Overview of Wyoming Accountability in Education Act (WAEA) Wyoming Department of Education Overview of Wyoming Accountability in Education Act (WAEA) Julie Magee, Ph.D. Division Administrator Standards & Accountability

Goals of WAEA WAEA established during 2011 legislative session (W.S. 21-2-204) with the following goals in mind: Become a national education leader among states Ensure all students graduate career or college ready Recognize and increase student growth for all Recognize student achievement and minimize gaps Improve teacher and leader quality Maximize efficiency of WY education Increase credibility and support for WY schools

Indicators Defined Indicators for Grades 3-8 Achievement: performance in reading, math in grades 3-8 (PAWS); science in grades 4, 8 (PAWS); writing in grades 5, 7 (SAWS) Growth: change in students’ achievement as they progress from year to year (grades 4-8); based on 2 consecutive years of state test scores; “academic peers” Equity (measured by growth): grades 4-8 based on consolidated subgroup (students who were below proficient in math and/or reading in prior year); proficient within 3 years or by end of grade 8

Indicators Defined Indicators for High Schools Achievement: performance in reading, math, science, English/writing in grade 11 (ACT) Readiness: consists of 4 sub-indicators (grad rate, scores on ACT assessments, grade 9 credits earned, Hathaway eligibility) Equity (measured by Δ achievement gap): consolidated subgroup based on performance on Plan test in grade 10; equity score is measure of subgroup’s achievement level in reading/math at end of grade 11

Participation Rate Participation rate is computed for all enrolled students and all enrolled students in consolidated subgroup Minimum annual participation of 95% required in both student groups Participation rate of 90-94.9% results in school performance being docked one level Participation rate below 90% results in school performance rating of “not meeting expectations”

Ratings Defined 2014 PLDs for Grades 3-8 Exceeding Expectations: school exceeded targets on achievement and one additional performance indicator while meeting target on other indicator (equity or growth) Meeting Expectations: school met or exceeded targets on multiple performance indicators Partially Meeting Expectations: school performed below target on multiple performance indicators or were below target on achievement Not Meeting Expectations: school had unacceptable performance on all indicators

Ratings Defined 2014 PLDs for High Schools Exceeding Expectations: school exceeded state targets for overall readiness and performance indicator (achievement + equity) Meeting Expectations: school met or exceeded target for overall readiness or exceeded target for achievement/equity indicator Partially Meeting Expectations: school performed below target on achievement/equity indicator Not Meeting Expectations: school had unacceptable performance on all indicators

Role of PJP Professional Judgment Panel (PJP) is comprised of educators and community members Role is to establish target levels for school performance for each performance indicator New target levels are established based on changes to the model or assessments

Representatives Appointed by state superintendent to serve as liaison between school district leadership and department Review and approve improvement plans Provide support to schools based on SPR Meeting Expectations Partially Meeting Expectations Not Meeting Expectations