" account for all |                       |
|                       | students enrolled in  |                       |
|                       | the public school     |                       |
|                       | district, regardless  |                       |
|                       | of program or type of |                       |
|                       | public school.        |                       |
+-----------------------+-----------------------+-----------------------+

  -----------------------------------------------------------------------
  **STATE RESPONSE AND STATE ACTIVITIES FOR MEETING REQUIREMENTS**

  -----------------------------------------------------------------------

Element 2.1

All Wyoming public school students enrolled in fourth, eighth, and
eleventh grades were required to participate in the Wyoming
Comprehensive Assessment System (WyCAS) and be assessed in reading,
writing, and mathematics (W.S. 21-2-304(a)). The final administration of
WyCAS was in spring 2005. Beginning with spring 2006, every Wyoming
public school student enrolled in grades three through eight and grade
eleven is required to participate in the statewide assessment system
called Proficiency Assessments for Wyoming Students (PAWS) and be
assessed in reading, writing, and mathematics. Beginning in spring 2008
all Wyoming public school students enrolled in fourth, eighth, and
eleventh grades are required to participate in the state science
assessment. This requirement is further supported by Wyoming State Board
Rules, Chapter 6. All Neglected and Delinquent Institutions subject to
accreditation requirements of the Wyoming State Board of Education are
also required to have their students participate in PAWS.

All students who have been in the school for a full academic year are
included in the school's AYP determination. Those who have been in the
school for less than a full academic year, but in the LEA for more than
a year will be included in the LEA AYP accountability determination. All
students, regardless of how long they have been in the state, will be
included in the state AYP determination.

+-----------------------+-----------------------+-----------------------+
| **CRITICAL ELEMENT**  | **EXAMPLES FOR**      | **EXAMPLES OF**       |
|                       |                       |                       |
|                       | **MEETING STATUTORY   | ***NOT* MEETING       |
|                       | REQUIREMENTS**        | REQUIREMENTS**        |
+-----------------------+-----------------------+-----------------------+
| 2.  How does the      | The State has a       | LEAs have varying     |
|     State define      | definition of "full   | definitions of "full  |
|     "full academic    | academic year" for    | academic year."       |
|     year" for         | determining which     |                       |
|     identifying       | students are to be    | The State's           |
|     students in AYP   | included in decisions | definition excludes   |
|     decisions?        | about AYP.            | students who must     |
|                       |                       | transfer from one     |
|                       | The definition of     | district to another   |
|                       | full academic year is | as they advance to    |
|                       | consistent and        | the next grade.       |
|                       | applied statewide.    |                       |
|                       |                       | The definition of     |
|                       |                       | full academic year is |
|                       |                       | not applied           |
|                       |                       | consistently.         |
+-----------------------+-----------------------+-----------------------+

  -----------------------------------------------------------------------
  **STATE RESPONSE AND STATE ACTIVITIES FOR MEETING REQUIREMENTS**

  -----------------------------------------------------------------------

Element 2.2

Wyoming has defined "full academic year" as being enrolled in the same
school and/or LEA on October 1 and on the first day of the official PAWS
testing window. All students who are enrolled in a public school or LEA
on October 1 and are enrolled on the testing date of the official
testing window are considered to have been in the school or the LEA for
a full academic year. Using the October 1 date provides a reasonable
balance in addition to fitting with existing data collections from LEAs.
The student level enrollment data collections received by districts on
October 1^st^ and the first day of the official PAWS testing window.
This information is provided in order to determine if the student is
included in the AYP determination for a school as well as the LEA. For
example, a student may transfer within schools in an LEA and therefore,
did not reside in any one school for a full academic year but did reside
in the LEA for a full academic year. While this student would not be
included in the AYP calculations for the schools attended, the student
would be included in the AYP calculation for the LEA. This definition is
applied statewide. Beginning in 2009, Wyoming will define "full academic
year" as being enrolled in the same school and/or LEA on October 1 and
on the 15^th^ testing day of the official PAWS window. Moving the day
from the first day of the testing window to the 15^th^ testing day in
the PAWS testing provides districts the ability to administer the state
assessment to all students for which the LEA is being held accountable.

+-----------------------+-----------------------+-----------------------+
| **CRITICAL ELEMENT**  | **EXAMPLES FOR**      | **EXAMPLES OF**       |
|                       |                       |                       |
|                       | **MEETING STATUTORY   | ***NOT* MEETING       |
|                       | REQUIREMENTS**        | REQUIREMENTS**        |
+-----------------------+-----------------------+-----------------------+
| 3.  How does the      | State holds public    | State definition      |
|     State             | schools accountable   | requires students to  |
|     Accountability    | for students who were | attend the same       |
|     System determine  | enrolled at the same  | public school for     |
|     which students    | public school for a   | more than a full      |
|     have attended the | full academic year.   | academic year to be   |
|     same public       |                       | included in public    |
|     school and/or LEA | State holds LEAs      | school                |
|     for a full        | accountable for       | accountability.       |
|     academic year?    | students who transfer |                       |
|                       | during the full       | State definition      |
|                       | academic year from    | requires students to  |
|                       | one public school     | attend school in the  |
|                       | within the district   | same district for     |
|                       | to another public     | more than a full      |
|                       | school within the     | academic year to be   |
|                       | district.             | included in district  |
|                       |                       | accountability.       |
|                       |                       |                       |
|                       |                       | State holds public    |
|                       |                       | schools accountable   |
|                       |                       | for students who have |
|                       |                       | not attended the same |
|                       |                       | public school for a   |
|                       |                       | full academic year.   |
+-----------------------+-----------------------+-----------------------+

  -----------------------------------------------------------------------
  **STATE RESPONSE AND STATE ACTIVITIES FOR MEETING REQUIREMENTS**

  -----------------------------------------------------------------------

Element 2.3

The Wyoming Department of Education collects an October 1 "snapshot" of
school and LEA enrollments in Wyoming that includes enrollment data on
the total number of students and data disaggregated by ethnicity/race,
LEP, migrant, special education, homeless, Title I and free/reduced
lunch. With the administration of PAWS, the demographic information is
gathered electronically through the Wyoming Integrated Statewide
Education Data System (WISE) and provided electronically to the testing
vendor for pre-ID labels. The WISE is used to monitor any discrepancies
between the October 1st count and students tested on the PAWS
assessments. The individual student results on PAWS will be available to
teachers and administrators through Wyoming Department of Education
web-based portal.. These results will include both current and
longitudinal (after multiple years of PAWS) results by skill, by content
area. Teachers will be able to use these results to improve instruction
and student learning for students enrolled in their classes.

**PRINCIPLE 3. State definition of AYP is based on expectations for
growth in student achievement that is continuous and substantial, such
that all students are proficient in reading/language arts and
mathematics no later than 2013-2014.**

+----------------------+-----------------------+-----------------------+
| ## CRITICAL ELEMENT  | **EXAMPLES FOR\       | **EXAMPLES OF**       |
|                      | MEETING               |                       |
|                      | REQUIREMENTS**        | ***NOT* MEETING       |
|                      |                       | REQUIREMENTS**        |
+======================+=======================+=======================+
| 1.  How does the     | The State has a       | State definition does |
|     State's          | timeline for ensuring | not require all       |
|     definition of    | that all students     | students to achieve   |
|     adequate yearly  | will meet or exceed   | proficiency by        |
|     progress require | the State's           | 2013-2014.            |
|     all students to  | proficient level of   |                       |
|     be proficient in | academic achievement  | State extends the     |
|     reading/language | in reading/language   | timeline past the     |
|     arts and         | arts[^3] and          | 2013-2014 academic    |
|     mathematics by   | mathematics, not      | year.                 |
|     the 2013-2014    | later than 2013-2014. |                       |
|     academic year?   |                       |                       |
+----------------------+-----------------------+-----------------------+

  -----------------------------------------------------------------------
  **STATE RESPONSE AND STATE ACTIVITIES FOR MEETING REQUIREMENTS**

  -----------------------------------------------------------------------

Element 3.1

Wyoming's definition of and timeline for Adequate Yearly Progress
requires 100 percent of Wyoming students to be proficient by the
2013-2014 school year (see Elements 3.2a and 5.5 for more details on
Wyoming's AYP methodology).

+----------------------+-----------------------+-----------------------+
| ## CRITICAL ELEMENT  | **EXAMPLES FOR\       | **EXAMPLES OF**       |
|                      | MEETING               |                       |
|                      | REQUIREMENTS**        | ***NOT* MEETING       |
|                      |                       | REQUIREMENTS**        |
+======================+=======================+=======================+
| 2.  How does the     | For a public school   | State uses different  |
|     State            | and LEA to make       | method for            |
|     Accountability   | adequate yearly       | calculating how       |
|     System determine | progress, each        | public schools and    |
|     whether each     | student subgroup must | LEAs make AYP.        |
|     student          | meet or exceed the    |                       |
|     subgroup, public | State annual          |                       |
|     school and LEA   | measurable            |                       |
|     makes AYP?       | objectives, each      |                       |
|                      | student subgroup must |                       |
|                      | have at least a 95%   |                       |
|                      | participation rate in |                       |
|                      | the statewide         |                       |
|                      | assessments, and the  |                       |
|                      | school must meet the  |                       |
|                      | State's requirement   |                       |
|                      | for other academic    |                       |
|                      | indicators.           |                       |
|                      |                       |                       |
|                      | However, if in any    |                       |
|                      | particular year the   |                       |
|                      | student subgroup does |                       |
|                      | not meet those annual |                       |
|                      | measurable            |                       |
|                      | objectives, the       |                       |
|                      | public school or LEA  |                       |
|                      | may be considered to  |                       |
|                      | have made AYP, if the |                       |
|                      | percentage of         |                       |
|                      | students in that      |                       |
|                      | group who did not     |                       |
|                      | meet or exceed the    |                       |
|                      | proficient level of   |                       |
|                      | academic achievement  |                       |
|                      | on the State          |                       |
|                      | assessments for that  |                       |
|                      | year decreased by 10% |                       |
|                      | of that percentage    |                       |
|                      | from the preceding    |                       |
|                      | public school year;   |                       |
|                      | that group made       |                       |
|                      | progress on one or    |                       |
|                      | more of the State's   |                       |
|                      | academic indicators;  |                       |
|                      | and that group had at |                       |
|                      | least 95%             |                       |
|                      | participation rate on |                       |
|                      | the statewide         |                       |
|                      | assessment.           |                       |
+----------------------+-----------------------+-----------------------+

  -----------------------------------------------------------------------
  **STATE RESPONSE AND STATE ACTIVITIES FOR MEETING REQUIREMENTS**

  -----------------------------------------------------------------------

Element 3.2

Under NCLB, schools, LEAs, and the state are required to make AYP on the
basis of, among other things, subgroup performance. Wyoming's definition
of AYP follows closely the specifications laid out in Section 1111 of
the No Child Left Behind Act and reiterated in Sections 200.13-200.21 of
the final accountability regulations.

For each school and LEA to meet the annual AYP performance targets, they
must pass several tests. Each school/LEA is evaluated to ensure that at
least 95 percent of students in all required subgroups are tested and
included in the accountability system. Once the school/LEA meets the 95
percent participation requirement, Wyoming's AYP definition requires
each school and LEA to be judged against the status achievement target
overall and for each subgroup above the minimum group size requirement.
Finally, the school/LEA must demonstrate success on the additional
academic indicator. If the school/LEA (or any subgroup above the minimum
group size requirement) does not meet the AYP status target, the safe
harbor provision is examined. Additional details of Wyoming's AYP
methodology are found under Elements 3.2a (specific calculation
methodology for the primary indicator) and 5.5 (minimum group sizes and
confidence intervals).

One can think of this process as having basically three indicators for a
school/LEA in each annual determination of AYP. A school/LEA will be
classified as having not met AYP if any one of these indicators is found
to not meet the stated AYP goals. These three indicators are:

1\. language arts participation rate and language arts percent
proficient and advanced

2\. mathematics participation rate and mathematics percent proficient
and advanced

3\. other academic indicator

Beginning in 2006 with the first PAWS assessment administration, grades
3-8 and 11 within a school are combined for adequate yearly progress
determinations using a proficiency index. This proficiency index
provides the fairest method of evaluating schools taking into account
differing annual measurable achievement objectives (AMAO) for
elementary, middle, and high school grades across Wyoming's wide variety
of school grade configurations. Within AYP calculations, the elementary
school AMAO applies to grades 3 through 6 (the majority of Wyoming 6^th^
grade students attend classes in the K-6 elementary school environment),
the middle school AMAO applies to students in grades 7 and 8, and the
high school AMAO applies to students in 11^th^ grade. An example of the
proficiency index for a hypothetical school serving grades 6 and 7 is
illustrated below: []{.mark}

[]{.mark}

-   Grade 6 annual measurable objective for 2006 = 42.00% proficient

> Actual percent of Grade 6 Asian student (N=20) proficient = 40%
>
> Difference = -2%

-   Grade 7 annual measurable objective for 2006 = 45.42% proficient

> Actual percent of Grade 7 Asian student (N=30) proficient = 50%
>
> Difference = +4.58%

-   Weighting constants (Grade N/Total N): Grade 4 = 20/50 = 0.4; Grade
    5 = (30/50) = 0.6

-   Proficiency Index = 0.4\*(-2%) + 0.6\*(4.58) = 1.95%

> A Proficiency Index of zero or higher indicates that the AMAO has been
> met by the subgroup in the school. In this example, the Asian subgroup
> in this school meets the AMAO with a proficiency index of 1.95%. When
> the Proficiency Index is less than zero, a 95% confidence interval is
> applied to determine if the gap is statistically significant. If the
> gap (% below zero) is not calculated to be significant, the subgroup
> will be considered to have made AYP.

The language arts and mathematics indicators (participation rate and
percent proficient and advanced) can be activated if any of nine groups
fail to meet the stated AYP goals. These groups are:

1.  All students

2.  Free/reduced lunch (economically disadvantaged)

3.  Native American

4.  Hispanic

5.  Asian

6.  African American

7.  White

8.  IEP (students with disabilities)

9.  LEP

In addition, the school/LEA will be examined using the additional
indicator to determine AYP. The additional indicator for the different
subgroups is only used when a school/LEA is attempting to meet AYP
through safe harbor.

For a school to be placed into the school improvement cycle it must miss
AYP for two consecutive years for *any* subgroup based on the *same*
indicator. For example, if a school does not meet AYP in mathematics in
year 1 (in terms of either participation rate or percent proficient and
advanced), the school fails to meet AYP based on that indicator.
However, if in year 2 the school meets AYP in mathematics, but does not
meet AYP in language arts or the other academic indicator, the school
would fail to meet AYP based on that indicator in year 2 but has not
failed to meet AYP for two *consecutive* years such that the school
improvement cycle would be initiated. This rule will help ensure the
reliability of AYP judgments by reducing the likelihood of a single,
invalid judgment placing a school in improvement status. It also ensures
that schools have one year to focus on a specific AYP issue and address
that issue before being placed in improvement.

For a LEA to be considered to have made AYP, it must meet its
performance targets in BOTH language arts and mathematics, as well as
the other academic indicator. In order for a LEA to be classified as
being in need of improvement, it must fail to make AYP for two
consecutive years for the same content area or other academic indicator
in all three grade spans (elementary, middle/junior high, and high
school), regardless of the subgroup.

Hypothetical Examples:

Example 1

  -------------- ---------- ---------- ---------- ------ -------- -------- ------------ ------------ ------------
                 Elem       Middle     High       Elem   Middle   High     Elem         Middle       High School
                 Language   Language   School     Math   Math     School   Additional   Additional   Additional
                 Arts       Arts       Language                   Math     Indicator    Indicator    Indicator
                                       Arts                                                          

  Year 1         X          X          X                                                             

  Year 2         X          X          X                                                             

  In this                                                                                            
  example, the                                                                                       
  LEA has missed                                                                                     
  AYP in the                                                                                         
  same subject                                                                                       
  (language                                                                                          
  arts) across                                                                                       
  all grade                                                                                          
  spans for two                                                                                      
  consecutive                                                                                        
  years. Thus,                                                                                       
  the LEA would                                                                                      
  be identified                                                                                      
  for                                                                                                
  improvement.                                                                                       
  -------------- ---------- ---------- ---------- ------ -------- -------- ------------ ------------ ------------

Example 2

  -------------- ---------- ---------- ---------- ------ -------- -------- ------------ ------------ ------------
                 Elem       Middle     High       Elem   Middle   High     Elem         Middle       High School
                 Language   Language   School     Math   Math     School   Additional   Additional   Additional
                 Arts       Arts       Language                   Math     Indicator    Indicator    Indicator
                                       Arts                                                          

  Year 1                                                                   X            X            X

  Year 2                                                                   X            X            X

  In this                                                                                            
  example, the                                                                                       
  LEA has missed                                                                                     
  AYP in the                                                                                         
  additional                                                                                         
  indicator                                                                                          
  across **all**                                                                                     
  grade spans                                                                                        
  for two                                                                                            
  consecutive                                                                                        
  years. Thus,                                                                                       
  the LEA would                                                                                      
  be identified                                                                                      
  for                                                                                                
  improvement.                                                                                       
  -------------- ---------- ---------- ---------- ------ -------- -------- ------------ ------------ ------------

Example 3

  -------------- ------ -------- -------- ------- -------- -------- ------------ ------------ ------------
                 Elem   Middle   High     Elem    Middle   High     Elem         Middle       High School
                 ELA    ELA      School   Math    Math     School   Additional   Additional   Additional
                                 ELA                       Math     Indicator    Indicator    Indicator

  Year 1                                  X       X        X                                  

  Year 2         X               X                X                              X            

  In this                                                                                     
  example, the                                                                                
  LEA missed AYP                                                                              
  in mathematics                                                                              
  across **all**                                                                              
  grade spans in                                                                              
  Year 1. To be                                                                               
  identified for                                                                              
  improvement,                                                                                
  the LEA would                                                                               
  have to miss                                                                                
  AYP across                                                                                  
  **all** grade                                                                               
  spans in the                                                                                
  **same**                                                                                    
  subject,                                                                                    
  mathematics,                                                                                
  in Year 2.                                                                                  
  While the LEA                                                                               
  missed AYP in                                                                               
  middle school                                                                               
  mathematics,                                                                                
  it did not                                                                                  
  miss the AYP                                                                                
  targets across                                                                              
  al grade spans                                                                              
  in mathematics                                                                              
  in Year 2. The                                                                              
  LEA made the                                                                                
  elementary and                                                                              
  high school                                                                                 
  math targets.                                                                               
  Thus, under                                                                                 
  this approach                                                                               
  the LEA is not                                                                              
  identified for                                                                              
  improvement.                                                                                
  -------------- ------ -------- -------- ------- -------- -------- ------------ ------------ ------------

This data regarding school/LEA accountability is managed through data
systems to accommodate the requirements of examining schools and LEAs
for AYP determinations.

+----------------------+-----------------------+-----------------------+
| ## CRITICAL ELEMENT  | **EXAMPLES FOR\       | **EXAMPLES OF**       |
|                      | MEETING               |                       |
|                      | REQUIREMENTS**        | ***NOT* MEETING       |
|                      |                       | REQUIREMENTS**        |
+======================+=======================+=======================+
| 3.2a What is the     | Using data from the   | The State             |
| State's starting     | 2001-2002 school      | Accountability System |
| point for            | year, the State       | uses a different      |
| calculating Adequate | established separate  | method for            |
| Yearly Progress?     | starting points in    | calculating the       |
|                      | reading/language arts | starting point (or    |
|                      | and mathematics for   | baseline data).       |
|                      | measuring the         |                       |
|                      | percentage of         |                       |
|                      | students meeting or   |                       |
|                      | exceeding the State's |                       |
|                      | proficient level of   |                       |
|                      | academic achievement. |                       |
|                      |                       |                       |
|                      | Each starting point   |                       |
|                      | is based, at a        |                       |
|                      | minimum, on the       |                       |
|                      | higher of the         |                       |
|                      | following percentages |                       |
|                      | of students at the    |                       |
|                      | proficient level: (1) |                       |
|                      | the percentage in the |                       |
|                      | State of proficient   |                       |
|                      | students in the       |                       |
|                      | lowest-achieving      |                       |
|                      | student subgroup; or, |                       |
|                      | (2) the percentage of |                       |
|                      | proficient students   |                       |
|                      | in a public school at |                       |
|                      | the 20^th^ percentile |                       |
|                      | of the State's total  |                       |
|                      | enrollment among all  |                       |
|                      | schools ranked by the |                       |
|                      | percentage of         |                       |
|                      | students at the       |                       |
|                      | proficient level.     |                       |
|                      |                       |                       |
|                      | A State may use these |                       |
|                      | procedures to         |                       |
|                      | establish separate    |                       |
|                      | starting points by    |                       |
|                      | grade span; however,  |                       |
|                      | the starting point    |                       |
|                      | must be the same for  |                       |
|                      | all like schools      |                       |
|                      | (e.g., one same       |                       |
|                      | starting point for    |                       |
|                      | all elementary        |                       |
|                      | schools, one same     |                       |
|                      | starting point for    |                       |
|                      | all middle            |                       |
|                      | schools...).          |                       |
+----------------------+-----------------------+-----------------------+

  -----------------------------------------------------------------------
  **STATE RESPONSE AND STATE ACTIVITIES FOR MEETING REQUIREMENTS**

  -----------------------------------------------------------------------

Element 3.2a

In order to calculate a more stable baseline estimate of a school's
performance, Wyoming will combine two years of data to calculate the
starting points for AYP. The baseline will be based on school's average
percent proficient and advanced across 2008 and 2009.

Historically, Wyoming has focused on students' achievement in English
language arts (ELA) as an amalgam of a student's achievement in reading
and the same student's achievement in writing. For the previous ESEA
achievement tests used in Wyoming before PAWS, that is, the WyCAS, a
student's ELA score was based on equal contributions of the student's
reading and writing performance.

Beginning in 2008, Wyoming will analyze the ELA achievements solely at
the school and district levels using a weighted average. Reading scores
are inherently more stable than the writing scores since the number of
questions assessed in reading is greater. The percentage of students
proficient or advanced in reading is weighted at 60%, and the percent of
students proficient or advanced in writing is weighted at 40%. In
mathematical terms, the percentage of students proficient or advanced in
English language arts is calculated in this fashion:

***Step I:***

\% proficient & advanced in reading = \# proficient in reading + \#
advanced in reading

> Total number of students testing in reading

***Step II:***

\% proficient & advanced in writing = \# proficient in reading + \#
advanced in writing

Total number of students testing in writing

***Step III:***

\% proficient & advanced in ELA = (0.6) x (% proficient & advanced in
reading)

\+

(0.4) x (% proficient & advanced in writing)

In order for a student's score to be included in the school/district ELA
calculation, a student must have achieved a valid score in both reading
and writing.

> The law requires that students be in a particular school or LEA for a
> "full academic year" to be included in the calculation of AYP for the
> school or LEA, respectively. This filter is applied based on
> information collected through the WISE data collection system.

Starting points (initial achievement targets) will be calculated for
PAWS using the 20^th^ percentile method as outlined in Section 1111 of
NCLB. Schools are rank-ordered by percent proficient and advanced and
then the enrollment is counted from the lowest-performing school until
20 percent of the students were counted. The percent proficient and
advanced in the school where the 20^th^ percentile student is located
will be considered the starting point. The starting points for language
arts and mathematics are calculated separately. The calculated starting
points for percent proficient and advanced in mathematics and language
arts will be used to hold all subgroups accountable. The following table
provides the specific starting points for schools and LEAs in language
arts and mathematics using the original WyCAS data. Starting points will
be recalculated after the PAWS assessment is completed during the
2009-2010 school year. These new starting points will be used to hold
all subgroups accountable in 20011.

> **AYP Starting Points for Wyoming Schools (% Proficient and
> Advanced)**

+----------------------+-----------------------+-----------------------+
| ## CRITICAL ELEMENT  | **EXAMPLES FOR\       | **EXAMPLES OF**       |
|                      | MEETING               |                       |
|                      | REQUIREMENTS**        | ***NOT* MEETING       |
|                      |                       | REQUIREMENTS**        |
+======================+=======================+=======================+
| 2.  What are the     | State has annual      | The State             |
|     State's annual   | measurable objectives | Accountability System |
|     measurable       | that are consistent   | uses another method   |
|     objectives for   | with a state's        | for calculating       |
|     determining      | intermediate goals    | annual measurable     |
|     adequate yearly  | and that identify for | objectives.           |
|     progress?        | each year a minimum   |                       |
|                      | percentage of         | The State             |
|                      | students who must     | Accountability System |
|                      | meet or exceed the    | does not include      |
|                      | proficient level of   | annual measurable     |
|                      | academic achievement  | objectives.           |
|                      | on the State's        |                       |
|                      | academic assessments. |                       |
|                      |                       |                       |
|                      | The State's annual    |                       |
|                      | measurable objectives |                       |
|                      | ensure that all       |                       |
|                      | students meet or      |                       |
|                      | exceed the State's    |                       |
|                      | proficient level of   |                       |
|                      | academic achievement  |                       |
|                      | within the timeline.  |                       |
|                      |                       |                       |
|                      | The State's annual    |                       |
|                      | measurable objectives |                       |
|                      | are the same          |                       |
|                      | throughout the State  |                       |
|                      | for each public       |                       |
|                      | school, each LEA, and |                       |
|                      | each subgroup of      |                       |
|                      | students.             |                       |
+----------------------+-----------------------+-----------------------+
| **STATE RESPONSE AND |                       |                       |
| STATE ACTIVITIES FOR |                       |                       |
| MEETING              |                       |                       |
| REQUIREMENTS**       |                       |                       |
+----------------------+-----------------------+-----------------------+

Element 3.2b

See the discussion of annual measurable objectives within the context of
the discussion of Element 3.2c.

+----------------------+-----------------------+-----------------------+
| ## CRITICAL ELEMENT  | **EXAMPLES FOR\       | **EXAMPLES OF**       |
|                      | MEETING               |                       |
|                      | REQUIREMENTS**        | ***NOT* MEETING       |
|                      |                       | REQUIREMENTS**        |
+======================+=======================+=======================+
| 3.2c What are the    | State has established | The State uses        |
| State's intermediate | intermediate goals    | another method for    |
| goals for            | that increase in      | calculating           |
| determining adequate | equal increments over | intermediate goals.   |
| yearly progress?     | the period covered by |                       |
|                      | the State timeline.   | The State does not    |
|                      |                       | include intermediate  |
|                      | -   The first         | goals in its          |
|                      |     incremental       | definition of         |
|                      |     increase takes    | adequate yearly       |
|                      |     effect not later  | progress.             |
|                      |     than the          |                       |
|                      |     2004-2005         |                       |
|                      |     academic year.    |                       |
|                      |                       |                       |
|                      | -   Each following    |                       |
|                      |     incremental       |                       |
|                      |     increase occurs   |                       |
|                      |     within three      |                       |
|                      |     years.            |                       |
+----------------------+-----------------------+-----------------------+
| **STATE RESPONSE AND |                       |                       |
| STATE ACTIVITIES FOR |                       |                       |
| MEETING              |                       |                       |
| REQUIREMENTS**       |                       |                       |
+----------------------+-----------------------+-----------------------+

Element 3.2c

Wyoming's intermediate goals (in bold) and annual measurable objectives
are presented in Table 2. Wyoming has chosen to use six (6) intermediate
goals so that each expected increase in performance is one-sixth of the
difference between 100 percent and each starting point for language arts
and mathematics by grade span. Recognizing that building school and LEA
capacity is generally non-linear, and organizations engaged in reform
often experience a "performance dip" prior to substantial improvement
(Fullan, 2001), Wyoming has decided to use a non-linear approach for
increasing performance expectations for Wyoming schools and LEAs.
Therefore, Wyoming increases performance targets one-sixth of the
difference between the starting point and 100 percent for the 2004-2005
school year and again each year in 2007-2008, 2010-2011, 2011-2012,
2012-2013, and 2013-2014 so that the approach reflects 100 percent of
the students being proficient or advanced in both content areas for all
three grade spans. The annual measurable objectives are the same
performance targets as the most proximate prior intermediate goal.

The non-linear approach for intermediate goals is appropriate due to the
multiple demands that were initially placed on the Wyoming educational
system in a short time frame. Wyoming has adopted revised content and
achievement standards for mathematics and language arts for grades
kindergarten through eight and eleven. The prior standards were for
grades four, eight, and eleven and these new expanded standards will
take time for adoption and integration into the classroom. Student
achievement results that relate to these standards are expected to
increase less in the initial stages of implementation and alignment of
classroom instruction, with greater increases in later years.

Wyoming has developed and is implementing the state assessment to test
all grades 3-8 and 11. This new system will also be more likely to
perceive change after schools and classrooms have had time to fully
align their educational programs with the content and achievement
standards. By allowing for a steeper trajectory in later years,
professional development and school based interventions will have an
opportunity to take effect, and the AYP accountability system in Wyoming
will be more valid, reliable, and meaningful.

Due to Wyoming's small student numbers, the original starting points
baseline was calculated by averaging two years of school data. Even with
the 3-8 and 11 assessments, Wyoming's numbers are still very small.
Wyoming will leave its current Intermediate Goals in place for the 2007
AYP decisions. New Intermediate Goals will be revisited for the 20010
AYP decisions using the procedures outlined in Section 3.2a. The
revisiting of targets will not occur until the single administration of
2008 can be combined with a single administration in 2009. Districts and
schools will receive the new Intermediate Goals at the beginning of the
school year to provide adequate time to adjust to the new targets.

Table 2. Wyoming's AYP Intermediate Goals (bold) and Annual Objectives.

  ---------- ------------ ------------- ------------ ------------- ------------ -------------
             Elementary                 Middle                     High School  
             School                     School                                  

  Year       Language     Mathematics   Language     Mathematics   Language     Mathematics
             Arts                       Arts                       Arts         

  2002       30.40        23.80         34.50        25.30         48.40        35.80

  2003       30.40        23.80         34.50        25.30         48.40        35.80

  2004       30.40        23.80         34.50        25.30         48.40        35.80

  **2005**   **42.00**    **36.50**     **45.42**    **37.75**     **57.00**    **46.50**

  2006       42.00        36.50         45.42        37.75         57.00        46.50

  2007       42.00        36.50         45.42        37.75         57.00        46.50

  **2008**   **53.60**    **49.20**     **56.33**    **50.20**     **65.60**    **57.20**

  2009       53.60        49.20         56.33        50.20         65.60        57.20

  2010       53.60        49.20         56.33        50.20         65.60        57.20

  **2011**   **65.20**    **61.90**     **67.25**    **62.65**     **74.20**    **67.90**

  **2012**   **76.80**    **74.60**     **78.17**    **75.10**     **82.80**    **78.60**

  **2013**   **88.40**    **87.30**     **89.08**    **87.55**     **91.40**    **89.30**

  **2014**   **100.00**   **100.00**    **100.00**   **100.00**    **100.00**   **100.00**
  ---------- ------------ ------------- ------------ ------------- ------------ -------------

**PRINCIPLE 4. State makes annual decisions about the achievement of all
public schools and LEAs.**

+----------------------+-----------------------+-----------------------+
| ## CRITICAL ELEMENT  | ## EXAMPLES FOR       | **EXAMPLES OF**       |
|                      |                       |                       |
|                      | **MEETING             | ***NOT* MEETING       |
|                      | REQUIREMENTS**        | REQUIREMENTS**        |
+======================+=======================+=======================+
| 1.  How does the     | AYP decisions for     | AYP decisions for     |
|     State            | each public school    | public schools and    |
|     Accountability   | and LEA are made      | LEAs are not made     |
|     System make an   | annually.             | annually.             |
|     annual           |                       |                       |
|     determination of |                       |                       |
|     whether each     |                       |                       |
|     public school    |                       |                       |
|     and LEA in the   |                       |                       |
|     State made AYP?  |                       |                       |
+----------------------+-----------------------+-----------------------+
| **STATE RESPONSE AND |                       |                       |
| STATE ACTIVITIES FOR |                       |                       |
| MEETING              |                       |                       |
| REQUIREMENTS**       |                       |                       |
+----------------------+-----------------------+-----------------------+

Element 4.1

Wyoming will establish a baseline for AYP using two years of PAWS data
from the 2007-2008 and 2008-2009 school years and makes AYP decisions
using annual student achievement data obtained from the state assessment
system. The establishment of the baseline utilizes two years of data to
ensure a reliable initial target for all Wyoming schools. Annual
decisions for school and LEA accountability use the current year's
assessment data obtained in the assessment window. The use of one year
of assessment data allows the AYP indicator to be more sensitive to
annual changes in classrooms and schools and more meaningfully reflect
adequate *yearly* progress. In cases where a school or LEA does not meet
AYP based on one year of data, Wyoming makes a secondary examination
based on averaged data from the current year and the prior year to
determine if the given school/LEA made AYP. This helps correct for
potential anomalies based on cohort variability where such performance
may not be indicative of the overall school/LEA performance (which is
especially important in states such as Wyoming that have small group
sizes). This secondary examination was not performed for the 2005-2006
school year since this was the first year PAWS and PAWS-ALT were
implemented. Beginning in the 2006-2007 school year, the secondary
examination was made since there were two years of PAWS data.

The official testing window for the statewide assessment system (PAWS)
in 2008 will be March 12 through April 16 in reading, writing,
mathematics, and science.

**[Grades 3-8:]{.underline}** In 2006 all Wyoming public school students
in grades three through eight and grade eleven tested during the April
testing window. AYP determinations were made using the data received
from the April 2006 assessments. In 2007 Wyoming provided an early
testing window opportunity during January by subtest in each subject
area for grades three through eight. Students who perform well were able
to "bank" the scores and were not be required to repeat the subtest(s)
for which the score is "banked" during the official testing window in
April. Students who did not perform well had the opportunity to take a
parallel form of any subtest during the official April testing window.
AYP was determined by using "banked" scores or scores during the
official testing window in April, whichever was higher. Beginning in
2008, Wyoming will only provide one test window in March/April. All
students will be required to take the entire test including reading,
writing, mathematics, and science (in grades 4 and 8). If a student is
retained, the scores from the previous year will not be used. Banking
scores for more than one school year does not occur in grades three
through eight.

**[Grades 9-11:]{.underline}** In 2007, students in grades nine through
eleven were allowed to take advantage of early testing opportunities
during January and April of grades nine and ten as well as January of
grade eleven. Students were allowed to "bank" their scores during the
early testing windows. AYP was determined only for students in grade
eleven using their "banked" scores or scores achieved during the
official April testing window, whichever was higher. In 2008, only
10^th^ and 11^th^ graders are allowed to take the PAWS test in reading,
writing, and mathematics. There will no longer be an early test window.
Students will only be allowed to test during the official March/April
testing window. Students who take the PAWS test in 10^th^ grade and show
proficiency in a content area may "bank" that proficiency score and will
not be required to test again in 11^th^ grade in that content area. A
student's "banked" proficiency score will not be used in AYP
determinations until he/she is in 11^th^ grade. The science portion of
PAWS may only be taken by 11^th^ graders. If a student is a second year
junior in the PAWS administration during the official PAWS test window
in the following school year, previously banked scores may still be
used. If a second year junior does not have banked scores in a content
area, then testing in that content area is required.

**PRINCIPLE 5. All public schools and LEAs are held accountable for the
achievement of individual subgroups.**

+---------------------+-----------------------+-----------------------+
| ## CRITICAL ELEMENT | **EXAMPLES FOR**      | **EXAMPLES OF**       |
|                     |                       |                       |
|                     | **MEETING             | ***NOT* MEETING       |
|                     | REQUIREMENTS**        | REQUIREMENTS**        |
+=====================+=======================+=======================+
| 1.  How does the    | Identifies subgroups  | State does not        |
|     definition of   | for defining adequate | disaggregate data by  |
|     adequate yearly | yearly progress:      | each required student |
|     progress        | economically          | subgroup.             |
|     include all the | disadvantaged, major  |                       |
|     required        | racial and ethnic     |                       |
|     student         | groups, students with |                       |
|     subgroups?      | disabilities, and     |                       |
|                     | students with limited |                       |
|                     | English proficiency.  |                       |
|                     |                       |                       |
|                     | Provides definition   |                       |
|                     | and data source of    |                       |
|                     | subgroups for         |                       |
|                     | adequate yearly       |                       |
|                     | progress.             |                       |
+---------------------+-----------------------+-----------------------+
| **STATE RESPONSE    |                       |                       |
| AND STATE           |                       |                       |
| ACTIVITIES FOR      |                       |                       |
| MEETING             |                       |                       |
| REQUIREMENTS**      |                       |                       |
+---------------------+-----------------------+-----------------------+

Element 5.1

NCLB requires an intense focus on all subgroups of students, and the AYP
results for each school and LEA are based upon all subgroups meeting the
target performance levels. All subgroups use the same achievement
targets for mathematics and language arts. These achievement targets are
presented in Table 2 and in element 3.2a.

Since Wyoming's definition of AYP follows closely the specifications of
Section 1111 of NCLB and Sections 200.13-200.21 of the final
accountability regulations, the definition of AYP is based on the
performance of all required subgroups.

+---------------------+-----------------------+-----------------------+
| ## CRITICAL ELEMENT | **EXAMPLES FOR**      | **EXAMPLES OF**       |
|                     |                       |                       |
|                     | **MEETING             | ***NOT* MEETING       |
|                     | REQUIREMENTS**        | REQUIREMENTS**        |
+=====================+=======================+=======================+
| 2.  How are public  | Public schools and    | State does not        |
|     schools and     | LEAs are held         | include student       |
|     LEAs held       | accountable for       | subgroups in its      |
|     accountable for | student subgroup      | State Accountability  |
|     the progress of | achievement:          | System.               |
|     student         | economically          |                       |
|     subgroups in    | disadvantaged, major  |                       |
|     the             | ethnic and racial     |                       |
|     determination   | groups, students with |                       |
|     of adequate     | disabilities, and     |                       |
|     yearly          | limited English       |                       |
|     progress?       | proficient students.  |                       |
+---------------------+-----------------------+-----------------------+
| **STATE RESPONSE    |                       |                       |
| AND STATE           |                       |                       |
| ACTIVITIES FOR      |                       |                       |
| MEETING             |                       |                       |
| REQUIREMENTS**      |                       |                       |
+---------------------+-----------------------+-----------------------+

Element 5.2

Schools and LEAs are required to meet the achievement targets or safe
harbor requirements for all required subgroups as specified in Section
1111 of NCLB. Further, by reporting disaggregated performance for each
school and LEA, Wyoming citizens are also able to hold schools and LEAs
accountable for the performance of all identifiable subgroups.

+---------------------+-----------------------+-----------------------+
| ## CRITICAL ELEMENT | **EXAMPLES FOR**      | **EXAMPLES OF**       |
|                     |                       |                       |
|                     | **MEETING             | ***NOT* MEETING       |
|                     | REQUIREMENTS**        | REQUIREMENTS**        |
+=====================+=======================+=======================+
| 3.  How are         | All students with     | The State             |
|     students with   | disabilities          | Accountability System |
|     disabilities    | participate in        | or State policy       |
|     included in the | statewide             | excludes students     |
|     State's         | assessments: general  | with disabilities     |
|     definition of   | assessments with or   | from participating in |
|     adequate yearly | without               | the statewide         |
|     progress?       | accommodations or an  | assessments.          |
|                     | alternate assessment  |                       |
|                     | based on grade level  | State cannot          |
|                     | standards for the     | demonstrate that      |
|                     | grade in which        | alternate assessments |
|                     | students are          | measure grade-level   |
|                     | enrolled.             | standards for the     |
|                     |                       | grade in which        |
|                     | State demonstrates    | students are          |
|                     | that students with    | enrolled.             |
|                     | disabilities are      |                       |
|                     | fully included in the |                       |
|                     | State Accountability  |                       |
|                     | System.               |                       |
+---------------------+-----------------------+-----------------------+
| **STATE RESPONSE    |                       |                       |
| AND STATE           |                       |                       |
| ACTIVITIES FOR      |                       |                       |
| MEETING             |                       |                       |
| REQUIREMENTS**      |                       |                       |
+---------------------+-----------------------+-----------------------+

Element 5.3

All students, including those with disabilities, are included in
Wyoming's accountability system for calculating AYP. Students with
disabilities must participate in the Proficiency Assessments for Wyoming
Students (PAWS) in one of three ways:

1\. In the general assessment with no accommodations;

2\. In the general assessment with accommodations; or

3\. In the alternate assessment.

In the general assessment (PAWS), students may participate with
accommodations. Standard, allowable accommodations are documented in the
Wyoming Accommodations Manual for Instruction and Assessment and are
updated for the 2006-2007 administration. Accommodations must be
selected on the basis of the individual student's needs and are
documented in a student's Individualized Educational Program (IEP) or
504 Plan. These allowable accommodations facilitate the participation of
students with disabilities in the general assessment.

The Proficiency Assessment for Wyoming Students -- Alternate, PAWS-ALT,
is Wyoming's alternate assessment which is designed to measure
grade-level linked academic skills in reading, writing, mathematics in
grades 3-8 and 11, and science in grades 4, 8, and 11 of students with
the most significant cognitive disabilities who are enrolled in Special
Education programs. The PAWS-ALT assesses students' academic knowledge
and skills based on grade-level Academic Content Standards and Academic
Benchmarks which are linked to the Wyoming\'s Content and Performance
Standards and reduced in breadth, depth, and complexity. Proficiency
determinations are made on the basis of Alternate Achievement Standards.
The PAWS-ALT is intended for a very small number of students in Wyoming
with the most significant cognitive disabilities.

The PAWS-ALT is comprised of two components: the Portfolio of Student
Work (PSW) and the Student Performance Events (SPE). All students taking
the PAWS-ALT will be assessed with both of these components. Although
the testing window for the PSW opens before that of the SPE, these
administrations run concurrently, ending on the same date.

The Portfolio of Student Work (PSW) is the instructionally embedded
component of the assessment. It assesses student performance in each
content area (reading, writing, and mathematics in grades 3 - 8 and 11,
and science in grades 4, 8, and 11) It allows ongoing assembly and
evaluation of evidence of student performance that best showcases what
the student knows and can do. The teacher-designed tasks target
specified skills that are aligned to the extended Academic Content
Standards and Academic Benchmarks.

Student performance is documented for the PSW through inclusion of
student-based evidence, including original student work and supporting
documentation that demonstrates, measures, and reflects skills and
abilities aligned to the extended Academic Content Standards and
Academic Benchmarks. The collection of evidence for a skill provides an
opportunity to assess student performance within the context of daily
academic instruction.

The Student Performance Events (SPE) is the on-demand component of the
assessment. It is made up of distinct performance tasks in each content
area (reading, writing, and mathematics in grades 3 - 8 and 11, and
science in grades 4, 8, and 11). As with the PSW, the SPE allows
students to demonstrate knowledge and skills on performance tasks that
are aligned to the extended Academic Content Standards and Academic
Benchmarks.

The items for the SPE are written to address specific, identified skills
by means of a scripted format and include provided stimulus materials.
The performance events are organized in a grade-specific test booklet
that the test administrator will follow as he/she presents the items for
each content area.

In accordance with USED regulations, Wyoming uses its Alternative
Achievement Standards in language arts and mathematics to calculate AYP
only for students with the most significant cognitive disabilities, who
participate in the alternate assessment. These Alternate Achievement
Standards are aligned with the grade level Academic Content Standards
for students with the most significant cognitive disabilities, which are
linked to Wyoming's Content and Performance Standards. They reflect the
professional judgment of the highest learning standards possible for
this student. Wyoming includes up to 1 percent of students with
disabilities in the accountability system based on performance on the
state's alternate assessment at the LEA and state levels (with requests
for LEA exceptions reviewed by the Wyoming Department of Education on a
case-by-case basis per USED regulations; in 2007, 0.99 percent of
Wyoming's student population in the tested graded was assessed with the
alternate assessment.)

Beginning in 2008 for AYP calculations, Wyoming includes in the IEP
subgroup the scores of previously identified students with disabilities
but who have been evaluated and determined to no longer be a child with
a disability.  These children have been exited from special education
and returned to regular education programming.  These students who were
previously identified under section 602(3) of the IDEA but no longer
receives special education services may be included in the IEP subgroup
for AYP calculation purposes for two years after returning to the
regular education program.

+---------------------+-----------------------+-----------------------+
| ## CRITICAL ELEMENT | **EXAMPLES FOR**      | **EXAMPLES OF**       |
|                     |                       |                       |
|                     | **MEETING             | ***NOT* MEETING       |
|                     | REQUIREMENTS**        | REQUIREMENTS**        |
+=====================+=======================+=======================+
| 4.  How are         | All LEP student       | LEP students are not  |
|     students with   | participate in        | fully included in the |
|     limited English | statewide             | State Accountability  |
|     proficiency     | assessments: general  | System.               |
|     included in the | assessments with or   |                       |
|     State's         | without               |                       |
|     definition of   | accommodations or a   |                       |
|     adequate yearly | native language       |                       |
|     progress?       | version of the        |                       |
|                     | general assessment    |                       |
|                     | based on grade level  |                       |
|                     | standards.            |                       |
|                     |                       |                       |
|                     | State demonstrates    |                       |
|                     | that LEP students are |                       |
|                     | fully included in the |                       |
|                     | State Accountability  |                       |
|                     | System.               |                       |
+---------------------+-----------------------+-----------------------+
| **STATE RESPONSE    |                       |                       |
| AND STATE           |                       |                       |
| ACTIVITIES FOR      |                       |                       |
| MEETING             |                       |                       |
| REQUIREMENTS**      |                       |                       |
+---------------------+-----------------------+-----------------------+

Element 5.4

All students, including LEP students, are included in Wyoming's
accountability system for calculating AYP. No students are exempted from
participating in the statewide assessment system on the basis of LEP
status. Similar to the rules for students with disabilities, all LEP
students must participate in the PAWS with accommodations as
appropriate.

The majority of LEP students participate in the PAWS with appropriate
accommodations. There are no alternative-language versions of the PAWS.
All LEP students are included in the statewide assessments in language
arts, mathematics, and science, *including* those LEP students who have
been enrolled in U.S. schools for less than one year, and must be
assessed with accommodations when appropriate. These directions were
reiterated to all LEAs through statewide assessment administration
workshops prior to the state assessment. Per recent USED guidance,
"States may, but are not required to, include results \[of LEP students
in their first year in U.S. schools\] from the mathematics and, if
given, the reading/language arts content assessments in Adequate Yearly
Progress (AYP) calculations." Therefore, Wyoming does not include the
scores of first year LEP students. Such LEP students, however, are
included in participation rate determinations.

Wyoming uses the definition of LEP contained in NCLB §9101 for purposes
of determining what students are included in the LEP subgroup for AYP
accountability. Wyoming utilizes an identification process which
includes an assessment to determine whether a student falls within that
LEP definition. For AYP calculations, per recent USED guidance, Wyoming
includes in the LEP subgroup the scores of students who have attained
English proficiency within the last two years. English proficiency is
determined by showing proficiency on the state LEP assessment, Wyoming
English Language Learners Assessment (WELLA). Once these students attain
proficiency on WELLA, they are exited from the LEP subgroup.

+---------------------+-----------------------+-----------------------+
| ## CRITICAL ELEMENT | **EXAMPLES FOR**      | **EXAMPLES OF**       |
|                     |                       |                       |
|                     | **MEETING             | ***NOT* MEETING       |
|                     | REQUIREMENTS**        | REQUIREMENTS**        |
+---------------------+-----------------------+-----------------------+
| 5.  What is the     | State defines the     | State does not define |
|     State\'s        | number of students    | the required number   |
|     definition of   | required in a         | of students in a      |
|     the minimum     | subgroup for          | subgroup for          |
|     number of       | reporting and         | reporting and         |
|     students in a   | accountability        | accountability        |
|     subgroup        | purposes, and applies | purposes.             |
|     required for    | this definition       |                       |
|     reporting       | consistently across   | Definition is not     |
|     purposes? For   | the State.[^4]        | applied consistently  |
|     accountability  |                       | across the State.     |
|     purposes?       | Definition of         |                       |
|                     | subgroup will result  | Definition does not   |
|                     | in data that are      | result in data that   |
|                     | statistically         | are statistically     |
|                     | reliable.             | reliable.             |
+---------------------+-----------------------+-----------------------+
| **STATE RESPONSE    |                       |                       |
| AND STATE           |                       |                       |
| ACTIVITIES FOR      |                       |                       |
| MEETING             |                       |                       |
| REQUIREMENTS**      |                       |                       |
+---------------------+-----------------------+-----------------------+

**Element 5.5**

[Reporting Purposes]{.underline}

The minimum number of students in a subgroup required for reporting
purposes in Wyoming is six (6). This definition of subgroup size is used
consistently across the state for reporting purposes.

[Accountability Purposes]{.underline}

For accountability decisions, the minimum number of students in
subgroups other than All Students is set at thirty (30). This minimum
sample size assures that reliable and valid decisions are made about
school and LEA effectiveness. Results for subgroups other than All
Students with fewer than thirty (30) students in all of the assessed
grade levels for the school are not included in AYP calculations based
on the performance of that particular subgroup. The members of the
subgroup are included in the AYP calculations for the entire school and
LEA. This definition of group size of thirty (30) is used consistently
across the state for accountability purposes. However, recognizing that
Wyoming has a sizable number of schools below the minimum number at the
present time, Wyoming has adopted a rule for small schools, whereby
schools with fewer than 30 assessed students are evaluated to determine
AYP for the school overall based on a minimum number of six. Schools
with fewer than six test scores are reviewed based on averaged data over
the previous 2-3 years, which is designed to reach at least six test
scores. If any schools remain, they will be reviewed on a case-by-case
basis so that all schools are included in AYP. (Per Element 1.1, schools
with no grades tested will be paired with other schools for AYP
accountability.)

Schools with fewer than thirty (30) students assessed among all
subgroups other than All Students would fall below the minimum number,
therefore precluding a reliable AYP determination. Wyoming is creating a
broader system of assessment and accountability that includes AYP and
additional data resources for making more valid and reliable
accountability decisions for these small schools containing less than 30
students in the assessed grades. In addition, the number of schools with
fewer than 30 students assessed decreased substantially once state
assessments tookplace for grades 3-8 in the 2005-2006 school year.

The WDE uses a confidence interval approach to determine AYP in order to
account for small sample sizes, ensure the most valid and reliable
accountability decisions, and to assure that decisions are based on
statistically significant results. Wyoming believes that this approach
allows all schools and LEAs to be held accountable in the most reliable
and valid way possible.

a.  Wyoming uses a one-tailed, 95 percent confidence interval to judge
    whether schools are significantly different than the performance
    target^6^. To approximate this calculation, the following formula is
    utilized to first calculate the standard error (*SE*) of the
    proportion^7^:

    i.  $$\text{SE} = \sqrt{\frac{p(1 - p)}{n}}$$

    ii. Where *p* is equal to the proportion (ranging from 0 to 1)
        scoring proficient and advanced and *n* is the number of
        students tested

    iii. Multiply the standard error by 1.645 to arrive at the
         one-tailed, 95 percent confidence interval. Add (or subtract)
         this standard error to the percent proficient and advanced for
         the schools to arrive at the confidence interval.

b.  If the confidence interval (margin of error) reaches above the
    statewide performance target, the school would be considered to have
    "met AYP." The following diagram illustrates how this works.

> X

Y

In this example School X would have "made AYP" and School Y would have
"not met AYP." This confidence interval approach is used for AYP status

> decisions for the school and LEA overall as well as the subgroup AYP
> decisions.

c.  For schools and LEAs not meeting the state AYP achievement targets,
    the next step in the methodology is to examine "safe harbor"
    provisions. Wyoming incorporates a 75% confidence interval with a
    .25 alpha for the safe harbor examination in order to make this
    provision more reliable and valid for the unique circumstances
    encountered in Wyoming.

> The use of a confidence interval in safe harbor takes into account the
> inherent variability that is exhibited from year to year in the
> percent of students scoring proficient and non-proficient, which is
> particularly important given the relatively small group sizes in
> Wyoming where extreme changes can be seen with only a "real" change of
> 2 or 3 students.
>
> The use of a confidence interval basically addresses the question,
> "Has the school/LEA made a decrease in the number of non-proficient
> students that is statistically equivalent to 10 percent?" One
> potential (although not technical) problem with this approach is that
> it might permit a school that actually had an *increase* in the number
> of non-proficient students to meet "safe harbor." To prevent this
> occurrence, and promote the most valid, reliable, and appropriate AYP
> safe harbor determinations, Wyoming uses a confidence interval for the
> examination of safe harbor with the modification of only allowing the
> use of a confidence interval if the school/LEA has made an *actual
> decrease* in the percent of non-proficient students. Schools/LEAs that
> did not decrease the percent of non-proficient students would not
> qualify for the safe harbor provision in alignment with federal law.
> It is believed that this is a more valid method of utilizing the safe
> harbor provision rather than the broad application of a confidence
> interval to all entities under safe harbor. Keep in mind also that in
> order for a subgroup to qualify for safe harbor, a school/LEA must
> have made progress on the additional indicator for the subgroup, which
> in Wyoming means, reducing the percentage of the lowest performing
> students in reading in elementary and middle school and/or on
> improving graduation rate in high school.

[References]{.underline}

^6^Arce-Ferrer, A., Frisbie, D.A., & Kolen, M.J. (2002). *Standard
Errors of Proportions Used in Reporting Changes in School Performance
With Achievement Levels*. Educational Assessment, 8(1), 59-75.

^7^National Institute of Standards and Technology/SEMATECH e-Handbook of
Statistical Methods, http://www.itl.nist.gov/div898/handbook/, December
18, 2002.

+---------------------+-----------------------+-----------------------+
| ## CRITICAL ELEMENT | **EXAMPLES FOR**      | **EXAMPLES OF**       |
|                     |                       |                       |
|                     | **MEETING             | ***NOT* MEETING       |
|                     | REQUIREMENTS**        | REQUIREMENTS**        |
+=====================+=======================+=======================+
| 6.  How does the    | Definition does not   | Definition reveals    |
|     State           | reveal personally     | personally            |
|     Accountability  | identifiable          | identifiable          |
|     System protect  | information.[^5]      | information.          |
|     the privacy of  |                       |                       |
|     students when   |                       |                       |
|     reporting       |                       |                       |
|     results and     |                       |                       |
|     when            |                       |                       |
|     determining     |                       |                       |
|     AYP?            |                       |                       |
+---------------------+-----------------------+-----------------------+
| **STATE RESPONSE    |                       |                       |
| AND STATE           |                       |                       |
| ACTIVITIES FOR      |                       |                       |
| MEETING             |                       |                       |
| REQUIREMENTS**      |                       |                       |
+---------------------+-----------------------+-----------------------+

Element 5.6

With a minimum group size for reporting of six (6) per year, Wyoming is
able to protect the identity of individual students. The Wyoming
Department of Education has developed "masking" approaches to hide the
identity of students when all students score in the same performance
category. On all of the disaggregated reports, performance levels are
restricted to be within 5 percent and 95 percent proficient. This
protects the individual identification of student performance when all
students perform at the same level.

**PRINCIPLE 6. State definition of AYP is based primarily on the State's
academic assessments.**

+----------------------+-----------------------+-----------------------+
| ## CRITICAL ELEMENT  | ## EXAMPLES FOR       | ## EXAMPLES OF        |
|                      |                       |                       |
|                      | **MEETING             | ***NOT* MEETING       |
|                      | REQUIREMENTS**        | REQUIREMENTS**        |
+======================+=======================+=======================+
| 1.  How is the       | Formula for AYP shows | Formula for AYP shows |
|     State's          | that decisions are    | that decisions are    |
|     definition of    | based primarily on    | based primarily on    |
|     adequate yearly  | assessments.[^6]      | non-academic          |
|     progress based   |                       | indicators or         |
|     primarily on     | Plan clearly          | indicators other than |
|     academic         | identifies which      | the State             |
|     assessments?     | assessments are       | assessments.          |
|                      | included in           |                       |
|                      | accountability.       |                       |
+----------------------+-----------------------+-----------------------+
| **STATE RESPONSE AND |                       |                       |
| STATE ACTIVITIES FOR |                       |                       |
| MEETING              |                       |                       |
| REQUIREMENTS**       |                       |                       |
+----------------------+-----------------------+-----------------------+

Element 6.1

The methodology for calculating AYP has been described elsewhere in this
document and, as shown, Wyoming's definition of AYP is based primarily
(with the exception of graduation requirements) on the PAWS, in reading,
writing, and mathematics.

PRINCIPLE 7. State definition of AYP includes graduation rates for
public High schools and an additional indicator selected by the State
for public Middle and public Elementary schools (such as attendance
rates).

+---------------------+-----------------------+-----------------------+
| ## CRITICAL ELEMENT | **EXAMPLES FOR**      | **EXAMPLES OF**       |
|                     |                       |                       |
|                     | **MEETING             | ***NOT* MEETING       |
|                     | REQUIREMENTS**        | REQUIREMENTS**        |
+=====================+=======================+=======================+
| 1.  What is the     | State definition of   | State definition of   |
|     State           | graduation rate:      | public high school    |
|     definition for  |                       | graduation rate does  |
|     the public high | -   Calculates the    | not meet these        |
|     school          |     percentage of     | criteria.             |
|     graduation      |     students,         |                       |
|     rate?           |     measured from the |                       |
|                     |     beginning of the  |                       |
|                     |     school year, who  |                       |
|                     |     graduate from     |                       |
|                     |     public high       |                       |
|                     |     school with a     |                       |
|                     |     regular diploma   |                       |
|                     |     (not including a  |                       |
|                     |     GED or any other  |                       |
|                     |     diploma not fully |                       |
|                     |     aligned with the  |                       |
|                     |     state's academic  |                       |
|                     |     standards) in the |                       |
|                     |     standard number   |                       |
|                     |     of years; or,     |                       |
|                     |                       |                       |
|                     | -   Uses another more |                       |
|                     |     accurate          |                       |
|                     |     definition that   |                       |
|                     |     has been approved |                       |
|                     |     by the Secretary; |                       |
|                     |     and               |                       |
|                     |                       |                       |
|                     | -   Must avoid        |                       |
|                     |     counting a        |                       |
|                     |     dropout as a      |                       |
|                     |     transfer.         |                       |
|                     |                       |                       |
|                     | Graduation rate is    |                       |
|                     | included (in the      |                       |
|                     | aggregate) for AYP,   |                       |
|                     | and disaggregated (as |                       |
|                     | necessary) for use    |                       |
|                     | when applying the     |                       |
|                     | exception clause[^7]  |                       |
|                     | to make AYP.          |                       |
+---------------------+-----------------------+-----------------------+

  -----------------------------------------------------------------------
  **STATE RESPONSE AND STATE ACTIVITIES FOR MEETING REQUIREMENTS**

  -----------------------------------------------------------------------

Element 7.1

Wyoming's graduation rate for AYP is defined as the total number of
graduates divided by the total number of students who left school,
including students who completed high school and drop-outs from that
class over the past four years.

The rate incorporates 4 years worth of data and thus, is an estimated
cohort rate. It is calculated by dividing the number of students who
receive a regular diploma by the sum of dropouts from grade 9 through 12
in consecutive years, plus the number of students completing high
school. If a hypothetical graduating class began as 9th graders in Year
1, this 4-year completion rate would look like:

Students Receiving a Regular Diploma in Year 4

Dropouts (Grade 9 Year 1 + Grade 10 Year 2 + Grade 11 Year 3 + Grade 12
Year 4) + Students Completing High School Year 4

This formula used by the Wyoming Department of Education for calculating
graduation rates is an "exiter" rate. The denominator is the total of
all "exiters" from a school over a 4 year period for a grade cohort. The
exiters are the 9th grade drop-outs 3 years ago, the 10th grade
drop-outs 2 years ago, 11th grade drop-outs last year, and this year's
12th grade drop-outs plus completers. These are all the students that
"exited" from education for that cohort. The numerator is the count of
this year's regular diploma recipients. The rate gives "What percent of
students exiting education do so with a regular diploma?" Foreign
exchange students are not included in either the numerator or the
denominator. These students often stay in Wyoming schools for only a
year and then return to their home county to complete their education,
thus they are not expected to graduate from a Wyoming school.

Historically, Wyoming did not collect disaggregated graduation
information to the extent prescribed by NCLB. Wyoming collected
race/ethnicity and the gender of graduates and drop-outs, but did not
gather disaggregated data for LEP or free/reduced lunch eligible
students. Special education students have their own "exiter" collection.
The department did implement the collection of additional disaggregation
with the 2001-2002 school year data collection cycle. However, it took
one additional year for the Department to calculate disaggregated
graduation rates for LEP or free/reduced lunch eligible students.

If a school fails to meet the annual student performance goal shown in
Section 3.2c for any subgroup, growth on the graduation rate for that
subgroup is required for the school to make "safe harbor."

LEAs currently report drop-outs using the above definition. Students who
transfer are not currently included in the graduation rate calculation.
Wyoming has developed a system that allows the tracking of individual
students that will allow the state to verify LEA reports and more
accurately track transfers and drop-outs.

Finally, Wyoming adopted a rule regarding graduation rate that is
specific to students with disabilities. Per USED guidance, a student
with disabilities who receives a regular diploma within the period
specified by that student's IEP team is considered to have received a
regular diploma "within the standard number of years," and is included
in the graduation rate.

[References]{.underline}

Wyoming Department of Education, Every Student Counts Report, Glossary
of Terms, 2002.

U.S. Department of Education, National Center for Education Statistics,
Public High School Dropouts and Completers from the Common Core of Data:
School Years 1998-99 and 1999-2000, NCES 2002-382, by Beth Aronstamm
Young. Washington, DC: August 2002. URL for publication:
http://nces.ed.gov/pubsearch/pubsinfo.asp?publid=2002382

+---------------------+-----------------------+-----------------------+
| ## CRITICAL ELEMENT | **EXAMPLES FOR**      | **EXAMPLES OF**       |
|                     |                       |                       |
|                     | **MEETING             | ***NOT* MEETING       |
|                     | REQUIREMENTS**        | REQUIREMENTS**        |
+=====================+=======================+=======================+
| 1.  What is the     | State defines the     | State has not defined |
|     State's         | additional academic   | an additional         |
|     additional      | indicators, e.g.,     | academic indicator    |
|     academic        | additional State or   | for elementary and    |
|     indicator for   | locally administered  | middle schools.       |
|     public          | assessments not       |                       |
|     elementary      | included in the State |                       |
|     schools for the | assessment system,    |                       |
|     definition of   | grade-to-grade        |                       |
|     AYP? For public | retention rates or    |                       |
|     middle schools  | attendance rates.[^8] |                       |
|     for the         |                       |                       |
|     definition of   | An additional         |                       |
|     AYP?            | academic indicator is |                       |
|                     | included (in the      |                       |
|                     | aggregate) for AYP,   |                       |
|                     | and disaggregated (as |                       |
|                     | necessary) for use    |                       |
|                     | when applying the     |                       |
|                     | exception clause to   |                       |
|                     | make AYP.             |                       |
+---------------------+-----------------------+-----------------------+
| **STATE RESPONSE    |                       |                       |
| AND STATE           |                       |                       |
| ACTIVITIES FOR      |                       |                       |
| MEETING             |                       |                       |
| REQUIREMENTS**      |                       |                       |
+---------------------+-----------------------+-----------------------+

Element 7.2

In reviewing other state plans, Wyoming became concerned about the
efficacy and validity of using indicators such as attendance rates as
the additional indicator for elementary and middle schools. Therefore,
Wyoming has carried forward a very successful component of its IASA AYP
system designed to focus attention on the lowest performing students.

Wyoming was concerned about the potential negative consequences that
might result if schools/LEAs focus on those students scoring just below
the proficient cut score and do not attend to the truly lowest scoring
students. Therefore, Wyoming uses the reduction in the percentage of
students scoring in the below basic performance category (the state's
lowest category) in reading as the additional academic indicator for
elementary and middle schools. A school can only make safe harbor if it
has a decrease in the percentage of students scoring in the lowest
performance category in reading for the subgroup trying to meet safe
harbor, or if the percentage of students reading below basic in the
subgroup trying to meet safe harbor is below 15% for the current and
previous year.

+---------------------+-----------------------+-----------------------+
| ## CRITICAL ELEMENT | **EXAMPLES FOR**      | **EXAMPLES OF**       |
|                     |                       |                       |
|                     | **MEETING             | ***NOT* MEETING       |
|                     | REQUIREMENTS**        | REQUIREMENTS**        |
+=====================+=======================+=======================+
| 2.  Are the State's | State has defined     | State has an academic |
|     academic        | academic indicators   | indicator that is not |
|     indicators      | that are valid and    | valid and reliable.   |
|     valid and       | reliable.             |                       |
|     reliable?       |                       | State has an academic |
|                     | State has defined     | indicator that is not |
|                     | academic indicators   | consistent with       |
|                     | that are consistent   | nationally recognized |
|                     | with nationally       | standards.            |
|                     | recognized standards, |                       |
|                     | if any.               | State has an academic |
|                     |                       | indicator that is not |
|                     |                       | consistent within     |
|                     |                       | grade levels.         |
+---------------------+-----------------------+-----------------------+
| **STATE RESPONSE    |                       |                       |
| AND STATE           |                       |                       |
| ACTIVITIES FOR      |                       |                       |
| MEETING             |                       |                       |
| REQUIREMENTS**      |                       |                       |
+---------------------+-----------------------+-----------------------+

Element 7.3

[Reliability of additional indicator in public elementary schools and
middle schools]{.underline}

In order to reliably determine whether a school/LEA has had a reduction
in the percentage of students scoring in the below basic category in
reading, Wyoming applies a statistical confidence interval to those
schools failing to demonstrate a reduction in the percentage of students
scoring in the below basic category to determine if the difference in
the proportions is due to factors other than chance. Using this
statistical methodology helps ensure the reliability of AYP decisions.

The methodology for determining if a school or LEA has made progress on
the additional indicator for elementary school and middle school
proceeds as follows:

1.  The percent of students scoring below basic in reading in the prior
    year are

> subtracted from the school's current year percent reading below basic.
> This indicator is negative for schools demonstrating a reduction in
> the percent of below basic (an indicator that is constant (zero) is
> considered as non-increasing and therefore adequate). A positive
> indicator shows that a school has had an increase in the percent
> reading below basic.
>
> 2\. Small schools with less than six (6) students in either year's
> assessment are examined in comparison to past progress to ensure a
> valid decision has been made due to the possibility of high
> variability with small sample sizes.
>
> 3\. If in both the current year and the prior year, a school's
> percentage of students
>
> scoring below basic in reading is below 15 percent, fluctuations in
> the percentage of students scoring below basic are not considered
> sufficient evidence to show failure on the additional indicator. Said
> differently, schools with 85 percent or more of students above below
> basic in reading in both years can meet the additional indicator
> regardless of fluctuations. This 15 percent bar can be justified by
> examining results from prior years NAEP assessment and the related
> percent of below basic students. In the 2007 NAEP reading results,
> approximately 27 percent of Wyoming 4^th^ grade students were
> classified as below basic and approximately 20 percent of Wyoming
> 8^th^ grade students were classified as below basic. Therefore, a
> school having below 15 percent of their students below basic in
> reading in consecutive years is superior in comparison to a large
> proportion of the state.
>
> 4\. Schools that exhibit an increase in the percent of students
> scoring below basic in reading are further examined utilizing a
> confidence interval. A confidence interval is appropriate because this
> determination is based on an assessment result that contains error due
> to annual variability in the student population. This is used to
> ascertain the error surrounding this estimator. If the calculated
> confidence interval spans into negative percentages, this provides
> evidence that the school's indicator may show reduction in the percent
> below basic with the aspect of sampling variability taken into
> account.

[Reliability of additional indicator in public high schools]{.underline}

In order to reliably determine whether a school/LEA has made progress in
the high school graduation rate, the Wyoming Department of Education
examines the school's graduation rate in comparison to a set standard of
80 percent graduation. However, the major concern of this methodology is
the over-identification of small schools and alternative schools. Small
schools can have graduation rates that are highly variable due to small
class sizes. Alternative schools, due to the nature of the population
they serve, have a low graduation rate but make drastic differences in
the educational careers of those they serve. Therefore, a second step of
the methodology examines progress in the school's graduation rate.

The methodology for determining if a school or LEA has made progress on
the additional indicator proceeds as follows:

1\. A high school's graduation rate is calculated in alignment with the
formula described in Section 7.1.

> 2\. Schools with a graduation rate of 80 percent or higher have
> satisfactorily met the additional indicator. Schools exhibiting a
> graduation rate below 80 percent are further examined for progress.
>
> 3\. Schools with a graduation rate below 80 percent have their
> graduation rate compared to the graduation rate from the previous
> year. High schools showing a positive increase in graduation rate from
> the previous year have met the additional indicator.
>
> 4\. Small schools with less than thirty (30) exiters in either year's
> graduation rate calculation (denominator) are examined individually to
> ensure a valid decision. This is crucial due to the possibility of
> high variability with small group sizes seen in Wyoming. This
> examination includes an examination of past trend data utilizing a
> trend line of three years data to ensure positive progress is being
> demonstrated in graduation rate over time as well as a determination
> of whether a small school missed the standard graduation rate standard
> by only one or two students. This impacted 5 schools in 2007.

[Validity]{.underline}

Wyoming will not be able to truly evaluate the validity of the
additional indicators for several years. However, it is believed that
the use of the reduction in the percentage of students scoring in the
lowest performance levels as the additional indicator helps improve the
validity of the accountability system for the lowest performing
students. In addition, Wyoming believes the goal of reducing the number
of below basic students in reading is well aligned with goals found in
the state's elementary and middle schools and it is accepted by schools
and teachers as having merit.

In utilizing graduation rate for public high schools, one would expect
that this indicator is a valid measurement of the "success" of the
school. In graduating students, schools are holding their students
accountable for attainment of state content standards and endorsing that
students have mastered the required content. Thus, graduation rate is a
valid indicator for school accountability.

**PRINCIPLE 8. AYP is based on reading/language arts and mathematics
achievement objectives.**

+----------------------+-----------------------+-----------------------+
| ## CRITICAL ELEMENT  | **EXAMPLES FOR\       | **EXAMPLES OF**       |
|                      | MEETING               |                       |
|                      | REQUIREMENTS**        | ***NOT* MEETING       |
|                      |                       | REQUIREMENTS**        |
+----------------------+-----------------------+-----------------------+
| 1.  Does the state   | State AYP             | State AYP             |
|     measure          | determination for     | determination for     |
|     achievement in   | student subgroups,    | student subgroups,    |
|     reading/language | public schools and    | public schools and    |
|     arts and         | LEAs separately       | LEAs averages or      |
|     mathematics      | measures              | combines achievement  |
|     separately for   | reading/language arts | across                |
|     determining AYP? | and mathematics. [^9] | reading/language arts |
|                      |                       | and mathematics.      |
|                      | AYP is a separate     |                       |
|                      | calculation for       |                       |
|                      | reading/language arts |                       |
|                      | and mathematics for   |                       |
|                      | each group, public    |                       |
|                      | school, and LEA.      |                       |
+----------------------+-----------------------+-----------------------+
| **STATE RESPONSE AND |                       |                       |
| STATE ACTIVITIES FOR |                       |                       |
| MEETING              |                       |                       |
| REQUIREMENTS**       |                       |                       |
+----------------------+-----------------------+-----------------------+

Element 8.1

WyCAS included separate tests in reading, writing, and mathematics as
does PAWS. Wyoming's approach for calculating a language arts composite
score from the reading and writing scores is described under Element
3.2a. Wyoming's separate starting points for language arts and
mathematics indicate that Wyoming measures student achievement
separately for language arts and mathematics.

**PRINCIPLE 9. State Accountability System is statistically valid and
reliable.**

+----------------------+-----------------------+-----------------------+
| ## CRITICAL ELEMENT  | **EXAMPLES FOR\       | **EXAMPLES OF**       |
|                      | MEETING               |                       |
|                      | REQUIREMENTS**        | ***NOT* MEETING       |
|                      |                       | REQUIREMENTS**        |
+======================+=======================+=======================+
| 1.  How do AYP       | State has defined a   | State does not have   |
|     determinations   | method for            | an acceptable method  |
|     meet the State's | determining an        | for determining       |
|     standard for     | acceptable level of   | reliability (decision |
|     acceptable       | reliability (decision | consistency) of       |
|     reliability?     | consistency) for AYP  | accountability        |
|                      | decisions.            | decisions, e.g., it   |
|                      |                       | reports only          |
|                      | State provides        | reliability           |
|                      | evidence that         | coefficients for its  |
|                      | decision consistency  | assessments.          |
|                      | is (1) within the     |                       |
|                      | range deemed          | State has parameters  |
|                      | acceptable to the     | for acceptable        |
|                      | State, and (2) meets  | reliability; however, |
|                      | professional          | the actual            |
|                      | standards and         | reliability (decision |
|                      | practice.             | consistency) falls    |
|                      |                       | outside those         |
|                      | State publicly        | parameters.           |
|                      | reports the estimate  |                       |
|                      | of decision           | State's evidence      |
|                      | consistency, and      | regarding             |
|                      | incorporates it       | accountability        |
|                      | appropriately into    | reliability (decision |
|                      | accountability        | consistency) is not   |
|                      | decisions.            | updated.              |
|                      |                       |                       |
|                      | State updates         |                       |
|                      | analysis and          |                       |
|                      | reporting of decision |                       |
|                      | consistency at        |                       |
|                      | appropriate           |                       |
|                      | intervals.            |                       |
+----------------------+-----------------------+-----------------------+
| **STATE RESPONSE AND |                       |                       |
| STATE ACTIVITIES FOR |                       |                       |
| MEETING              |                       |                       |
| REQUIREMENTS**       |                       |                       |
+----------------------+-----------------------+-----------------------+

Element 9.1

There are two aspects of reliability that need to be discussed in
relation to this element: one minor and one major. The minor issue,
classical test reliability, is one that measurement specialists have
focused on for many years when thinking about tests for making decisions
about individual students. Test reliability describes how much
measurement error is associated with each student's (actually, it is
usually the average student's) observed test score. PAWS was
administered for the first time in April 2006, and test reliability
studies are documented in the each year's PAWS technical manual. There
is no "standard" for satisfactory levels of reliability, but it is
generally accepted in the measurement community (e.g., Ysseldyke, 1990)
that when making high stakes decisions about students, a reliability
coefficient of 0.90 or greater should be required. In Wyoming's case,
the state is not making high-stakes decisions about individual students,
but the state still meets this unofficial reliability standard.
Nevertheless, test reliability is only a minor component of the error
variance associated with determinations of school ratings.

The major component of error variance associated with each school or
LEAs yearly ranking is the sampling variability caused by testing
different students each year. The accountability system is based on the
inference that the test scores of any particular cohort of students tell
us something about the quality or effectiveness of their school. Wyoming
is not concerned, per se, with the collective scores of acohort of
students as an absolute, rather the scores of any particular cohort are
viewed as an indicator of the school. Therefore, the students tested in
any one year should be considered a sample of all possible students who
could have attended that school over the lifetime of the school. This
means that sampling variability---the error associated with different
students being tested in any one year---must be considered when
evaluating the reliability of the accountability system. Many
researchers have demonstrated that sampling variability overshadows any
variance due to test reliability (e.g., Arce-Ferrer, Frisbie, Kolen,
2002; Cronbach, Brennan, Linn, and Haertel, 1997; Hill, 2001; Linn,
Baker, and Betebenner, 2002).

This is a major problem for Wyoming because sampling variability is
inversely related to sample size \-- the number of students tested in
any one year. For example, the standard (sampling) error with 25
students tested and 50 percent of them scoring proficient is equal to 10
percent, meaning that for an observed proportion of 50 percent, one
could be 95 percent confident that the "true" proportion proficient
would be between 30 percent and 70 percent. Clearly this is an
unacceptable level of uncertainty especially since many of Wyoming's
schools test fewer than 25 students in any given year. It is precisely
for this reason that Wyoming uses an AYP model that relies on modeling
this sampling variability and applying confidence intervals (statistical
tests) for every decision made. As described above (Element 5.5),
Wyoming computes confidence intervals for each of the nine decisions
(comparisons of each subgroup to the performance target) required for
each of the two content areas (mathematics and language arts).

+----------------------+-----------------------+-----------------------+
| ## CRITICAL ELEMENT  | **EXAMPLES FOR\       | **EXAMPLES OF**       |
|                      | MEETING               |                       |
|                      | REQUIREMENTS**        | ***NOT* MEETING       |
|                      |                       | REQUIREMENTS**        |
+======================+=======================+=======================+
| 2.  What is the      | State has established | State does not have a |
|     State\'s process | a process for public  | system for handling   |
|     for making valid | schools and LEAs to   | appeals of            |
|     AYP              | appeal an             | accountability        |
|     determinations?  | accountability        | decisions.            |
|                      | decision.             |                       |
+----------------------+-----------------------+-----------------------+
| **STATE RESPONSE AND |                       |                       |
| STATE ACTIVITIES FOR |                       |                       |
| MEETING              |                       |                       |
| REQUIREMENTS**       |                       |                       |
+----------------------+-----------------------+-----------------------+

**Element 9.2**

The question of whether Wyoming's AYP determinations are valid can be
examined in many different ways. Determining whether a process is valid
depends on the overall goal of the accountability and assessment system.
If the processes and decisions that come from the system align with this
goal and aid in the progress towards the goal, it can be said they are
valid.

Wyoming's accountability goal is to ensure equitable educational
opportunities throughout the state. No matter where a student resides in
Wyoming, they should receive equitable opportunities to learn. Students'
opportunities to learn should be exclusive of a student's race,
ethnicity, disability, limited English proficiency, socioeconomic
status, or other classifications. It is with this goal in mind that the
accountability system and processes were developed.

The determination of whether the processes are valid must be based on
evidence and will be evaluated regularly. Validity of the AYP decisions
for schools and LEAs are examined yearly utilizing various data. The
Wyoming Department of Education examines outcomes of the AYP decisions
in order to insure the validity of the decisions. The questions that
have to be asked to support the argument of validity of the
accountability system include:

> \- Are measurable changes taking place in schools due to the impact of
> the accountability system?
>
> \- Is the desired impact on student achievement happening?
>
> \- Is the accountability system sensitive to appropriate reform
> actions?
>
> \- Are the appropriate schools being identified for action?
>
> \- Are the rewards and sanctions adequate and just for the related
> performance?
>
> \- Do the rewards and sanctions have the desired effect of influencing
> schools?

To ensure appropriate schools are being accurately identified as being
in AYP, any school considered to be new will begin the AYP process over.
Any school seeking to be reclassified as a new school must petition the
Wyoming Department of Education to receive authorization to be
classified as a new school at the state level. A school will be
considered a "new" school for accountability purposes if it meets the
following threshold criteria:

(1) a change of at least 50 percent of the student population from the
    previous year; or

(2) a change in grade configuration that involves at least 2 grade
    levels, either by elimination or addition, or

(3) a change in grade configuration that involves at least 50 percent of
    the former grade levels, by either elimination or addition.

> The AYP history of the school will be considered, and there must be no
> evidence that the change was made to avoid accountability. The State
> Superintendent of Public Instruction will make final determinations of
> whether a school will be classified as new. All new schools will
> receive a new school identification number.

In order to examine validity, the Wyoming Department of Education
examines outcomes of the system regularly. AYP decisions are validated
by observing additional information and evidence in order to determine
if the decision was correct. Wyoming participates in the Council of
Chief State School Officers (CCSSO) SCASS projects and associated
workshops that address the issues of examining validity in state
accountability decisions. As a result of these learning opportunities,
Wyoming is in a position to provide thoughtful validity investigations
of our state's accountability system.

Validity of decisions also are examined from the perspective of the
school and LEA. Is the AYP determination viewed as valid from the
school/LEA perspective? The Wyoming Department of Education provides
workshops and other forms of communication detailing the AYP process and
gathering feedback regarding improvements.

Specific pieces of the accountability system that can be referenced in
regard to validity of AYP decisions are summarized below. These
individual pieces help to insure the AYP decisions are as valid as
possible.

\- If a school or LEA believes it has been incorrectly identified as
failing to make AYP, it may request that the Wyoming Department of
Education review the AYP decision within fifteen (15) days of the
preliminary AYP decisions as described in Element 1.4. The request to
review the AYP decision may be based on statistical error or other
substantive reasons as contained in Section 1116(b)(2) of No Child Left
Behind.

> \- The state assessment system (PAWS) has undergone Peer Review to
> ensure the assessment is valid. Studies were completed to support
> this. The PAWS-ALT is still undergoing peer review.
>
> -A study is being conducted by the University of Wyoming regarding the
> measurable changes taking place in Wyoming schools due to the impact
> of our instructionally-supportive assessment system and AYP decisions.

\- Utilizing a group size of 30 (except for the interim rule for small
schools) should lend support to a valid decision being made regarding
the schools achievement.

\- The use of other indicators (percent reading below basic and
graduation rate) align with the educational goals of the system.

+----------------------+-----------------------+-----------------------+
| ## CRITICAL ELEMENT  | **EXAMPLES FOR\       | **EXAMPLES OF**       |
|                      | MEETING               |                       |
|                      | REQUIREMENTS**        | ***NOT* MEETING       |
|                      |                       | REQUIREMENTS**        |
+======================+=======================+=======================+
| 3.  How has the      | State has a plan to   | State's transition    |
|     State planned    | maintain continuity   | plan interrupts       |
|     for              | in AYP decisions      | annual determination  |
|     incorporating    | necessary for         | of AYP.               |
|     into its         | validity through      |                       |
|     definition of    | planned assessment    | State does not have a |
|     AYP anticipated  | changes, and other    | plan for handling     |
|     changes in       | changes necessary to  | changes: e.g., to its |
|     assessments?     | comply fully with     | assessment system, or |
|                      | NCLB.[^10]            | the addition of new   |
|                      |                       | public schools.       |
|                      | State has a plan for  |                       |
|                      | including new public  |                       |
|                      | schools in the State  |                       |
|                      | Accountability        |                       |
|                      | System.               |                       |
|                      |                       |                       |
|                      | State has a plan for  |                       |
|                      | periodically          |                       |
|                      | reviewing its State   |                       |
|                      | Accountability        |                       |
|                      | System, so that       |                       |
|                      | unforeseen changes    |                       |
|                      | can be quickly        |                       |
|                      | addressed.            |                       |
+----------------------+-----------------------+-----------------------+
| **STATE RESPONSE AND |                       |                       |
| STATE ACTIVITIES FOR |                       |                       |
| MEETING              |                       |                       |
| REQUIREMENTS**       |                       |                       |
+----------------------+-----------------------+-----------------------+

**Element 9.3**

Wyoming has anticipated changes in assessments and has planned
accordingly to ensure continuity of AYP decisions. Standards committees
were convened in 2002 to construct specific content and achievement
standards for the newly included grade levels. With these finalized in
January 2003, development of assessments began in the summer of 2004.
The new assessments were field tested in the 2004-2005 school year and
fully implemented in the 2005-2006 school year. Results obtained from
the assessments are being scrutinized to help ensure the continuity of
valid AYP school decisions. The grade spans used to aggregate assessment
data for using in determining school AYP measures were completed in
2006-2007. The elementary target is used for grades 3-6. The middle
school target is used for grades 7-8, and the high school target is used
for grade 11. Due to Wyoming's small student numbers, the original
starting points baseline was calculated by averaging two years of school
data. Even with the 3-8 and 11 assessments, Wyoming's numbers are still
very small. Wyoming will leave its current Intermediate Goals in place
for the 2008 and 2009 AYP decisions. After 2009, an examination of the
starting points will be revisited. .With the new assessment system, it
will be possible to incorporate student growth measures in the future to
determine school performance.

Wyoming includes all new schools in the AYP accountability process the
second year that assessment data is available for that school. Since the
AYP additional indicator decisions are made on two years of data and
safe harbor decisions require two years of data, schools are held
accountable for AYP after the second year of administering the state
assessment.

The more likely scenario in Wyoming is schools closing and consolidating
due to decreasing enrollment. When schools close, the affected grade
levels are absorbed into other schools and these schools are held
accountable for the achievement of those students (applying the state
standard for full academic year determinations, as applicable). The
school(s) are not penalized or benefited by the AYP status of the closed
school.

**PRINCIPLE 10. In order for a public school or LEA to make AYP, the
State ensures that it assessed at least 95% of the students enrolled in
each subgroup.**

+----------------------+-----------------------+-----------------------+
| ## CRITICAL ELEMENT  | **EXAMPLES FOR\       | **EXAMPLES OF\        |
|                      | MEETING               | *NOT* MEETING         |
|                      | REQUIREMENTS**        | REQUIREMENTS**        |
+======================+=======================+=======================+
| 1.  What is the      | State has a procedure | The state does not    |
|     State\'s method  | to determine the      | have a procedure for  |
|     for calculating  | number of absent or   | determining the rate  |
|     participation    | untested students (by | of students           |
|     rates in the     | subgroup and          | participating in      |
|     State            | aggregate).           | statewide             |
|     assessments for  |                       | assessments.          |
|     use in AYP       | State has a procedure |                       |
|     determinations?  | to determine the      | Public schools and    |
|                      | denominator (total    | LEAs are not held     |
|                      | enrollment) for the   | accountable for       |
|                      | 95% calculation (by   | testing at least 95%  |
|                      | subgroup and          | of their students.    |
|                      | aggregate).           |                       |
|                      |                       |                       |
|                      | Public schools and    |                       |
|                      | LEAs are held         |                       |
|                      | accountable for       |                       |
|                      | reaching the 95%      |                       |
|                      | assessed goal.        |                       |
+----------------------+-----------------------+-----------------------+
| **STATE RESPONSE AND |                       |                       |
| STATE ACTIVITIES FOR |                       |                       |
| MEETING              |                       |                       |
| REQUIREMENTS**       |                       |                       |
+----------------------+-----------------------+-----------------------+

**Element 10.1**

Participation rates in the State assessments are calculated by dividing
the number of students participating in the assessment by the total
number of enrolled students in the school/LEA on the first day of
testing. Beginning in 2009, participation rates will be calculated using
enrollment data collected 15 testing days into the testing window. With
the PAWS testing window being five weeks long, districts have the
ability to test new students who come into their district after the
beginning of the testing window. This still allows LEAs an opportunity
to test a student who enrolls in the LEA three weeks after the testing
window has opened. When a school/LEA fails to meet the minimum annual
participation rate of 95 percent based on current year data, Wyoming
averages the participation rate data over the past two or three years to
ensure a more reliable and valid decision of participation rate. Any
student for whom there is not an assessment result or for whom there is
an invalid assessment score will be counted as "not participating" in
the statewide assessment system.

Second year juniors having banked scores for all contents areas may use
the previously banked scores to count has having participated in the
state assessment. If a second year junior has not banked a score for a
content area, they are required to take the state assessment in the
content area for which there is no banked score. Beginning in 2009, any
student wishing to bank an ELA proficiency must take both reading and
writing in the same testing window. If only reading or writing is taken
in the tenth grade, then the student will need to take both reading
*and* writing in the 11^th^ grade since no ELA score will be banked for
AYP.

However, there are small numbers of students who have not participated
the state assessment due to expulsion or medical emergencies that are
not used in the calculation of school or LEA participation rate. These
circumstances of the non-participants are beyond the educational control
of the school/LEA and thus should not unnecessarily degrade the related
participation rate. In the 2006 assessment cycle, only 31 students in
the entire state did not participate due to expulsion or medical
emergencies.

The participation rates are calculated separately for language arts and
mathematics at an aggregate level and at the subgroup level for all
schools and LEAs. In either content area, failure to assess 95 percent
of the students enrolled, overall and in each subgroup, leads to the
school or LEA being identified as not meeting AYP.

According to Wyoming Statute 21-2-304 (a), every Wyoming public school
student enrolled in grades three through eight and grade eleven are
required to participate in PAWS and be assessed in reading, writing, and
mathematics. All Wyoming public school students in grades four, eight,
and eleven are required to participate in the PAWS science assessment
beginning in the spring of 2007. This requirement is further supported
by Wyoming State Board Rules, Chapter 6. All Neglected and Delinquent
Institutions subject to accreditation requirements of the Wyoming State
Board of Education are also required to have their students participate
in the assessment

There are extenuating circumstances for which districts may petition the
Wyoming Department of Education to allow an exemption of students with
the most significant cognitive disabilities who are assessed on the
Alternate Assessment, the PAWS-ALT. This would exclusively include those
students who move into Wyoming from another state after the beginning of
the PAWS-ALT test window. In order for a district to petition for an
exemption from participation on the PAWS-ALT, a number of factors must
be met. Consideration for eligibility for exemption is not based on
disability category, amount of time for which the student receives
service, the location of the delivery of service or the level of
functioning of the student.

Only districts that have students entering from out-of-state after the
first day of the PAWS-ALT testing window are eligible to petition for an
exemption. Students moving between schools within a district or district
to district are not eligible for exemption. IEP teams between schools
and districts are expected to work together to ensure the educational
needs of these students with significant cognitive disabilities are met
and that assessments are validly and completely administered. The
Wyoming Department of Education has developed procedures to ensure
PAWS-ALT assessments can be moved safely and securely between schools
and districts. This information is included in the PAWS-ALT Teacher's
Guide and the WDE website at
http://www.k12.wy.us/SAA/Paws/PAWS_ALT/Level2.asp.

If a district deems a student(s) eligible for the exemption, the
district can petition to the Wyoming Department of Education for
evaluation of an exemption. When petitioning to the Wyoming Department
of Education, a separate request must be made for each student. The
petition will be reviewed by the exemption review team made up of
Special Education, Assessment, and Accountability personnel from the
Wyoming Department of Education.

The PAWS-ALT consists of two, distinct components to gather performance
information. The Portfolio of Student Work is the component that is
instructionally embedded and the Student Performance Events is the
component that is an on-demand, performance component. Given the limited
number of test items on a single test component, instructional value
derived from the PAWS-ALT requires that the two components be completed.

The testing window is ten weeks long in order to allow the test
administrator sufficient time to prepare, collect, and document valid
and reliable student performance information. The amount of time
required to complete the administration of both components within the
specified assessment window is student dependent. Although this
timeframe could be shortened for some students, this would not be the
case for all students.

After receiving a petition to allow the exemption of an out-of-state
transfer student testing on the PAWS-ALT, a careful evaluation of a
variety of criteria should be completed. Criteria used in the
determination analyze the interplay between the two following pieces of
information:

1)  Dates of entry into the district from out-of-state that are closer
    to the end of the PAWS-ALT testing window are more likely to receive
    the exemption since the amount of time to prepare for and administer
    the assessment is limited.

2)  Individual learning characteristics and the student's response time
    to demonstrate their academic knowledge.

3)  Other information that may be considered with regard to petitioning
    the State may include the number of students with the most
    significant cognitive disabilities entering the district from
    out-of-state after the first day of the PAWS-ALT testing window.

Districts must show sufficient evidence to prove to the Wyoming
Department of Education that given the amount of time left in the
testing window, the individual learning characteristics, and item
response time would not allow for a valid administration to occur. A
district would be expected to complete the test administration in as
many content areas as possible reading, writing, mathematics or science)
given the highest professional judgment of the test administrator to
determine if sufficient time was available to complete the
administration given the aforementioned criteria.

Once the review team receives a petition for an exemption, the team will
evaluate the information and documentation provided by the district. It
is required that the petition be accompanied by sufficient documents.
Otherwise, a petition is jeopardized. A written response to the
exemption request will be sent to the district within 5 school days
after the Wyoming Department of Education receives the petition.
Although schools may receive an exemption from the PAWS-ALT for a
student with the most significant cognitive disability, districts are
required to obtain student level data regarding present levels of
academic performance related to the identified areas in a student's IEP.
Thus, additional sources of data are available to evaluate educational
progress against academic goals for a student.

If an exemption is approved, then student's scores are not used in the
AYP participation rate or performance calculations for the school or
district.

+----------------------+-----------------------+-----------------------+
| ## CRITICAL ELEMENT  | **EXAMPLES FOR\       | **EXAMPLES OF\        |
|                      | MEETING               | *NOT* MEETING         |
|                      | REQUIREMENTS**        | REQUIREMENTS**        |
+======================+=======================+=======================+
| 2.  What is the      | State has a policy    | State does not have a |
|     State's policy   | that implements the   | procedure for making  |
|     for determining  | regulation regarding  | this determination.   |
|     when the 95%     | the use of 95%        |                       |
|     assessed         | allowance when the    |                       |
|     requirement      | group is              |                       |
|     should be        | statistically         |                       |
|     applied?         | significant according |                       |
|                      | to State rules.       |                       |
+----------------------+-----------------------+-----------------------+
| **STATE RESPONSE AND |                       |                       |
| STATE ACTIVITIES FOR |                       |                       |
| MEETING              |                       |                       |
| REQUIREMENTS**       |                       |                       |
+----------------------+-----------------------+-----------------------+

**Element 10.2**

Wyoming uses a minimum group size of forty (40) prior to applying the 95
percent participation rate test for all groups. No confidence interval
is used with regard to this determination.

# Appendix A

Required Data Elements for State Report Card

**1111(h)(1)(C)**

1\. Information, in the aggregate, on student achievement at each
proficiency level on the State academic assessments (disaggregated by
race, ethnicity, gender, disability status, migrant status, English
proficiency, and status as economically disadvantaged, except that such
disaggregation shall not be required in a case in which the number of
students in a category is insufficient to yield statistically reliable
information or the results would reveal personally identifiable
information about an individual student.

2\. Information that provides a comparison between the actual
achievement levels of each student subgroup and the State's annual
measurable objectives for each such group of students on each of the
academic assessments.

3\. The percentage of students not tested (disaggregated by the student
subgroups), except that such disaggregation shall not be required in a
case in which the number of students in a category is insufficient to
yield statistically reliable information or the results would reveal
personally identifiable information about an individual student.

4\. The most recent 2-year trend in student achievement in each subject
area, and for each grade level, for the required assessments.

5\. Aggregate information on any other indicators used by the State to
determine the adequate yearly progress of students in achieving State
academic achievement standards disaggregated by student subgroups.

6\. Graduation rates for secondary school students disaggregated by
student subgroups.

7\. Information on the performance of local educational agencies in the
State regarding making adequate yearly progress, including the number
and names of each school identified for school improvement under section
1116.

8\. The professional qualifications of teachers in the State, the
percentage of such teachers teaching with emergency or provisional
credentials, and the percentage of classes in the State not taught by
highly qualified teachers, in the aggregate and disaggregated by
high-poverty compared to low-poverty schools which (for this purpose)
means schools in the top quartile of poverty and the bottom quartile of
poverty in the State.

# Appendix B

Chapter 6 School Wyoming State Board of Education Rules Accreditation,
Section 9 and 10

Section 9. **[Accountability System]{.underline}.** The state shall have
a single statewide accountability system, with rewards and consequences,
consistent with the requirements of state and federal law. The
Accountability System shall be as defined in the Wyoming State
Accountability Workbook, approved by the U.S. Department of Education,
and shall include an annual Adequate Yearly Progress (AYP)
determination, based primarily on the results of state assessments, for
every public school and public school district. (W.S. 21-2-304(a)(vi)).
The Accountability System shall be designed to provide valid and
reliable accountability determinations that can help promote continuous
improvement in raising student achievement and closing achievement gaps.

Section 10. **[Rewards and Consequences]{.underline}.** The state shall
have a system of rewards and consequences for every public school and
public school district, consistent with the requirements of state and
federal law (W.S. 21-2-304(a)(vi)(C)(D)(E)).

\(a\) Rewards. Each public school and public school district shall be
eligible for rewards based on its annual AYP determination and
additional data. Rewards shall be administered by the Wyoming Department
of Education and may include:

\(i\) Notification to eligible schools and districts, with the option to
request further public recognition by the State Department of Education;

\(ii\) Encouragement for schools to seek awards (through districts)
under Wyoming's Innovative Trust Fund (or other funds established in
state law) to support innovative education initiatives that improve
student achievement to the extent state funding is available for such
purpose;

\(iii\) Awards for Title I schools (through districts) under the
provisions of NCLB to the extent federal funding is available for such
purpose;

\(iv\) Consideration for increased local flexibility, consistent with
state and federal law.

\(b\) Consequences. The state shall have a system of consequences that
applies to all public schools and public school districts and that,
consistent with state and federal law, are designed to provide options
for appropriate interventions, escalating in nature over time, that can
help improve student achievement and close achievement gaps. These
consequences shall be based primarily on annual AYP determinations with
the nature and degree of such consequences informed by subsequent
analysis of AYP and additional data.

\(i\) School-Level Consequences

\(A\) Year 1. A school that does not meet AYP in any year shall be
expected to undertake, with the participation of the school district, an
examination of the AYP determination and an identification of reasons
for underperformance. The school shall be expected to address identified
issues as part of its annual review and School Improvement Plan
development process. The school, at the option of the district, may
receive targeted technical assistance to be provided by the state, to
the extent available given state capacity and funding.

\(B\) Year 2. A school that does not meet AYP in the same subject for
two consecutive years shall be subject to the following improvement
consequences:

\(1\) If the school is a Title I school, the district shall provide
written notice to the parents of each student enrolled in the school of
the determination and the resulting consequences.

\(2\) For Title I and non-Title I schools, not later than 3 months after
identification for improvement, the school with broad-based involvement
of parents, school staff and others, shall review and revise its School
Improvement Plan to address identified issues and shall obtain district
approval of the revised plan. The School Improvement Plan shall cover a
2-year period and shall be implemented expeditiously and in no case
later than the beginning of the school year following identification.

\(3\) Targeted technical assistance shall be provided by the Wyoming
Department of Education and the district for all schools not meeting
AYP.

\(4\) For Title I schools, consistent with federal law, the school shall
target 10% of Title I funds to high-quality professional development.
Non-Title I schools shall be encouraged to make professional development
activities a focus of the school improvement plan.

\(5\) For Title I schools, consistent with federal law, the district
shall provide students enrolled in the school the option to transfer to
another public school within the district that has not been identified
for improvement. The districts may elect to make public school choice
available to students enrolled in non-Title I schools, with appropriate
limitations established by the district.

\(C\) Year 3. A school that does not meet AYP in the same subject for
three consecutive years shall be subject to all consequences applicable
to schools of its type in Year 2 as well as the following requirements:

\(1\) For Title I schools, consistent with federal law, provide
additional tutoring and support services for students, consistent with
the supplemental educational services requirements of federal law.

\(2\) For Title I and non-Title I schools, utilize funds for summer
school and remediation efforts to provide additional tutoring and
support services for students most at-risk of not achieving proficiency
goals.

\(D\) Year 4. Title I and non-Title I schools that do not meet AYP in
the same subject for four consecutive years shall be subject to all
consequences applicable to schools of its type in Year 3 as well as the
following corrective action requirements:

\(1\) The district shall take one or more corrective actions consistent
with state and federal law that are substantially and directly in
response to the academic, staffing, curriculum, or other high-priority
areas in the school. Corrective actions shall include an appropriate
educational intervention (including the review, revision, or expansion
of a prior intervention) selected by the district from the following
corrective action options: place an expert in the school; extend
learning time; institute a new curriculum; decrease school management
authority; restructure the school's internal organization; replace
appropriate staff.

\(2\) The district shall publish and disseminate, to parents and to the
public, information regarding the corrective action taken at each
school.

\(E\) Year 5. Title I and non-Title I schools that do not meet AYP in
the same subject for five consecutive years shall be subject to all
consequences applicable to schools of its type in Year 4 as well as the
following requirements:

\(1\) For Title I and non-Title I schools, the district shall undertake
a review and revision of the corrective actions undertaken in Year 4, as
appropriate, and continue with implementation of the corrective actions.

\(2\) For Title I schools, the district shall develop a restructuring
plan for the school. The School Restructuring Plan shall follow NCLB
guidelines and shall include a fundamental reform at a systemic,
governance level that is to be taken by the district to improve student
achievement. The district shall obtain approval of the School
Restructuring Plan from the State Board of Education and shall prepare
to implement the plan at the start of the next school year.

\(3\) For Title I and non-Title I schools, the district shall undertake
a review and revision of the corrective actions undertaken in Year 4, as
appropriate.

\(F\) Year 6. A school that does not meet AYP in the same subject for
six consecutive years shall be subject to all consequences applicable to
schools of its type in Year 5 as well as the following requirements:

\(1\) For Title I schools, the district shall implement the School
Restructuring Plan developed and approved in Year 5.

\(2\) For non-Title I schools, the district shall review, revise, and
expand, as appropriate, the corrective actions undertaken in previous
years.

\(ii\) District-Level Consequences.

\(A\) Year 1. A district that does not meet AYP in any year shall be
expected to undertake an examination of its AYP determination and an
identification of reasons for not meeting AYP. The district shall have
the option of receiving targeted technical assistance to be provided by
the Wyoming Department of Education to the extent available given state
capacity and funding.

\(B\) Year 2. A district that does not meet AYP in the same subject in
any two consecutive years shall be subject to the following improvement
consequences:

\(1\) Not later than 3 months after identification for improvement, the
district, with broad-based involvement of parents, staff, and others,
shall develop or revise a District Improvement Plan and shall obtain
approval of the plan from the Wyoming Department of Education. The
District Improvement Plan shall cover a 2-year period and shall be
implemented expeditiously and in no case later than the beginning of the
school year following identification.

\(2\) The district shall receive targeted technical assistance provided
by the Wyoming Department of Education to the extent available given
state capacity and funding.

\(C\) Year 3. A district that does not meet AYP in the same subject for
three consecutive years shall, if not already undertaken, begin
implementation of the District Improvement Plan developed and approved
in Year 2.

\(D\) Year 4. A district that does not meet AYP in the same subject for
four or more consecutive years shall be subject to the consequences
applicable to districts in Year 3 as well as the following requirements:

\(1\) For Title I districts, the state shall take one or more corrective
action, as required by federal law and acting consistent with state law,
from a menu of possible corrective actions.

[^1]: System of State achievement standards will be reviewed by the
    Standards and Assessments Peer Review. The Accountability Peer
    Review will determine the achievement levels are used in determining
    AYP.

[^2]: The state must provide rewards and sanctions for all public
    schools and LEAs for making adequate yearly progress, except that
    the State is not required to hold schools and LEAs not receiving
    Title I funds to the requirements of section 1116 of NCLB
    \[§200.12(b)(40)\].

[^3]: If the state has separate assessments to cover its language arts
    standards (e.g., reading and writing), the State must create a
    method to include scores from all the relevant assessments.

[^4]: The minimum number is not required to be the same for reporting
    and accountability.

[^5]: The Family Education Rights and Privacy Act (FERPA) prohibits an
    LEA that receives Federal funds from releasing, without the prior
    written consent of a student's parents, any personally identifiable
    information contained in a student's education record.

[^6]: State Assessment System will be reviewed by the Standards and
    Assessments Peer Review Team.

[^7]: See USC 6311(b)(2)(I)(i), and 34 C.F.R. 200.20(b)

[^8]: NCLB only lists these indicators as examples.

[^9]: If the state has more than one assessment to cover its language
    arts standards, the State must create a method for including scores
    from all the relevant assessments.

[^10]: Several events may occur which necessitate such a plan. For
    example, (1) the State may need to include additional assessments in
    grades 3-8 by 2005-2006; (2) the State may revise content and/or
    academic achievement standards; (3) the State may need to
    recalculate the starting point with the addition of new assessments;
    or (4) the State may need to incorporate the graduation rate or
    other indicators into its State Accountability System. These events
    may require new calculations of validity and reliability.