Wyo. Stat. § 21-2-204 (2026)

statewide education accountability system created.

     (a) This section shall be cited as the "Wyoming
Accountability in Education Act."

     (b) A statewide education accountability system shall be
established by the state board through the department of
education in accordance with this section, which implements the
components of the education resource block grant model as
defined by W.S. 21-13-101(a)(xiv) and as contained in W.S. 21-
13-309.1. The first phase of this system shall be a school-
based system that is based on student performance as determined
through multiple measures of school performance. The goals of
the Wyoming Accountability in Education Act are to:
          (i)    Repealed By Laws 2012, ch. 101, § 2.

          (ii)    Repealed By Laws 2012, ch. 101, § 2.

          (iii)    Become a national education leader among
states;

          (iv) Ensure all students leave Wyoming schools career
or college ready;

          (v) Recognize student growth and increase the rate of
that growth for all students;

          (vi) Recognize student achievement and minimize
achievement gaps;

          (vii) Improve teacher, school and district leader
quality. School and district leaders shall include
superintendents, principals and other district or school leaders
serving in a similar capacity;

          (viii)    Maximize efficiency of Wyoming education;

          (ix) Increase credibility and support for Wyoming
public schools.

     (c) School level performance shall be determined by
measurement of performance indicators and attainment of student
performance as specified by this section. To the extent
applicable, each measure shall be aggregated to the school level
based upon those grades served inclusive to each school as
reported by the respective school district to the department of
education. Except as provided in subsection (n) of this section,
the indicators of school level performance shall be:

          (i) Student longitudinal academic growth in English
language arts and mathematics as measured by assessments
administered under paragraph (ii) of this subsection, beginning
in grade four (4) and for all subsequent grades for which a
state summative achievement assessment is administered in the
immediately preceding grade, including a standardized college
readiness test in grade eleven (11);

          (ii) Student academic achievement in English language
arts, mathematics and science as measured by:
               (A) The statewide assessment administered under
W.S. 21-2-304(a)(v) in:

                    (I) English language arts and mathematics
in grades three (3) through ten (10);

                       (II)    Science in grades four (4), eight (8)
and ten (10);

                       (III)   Repealed by Laws 2015, ch. 99, § 2.

                 (B)   Repealed by Laws 2017, ch. 95, § 5.

         (iii)    Repealed by Laws 2016, ch. 113, § 2.

          (iv) Post secondary readiness, as defined to include
college readiness and career readiness. School level performance
shall be based upon the percentage of students meeting either
college or career readiness. College readiness shall be measured
by a standardized college entrance examination administered
pursuant to W.S. 21-2-202(a)(xxx) in grade eleven (11) and
other college readiness indicators as determined by the state
board of education in consultation with the state
superintendent. Career readiness shall be measured by student
performance in accordance with other provisions of this title as
determined by the state board of education in consultation with
the state superintendent;

          (v) Readiness, as defined by graduation or high
school completion rates;

          (vi)   Readiness, as defined by ninth grade credit
accumulation;

          (vii) Equity as defined by a measure of academic
student growth for students that score below the proficient
standard in English language arts and mathematics, subject to a
standard for academic progress that is linked to attainment of
proficiency within a reasonable period of time. If a school is
without a sufficient sequence of assessment scores to support
growth computations, another approach to equity may be used
subject to approval of the state superintendent;

          (viii) English language proficiency as measured by
student longitudinal progress on the Wyoming English language
proficiency assessments used to evaluate and monitor the English
language proficiency of students identified as English language
learners.

     (d) The department of education shall compute and report
an overall school performance rating measured by student
performance on those performance indicators specified under
subsection (n) of this section for alternative schools and
subsection (c) of this section for all other schools. Any school
through its school district may seek informal review of any
overall school performance rating or other performance
determination in accordance with the following:

         (i)    Repealed By Laws 2012, Ch. 101, § 2.

         (ii)    Repealed By Laws 2012, Ch. 101, § 2.

         (iii)   Repealed By Laws 2012, Ch. 101, § 2.

         (iv)    Repealed by Laws 2015, ch. 179, § 3.

          (v) Not later than fifteen (15) days after a school
receives its overall performance rating or other performance
determination from the department of education, the school
district may seek an informal review with the state board. The
state board shall make a final determination as to the overall
performance rating or other performance determination within
thirty (30) days after receipt of the request for review;

          (vi) The state board shall promulgate rules and
regulations governing the informal review process before the
board as conducted under this subsection. The informal review
process shall only examine whether the department properly
computed and reported a school's overall performance rating or
other performance determination or whether the school was unable
to administer the statewide assessment. The state board may
grant an exception to the state's accountability system
requirements for a school for one (1) school year when the
school demonstrates that it was unable to administer the
statewide assessment for good cause. Except as otherwise
provided by this paragraph, the informal review process shall
not be used to grant exceptions to the state's accountability
system or change components of the accountability model.

     (e) The state board, through the department of education,
shall establish long term and interim performance targets for
all Wyoming schools for the indicators measured pursuant to
subsections (c) and (n) of this section. The performance targets
may be developed in consultation with one (1) or more advisory
committees of education stakeholders. The state board shall
utilize the performance targets in carrying out the duties and
the deliberative process required under subsection (f) of this
section.

     (f) The state board, through the department of education,
shall compile, evaluate and determine target levels for an
overall school performance rating and for indicator level
performance. The board shall execute this determination when a
significant aspect of the school accountability system changes
through a prescribed deliberative process informed by a panel
selected by the state board comprised of broad based
representation from both public education and the community at-
large. The target levels for school performance shall be used by
the state board through the department to:

          (i) Identify four (4) levels of school performance
tied to the overall school performance rating that demonstrate a
range of performance levels as follows:

               (A) Exceeding expectations including those
schools performing above standards in all measured areas;

              (B)   Meeting expectations;

              (C)   Partially meeting expectations; and

              (D)   Not meeting expectations.

          (ii) Further measure performance specified under
paragraph (i) of this subsection by identifying indicator level
performance in all areas specified by subsection (n) of this
section for alternative schools and subsection (c) of this
section for all other schools and from this analysis determine
schools that are exceeding, meeting or are below targets in each
content area;

          (iii) Coordinate the target levels, school and
indicator level determinations with the availability of the
system of support, including comprehensive and targeted support
and interventions administered in accordance with subsection (h)
of this section.

    (g)   Repealed By Laws 2013, Ch. 195, § 4.
     (h) For all schools a progressive system of support and
intervention to assist schools shall be established by the state
board through the department. The system shall increase the
ability of schools and school districts to improve achievement
and growth indicator performance and expand the ability for
schools and school districts within the state to continuously
improve. The system shall clearly identify and prescribe the
actions for each level of support, including comprehensive and
targeted support and intervention. The state superintendent
shall take action based upon system results according to the
following:

         (i)    Repealed By Laws 2012, Ch. 101, § 2.

         (ii)    Repealed By Laws 2012, Ch. 101, § 2.

         (iii)   Repealed by Laws 2017, Ch. 95, § 5.

         (iv)    Repealed by Laws 2017, Ch. 95, § 5.

          (v) Schools designated as partially meeting
expectations shall file an improvement plan with the school
district superintendent and the department that identifies and
addresses all content and indicator areas where performance is
below target levels. The plan shall be based upon an evaluation
of the strengths and deficiencies of specific indicator scores
that identifies appropriate improvement goals with an
explanation of the measures and methods chosen for improvement,
the processes to be implemented to deliver the improvement
measures, identification of relevant timelines and benchmarks
and an articulation of the process for measuring success of the
methods chosen to increase performance. The plan shall also
include review of the design and implementation of the
district's leader evaluation system developed pursuant to W.S.
21-2-304(b)(xvi) and 21-3-110(a)(xxx). The state superintendent
shall appoint a representative in accordance with paragraph
(vii) of this subsection to monitor the school's progress
towards meeting the specified goals and implementation of the
processes, measures and methods as contained in the school's
plan. The representative shall assist the district in
identifying and securing the necessary resources to support the
goals as stated by the school and the district. Failure to meet
improvement goals as specified in the plan for two (2)
consecutive years may require that the school be subject to
paragraph (vi) of this subsection;
          (vi) Schools designated as not meeting expectations
shall file an improvement plan in accordance with paragraph (v)
of this subsection that identifies and addresses all content and
indicator areas where performance is below target levels. The
plan shall include review of the design and implementation of
the district's leader evaluation system developed pursuant to
W.S. 21-2-304(b)(xvi) and 21-3-110(a)(xxx). In addition, the
evaluation of a district's student assessment system as provided
by paragraph (vii) of this subsection may be undertaken in that
school year immediately following any school year in which a
school within the district has been designated as not meeting
expectations. The state superintendent shall appoint a
representative in accordance with paragraph (vii) of this
subsection to assist in drafting the improvement plan, including
the selection of programs and interventions to improve student
performance. The representative shall perform duties as
required by paragraph (v) of this subsection. The plan shall be
recommended by the school district superintendent and approved
by the local board of trustees prior to submission to the
department. The plan shall describe the personnel and financial
resources within the education resource block grant model as
defined by W.S. 21-13-101(a)(xiv) necessary for implementation
of the measures and methods chosen for improvement and shall
specify how resources shall be reallocated, if necessary, to
improve student performance;

          (vii) A representative shall be appointed by the
state superintendent, in consultation with the local board of
trustees, for all schools designated under paragraphs (v) and
(vi) of this subsection to serve as a liaison between the school
district leadership and the department. The representative
shall be an employee of the department, an employee of a Wyoming
school district or any combination, and may require more than
one (1) individual for schools requiring substantial
intervention and support. Additionally, one (1) representative
may be assigned to more than one (1) school. Among other duties
as may be requested by the district or department, the
representative shall review and provide suggestions on the
improvement plans submitted by schools in accordance with
paragraphs (v) and (vi) of this subsection, and may review and
evaluate district student assessment systems implemented under
W.S. 21-3-110(a)(xxiv) to ensure alignment with the uniform
state education standards. After one (1) year of a school not
meeting expectations under paragraph (vi) of this subsection,
approval of the improvement plan by the representative appointed
under this subsection shall be required. Requested resources
for improvement plan implementation, or the reallocation of
existing resources for plan implementation, shall be based upon
a comprehensive review of the available research. Justification
for resource allocation or reallocation shall be incorporated
within the written improvement plan. The representative shall
possess expertise appropriate to particular strategies
incorporated within improvement plans to enable necessary plan
evaluation, and shall be commensurate with the level of
intervention and support to be administered under this
subsection. The state superintendent shall annually report to
the state board on the progress of each school in meeting annual
goals and overall improvement targets, fully describing the
effectiveness and deficiencies of efforts to improve school
performance in performance categories prescribed by this
section;

          (viii) To the extent permitted by law and rule and
regulation, plans submitted in compliance with paragraphs (v)
and (vi) of this subsection shall serve to comply with similar
requirements administered by the state superintendent and the
department, and the state board shall ensure the plans minimize
submission of duplicative information, material and the
administrative burdens placed upon schools. In addition, the
following shall apply to the plans submitted under this
subsection:

               (A) All plans submitted under this subsection
shall be made available for public inspection through internet
access as defined by W.S. 9-2-3219(a)(iii);

               (B) Schools designated as partially meeting
expectations under paragraph (v) of this subsection or
designated as not meeting expectations under paragraph (vi) of
this subsection shall file the required improvement plan the
first year of designation and submit yearly updates on the
progress towards the goals and strategies outlined in the
improvement plan so long as the school maintains the same
performance designation.

          (ix) In addition to paragraphs (v) through (viii) of
this subsection, the state board shall administer this
subsection as part of school district accreditation required
under W.S. 21-2-304(a)(ii), through appropriate administrative
action taken in accordance with W.S. 21-2-304(b)(ii).

     (j) Measured performance results obtained and collected
pursuant to this section, together with subsequent actions
responding to results, shall be combined with other information
and measures maintained and acquired under W.S.
21-2-202(a)(xxi), 21-2-304(a)(v)(H), 21-3-110(a)(xxiv) and
otherwise by law, to be used as the basis of a statewide system
for providing periodic and uniform reporting on the progress of
state public education achievement compared to established
targets. The statewide accountability system shall include a
process for consolidating, coordinating and analyzing existing
performance data and reports for purposes of aligning with the
requirements of this section and for determinations of student
achievement incorporated into the statewide system. In
establishing a reporting system under this subsection, the
department shall describe the performance of each public school
in Wyoming. The performance report shall:

          (i) Include an overall school performance rating
along with ratings for each of the indicators and content levels
in the accountability system that:

              (A)   Supports the overall school performance
rating; and

               (B) Provides detailed information for analysis
of school performance on the various components of the system.

          (ii) In a manner to maintain student confidentiality,
be disaggregated as appropriate by content level, target level,
grade level and appropriate subgroups of students. For purposes
of this paragraph, reported subgroups of students shall include
at minimum, economically disadvantaged students, English
language learners, identified racial and ethnic groups, students
with a parent or guardian who is a member of the armed forces of
the United States whether full-time or part-time, students with
disabilities and full-time virtual education students;

          (iii) Provide longitudinal information to track
student performance on a school, district and statewide basis;

          (iv) Include, through the use of data visualization
techniques, the development of longitudinal student-level
reports of assessment and other relevant readiness indicators
that provide information to parents, teachers and other school
personnel regarding student progress toward college and career
readiness and other relevant outcomes. These reports shall be
maintained by the district in each student's permanent record
within the district's student data system; and
          (v) Provide valid and reliable data on the operation
and impact of the accountability system established under this
section for use by the legislature to analyze system
effectiveness and to identify system improvements that may be
necessary.

     (k) Not later than September 1 of each year, or November 1
in years in which there is a significant change to the statewide
assessment system or the statewide accountability system, as
determined by the state board, the state board through the state
superintendent shall report to the joint education interim
committee the results of the accountability system for each
school in the state. In addition, beginning with the 2020-2021
school year, after any significant change to the statewide
assessment system or the statewide accountability system as
determined by the state board, the state board may evaluate the
state's accountability system to ensure that:

          (i)    System components remain reliable, valid and
fair;

          (ii) System stakeholders receive, understand and use
accountability information to improve student outcomes; and

          (iii)    The system remains as stable as possible.

    (m)   As used in this section:

          (i) "Alternative school" means a school approved
under W.S. 21-13-309(m)(v)(B);

          (ii)    Repealed by Laws 2019, ch. 109, § 2.

     (n) For alternative schools, the indicators of school
level performance shall be:

          (i)    Academic achievement and growth;

          (ii)    Readiness for college and careers;

          (iii)    Measures of school quality including climate;

          (iv) Measures of engagement including implementation
of student success plans.