wy-topp results map data act scores

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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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.


edu.wyoming.gov

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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.

edu.wyoming.gov

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




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



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

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t)Student Attendance-Grant Elementary

95 95 95 95 95

0102030405060708090

100

2014 2015 2016 2017 2018

Ave

rage

Dai

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tte

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ance

(P

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Student Attendance-GIMS

94 94 94 95 95

0102030405060708090

100

2014 2015 2016 2017 2018

Ave

rage

Dai

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nd

ance

(P

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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

mailto:[email protected]

https://edu.wyoming.gov/educators/accountability/state-school-accountability/

https://edu.wyoming.gov/educators/accountability/federal-school-accountability/

https://edu.wyoming.gov/downloads/accountability/AccountabilityFAQ.pdf


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.



Table 2. Long-term goal for student groups proficient or advanced on WY-TOPP ELA

2017-18 Interim

Target (IT)


All 59% No Yes

Free/Reduced Lunch 55% No Yes

Hispanic 54% Yes Yes

IEP 37% No Yes

White 62% No Yes



Table 3. Long-term goal for student groups proficient or advanced on WY-TOPP Math

2017-18 Interim

Target (IT)


All 57% No Yes


Hispanic 53% No Yes

IEP 35% No Yes

White 61% No Yes




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

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Status Growth

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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

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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

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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

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100

Status Growth

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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

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2016 2017 2018 WY-TOPP

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3rd Grade PAWS/WY-TOPP Reading: All Students

District

State

61

50

6969

81

63

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10

20

30

40

50

60

70

80

90

100

2016 2017 2018 WY-TOPP

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3rd Grade PAWS/WY-TOPP Reading: Gender

Male

Female

83

66 68

39

6965

0

10

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30

40

50

60

70

80

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100

2016 2017 2018 WY-TOPP

Pe

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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


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


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


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


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


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

















(WY-TOPP).



assessments.



assessments.










of support:





well.





"Not Identified."



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 )










Growth Meets Target Average WAEA: The mean student growth percentile (MGP) in reading and math





Equity Below Target Below Average The weighted mean student growth percentile (MGP) with MGP of students who



Achievement* Below Target Below Average WAEA: The percent proficient or above on the state test in English language arts,



and mathematics.














2017-18 Interim

Target (IT)


Grade 3-8 ELA 59% No Yes







2017-18 Interim

Target (IT)


All 59% No Yes


Hispanic 54% No Yes

IEP 37% No Yes

White 62% No Yes




2017-18 Interim

Target (IT)


All 57% No Yes


Hispanic 53% No Yes

IEP 35% Yes Yes

White 61% No Yes





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


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


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


2014

2015

2016

2017

2018


6762

46

61 6259

0

10

20

30

40

50

60

70

80

90

100

2016 2017 2018 WY-TOPP

Pe

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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

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nce

d


Male

Female

78

62

4750

63

45

0

10

20

30

40

50

60

70

80

90

100

2016 2017 2018 WY-TOPP

Pe

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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

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nce

d


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

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nce


Male

Female

5450 5050

54

35

0

10

20

30

40

50

60

70

80

90

100

2016 2017 2018 WY-TOPP

Pe

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nt

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Reg Lunch

Free/Red


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


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


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


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


2014

2015

2016

2017

2018


51

64

51

58 58 58

0

10

20

30

40

50

60

70

80

90

100

2016 2017 2018 WY-TOPP

Pe

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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

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Male

Female

57

73

54

38

55

48

0

10

20

30

40

50

60

70

80

90

100

2016 2017 2018 WY-TOPP

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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

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nt

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d


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

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nce


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

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Reg Lunch

Free/Red
















(WY-TOPP).



assessments.



assessments.










of support:





well.





"Not Identified."



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 )










Growth Below Target Below Average WAEA: The mean student growth percentile (MGP) in reading and math





Equity Meets Target Average The weighted mean student growth percentile (MGP) with MGP of students who



Achievement* Meets Target Average WAEA: The percent proficient or above on the state test in English language arts,



and mathematics.














2017-18 Interim

Target (IT)


Grade 3-8 ELA 59% Yes Yes







2017-18 Interim

Target (IT)


All 59% Yes Yes

Free/Reduced Lunch 55% Yes Yes


IEP 37% No Yes

White 62% Yes Yes




2017-18 Interim

Target (IT)


All 57% No Yes


Hispanic 53% No Yes

IEP 35% No Yes

White 61% No Yes





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


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


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


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


2014

2015

2016

2017

2018


67

55

67

6056 54

0

10

20

30

40

50

60

70

80

90

100

2016 2017 2018 WY-TOPP

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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

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d


Male

Female

6459

65

73

40

71

0

10

20

30

40

50

60

70

80

90

100

2016 2017 2018 WY-TOPP

Pe

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nce


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

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nt

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District

State

59

4642

31

5053

0

10

20

30

40

50

60

70

80

90

100

2016 2017 2018 WY-TOPP

Pe

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nt

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Male

Female

42

53

38

47

30

59

0

10

20

30

40

50

60

70

80

90

100

2016 2017 2018 WY-TOPP

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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


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


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


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


2014

2015

2016

2017

2018


55

63

5654 5458

0

10

20

30

40

50

60

70

80

90

100

2016 2017 2018 WY-TOPP

Pe

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nt

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d


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

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d


Male

Female

5862

56

47

67

56

0

10

20

30

40

50

60

70

80

90

100

2016 2017 2018 WY-TOPP

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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

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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

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t o

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nce


Male

Female

47

5754

40

50

25

0

10

20

30

40

50

60

70

80

90

100

2016 2017 2018 WY-TOPP

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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

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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

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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

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d8th Grade PAWS/WY-TOPP Science: SES

Reg Lunch

Free/Red


2017-18 School Performance Report for Traditional High Schools(WAEA = Wyoming Accountability in Education Act)






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:



(WY-TOPP).


WY-TOPP or ACT compared to how they did on prior

statewide assessments.



assessments.




• 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.







of support:



Any school with a graduation rate below 67 percent will

automatically be identified for CSI.



well.





"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 )


Four-Year, On-Time Graduation Rate = 80.4









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,


ESSA: The percent proficient or above on the state test in English language arts and

mathematics.



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.














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



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



IEP 30% No Yes

White 55% No Yes


Must meet minimum n of 10 in each student group to be included in that student group.


2017-18 Interim

Target (IT)

At or At or


Group Goal Goal IT

All 47% Yes Yes


Hispanic 37% No Yes

IEP 26% No Yes

White 51% Yes Yes





Table 5. Long-term goal for student groups four-year, on-time graduation rate

2017-18 Interim

Target (IT)

At or At or


Group Goal Goal IT

All 88% No No

Free/Reduced Lunch 88% No No

IEP 78% No Yes

White 90% No No





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


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


2014

2015

2016

2017

2018


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


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


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


2014

2015

2016

2017

2018


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

wy-topp results map data act scores

Documents