Wyoming Administrative Code, Chapter 47, Section 47-6 - Indicators for Traditional High Schools | Wyoming Administrative Code

(a) Academic Achievement.

(i) The achievement indicator score (AIS) for traditional high schools is the percent of proficient or above-proficient test scores in mathematics, English language arts, and science on statewide summative assessment, rounded to a whole number, for all students enrolled for a full academic year. In this section, "full academic year" means enrollment in the same school from the first weekday in October until a spring accountability date set by the Department each year during the state summative test window.

(ii) Schools with an AIS equal to or greater than 60 are in the exceeds target level category on the academic achievement indicator.

(iii) Schools with an AIS equal to or greater than 48, but below 60, are in the meets target level category on the academic achievement indicator.

(iv) Schools with an AIS lower than 48 are in the below target level category on the academic achievement indicator.

Below Target (1 point)	Meets Target (2 points)	Exceeds Target (3 points)
School's AIS	< 48	> = 48 and < 60	> = 60

(b) Growth.

(i) Growth is measured in schools serving grades nine through eleven. In order to compute growth scores, students must have at least two consecutive years of state test scores from a Wyoming school district. Growth is computed separately for math and reading on the state test for students in grades nine and ten and from the state assessment to the college entrance exam for grade eleven.

(ii) The Department shall calculate a school's MGP using the methodology described in Section 4(b).

(iii) Schools with an MGP equal to or greater than 60 are in the exceeds target level category on the growth indicator.

(iv) Schools with an MGP equal to or greater than 49, but below 60, are in the meets target level category on the growth indicator.

(v) Schools with an MGP lower than 49 are in the below target level category on the growth indicator.

Below Target (1 point)	Meets Target (2 points)	Exceeds Target (3 points)
School's MGP	< 49	> = 49 and < 60	> = 60

(c) Equity.

(i) Students enrolled in the current year for a full academic year who had low performance in either math or reading or both on the prior year's state test are assigned to a consolidated subgroup. In this section "full academic year" is defined as enrollment in the same school from the first weekday in October until a spring accountability date set by the Department each year during the state summative test window. Low performance is based upon scoring below the cut-scores reported in Table 6.1.

Table 6.1. Statewide Summative Assessment Cut-Scores for Consolidated Subgroup Identification.

Content Areas
Reading	Math
Grade 8	628	542
Grade 9	607	562

(ii) Students are identified for the consolidated subgroup membership for only the subject areas where they scored below the cut-scores in Table 6.1 in the prior year.

(iii) The Department shall calculate each school's equity score for grades nine and ten using the same methodology as described in Section 4(c)(iii).

(iv) Schools with an equity score that is equal to or greater than 60 are in the exceeds target level category on the equity indicator.

(v) Schools with an equity score that is equal to or greater than 49, but below 60, are in the meets target level category on the equity indicator.

(vi) Schools with an equity score that is lower than 49 are in the below target level category on the equity indicator.

Below Target (1 point)	Meets Target (2 points)	Exceeds Target (3 points)
School's Equity Score	< 49	> = 49 and < 60	> = 60

(d) English Language Proficiency.

(i) The English Language Proficiency (ELP) indicator measures whether English learners (EL) are making expected progress toward becoming English proficient. English proficiency is defined as earning a composite performance level (CPL) of at least 4.6 onthe ACCESS and a literary performance level (LPL) of at least 4.3.

(ii) A student's target year is calculated based on the CPL the student earns in the first year that the student takes the ACCESS test.

Table 6.2. Year One Composite Performance Level and the Corresponding Target Year for English Proficiency.

Year One Composite Performance Level Score	Target Year (for English Proficiency)
At Least 4.6	Year One
4.0 to 4.5	Year Three
3.0 to 3.9	Year Four
2.0 to 2.9	Year Five
1.0 to 1.9	Year Six

(iii) The Department shall calculate the student English language progress target for a given year using the methodology described in Section 4(d).

(iv) The school score for the ELP indicator is the percentage of EL students at a school who meet their annual English proficiency progress target rounded to the nearest whole number.

(v) Schools with an ELP score that is equal to or greater than 40 are in the exceeds target level category on the ELP indicator.

(vi) Schools with an ELP score that is equal to or greater than 19, but below 40, are in the meets target level category on the ELP indicator.

(vii) Schools with an ELP score that is lower than 19 are in the below target level category on the ELP indicator.

Below Target (1 point)	Meets Target (2 points)	Exceeds Target (3 points)
School's ELP Score	< 19	> = 19 and < 40	> = 40

(e) Extended Graduation Rate.

(i) The extended graduation rate is a lagged indicator.

(ii) The extended graduation cohort includes:

(A) Students in the four-year, on-time graduation cohort, and

(B) Students who graduate during the lagged year, five (5), six (6), or seven (7) years from becoming a first-time grade-nine student.

(iii) The school score is the extended graduation rate, which is calculated as follows:

(A) The numerator for the extended graduation rate is all 4-, 5-, 6-, and 7-year graduates.

(B) The denominator is the extended graduation cohort.

(C) The quotient is then rounded to the nearest whole number.

(iv) Schools with an extended graduation rate that is equal to or greater than 93 are in the exceeds target level category.

(v) Schools with an extended graduation rate that is equal to or greater than 85, but below 93, are in the meets target level category.

(vi) Schools with an extended graduation rate that is lower than 85 are in the below target level category.

Below Target (1 point)	Meets Target (2 points)	Exceeds Target (3 points)
School's Extended Graduation Rate Score	< 85	> = 85 and < 93	> = 93

(f) Post-Secondary Readiness.

(i) Post-Secondary Readiness (PSR) is a lagged indicator that includes all traditional high school graduates from the lagged year.

(ii) A school's score on the PSR indicator is the percentage of the lagged-year graduates who were college, career, or military ready rounded to the nearest whole number.

(iii) A student is college ready if the student has completed both a college preparatory curriculum that meets either the Opportunity, Performance, or Honor success curriculum for the Hathaway Scholarship Program as indicated on the student's high school transcript and one or more of the following:

(A) A composite score of 19 or higher on the ACT; or

(B) Obtain a score of 3 or higher on an Advanced Placement examination; or

(C) Obtain a score of 4 or higher on an International Baccalaureate examination; or

(D) Obtain a grade of a "C" or better in a 1000-level or higher dual/concurrent course.

(iv) A student is career ready when the student has;

(A) Passed two concentrator-equivalent courses within a sequence (program of study).

(B) Earned a state-approved, industry-recognized certification/credential.

(v) A student is military ready if the student has achieved an AFQT score of 45 on the Armed Services Vocational Aptitude Battery and either of the following:

(A) Successful completion of a college preparatory curriculum that is equivalent to the Opportunity, Performance or Honors success curriculum for the Hathaway Scholarship Program; or

(B) Successful completion of a career/technical education program of study.

(vi) Schools with a PSR score that is equal to or greater than 80 are in the exceeds target level category.

(vii) Schools with a PSR score that is equal to or greater than 67, but below 80, are in the meets target level category.

(viii) Schools with a PSR score that is lower than 67 are in the below target level category.

Below Target (1 point)	Meets Target (2 points)	Exceeds Target (3 points)
School's PSR Score	< 67	> = 67 and < 80	> = 80

(g) Credits Earned.

(i) Credits earned is a lagged indicator that includes first-time grade-nine students from the lagged year.

(ii) A school's score on the credits earned indicator is the percentage of lagged-year grade-nine students who earned one-fourth of the credits required to graduate from the designated traditional high school within four years.

(iii) The credits earned indicator applies to all students in attendance at the school from the first weekday in October until within ten days of the end of the school year.

(iv) Schools are sorted into one of three target levels based on their grade-nine credit indicator scores as follows:

(A) Schools with a credits earned indicator score that is equal to or greater than 95 are in the exceeds target level category.

(B) Schools with a credits earned indicator score that is equal to or greater than 88, but below 95, are in the meets target level category.

(C) Schools with a credits earned indicator score that is lower than 88 are in the below target level category.

Below Target (1 point)	Meets Target (2 points)	Exceeds Target (3 points)
School's Credits Earned Score	< 88	> = 88 and < 95	> = 95

Wyoming Administrative CodeAgency 206 - Education, Dept. ofSub-Agency 0002 - General Agency, Board or Commission RulesChapter 47 - WYOMING ACCOUNTABILITY SYSTEMSection 47-6 - Indicators for Traditional High Schools

Wyoming Administrative Code
Agency 206 - Education, Dept. of
Sub-Agency 0002 - General Agency, Board or Commission Rules
Chapter 47 - WYOMING ACCOUNTABILITY SYSTEM
Section 47-6 - Indicators for Traditional High Schools