WY-TOPP Results
MAP Data
ACT Scores
Universal Screeners
Compiled February 2020
Michele Perko, Ed.S.
School Psychologist
What tests do students take?Wyoming students take a variety of tests that are used to measure student achievement and growth:
• School-level: Classroom quizzes and tests are given by teachers to assess general daily learning. Schools may also create school-wide or grade-level assessments.
• District-level: MAP, DIBELS, STAR, et. al. Districts use computerized tests to gauge how well students are learning reading, math, and science. Districts may also create district-wide or grade-level assessments.
• State-level: WY-TOPP, ACT®, and WY-ALT (for students with significant cognitive disabilities). Wyoming statewide tests are objective, standardized measures of student achievement on proficiency standards. Students, families, teachers and administrators use statewide test results as part of a comprehensive system for evaluating learning.
What statewide tests are students expected to take?Students in grades 3 through 10 take the Wyoming Test of Proficiency and Progress (WY-TOPP) in reading and math. Writing will be tested in grades 3, 5, 7 and 9. Students in grades 4, 8, and 10 will take the science portion of WY-TOPP. Students in grade 11 take ACT. These standardized tests are indicators of college readiness and student achievement in English, math, reading, science and writing.
How are statewide test results used?WY-TOPP and ACT results are used to help evaluate a school’s strengths and weaknesses, and to produce a school performance rating. Parents receive an individual student report which outlines their child’s performance level in each area tested. WY-TOPP and ACT scores have no direct effect on student grades.
Who decides what is on the statewide tests?The Wyoming Department of Education (WDE) works with American Institutes for Research (AIR) to craft WY-TOPP. The WDE decides the content on each test to ensure the questions accurately measure Wyoming standards. ACT Inc. creates the ACT. Wyoming does not develop or have input in the content of this test.
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FAQ ASSESSMENTupdated 7/6/17
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2
What did the 2016 statewide student assessment bill change?The bill placed a 1% cap on classroom time allowed for statewide assessments, allows for question types other than Multiple Choice to appear on statewide assessments, better aligns assessments in grades 3-10, and calls for an assessment which provides results that can be compared to other states. The bill maintains the requirement for all juniors to take a college entrance exam, but also requires the state to provide an optional career readiness assessment to juniors and seniors. These changes were made based on recommendations from an Assessment Task Force, which was meant to refine and strengthen our statewide assessment system.
Does the Every Student Succeeds Act affect statewide testing?The Every Student Succeeds Act reinforces the authority of states to decide which statewide assessments are the most appropriate for its students. It still requires annual testing and reporting in reading and math in grades 3-8 and once in high school. Science is also assessed once each in elementary, middle, and high school. ESSA does not include provisions for opting out of statewide assessments, and it maintains the 95% student participation requirement.
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FAQ ASSESSMENT(CONT’D)
What is accountability in education?
• Accountability means reviewing how well teachers, principals, and superintendents help students grow academically.
How does accountability work in Wyoming?
• Wyoming has a system which supports schools while meeting both state and federal requirements.• State accountability is defined in the Wyoming Accountability in Education Act (WAEA). This law takes into
account measures specifically related to educational goals in Wyoming.• Federal accountability is defined in the Every Student Succeeds Act (ESSA). Under ESSA, each state submits its
own plan with achievement and graduation rate goals for schools, measures for how well schools are doing, and priorities for the use of federal funds.
What is the Every Student Succeeds Act (ESSA)?
• The ESSA is a reauthorization of the Elementary and Secondary Education Act, the principal federal law affecting K-12 education. It replaces No Child Left Behind.
What are the goals for schools?
• Under ESSA, states set their own long-term and interim goals for schools. Wyoming’s draft plan contains goals for Achievement in math and reading, the on-time Graduation Rate, and English Language Proficiency.
• Wyoming’s goals are based on having each school perform as well as the 65th percentile:• 88% Graduation Rate• Grade 3-8 Math = 59% of students Proficient or Better• Grade 3-8 Reading = 65% of students Proficient or Better• High School Math = 46% of students Proficient or Better• High School Reading = 39% of students Proficient or Better• Growth for students learning English• All Wyoming schools will have 15 years to meet the long-term goals.
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FAQ ACCOUNTABILITYupdated 07.05.17
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How are schools measured?
• School performance levels are determined from a variety of indicators and are calculated to help determine which schools are doing well and which schools are in need of support.
• WAEA looks at student growth, readiness, achievement, equity, and English language proficiency. Based on these indicators, schools receive one of four overall performance ratings: Exceeding Expectations, Meeting Expectations, Partially Meeting Expectations, or Not Meeting Expectations.
• Under ESSA, schools will receive a report card using the same indicators as WAEA.
How do the ratings affect schools?
• Under WAEA, schools that are rated as Partially Meeting or Not Meeting Expectations have to submit a school improvement plan which addresses areas that need improvement.
• Under ESSA, schools with a graduation rate below 67% and the bottom 5% of Title I schools will be identified for state-led support. Additionally, schools with a specific student groups in the bottom 10% will be identified for supports and interventions led by the local school and district. This information will be included in the report card.
How will Wyoming get information about student performance?
• ESSA requires annual testing and reporting in reading and math in grades 3-8 and once in grades 10-12, as well as in science once in grade spans 3-5, 6-9, and 10-12. Wyoming students in grades 3-10 will take the Wyoming Test of Proficiency and Progress, or WY-TOPP, starting in the 2017-18 school year. Students in grade 11 will continue to take the ACT.
• A 95% participation rate is required on statewide assessments per the WAEA and ESSA. ESSA does not include provisions for opting out of statewide assessments.
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FAQ ACCOUNTABILITY(CONT’D)
TEST INFORMATION
MAP
Test Description:
MAP (Measures of Academic Progress) are computer-administered, adaptive tests of reading,
math, language usage and science created by Northwest Evaluation Association (NWEA).
Test Administration:
The reading and math MAP tests were given three times during the year (fall, winter and spring)
to all students in grades K-8 and twice a year (fall and spring) to students in grades 9-10.
Interpreting the Results:
The 2015 Normative Data document is included.
ACT
ACT Test Description:
The ACT is a national college admissions examination given to students in grade 11 that consists
of subject area tests in English, mathematics, reading and science. ACT results are accepted by
all four-year colleges and universities in the U.S.
Response to Intervention (RTI)
As part of the district’s commitment to implementing a Response to Intervention model to meet
student needs, assessments that screen all students for academic difficulty in reading are
currently being implemented. An RTI model typically screens every student three times per year
to determine if additional support is needed; those students identified as being at risk for
academic difficulties are then assessed either once or twice per month to monitor their progress
toward reaching grade-level goals. Results from a universal screening/progress monitoring
assessment system, DIBELS Next, are reported in this book.
DIBELS Next
Test Description:
The DIBELS Next measures (Dynamic Indicators of Basic Early Literacy Skills) were developed
by the University of Oregon and are based on the essential literacy domains identified by the
National Reading Panel and National Research Council. DIBELS Next assesses four critical
aspects of reading development: phonological awareness, alphabetic understanding, reading
fluency and reading comprehension. Testing is done using a series of short (generally one
minute) probes administered individually.
Test Administration:
DIBELS Next is used as a universal reading screener for all students in grades K-4.
Interpreting the Results:
Phoneme Segmentation Fluency: PSF is a measure that assesses phonemic awareness skills
(sound awareness and manipulation) and is very predictive of future reading success.
Nonsense Word Fluency: NWF is a measure that assesses alphabetic principle skills. The
alphabetic principle is the understanding that words are composed of letters that represent
sounds, and using systematic relationships between letters and phonemes (letter-sound
correspondence) to retrieve the pronunciation of an unknown printed word or to spell words.
Oral Reading Fluency: ORF is a measure that assesses fluency with text, or the ability to
translate letters-to-sounds-to-words fluently and effortlessly. The fluent reader is one whose
decoding processes are automatic, requiring no conscious attention. Such capacity then enables
readers to allocate their attention to the comprehension and meaning of the text. Research has
found ORF to be the single best predictor of reading comprehension at the elementary level.
School Performance Rating Model Reports
In accordance with the Wyoming Accountability in Education Act (WAEA), the WDE provides
all districts in the state with a School Performance Rating Report. Under this system schools can
earn one of four ratings: Exceeding Expectations, Meeting Expectations, Partially Meeting
Expectations and Not Meeting Expectations.
Schools ratings are based primarily on WY-TOPP (Wyoming Test of Proficiency and Progress)
performance in three categories:
Achievement reflects the percent proficient or advanced on WY-TOPP.
Growth is an indicator of how all students improved from year to year.
Equity measures the growth of students scoring below the proficient level and if that
growth is sufficient to reach proficiency within three years (or by eighth grade, whichever
comes first).
At the high school level, seven indicators are used to inform the ratings: Achievement, Growth,
Equity, English Learner Progress (ELP), Extended Graduation Rate, Post-Secondary Readiness,
and Grade Nine Credits.
All schools are also held accountable for meeting expected participation rates.
3 Partnering to Help All Kids Learn® | NWEA.org | 503.624.1951 | 121 NW Everett St., Portland, OR 97209
The norms in the tables below have a very straightforward interpretation. For example, in the status norms for Reading, grade 2 students in the middle of the “begin-year” period had a mean score of 174.7 and a standard deviation of 15.5. To get a sense of how much dispersion there was, the SD 15.5 can be subtracted from the mean and added to the mean to produce a range of about 159–190. Since the norms are based on the bell curve, we know that 68% of all scores are expected to fall between in this range.
2015 READING Student Status Norms 2015 MATHEMATICS Student Status Norms
Begin-Year Mid-Year End-Year Begin-Year Mid-Year End-Year
Grade Mean SD Mean SD Mean SD Grade Mean SD Mean SD Mean SDK 141.0 13.54 151.3 12.73 158.1 12.85 K 140.0 15.06 151.5 13.95 159.1 13.691 160.7 13.08 171.5 13.54 177.5 14.54 1 162.4 12.87 173.8 12.96 180.8 13.632 174.7 15.52 184.2 14.98 188.7 15.21 2 176.9 13.22 186.4 13.11 192.1 13.543 188.3 15.85 195.6 15.14 198.6 15.10 3 190.4 13.10 198.2 13.29 203.4 13.814 198.2 15.53 203.6 14.96 205.9 14.92 4 201.9 13.76 208.7 14.27 213.5 14.975 205.7 15.13 209.8 14.65 211.8 14.72 5 211.4 14.68 217.2 15.33 221.4 16.186 211.0 14.94 214.2 14.53 215.8 14.66 6 217.6 15.53 222.1 16.00 225.3 16.717 214.4 15.31 216.9 14.98 218.2 15.14 7 222.6 16.59 226.1 17.07 228.6 17.728 217.2 15.72 219.1 15.37 220.1 15.73 8 226.3 17.85 229.1 18.31 230.9 19.119 220.2 15.68 221.3 15.54 221.9 16.21 9 230.3 18.13 232.2 18.62 233.4 19.5210 220.4 16.85 221.0 16.70 221.2 17.48 10 230.1 19.60 231.5 20.01 232.4 20.9611 222.6 16.75 222.7 16.53 222.3 17.68 11 233.3 19.95 234.4 20.18 235.0 21.30
2015 LANGUAGE USAGE Student Status Norms 2015 GENERAL SCIENCE Student Status Norms
Begin-Year Mid-Year End-Year Begin-Year Mid-Year End-Year
Grade Mean SD Mean SD Mean SD Grade Mean SD Mean SD Mean SD2 174.5 16.58 184.9 15.34 189.7 15.47 3 187.5 11.74 192.6 10.92 195.4 11.013 189.4 15.20 196.8 14.24 200.0 14.11 4 194.6 11.16 198.7 10.75 201.0 10.924 198.8 14.66 204.4 13.83 206.7 13.64 5 200.2 11.06 203.7 10.80 205.7 11.075 205.6 13.87 209.7 13.23 211.5 13.19 6 204.3 11.54 207.1 11.40 208.6 11.736 210.7 13.79 213.9 13.30 215.3 13.38 7 207.2 11.92 209.5 11.87 210.9 12.237 214.0 13.82 216.5 13.52 217.6 13.70 8 210.3 12.28 212.3 12.19 213.5 12.638 216.2 14.17 218.1 13.92 219.0 14.269 218.4 14.15 219.7 13.98 220.4 14.5010 218.9 15.04 219.7 14.99 220.1 15.7411 221.5 14.96 222.1 14.85 222.1 15.80
Grant School Performance Reports Longitudinal
Indicator 2014-2015 2015-2016 2016-2017 2017-2018
Growth Below targets Below Targets Meeting Targets Below targets
Equity Below targets Meeting Targets Meeting Targets Below targets
Achievement Below targets Meeting Targets Meeting Targets Below targets
Overall Rating Not Meeting Expectations
Partially Meeting Expectations
Meeting Expectations
Not Meeting Expectations
GIS School Performance Reports Longitudinal
Indicator 2014-2015 2015-2016 2016-2017 2017-2018
Growth Meeting Targets Exceeding Targets
Meeting Targets Meeting Targets
Equity Exceeding Targets
Meeting Targets Meeting Targets Below targets
Achievement Below Targets Meeting Targets Meeting Targets Below targets
Overall Rating Partially Meeting Expectations
Meeting Expectations
Meeting Expectations
Partially Meeting Expectations
GMS School Performance Reports Longitudinal
Indicator 2014-2015 2015-2016 2016-2017 2017-2018
Growth Meeting Targets Below targets Meeting Targets Below targets
Equity Below Targets Below targets Meeting Targets Meeting Targets
Achievement Meeting Targets Below targets Meeting Targets Meeting Targets
Overall Rating Meeting Expectations
Not Meeting Expectations
Meeting Expectations
Partially Meeting Expectations
GHS School Performance Reports Longitudinal
Indicator 2014-2015 2015-2016 2016-2017 2017-2018
Grad Rate Meeting Targets Meeting Targets Meeting Targets Below Targets
Additional Indicator
Meeting Targets Meeting Targets Meeting Targets Meeting Targets
Equity Below Targets Below Targets Meeting Targets Meeting Targets
Achievement Meeting Targets Meeting Targets Meeting Targets Meeting Targets
Growth Meeting Targets Meeting Targets Below Targets Meeting Targets
Overall Rating
Mtg Expectations Mtg Expectations Mtg Expectations Mtg Expectations
CCSD#2 MAP Summary K-8
Red: 49% or less at benchmark (typical is 60%) Yellow: 50-59% benchmark (less than but close to national average) Green: 60-69% at benchmark (at or slightly above typical) Blue: 70-79% or more at benchmark (10-19 percentage points above typical)
Purple: 80% or more at benchmark (20 or more percentage points above typical)
90
82
78
74
74
60
70
86
64
58
71
60
0 10 20 30 40 50 60 70 80 90 100
10th
9th
8th
7th
6th
5th
4th
3rd
2nd
1st
Kdg
Norm
Percent At/Above 40th Percentile MAP Spring 2018: Reading
90
78
68
75
59
60
68
78
58
81
72
60
0 10 20 30 40 50 60 70 80 90 100
10th
9th
8th
7th
6th
5th
4th
3rd
2nd
1st
Kdg
Norm
Percent At/Above 40th Percentile MAP Spring 2018: Math
Red: 1st-24th percentile Yellow: 25th-49th percentile Green: 50th-75th percentile Blue: 76th-89th percentile (top 25% of schools) Purple: 90th percentile and above (top 10% of schools)
82
53
71
33
48
37
29
91
4
78
50
0 10 20 30 40 50 60 70 80 90 100
10th
9th
8th
7th
6th
5th
4th
3rd
2nd
1st
Norm
School Percentile Rank for MAP Target Growth Met: Spring 2018 Reading
88
41
26
7
23
32
10
57
5
90
50
0 10 20 30 40 50 60 70 80 90 100
10th
9th
8th
7th
6th
5th
4th
3rd
2nd
1st
Norm
School Percentile Rank for MAP Target Growth Met: Spring 2018 Math
MAP: Percent at Benchmark and Intensive (Longitudinal Data)
Reading Benchmark Intensive
Grade 2015 2016 2017 2018 2015 2016 2017 2018
K 71% 72% 73% 71% 10% 8% 9% 7%
1 70% 62% 73% 58% 9% 15% 18% 19%
2 71% 75% 70% 64% 17% 11% 17% 21%
3 88% 77% 80% 86% 6% 11% 14% 8%
4 79% 75% 71% 70% 10% 9% 20% 15%
5 75% 86% 80% 60% 0% 0% 10% 16%
6 83% 83% 81% 74% 11% 3% 12% 13%
7 80% 82% 80% 74% 10% 7% 5% 12%
8 76% 82% 85% 78% 13% 8% 2% 8%
9 81% 90% 86% 82% 2% 5% 6% 2%
10 84% 78% 89% 90% 4% 7% 3% 0%
Math Benchmark Intensive
Grade 2015 2016 2017 2018 2015 2016 2017 2018
K 71% 81% 61% 72% 10% 6% 14% 17%
1 83% 72% 73% 81% 5% 13% 12% 15%
2 59% 56% 71% 58% 14% 13% 11% 12%
3 61% 77% 78% 78% 15% 9% 14% 8%
4 67% 57% 74% 68% 11% 17% 8% 19%
5 64% 64% 60% 60% 8% 11% 18% 20%
6 73% 70% 79% 59% 13% 13% 16% 13%
7 78% 78% 72% 75% 10% 11% 9% 11%
8 87% 78% 81% 68% 10% 2% 6% 8%
9 64% 90% 73% 78% 9% 5% 6% 4%
10 78% 83% 92% 90% 4% 7% 5% 0%
94 94 94 95 95
0102030405060708090
100
2014 2015 2016 2017 2018
Ave
rage
Dai
ly A
tte
nd
ance
(P
erc
en
t)Student Attendance-Grant Elementary
95 95 95 95 95
0102030405060708090
100
2014 2015 2016 2017 2018
Ave
rage
Dai
ly A
tte
nd
ance
(P
erc
en
t)
Student Attendance-GIMS
94 94 94 95 95
0102030405060708090
100
2014 2015 2016 2017 2018
Ave
rage
Dai
ly A
tte
nd
ance
(P
erc
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t)
Student Attendance-GHS
9188 88
83 82 8278 79 79 80 82 82
0
10
20
30
40
50
60
70
80
90
100
2013 2014 2015 2016 2017 2018
Graduation Rate 2013-2018
District
State
For questions about your accountability report,contact Julie Magee at [email protected] Page 1 of 3
2017-18 School Performance Report for Elementary and Middle School Grades(WAEA = Wyoming Accountability in Education Act)
(ESSA = Every Student Succeeds Act)
This report provides information on how well this school is doing according to the requirements of state and federal accountability laws. State accountability is defined
in the Wyoming Accountability in Education Act (WAEA) and federal accountability is defined in the Every Student Succeeds Act (ESSA). Information on how
schools are measured and rated to meet the requirements of both laws can be found below. More information on accountability is available in this FAQ.
State Accountability
All Wyoming elementary and middle schools receive one of four
School Performance Ratings: Exceeding Expectations, Meeting
Expectations, Partially Meeting Expectations, or Not Meeting
Expectations. Four indicators are used to inform the ratings:
Achievement, Growth, Equity, and English Learner Progress (ELP).
Different measures are used for each indicator:
• Achievement is measured using the statewide
assessment, the Wyoming Test of Proficiency and Progress
(WY-TOPP).
• Growth is measured by comparing how students did on
WY-TOPP compared to how they did on prior statewide
assessments.
• Equity is measured by focusing heavily on the growth of
the students who scored the lowest on prior statewide
assessments.
• English Learner Progress (ELP) is measured by how well
students learning the English language improve on an
assessment of English.
Federal Accountability
All schools are required to report annually on progress toward
long-term goals and short-term targets for English Language Arts
(ELA) Achievement, Math Achievement, Graduation Rate, and English
Learner Progress (ELP). Federal law requires the schools that are
struggling the most to be identified for support. There are three types
of support:
• Comprehensive Support and Improvement (CSI) is for
Title I schools performing among the lowest in the state.
• Targeted Support and Improvement (TSI) is for schools
that have a specific group of students that is not performing
well.
• Additional Targeted Support and Improvement (ATSI) is
for schools that have a specific group of students that is
chronically not performing well.
• Schools that are not identified for support are noted as
"Not Identified."
To determine which schools need assistance, the same indicators and
measures are used as those for state accountability.
District Name: Converse #2School Name: Grant ElementaryGrades Served: K-4Enrollment: 215
WAEA School Performance Rating = Not Meeting ExpectationsWAEA Weighted Average Indicator Score = 1.0 (Cut Scores = 1.4 ; 1.8 ; 2.6 )
ESSA School Identification = Not Identified
For questions about your accountability report,contact Julie Magee at [email protected] Page 2 of 3
Overall School Performance on IndicatorsOnly students enrolled for a full academic year (FAY) are included (FAY is from first school day in October to midpoint in test window)
WAEA Target ESSA Norm
Indicator Level Category Description
Growth Below Target Below Average WAEA: The mean student growth percentile (MGP) in reading and math
combined for all students in grades four through eight as measured from prior
year PAWS to current year WY-TOPP.
ESSA: The mean student growth percentile (MGP) in ELA and math combined
for all students grades four through ten.
Equity Below Target Below Average The weighted mean student growth percentile (MGP) with MGP of students who
scored in the bottom 25% of students on the prior year test weighted at 80% and
the MGP of the remaining students weighted at 20%.
Achievement* Below Target Average WAEA: The percent proficient or above on the state test in English language arts,
mathematics, and science.
ESSA: The percent proficient or above on the state test in English language arts
and mathematics.
ELP N/A N/A The percent of English learners who met their annual progress goal for English
language proficiency.
* A school's achievement score may be lowered if the school does not meet the 95% participation rate requirement
FAY School Participation Rate Status WAEA: Met
FAY School Participation Rate Status ESSA: Met
Statewide Assessment Participation Rate Status WAEA: Met
Statewide Assessment Participation Rate Status ESSA: Met
WAEA Performance Category Cut Scores ESSA Performance Category Cut ScoresBelow Targets Meeting Targets Exceeding Targets Below Average Average Above Average
A panel of educators, parents, business representatives, and community members The cut scores were set by being broken into thirds for all Wyoming high schools.
set the targets for each indicator and the cut scores for each School Performance The bottom third of scores are Below Average, the middle third of scores are
Rating. Average, and the top third of scores are Above Average.
Overall School Long-Term Goals and Interim Target Performance
Table 1. Long-term goal for students proficient or advanced on WY-TOPP
2017-18 Interim
Target (IT)
Student Group 15-Year Goal At or Above Goal* At or Above IT*
Grade 3-8 ELA 59% No Yes
Grade 3-8 Math 57% No Yes
*The baseline year for ELP, ELA, and Math is 2017-18. The interim target during the baseline year is equal to the school's baseline score.
Note. Must meet minimum n of 10 to be included.
For questions about your accountability report,contact Julie Magee at [email protected] Page 3 of 3
Table 2. Long-term goal for student groups proficient or advanced on WY-TOPP ELA
2017-18 Interim
Target (IT)
Student Group 15-Year Goal At or Above Goal* At or Above IT*
All 59% No Yes
Free/Reduced Lunch 55% No Yes
Hispanic 54% Yes Yes
IEP 37% No Yes
White 62% No Yes
*The baseline year for ELP, ELA, and Math is 2017-18. The interim target during the baseline year is equal to the school's baseline score.
Note. Must meet minimum n of 10 to be included.
Table 3. Long-term goal for student groups proficient or advanced on WY-TOPP Math
2017-18 Interim
Target (IT)
Student Group 15-Year Goal At or Above Goal* At or Above IT*
All 57% No Yes
Free/Reduced Lunch 53% No Yes
Hispanic 53% No Yes
IEP 35% No Yes
White 61% No Yes
*The baseline year for ELP, ELA, and Math is 2017-18. The interim target during the baseline year is equal to the school's baseline score.
Note. Must meet minimum n of 10 to be included.
Kindergarten MAP Summary
81
80
71
72
73
71
60
0 10 20 30 40 50 60 70 80 90 100
2013
2014
2015
2016
2017
2018
Norm
Percent At/Above 40th Percentile MAP Kdg Reading
81
84
71
81
61
72
60
0 10 20 30 40 50 60 70 80 90 100
2013
2014
2015
2016
2017
2018
Norm
Percent At/Above 40th Percentile MAP Kdg Math
1st Grade MAP Summary
77
82
70
62
73
58
60
0 10 20 30 40 50 60 70 80 90 100
2013
2014
2015
2016
2017
2018
Norm
Percent At/Above 40th Percentile MAP 1st Grade Reading
87
80
83
72
73
81
60
0 10 20 30 40 50 60 70 80 90 100
2013
2014
2015
2016
2017
2018
Norm
Percent At/Above 40th Percentile MAP 1st Grade Math
2nd Grade MAP Summary
74
73
71
75
70
64
60
0 10 20 30 40 50 60 70 80 90 100
2013
2014
2015
2016
2017
2018
Norm
Percent At/Above 40th Percentile MAP 2nd Grade Reading
78
71
59
56
71
58
60
0 10 20 30 40 50 60 70 80 90 100
2013
2014
2015
2016
2017
2018
Norm
Percent At/Above 40th Percentile MAP 2nd Grade Math
9086
716564
76
63
93
51
4
0
10
20
30
40
50
60
70
80
90
100
Status Growth
Nat
ion
al P
erc
en
tile
Ran
k
2nd Grade MAP Reading National Comparison
2014
2015
2016
2017
2018
85
5656
3940
18
64 66
46
5
0
10
20
30
40
50
60
70
80
90
100
Status Growth
Nat
ion
al P
erc
en
tile
Ran
k
2nd Grade MAP Math National Comparison
2014
2015
2016
2017
2018
3rd Grade MAP Summary
88
87
88
77
80
86
60
0 10 20 30 40 50 60 70 80 90 100
2013
2014
2015
2016
2017
2018
Norm
Percent At/Above 40th Percentile MAP 3rd Grade Reading
81
75
61
77
78
78
60
0 10 20 30 40 50 60 70 80 90 100
2013
2014
2015
2016
2017
2018
Norm
Percent At/Above 40th Percentile MAP 3rd Grade Math
81
41
90
7
61
6971 71
81
91
0
10
20
30
40
50
60
70
80
90
100
Status Growth
Nat
nio
al P
erc
en
tile
Ran
k
3rd Grade MAP Reading National Comparison
2014
2015
2016
2017
2018
69 6663
38
61
80
59
83
70
57
0
10
20
30
40
50
60
70
80
90
100
Status Growth
Nat
nio
al P
erc
en
tile
Ran
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3rd Grade MAP Math National Comparison
2014
2015
2016
2017
2018
3rd Grade WY-TOPP Summary
66 67 67
58 59
51
0
10
20
30
40
50
60
70
80
90
100
2016 2017 2018 WY-TOPP
Pe
rce
nt
Pro
fici
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r A
dva
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d
3rd Grade PAWS/WY-TOPP Reading: All Students
District
State
61
50
6969
81
63
0
10
20
30
40
50
60
70
80
90
100
2016 2017 2018 WY-TOPP
Pe
rce
nt
Pro
fici
en
t o
r A
dva
nce
d
3rd Grade PAWS/WY-TOPP Reading: Gender
Male
Female
83
66 68
39
6965
0
10
20
30
40
50
60
70
80
90
100
2016 2017 2018 WY-TOPP
Pe
rce
nt
Pro
fici
en
t o
r A
dva
nce
d3rd Grade PAWS/WY-TOPP Reading: SES
Reg Lunch
Free/Red
50
595553 52 51
0
10
20
30
40
50
60
70
80
90
100
2016 2017 2018 WY-TOPP
Pe
rce
nt
Pro
fici
en
t o
r A
dva
nce
d
3rd Grade PAWS/WY-TOPP Math: All Students
District
State
57 58 56
46
5953
0
10
20
30
40
50
60
70
80
90
100
2016 2017 2018 WY-TOPP
Pe
rce
nt
Pro
fici
en
t o
r A
dva
nce
d3rd Grade PAWS/WY-TOPP Math: Gender
Male
Female
63 63
56
30
46
53
0
10
20
30
40
50
60
70
80
90
100
2016 2017 2018 WY-TOPP
Pe
rce
nt
Pro
fici
en
t o
r A
dva
nce
d
3rd Grade PAWS/WY-TOPP Math: SES
Reg Lunch
Free/Red
4th Grade MAP Summary
83
77
79
75
71
70
60
0 10 20 30 40 50 60 70 80 90 100
2013
2014
2015
2016
2017
2018
Norm
Percent At/Above 40th Percentile MAP 4th Grade Reading
72
63
67
57
74
68
60
0 10 20 30 40 50 60 70 80 90 100
2013
2014
2015
2016
2017
2018
Norm
Percent At/Above 40th Percentile MAP 4th Grade Math
84
61
88
53
70
6
63
56
65
29
0
10
20
30
40
50
60
70
80
90
100
Status Growth
Nat
oin
al P
erc
en
tile
Ran
k
4th Grade MAP Reading National Comparison
2014
2015
2016
2017
2018
62
18
54
11
41
22
59
50
59
10
0
10
20
30
40
50
60
70
80
90
100
Status Growth
Nat
oin
al P
erc
en
tile
Ran
k
4th Grade MAP Math National Comparison
2014
2015
2016
2017
2018
4th Grade WY-TOPP Summary
62
50
42
65 64
49
0
10
20
30
40
50
60
70
80
90
100
2016 2017 2018 WY-TOPP
Pe
rce
nt
Pro
fici
en
t o
r A
dva
nce
d
4th Grade PAWS/WY-TOPP Reading: All Students
District
State
55
38
26
80
5956
0
10
20
30
40
50
60
70
80
90
100
2016 2017 2018 WY-TOPP
Pe
rce
nt
Pro
fici
en
t o
r A
dva
nce
d
4th Grade PAWS/WY-TOPP Reading: Gender
Male
Female
57 57
42
68
40 41
0
10
20
30
40
50
60
70
80
90
100
2016 2017 2018 WY-TOPP
Pe
rce
nt
Pro
fici
en
t o
r A
dva
nce
d
4th Grade PAWS/WY-TOPP Reading: SES
Reg Lunch
Free/Red
36
64
38
5558
51
0
10
20
30
40
50
60
70
80
90
100
2016 2017 2018 WY-TOPP
Pe
rce
nt
Pro
fici
en
t o
r A
dva
nce
d
4th Grade PAWS/WY-TOPP Math: All Students
District
State
34
67
3540
62
40
0
10
20
30
40
50
60
70
80
90
100
2016 2017 2018 WY-TOPP
Pe
rce
nt
Pro
fici
en
t o
r A
dva
nce
d4th Grade PAWS/WY-TOPP Math: Gender
Male
Female
25
70
35
48
55
41
0
10
20
30
40
50
60
70
80
90
100
2016 2017 2018 WY-TOPP
Pe
rce
nt
Pro
fici
en
t o
r A
dva
nce
d
4th Grade PAWS/WY-TOPP Math: SES
Reg Lunch
Free/Red
5550
42
54 5552
0
10
20
30
40
50
60
70
80
90
100
2016 2017 2018 WY-TOPP
Pe
rce
nt
Pro
fici
en
t o
r A
dva
nce
d4th Grade PAWS/WY-TOPP Science: All Students
District
State
50 48
26
67
5256
0
10
20
30
40
50
60
70
80
90
100
2016 2017 2018 WY-TOPP
Pe
rce
nt
Pro
fici
en
t o
r A
dva
nce
d
4th Grade PAWS/WY-TOPP Science: Gender
Male
Female
54 53
35
56
45
53
0
10
20
30
40
50
60
70
80
90
100
2016 2017 2018 WY-TOPP
Pe
rce
nt
Pro
fici
en
t o
r A
dva
nce
d4th Grade PAWS/WY-TOPP Science: SES
Reg Lunch
Free/Red
0 2 0 2 0 0 2 30 24 4 3 2 0 0
713 14
7
96 9497 96
100 100
9185 86
91
0
10
20
30
40
50
60
70
80
90
100
2009 2010 2011 2012 2013 2014 2015 2016 2017 2018
DIBELS Kdg: Phoneme Segmentation Fluency
At Risk Some Risk Low Risk
4 2 2 0 0 03 5
2 2
2125
104
1612
28
13
20
28
75 73
88
96
8488
69
8377
70
0
10
20
30
40
50
60
70
80
90
100
2009 2010 2011 2012 2013 2014 2015 2016 2017 2018
DIBELS: Kdg Nonsense Word Fluency
At Risk Some Risk Low Risk
2 0 0
74
19
5
19 18 2025
2016
11 138
11 10
21
13
73
8084 82 83
73
84
71
6167
0
10
20
30
40
50
60
70
80
90
100
2009 2010 2011 2012 2013 2014 2015 2016 2017 2018
DIBELS 1st Grade: Nonsense Word Fluency
At Risk Some Risk Low Risk
2 4 2
16
9
23
8
29
2127
16 18
7
16 1721 22
1015 13
8278
91
6874
56
70
62 6460
0
10
20
30
40
50
60
70
80
90
100
2009 2010 2011 2012 2013 2014 2015 2016 2017 2018
DIBELS 1st Grade: Oral Reading Fluency
At Risk Some Risk Low Risk
DIBELS was not administered by second grade teachers in 2018.
20 22
12 12 149
2118
25
10
18 2014
1812
23
16
9
70
59
6974
68
79
56
66 66
0
10
20
30
40
50
60
70
80
90
100
2009 2010 2011 2012 2013 2014 2015 2016 2017 2018
DIBELS 2nd Grade: Oral Reading Fluency
At Risk Some Risk Low Risk
1714
9
18 1713
8
26
18
10
43
23
38
18 19
12 1319
24
16
40
64
53
65 64
7579
5559
74
0
10
20
30
40
50
60
70
80
90
100
2009 2010 2011 2012 2013 2014 2015 2016 2017 2018
DIBELS 3rd Grade: Oral Reading Fluency
At Risk Some Risk Low Risk
1117
129
13
27
9 9
2721
39
32
1824
1914
19 21
10
19
50 52
7067 68
59
72 70
6360
0
10
20
30
40
50
60
70
80
90
100
2009 2010 2011 2012 2013 2014 2015 2016 2017 2018
DIBELS 4th Grade: Oral Reading Fluency
At Risk Some Risk Low Risk
For questions about your accountability report,contact Julie Magee at [email protected] Page 1 of 3
2017-18 School Performance Report for Elementary and Middle School Grades(WAEA = Wyoming Accountability in Education Act)
(ESSA = Every Student Succeeds Act)
This report provides information on how well this school is doing according to the requirements of state and federal accountability laws. State accountability is defined
in the Wyoming Accountability in Education Act (WAEA) and federal accountability is defined in the Every Student Succeeds Act (ESSA). Information on how
schools are measured and rated to meet the requirements of both laws can be found below. More information on accountability is available in this FAQ.
State Accountability
All Wyoming elementary and middle schools receive one of four
School Performance Ratings: Exceeding Expectations, Meeting
Expectations, Partially Meeting Expectations, or Not Meeting
Expectations. Four indicators are used to inform the ratings:
Achievement, Growth, Equity, and English Learner Progress (ELP).
Different measures are used for each indicator:
• Achievement is measured using the statewide
assessment, the Wyoming Test of Proficiency and Progress
(WY-TOPP).
• Growth is measured by comparing how students did on
WY-TOPP compared to how they did on prior statewide
assessments.
• Equity is measured by focusing heavily on the growth of
the students who scored the lowest on prior statewide
assessments.
• English Learner Progress (ELP) is measured by how well
students learning the English language improve on an
assessment of English.
Federal Accountability
All schools are required to report annually on progress toward
long-term goals and short-term targets for English Language Arts
(ELA) Achievement, Math Achievement, Graduation Rate, and English
Learner Progress (ELP). Federal law requires the schools that are
struggling the most to be identified for support. There are three types
of support:
• Comprehensive Support and Improvement (CSI) is for
Title I schools performing among the lowest in the state.
• Targeted Support and Improvement (TSI) is for schools
that have a specific group of students that is not performing
well.
• Additional Targeted Support and Improvement (ATSI) is
for schools that have a specific group of students that is
chronically not performing well.
• Schools that are not identified for support are noted as
"Not Identified."
To determine which schools need assistance, the same indicators and
measures are used as those for state accountability.
District Name: Converse #2School Name: Glenrock Intermediate/Middle SchoolGrades Served: 5-6Enrollment: 93
WAEA School Performance Rating = Partially Meeting ExpectationsWAEA Weighted Average Indicator Score = 1.4 (Cut Scores = 1.4 ; 1.8 ; 2.6 )
ESSA School Identification = Not Identified
For questions about your accountability report,contact Julie Magee at [email protected] Page 2 of 3
Overall School Performance on IndicatorsOnly students enrolled for a full academic year (FAY) are included (FAY is from first school day in October to midpoint in test window)
WAEA Target ESSA Norm
Indicator Level Category Description
Growth Meets Target Average WAEA: The mean student growth percentile (MGP) in reading and math
combined for all students in grades four through eight as measured from prior
year PAWS to current year WY-TOPP.
ESSA: The mean student growth percentile (MGP) in ELA and math combined
for all students grades four through ten.
Equity Below Target Below Average The weighted mean student growth percentile (MGP) with MGP of students who
scored in the bottom 25% of students on the prior year test weighted at 80% and
the MGP of the remaining students weighted at 20%.
Achievement* Below Target Below Average WAEA: The percent proficient or above on the state test in English language arts,
mathematics, and science.
ESSA: The percent proficient or above on the state test in English language arts
and mathematics.
ELP N/A N/A The percent of English learners who met their annual progress goal for English
language proficiency.
* A school's achievement score may be lowered if the school does not meet the 95% participation rate requirement
FAY School Participation Rate Status WAEA: Met
FAY School Participation Rate Status ESSA: Met
Statewide Assessment Participation Rate Status WAEA: Met
Statewide Assessment Participation Rate Status ESSA: Met
WAEA Performance Category Cut Scores ESSA Performance Category Cut ScoresBelow Targets Meeting Targets Exceeding Targets Below Average Average Above Average
A panel of educators, parents, business representatives, and community members The cut scores were set by being broken into thirds for all Wyoming high schools.
set the targets for each indicator and the cut scores for each School Performance The bottom third of scores are Below Average, the middle third of scores are
Rating. Average, and the top third of scores are Above Average.
Overall School Long-Term Goals and Interim Target Performance
Table 1. Long-term goal for students proficient or advanced on WY-TOPP
2017-18 Interim
Target (IT)
Student Group 15-Year Goal At or Above Goal* At or Above IT*
Grade 3-8 ELA 59% No Yes
Grade 3-8 Math 57% No Yes
*The baseline year for ELP, ELA, and Math is 2017-18. The interim target during the baseline year is equal to the school's baseline score.
Note. Must meet minimum n of 10 to be included.
For questions about your accountability report,contact Julie Magee at [email protected] Page 3 of 3
Table 2. Long-term goal for student groups proficient or advanced on WY-TOPP ELA
2017-18 Interim
Target (IT)
Student Group 15-Year Goal At or Above Goal* At or Above IT*
All 59% No Yes
Free/Reduced Lunch 55% No Yes
Hispanic 54% No Yes
IEP 37% No Yes
White 62% No Yes
*The baseline year for ELP, ELA, and Math is 2017-18. The interim target during the baseline year is equal to the school's baseline score.
Note. Must meet minimum n of 10 to be included.
Table 3. Long-term goal for student groups proficient or advanced on WY-TOPP Math
2017-18 Interim
Target (IT)
Student Group 15-Year Goal At or Above Goal* At or Above IT*
All 57% No Yes
Free/Reduced Lunch 53% No Yes
Hispanic 53% No Yes
IEP 35% Yes Yes
White 61% No Yes
*The baseline year for ELP, ELA, and Math is 2017-18. The interim target during the baseline year is equal to the school's baseline score.
Note. Must meet minimum n of 10 to be included.
5th Grade MAP Summary
76
82
75
86
80
60
60
0 10 20 30 40 50 60 70 80 90 100
2013
2014
2015
2016
2017
2018
Norm
Percent At/Above 40th Percentile MAP 5th Grade Reading
59
63
64
64
60
60
60
0 10 20 30 40 50 60 70 80 90 100
2013
2014
2015
2016
2017
2018
Norm
Percent At/Above 40th Percentile MAP 5th Grade Math
80
90
63
72
79
91
7067
51
37
0
10
20
30
40
50
60
70
80
90
100
Status Growth
Nat
ion
al P
erc
en
tile
Ran
k5th Grade MAP Reading National Comparison
2014
2015
2016
2017
2018
84 82
56
91
47
84
60
82
51
32
0
10
20
30
40
50
60
70
80
90
100
Status Growth
Nat
ion
al P
erc
en
tile
Ran
k
5th Grade MAP Math National Comparison
2014
2015
2016
2017
2018
5th Grade WY-TOPP Summary
6762
46
61 6259
0
10
20
30
40
50
60
70
80
90
100
2016 2017 2018 WY-TOPP
Pe
rce
nt
Pro
fici
en
t o
r A
dva
nce
d
5th Grade PAWS/WY-TOPP Reading: All Students
District
State
63
53
39
70
81
52
0
10
20
30
40
50
60
70
80
90
100
2016 2017 2018 WY-TOPP
Pe
rce
nt
Pro
fici
en
t o
r A
dva
nce
d
5th Grade PAWS/WY-TOPP Reading: Gender
Male
Female
78
62
4750
63
45
0
10
20
30
40
50
60
70
80
90
100
2016 2017 2018 WY-TOPP
Pe
rce
nt
Pro
fici
en
t o
r A
dva
nce
d5th Grade PAWS/WY-TOPP Reading: SES
Reg Lunch
Free/Red
53 52
44
56 58
43
0
10
20
30
40
50
60
70
80
90
100
2016 2017 2018 WY-TOPP
Pe
rce
nt
Pro
fici
en
t o
r A
dva
nce
d
5th Grade PAWS/WY-TOPP Math: All Students
District
State
5053
39
5550 48
0
10
20
30
40
50
60
70
80
90
100
2016 2017 2018 WY-TOPP
Pe
rce
nt
Pro
fici
en
t o
r A
dva
nce
d5th Grade PAWS/WY-TOPP Math: Gender
Male
Female
5450 5050
54
35
0
10
20
30
40
50
60
70
80
90
100
2016 2017 2018 WY-TOPP
Pe
rce
nt
Pro
fici
en
t o
r A
dva
nce
d
5th Grade PAWS/WY-TOPP Math: SES
Reg Lunch
Free/Red
6th Grade MAP Summary
81
72
83
83
81
74
60
0 10 20 30 40 50 60 70 80 90 100
2013
2014
2015
2016
2017
2018
Norm
Percent At/Above 40th Percentile MAP 6th Grade Reading
93
68
73
70
79
59
60
0 10 20 30 40 50 60 70 80 90 100
2013
2014
2015
2016
2017
2018
Norm
Percent At/Above 40th Percentile MAP 6th Grade Math
7673
79
96
79
9186
6771
48
0
10
20
30
40
50
60
70
80
90
100
Status Growth
Nat
ion
al P
erc
en
tile
Ran
k
6th Grade MAP Reading National Comparison
2014
2015
2016
2017
2018
84 8278
95
73
96
7378
56
23
0
10
20
30
40
50
60
70
80
90
100
Status Growth
Nat
ion
al P
erc
en
tile
Ran
k
6th Grade MAP Math National Comparison
2014
2015
2016
2017
2018
6th Grade WY-TOPP Summary
51
64
51
58 58 58
0
10
20
30
40
50
60
70
80
90
100
2016 2017 2018 WY-TOPP
Pe
rce
nt
Pro
fici
en
t o
r A
dva
nce
d
6th Grade PAWS/WY-TOPP Reading: All Students
District
State
35
46 48
70
85
57
0
10
20
30
40
50
60
70
80
90
100
2016 2017 2018 WY-TOPP
Pe
rce
nt
Pro
fici
en
t o
r A
dva
nce
d
6th Grade PAWS/WY-TOPP Reading: Gender
Male
Female
57
73
54
38
55
48
0
10
20
30
40
50
60
70
80
90
100
2016 2017 2018 WY-TOPP
Pe
rce
nt
Pro
fici
en
t o
r A
dva
nce
d6th Grade PAWS/WY-TOPP Reading: SES
Reg Lunch
Free/Red
51
64
4750 50 52
0
10
20
30
40
50
60
70
80
90
100
2016 2017 2018 WY-TOPP
Pe
rce
nt
Pro
fici
en
t o
r A
dva
nce
d
6th Grade PAWS/WY-TOPP Math: All Students
District
State
4854
48
55
75
43
0
10
20
30
40
50
60
70
80
90
100
2016 2017 2018 WY-TOPP
Pe
rce
nt
Pro
fici
en
t o
r A
dva
nce
d6th Grade PAWS/WY-TOPP Math: Gender
Male
Female
53
68
5046
59
43
0
10
20
30
40
50
60
70
80
90
100
2016 2017 2018 WY-TOPP
Pe
rce
nt
Pro
fici
en
t o
r A
dva
nce
d
6th Grade PAWS/WY-TOPP Math: SES
Reg Lunch
Free/Red
For questions about your accountability report,contact Julie Magee at [email protected] Page 1 of 3
2017-18 School Performance Report for Elementary and Middle School Grades(WAEA = Wyoming Accountability in Education Act)
(ESSA = Every Student Succeeds Act)
This report provides information on how well this school is doing according to the requirements of state and federal accountability laws. State accountability is defined
in the Wyoming Accountability in Education Act (WAEA) and federal accountability is defined in the Every Student Succeeds Act (ESSA). Information on how
schools are measured and rated to meet the requirements of both laws can be found below. More information on accountability is available in this FAQ.
State Accountability
All Wyoming elementary and middle schools receive one of four
School Performance Ratings: Exceeding Expectations, Meeting
Expectations, Partially Meeting Expectations, or Not Meeting
Expectations. Four indicators are used to inform the ratings:
Achievement, Growth, Equity, and English Learner Progress (ELP).
Different measures are used for each indicator:
• Achievement is measured using the statewide
assessment, the Wyoming Test of Proficiency and Progress
(WY-TOPP).
• Growth is measured by comparing how students did on
WY-TOPP compared to how they did on prior statewide
assessments.
• Equity is measured by focusing heavily on the growth of
the students who scored the lowest on prior statewide
assessments.
• English Learner Progress (ELP) is measured by how well
students learning the English language improve on an
assessment of English.
Federal Accountability
All schools are required to report annually on progress toward
long-term goals and short-term targets for English Language Arts
(ELA) Achievement, Math Achievement, Graduation Rate, and English
Learner Progress (ELP). Federal law requires the schools that are
struggling the most to be identified for support. There are three types
of support:
• Comprehensive Support and Improvement (CSI) is for
Title I schools performing among the lowest in the state.
• Targeted Support and Improvement (TSI) is for schools
that have a specific group of students that is not performing
well.
• Additional Targeted Support and Improvement (ATSI) is
for schools that have a specific group of students that is
chronically not performing well.
• Schools that are not identified for support are noted as
"Not Identified."
To determine which schools need assistance, the same indicators and
measures are used as those for state accountability.
District Name: Converse #2School Name: Glenrock Middle SchoolGrades Served: 7-8Enrollment: 78
WAEA School Performance Rating = Partially Meeting ExpectationsWAEA Weighted Average Indicator Score = 1.7 (Cut Scores = 1.4 ; 1.8 ; 2.6 )
ESSA School Identification = Not Identified
For questions about your accountability report,contact Julie Magee at [email protected] Page 2 of 3
Overall School Performance on IndicatorsOnly students enrolled for a full academic year (FAY) are included (FAY is from first school day in October to midpoint in test window)
WAEA Target ESSA Norm
Indicator Level Category Description
Growth Below Target Below Average WAEA: The mean student growth percentile (MGP) in reading and math
combined for all students in grades four through eight as measured from prior
year PAWS to current year WY-TOPP.
ESSA: The mean student growth percentile (MGP) in ELA and math combined
for all students grades four through ten.
Equity Meets Target Average The weighted mean student growth percentile (MGP) with MGP of students who
scored in the bottom 25% of students on the prior year test weighted at 80% and
the MGP of the remaining students weighted at 20%.
Achievement* Meets Target Average WAEA: The percent proficient or above on the state test in English language arts,
mathematics, and science.
ESSA: The percent proficient or above on the state test in English language arts
and mathematics.
ELP N/A N/A The percent of English learners who met their annual progress goal for English
language proficiency.
* A school's achievement score may be lowered if the school does not meet the 95% participation rate requirement
FAY School Participation Rate Status WAEA: Met
FAY School Participation Rate Status ESSA: Met
Statewide Assessment Participation Rate Status WAEA: Met
Statewide Assessment Participation Rate Status ESSA: Met
WAEA Performance Category Cut Scores ESSA Performance Category Cut ScoresBelow Targets Meeting Targets Exceeding Targets Below Average Average Above Average
A panel of educators, parents, business representatives, and community members The cut scores were set by being broken into thirds for all Wyoming high schools.
set the targets for each indicator and the cut scores for each School Performance The bottom third of scores are Below Average, the middle third of scores are
Rating. Average, and the top third of scores are Above Average.
Overall School Long-Term Goals and Interim Target Performance
Table 1. Long-term goal for students proficient or advanced on WY-TOPP
2017-18 Interim
Target (IT)
Student Group 15-Year Goal At or Above Goal* At or Above IT*
Grade 3-8 ELA 59% Yes Yes
Grade 3-8 Math 57% No Yes
*The baseline year for ELP, ELA, and Math is 2017-18. The interim target during the baseline year is equal to the school's baseline score.
Note. Must meet minimum n of 10 to be included.
For questions about your accountability report,contact Julie Magee at [email protected] Page 3 of 3
Table 2. Long-term goal for student groups proficient or advanced on WY-TOPP ELA
2017-18 Interim
Target (IT)
Student Group 15-Year Goal At or Above Goal* At or Above IT*
All 59% Yes Yes
Free/Reduced Lunch 55% Yes Yes
Hispanic 54% Yes Yes
IEP 37% No Yes
White 62% Yes Yes
*The baseline year for ELP, ELA, and Math is 2017-18. The interim target during the baseline year is equal to the school's baseline score.
Note. Must meet minimum n of 10 to be included.
Table 3. Long-term goal for student groups proficient or advanced on WY-TOPP Math
2017-18 Interim
Target (IT)
Student Group 15-Year Goal At or Above Goal* At or Above IT*
All 57% No Yes
Free/Reduced Lunch 53% No Yes
Hispanic 53% No Yes
IEP 35% No Yes
White 61% No Yes
*The baseline year for ELP, ELA, and Math is 2017-18. The interim target during the baseline year is equal to the school's baseline score.
Note. Must meet minimum n of 10 to be included.
7th Grade MAP Summary
57
78
80
82
80
74
60
0 10 20 30 40 50 60 70 80 90 100
2013
2014
2015
2016
2017
2018
Norm
Percent At/Above 40th Percentile MAP 7th Grade Reading
53
80
78
78
72
75
60
0 10 20 30 40 50 60 70 80 90 100
2013
2014
2015
2016
2017
2018
Norm
Percent At/Above 40th Percentile MAP 7th Grade Math
77
35
69
54
83
54
70
12
80
33
0
10
20
30
40
50
60
70
80
90
100
Status Growth
Nat
ion
al P
erc
en
tile
Ran
k
7th Grade MAP Reading National Comparison
2014
2015
2016
2017
2018
44
86
67
40
70
61
73
13
66
7
0
10
20
30
40
50
60
70
80
90
100
Status Growth
Nat
ion
al P
erc
en
tile
Ran
k
7th Grade MAP Math National Comparison
2014
2015
2016
2017
2018
7th Grade WY-TOPP Summary
67
55
67
6056 54
0
10
20
30
40
50
60
70
80
90
100
2016 2017 2018 WY-TOPP
Pe
rce
nt
Pro
fici
en
t o
r A
dva
nce
d
7th Grade PAWS/WY-TOPP Reading: All Students
District
State
64
46
54
69 67
84
0
10
20
30
40
50
60
70
80
90
100
2016 2017 2018 WY-TOPP
Pe
rce
nt
Pro
fici
en
t o
r A
dva
nce
d
7th Grade PAWS/WY-TOPP Reading: Gender
Male
Female
6459
65
73
40
71
0
10
20
30
40
50
60
70
80
90
100
2016 2017 2018 WY-TOPP
Pe
rce
nt
Pro
fici
en
t o
r A
dva
nce
d7th Grade PAWS/WY-TOPP Reading: SES
Reg Lunch
Free/Red
4448 4749 47 49
0
10
20
30
40
50
60
70
80
90
100
2016 2017 2018 WY-TOPP
Pe
rce
nt
Pro
fici
en
t o
r A
dva
nce
d
7th Grade PAWS/WY-TOPP Math: All Students
District
State
59
4642
31
5053
0
10
20
30
40
50
60
70
80
90
100
2016 2017 2018 WY-TOPP
Pe
rce
nt
Pro
fici
en
t o
r A
dva
nce
d7th Grade PAWS/WY-TOPP Math: Gender
Male
Female
42
53
38
47
30
59
0
10
20
30
40
50
60
70
80
90
100
2016 2017 2018 WY-TOPP
Pe
rce
nt
Pro
fici
en
t o
r A
dva
nce
d
7th Grade PAWS/WY-TOPP Math: SES
Reg Lunch
Free/Red
8th Grade MAP Summary
60
73
76
82
85
78
60
0 10 20 30 40 50 60 70 80 90 100
2013
2014
2015
2016
2017
2018
Norm
Percent At/Above 40th Percentile MAP 8th Grade Reading
65
64
87
78
81
68
60
0 10 20 30 40 50 60 70 80 90 100
2013
2014
2015
2016
2017
2018
Norm
Percent At/Above 40th Percentile MAP 8th Grade Math
70
93
80
42
78
69
85
54
80
71
0
10
20
30
40
50
60
70
80
90
100
Status Growth
Nat
ion
al P
erc
en
tile
Ran
k
8th Grade MAP Reading National Comparison
2014
2015
2016
2017
2018
55
62
80
42
68
5
78 78
69
26
0
10
20
30
40
50
60
70
80
90
100
Status Growth
Nat
ion
al P
erc
en
tile
Ran
k
8th Grade MAP Math National Comparison
2014
2015
2016
2017
2018
8th Grade WY-TOPP Summary
55
63
5654 5458
0
10
20
30
40
50
60
70
80
90
100
2016 2017 2018 WY-TOPP
Pe
rce
nt
Pro
fici
en
t o
r A
dva
nce
d
8th Grade PAWS/WY-TOPP Reading: All Students
District
State
45
62
47
6164 65
0
10
20
30
40
50
60
70
80
90
100
2016 2017 2018 WY-TOPP
Pe
rce
nt
Pro
fici
en
t o
r A
dva
nce
d
8th Grade PAWS/WY-TOPP Reading: Gender
Male
Female
5862
56
47
67
56
0
10
20
30
40
50
60
70
80
90
100
2016 2017 2018 WY-TOPP
Pe
rce
nt
Pro
fici
en
t o
r A
dva
nce
d8th Grade PAWS/WY-TOPP Reading: SES
Reg Lunch
Free/Red
45
55
4748 4952
0
10
20
30
40
50
60
70
80
90
100
2016 2017 2018 WY-TOPP
Pe
rce
nt
Pro
fici
en
t o
r A
dva
nce
d
8th Grade PAWS/WY-TOPP Math: All Students
District
State
35
62
44
52 50 50
0
10
20
30
40
50
60
70
80
90
100
2016 2017 2018 WY-TOPP
Pe
rce
nt
Pro
fici
en
t o
r A
dva
nce
d8th Grade PAWS/WY-TOPP Math: Gender
Male
Female
47
5754
40
50
25
0
10
20
30
40
50
60
70
80
90
100
2016 2017 2018 WY-TOPP
Pe
rce
nt
Pro
fici
en
t o
r A
dva
nce
d
8th Grade PAWS/WY-TOPP Math: SES
Reg Lunch
Free/Red
35
49
3842
45 47
0
10
20
30
40
50
60
70
80
90
100
2016 2017 2018 WY-TOPP
Pe
rce
nt
Pro
fici
en
t o
r A
dva
nce
d8th Grade PAWS/WY-TOPP Science: All Students
District
State
30
48 47
39
50
28
0
10
20
30
40
50
60
70
80
90
100
2016 2017 2018 WY-TOPP
Pe
rce
nt
Pro
fici
en
t o
r A
dva
nce
d
8th Grade PAWS/WY-TOPP Science: Gender
Male
Female
39
49
39
27
50
33
0
10
20
30
40
50
60
70
80
90
100
2016 2017 2018 WY-TOPP
Pe
rce
nt
Pro
fici
en
t o
r A
dva
nce
d8th Grade PAWS/WY-TOPP Science: SES
Reg Lunch
Free/Red
For questions about your accountability report,contact Julie Magee at [email protected] Page 1 of 4
2017-18 School Performance Report for Traditional High Schools(WAEA = Wyoming Accountability in Education Act)
(ESSA = Every Student Succeeds Act)
This report provides information on how well this school is doing according to the requirements of state and federal accountability laws. State accountability is defined
in the Wyoming Accountability in Education Act (WAEA) and federal accountability is defined in the Every Student Succeeds Act (ESSA). Information on how
schools are measured and rated to meet the requirements of both laws can be found below. More information on accountability is available in this FAQ.
State Accountability
All Wyoming high schools receive one of four School Performance
Ratings: Exceeding Expectations, Meeting Expectations, Partially
Meeting Expectations, or Not Meeting Expectations. Seven indicators
are used to inform the ratings: Achievement, Growth, Equity, English
Learner Progress (ELP), Extended Graduation Rate, Post-Secondary
Readiness, and Grade Nine Credits. Different measures are used for
each indicator:
• Achievement is measured using the statewide
assessment, the Wyoming Test of Proficiency and Progress
(WY-TOPP).
• Growth is measured by comparing how students did on
WY-TOPP or ACT compared to how they did on prior
statewide assessments.
• Equity is measured by focusing heavily on the growth of
the students who scored the lowest on prior statewide
assessments.
• English Learner Progress (ELP) is measured by how well
students learning the English language improve on an
assessment of English.
• Extended Graduation Rate is measured by the last year's
graduation rate and the five-, six-, and seven-year
graduates.
• Post-Secondary Readiness (PSR) is measured by the
percent of students that demonstrate readiness for college
or career.
• Grade Nine Credits is measured by the percent of last
year's freshman that earned one fourth the course credits
needed to graduate.
Federal Accountability
All schools are required to report annually on progress toward
long-term goals and short-term targets for English Language Arts
(ELA) Achievement, Math Achievement, Graduation Rate, and English
Learner Progress (ELP). Federal law requires the schools that are
struggling the most to be identified for support. There are three types
of support:
• Comprehensive Support and Improvement (CSI) is for
Title I schools performing among the lowest in the state.
Any school with a graduation rate below 67 percent will
automatically be identified for CSI.
• Targeted Support and Improvement (TSI) is for schools
that have a specific group of students that is not performing
well.
• Additional Targeted Support and Improvement (ATSI) is
for schools that have a specific group of students that is
chronically not performing well.
• Schools that are not identified for support are noted as
"Not Identified."
To determine which schools need support, similar indicators and
measures are used to those used to determine the School
Performance Ratings for high schools. Achievement, Growth, English
Learner Progress, and Post-Secondary Readiness are measured the
same way they are for state accountability. However, only the
four-year graduation rate is used to measure high schools for federal
accountability, and Equity and Grade Nine Credits are not included as
indicators.
District Name: Converse #2School Name: Glenrock Jr/Sr High SchoolGrades Served: 9-12Enrollment: 177
WAEA School Performance Rating = Meeting ExpectationsWAEA Weighted Average Indicator Score = 1.8 (Cut Scores = 1.4 ; 1.8 ; 2.5 )
ESSA School Identification = Not Identified
Four-Year, On-Time Graduation Rate = 80.4
For questions about your accountability report,contact Julie Magee at [email protected] Page 2 of 4
Overall School Performance on IndicatorsOnly students enrolled for a full academic year (FAY) are included (FAY is from first school day in October to midpoint in test window)
WAEA Target ESSA Norm
Indicator Level Category Description
Growth Meets Target Average WAEA: The mean student growth percentile (MGP) in ELA and math combined for all
students in grades nine through eleven as measured from prior year Aspire to current
year WY-TOPP and ACT (grade eleven only).
ESSA: The mean student growth percentile (MGP) in ELA and math combined for all
students grades four through ten.
Equity Meets Target N/A The weighted mean student growth percentile (MGP) with MGP of students who
scored in the bottom 25% of students on the prior year test weighted at 80% and the
MGP of the remaining students weighted at 20% for grades nine and ten.
Achievement* Meets Target Average WAEA: The percent proficient or above on the state test in English language arts,
mathematics, and science.
ESSA: The percent proficient or above on the state test in English language arts and
mathematics.
ELP N/A N/A The percent of English learners who met their annual progress goal for English
language proficiency.
Extended Below Target N/A WAEA: Prior year extended graduation rate including the four year, on-time cohort
Graduation plus all five, six, and seven year graduates.This is a lagged indicator.
Four-Year N/A Below Average ESSA: The prior year four year, on-time graduation rate.This is a lagged indicator.
On-Time
Graduation
Post-Secondary Meets Target Above Average The percent of all prior year graduates demonstrating college or career
Readiness readiness.This is a lagged indicator.
Grade Nine Meets Target N/A WAEA Only: The percent of all prior year first year grade nine students who earned
Credits one fourth of the credits needed to graduate.This is a lagged indicator.
* A school's achievement score may be lowered if the school does not meet the 95% participation rate requirement
FAY School Participation Rate Status WAEA: Met
FAY School Participation Rate Status ESSA: Met
Statewide Assessment Participation Rate Status WAEA: Met
Statewide Assessment Participation Rate Status ESSA: Met
WAEA Performance Category Cut Scores ESSA Performance Category Cut ScoresBelow Targets Meeting Targets Exceeding Targets Below Average Average Above Average
A panel of educators, parents, business representatives, and community members The cut scores were set by being broken into thirds for all Wyoming high schools.
set the targets for each indicator and the cut scores for each School Performance The bottom third of scores are Below Average, the middle third of scores are
Rating. Average, and the top third of scores are Above Average.
For questions about your accountability report,contact Julie Magee at [email protected] Page 3 of 4
Overall School Long-Term Goals and Interim Target Performance
Table 1. Long-term goal for students proficient or advanced on WY-TOPP
2017-18 Interim
Target (IT)
At or At or
15-Year Above Above
Goal Area Goal* Goal IT
Graduation Rate 88% No No
HS ELA 53% No Yes
HS Math 47% Yes Yes
*The baseline year for ELP, ELA, and Math is 2017-18. The interim target during the baseline year is equal to the school's baseline score.
Note. Must meet minimum n of 10 to be included.
Long-term goal for student groups proficient or advanced on WY-TOPP ELA
2017-18 Interim
Target (IT)
At or At or
Student 15-Year Above Above
Group Goal Goal IT
All 53% No Yes
Free/Reduced Lunch 48% Yes Yes
Hispanic 45% Yes Yes
IEP 30% No Yes
White 55% No Yes
*The baseline year for ELP, ELA, and Math is 2017-18. The interim target during the baseline year is equal to the school's baseline score.
Must meet minimum n of 10 in each student group to be included in that student group.
Table 3. Long-term goal for student groups proficient or advanced on WY-TOPP Math
2017-18 Interim
Target (IT)
At or At or
Student 15-Year Above Above
Group Goal Goal IT
All 47% Yes Yes
Free/Reduced Lunch 41% Yes Yes
Hispanic 37% No Yes
IEP 26% No Yes
White 51% Yes Yes
*The baseline year for ELP, ELA, and Math is 2017-18. The interim target during the baseline year is equal to the school's baseline score.
Note. Must meet minimum n of 10 to be included.
For questions about your accountability report,contact Julie Magee at [email protected] Page 4 of 4
Table 5. Long-term goal for student groups four-year, on-time graduation rate
2017-18 Interim
Target (IT)
At or At or
Student 15-Year Above Above
Group Goal Goal IT
All 88% No No
Free/Reduced Lunch 88% No No
IEP 78% No Yes
White 90% No No
*The baseline year for ELP, ELA, and Math is 2017-18. The interim target during the baseline year is equal to the school's baseline score.
Note. Must meet minimum n of 10 to be included.
9th Grade MAP Summary
77
98
85
95
87
14
77
65
84
53
0
10
20
30
40
50
60
70
80
90
100
Status Growth
Nat
no
ial P
erc
en
tile
Ran
k
9th Grade MAP Reading National Comparison
2014
2015
2016
2017
2018
45
83
53
95
77
46
66
52
80
41
0
10
20
30
40
50
60
70
80
90
100
Status Growth
Nat
no
ial P
erc
en
tile
Ran
k
9th Grade MAP Math National Comparison
2014
2015
2016
2017
2018
9th Grade WY-TOPP Summary
44 44
0
10
20
30
40
50
60
70
80
90
100
2018
Pe
rce
nt
Pro
fici
en
t o
r A
dva
nce
d
9th Grade WY-TOPP Reading: All Students
District
State
43
36
45
54
0
10
20
30
40
50
60
70
80
90
100
District State
Pe
rce
nt
Pro
fici
en
t o
r A
dva
nce
d
9th Grade WY-TOPP Reading: Gender
Male
Female
38
4944
33
0
10
20
30
40
50
60
70
80
90
100
District State
Pe
rce
nt
Pro
fici
en
t o
r A
dva
nce
d9th Grade WY-TOPP Reading: SES
Reg Lunch
Free/Red
4752
0
10
20
30
40
50
60
70
80
90
100
2018
Pe
rce
nt
Pro
fici
en
t o
r A
dva
nce
d
9th Grade WY-TOPP Math: All Students
District
State
4438
48 46
0
10
20
30
40
50
60
70
80
90
100
District State
Pe
rce
nt
Pro
fici
en
t o
r A
dva
nce
d9th Grade WY-TOPP Math: Gender
Male
Female
46 4746
29
0
10
20
30
40
50
60
70
80
90
100
District State
Pe
rce
nt
Pro
fici
en
t o
r A
dva
nce
d
9th Grade WY-TOPP Math: SES
Reg Lunch
Free/Red
10th Grade MAP Summary
77
43
83
7278
7177
65
8882
0
10
20
30
40
50
60
70
80
90
100
Status Growth
Nat
ion
al P
erc
en
tile
Ran
k
10th Grade MAP Reading National Comparison
2014
2015
2016
2017
2018
76
87
76
92
76
96
86
66
8388
0
10
20
30
40
50
60
70
80
90
100
Status Growth
Nat
ion
al P
erc
en
tile
Ran
k
10th Grade MAP Math National Comparison
2014
2015
2016
2017
2018
10th Grade WY-TOPP Summary
54
44
0
10
20
30
40
50
60
70
80
90
100
2018
Pe
rce
nt
Pro
fici
en
t o
r A
dva
nce
d
10th Grade WY-TOPP Reading: All Students
District
State
56
4652
56
0
10
20
30
40
50
60
70
80
90
100
District State
Pe
rce
nt
Pro
fici
en
t o
r A
dva
nce
d
10th Grade WY-TOPP Reading: Gender
Male
Female
5255
60
39
0
10
20
30
40
50
60
70
80
90
100
District State
Pe
rce
nt
Pro
fici
en
t o
r A
dva
nce
d10th Grade WY-TOPP Reading: SES
Reg Lunch
Free/Red
54
43
0
10
20
30
40
50
60
70
80
90
100
2018
Pe
rce
nt
Pro
fici
en
t o
r A
dva
nce
d
10th Grade WY-TOPP Math: All Students
District
State
56
42
52
44
0
10
20
30
40
50
60
70
80
90
100
District State
Pe
rce
nt
Pro
fici
en
t o
r A
dva
nce
d10th Grade WY-TOPP Math: Gender
Male
Female
55
4850
29
0
10
20
30
40
50
60
70
80
90
100
District State
Pe
rce
nt
Pro
fici
en
t o
r A
dva
nce
d
10th Grade WY-TOPP Math: SES
Reg Lunch
Free/Red
61
46
0
10
20
30
40
50
60
70
80
90
100
2018
Pe
rce
nt
Pro
fici
en
t o
r A
dva
nce
d10th Grade WY-TOPP Science: All Students
District
State
75
4652
46
0
10
20
30
40
50
60
70
80
90
100
District State
Pe
rce
nt
Pro
fici
en
t o
r A
dva
nce
d
10th Grade WY-TOPP Science: Gender
Male
Female
61
51
60
34
0
10
20
30
40
50
60
70
80
90
100
District State
Pe
rce
nt
Pro
fici
en
t o
r A
dva
nce
d10th Grade WY-TOPP Science: SES
Reg Lunch
Free/Red
11th Grade ACT Summary
18.7 19.520.4 20.8 20
18.419.3 19.9 19.8 19.520.2 20.5 21.3 20.7 20.8
2468
1012141618202224262830323436
English Math Reading Science Composite
Ave
rage
AC
T Sc
ore
Spring 2018 ACT Scores
District State National
19.3 1920.4 20.2 19.9
18.8 19.3 20 19.6 19.618.7
19.520.4 20.8
20
2468
1012141618202224262830323436
English Mathematics Reading Science Composite
Ave
rage
AC
T Sc
ore
ACT Scores: Three Year Longitudinal
Spring 2016 Spring 2017 Spring 2018
53
3338
30
18
55
33
41
33
21
60
4046
36
27
0
10
20
30
40
50
60
70
80
90
100
English Mathematics Reading Science Meeting All 4
2018 ACT Scores: Percent of Students Meeting College Readiness Benchmarks
District State National
55
41 43
29
21
57
28
39
30
20
53
3338
30
18
0
10
20
30
40
50
60
70
80
90
100
English Mathematics Reading Science Meeting All 4
ACT Scores: Percent Meeting College Readiness Standards (Longitudinal)
Spring 2016 Spring 2017 Spring 2018
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