Current through September 21, 2024
(a) Academic
Achievement.
(i) Each alternative school's
achievement indicator score (AIS) is the mean student index score for math,
English language arts, and science for all students enrolled for a full
academic year. 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.
(ii) The Department shall
convert each student's performance level score on the statewide summative
assessment (i.e., basic, below basic, proficient, or advanced) to a score
pursuant to the index represented in Table 8.1.
Table 8.1. The WAEA Alternative School Achievement Index.
|
Student Performance
Level |
Student Index Score |
|
Below Basic |
0 |
|
Basic |
50 |
|
Proficient |
100 |
|
Advanced |
150 |
(iii)
Alternative schools with an AIS equal to or greater than 50 are in the exceeds
target level category on the academic achievement indicator.
(iv) Alternative schools with an AIS equal to
or greater than 30, but below 50, are in the meets target level category on the
academic achievement indicator.
(v)
Alternative schools with an AIS lower than 30 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 |
< 30 |
> = 30 and < 50 |
> = 50 |
(b) Growth.
(i) Growth is measured in schools serving
grades seven 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 seven through 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 50 are in the exceeds target level category on the growth
indicator.
(iv) Schools with an MGP
equal to or greater than 40, but below 50, are in the meets target level
category on the growth indicator.
(v) Schools with an MGP lower than 40 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 |
< 40 |
> = 40 and < 50 |
> = 50 |
(c) Graduation Credential Rate.
(i) The graduation credential rate is a
lagged indicator.
(ii) The
alternative graduation credential cohort is the Wyoming extended graduation
cohort, as defined in Section 6(e)(ii), plus any non-completer from the 5-, 6-,
and 7-year graduation cohorts who passed a graduate equivalency exam any time
during the lagged school year up through February of the accountability
year.
(iii) The graduation
credential earners are all of the school's graduates from the extended
graduation cohort plus all 4-, 5-, 6-, and 7-year cohort students who were
reported to have passed a graduate equivalency exam anytime during the lagged
year up to February of the accountability year.
(iv) In order to calculate a school's
graduation credential rate, the Department shall divide the school's number of
graduation credential earners by the school's number of students that belong to
the alternative graduation credential cohort. The quotient is then converted to
a percentage and rounded to the nearest whole number.
(v) The alternative high school credential
rate at each school is placed into one of three target levels:
(A) Schools with a high school credential
rate that is equal to or greater than 83 are in the exceeds target level
category.
(B) Schools with a high
school credential rate that is equal to or greater than 83, but below 67, are
in the meets target level category.
(C) Schools with a high school credential
rate 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 Graduation Credential Rate
Score |
< 67 |
> = 67 and < 83 |
> = 83 |
(d) Credits Earned.
(i) Credits earned is a lagged indicator that
includes first-time grade-nine, grade-ten, and grade-eleven students from the
lagged year.
(ii) A school's score
on the credits earned indicator is the percentage of lagged-year grade-nine,
grade-ten, and grade-eleven students who earned one-fourth of the credits
required to graduate from the designated alternative high school within four
years.
(iii) The credits earned
indicator applies to all students attending the school from the first weekday
in October until within ten days of the end of the school year during the year
that they were in grades nine, ten, and eleven.
(iv) Schools are sorted into one of three
target levels based on their credits earned indicator scores as follows:
(A) Alternative schools with a credits earned
indicator score that is equal to or greater than 83 are in the exceeds target
level category.
(B) Alternative
schools with a credits earned indicator score that is equal to or greater than
67, but below 83, are in the meets target level category.
(C) Alternative schools with a credits earned
indicator 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 Credits Earned Score |
< 67 |
> = 67 and < 83 |
> = 83 |
(e) College and Career Readiness.
(i) College and career readiness (CCR) is a
lagged indicator that includes all alternative high school graduates from the
lagged year.
(ii) A student's CCR
index score is the points associated with the highest observed outcome level
for that student in any of the five rows in Table 8.2.
Table 8.2. College and Career Readiness (CCR) Index.
|
Level 0 (0 points) |
Level 1 (10 points) |
Level 2 (20 points) |
Level 3 (30 points) |
|
No evidence |
Complete Hathaway Provisional
curriculum |
Complete Hathaway Opportunity
curriculum |
Complete Hathaway Performance/Honors
curriculum |
|
No evidence |
ACT 17-18 |
ACT 19-20 |
ACT 21 + |
|
No evidence |
Passed one state approved concentrator (C) course or
equivalent in a non-Perkins setting |
CTE state approved concentrator or equivalent in a
nonPerkins setting |
CTE concentrator with state approved industry
recognized credential |
|
No evidence |
ACT WorkKeys - NCRC Bronze (9-11). At least a Level
3 on each exam. |
ACT WorkKeys - NCRC Silver (1214). At least a Level
4 on each exam |
ACT WorkKeys - NCRC Gold (15 or up). At least a
Level 5 on each exam |
|
No evidence |
Credit earned for work experience or ASVAB AFQT
score of at least 30 |
ASVAB AFQT score of at least 45 or credit earned for
work based learning |
Eligible to receive college course credit (through
dual/concurrent enrollment or AP/IB exam) or Completion of Youth Apprenticeship
Program |
(iii)
An alternative school's CCR index score is the average index across all
graduates' CCR scores rounded to a whole number.
(iv) The alternative schools' CCR index
scores are then sorted into one of three target levels as follows:
(A) Schools with a CCR index score that is
equal to or greater than 20 are in the exceeds target level category.
(B) Schools with a CCR index score that is
equal to or greater than 15, but below 20, are in the meets target level
category.
(C) Schools with a CCR
index score that is lower than 15 are in the below target level category.
|
Below Target (1 point) |
Meets Target (2 points) |
Exceeds Target (3 points) |
|
School's College and Career Readiness
Score |
< 15 |
> = 15 and < 20 |
> = 20 |
(f) Climate.
(i) Each school shall administer the 24-item
student climate survey every fall and spring. The survey has three domains:
staff support and respect, student support and respect, and high
expectations.
(ii) Student
responses on the survey are assigned points as follows: strongly agree (4),
agree (3), disagree (2), and strongly disagree (1).
(iii) Student scores on each domain are the
mean of their responses to the items on the domain rounded to two decimal
places.
(iv) The student total
score on the survey is the mean of the domain scores.
(v) The school score on the climate survey is
the mean total score for all surveys completed at the school during both the
fall and the spring combined.
(vi)
The following item is included at the end of the student climate survey: "I
provided honest responses on this survey to the best of my ability." The
response options for this item are "yes" and "no." Survey results for students
who respond "no" to this item are not included in the computation of school
scores.
(vii) When a school's
participation rate is below 85%, after the application of the one additional
non-participant rule, the school is assigned to the below target level category
on this indicator.
(viii) For
alternative schools meeting the 85% participation rate requirement, the schools
are assigned one of three target levels as follows:
(A) Alternative schools with a score that is
greater than or equal to 3.3 are in the exceeds target level
category.
(B) Alternative schools
with a score that is greater than or equal to 2.8, but below 3.3, are in the
meets target level category.
(C)
Alternative schools with a score that is lower than 2.8 are in the below target
level category.
|
Below Target (1 point) |
Meets Target (2 points) |
Exceeds Target (3 points) |
|
School's Climate Score |
< 2.8 |
> = 2.8 and < 3.3 |
> = 3.3 |
(g) Engagement.
(i) Each alternative school shall implement
and use a student success plan (SSP) for all students during each school year.
A mentor for each student shall meet with their assigned student a minimum of
two times per year to discuss the student success plan.
(ii) The student success plan shall include
the following components:
(A) Student goals
and interests;
(B) Academic and
attendance history; and
(C)
Post-secondary plans.
(iii) Principals shall annually sign a
document indicating:
(A) Compliance with the
SSP process; and
(B) The
availability of artifacts demonstrating participation.
