July 16-18, 2019 - Cheyenne

The Wyoming Department of Education (WDE) seeks general education, special education, academic coaches, curriculum directors, and administrators to participate in standard setting for the WY-ALT assessments in English Language Arts grades 3-10, mathematics grades 3-10, and Science grades 4, 8, and 10. Travel and lodging reimbursements will be offered to panel members traveling from outside of Cheyenne. All applications submitted by 11:59 p.m. on May 1, 2019 will be considered. Please note preference will be given to applicants who apply by March 1, 2019.

Follow this link to apply for consideration to participate.

WY-ALT administration window - March 11-April 24

Prior to accessing the WY-ALT assessment, Test Administrators (TA) must complete an online Learner Characteristics Inventory (LCI) survey about the student who is testing. The LCI will be presented on the student's device prior to starting the assessment.

WY-ALT Participation Guidelines

Test Information Distribution Engine (TIDE) User Guide

Test Security Agreement

Spring 2019 Directions for Administration Manual

LCI Questionnaire

Attention:  WY-ALT Test Administrators

This year, before Test Administrators will be able to administer the WY-ALT, they must complete the Learner Characteristic Inventory (LCI) Questionnaire for each student. The purpose of the LCI is to describe the characteristics of students who participate in the Alternate Assessment and Alternate Achievement Standards and to present baseline data results collected as part of the validity evaluation for the assessment.

The LCI Questionnaire is comprised of 19 questions that address student demographic and performance information, and is also located on the Wyoming Assessment Portal under Resources for WY-ALT Test Administrators.

The WDE strongly suggests that teachers complete the LCI by logging into the student interface, as the student, before beginning any test sessions with the student.

March 12-13 (8 a.m.-4 p.m.) - Sheridan

Audience: EL Teachers, Instructional Facilitators/Coaches, Curriculum Coordinators, EL Coordinators, Paraprofessionals, Principals & anyone interested

This two-day workshop provides educators with a fresh look at how to engage multilingual learners in rigorous content area learning with a balance of challenge and support. The purpose of the workshop is to encourage educators to consider a dynamic set of classroom practices that support multilingual students as they move toward increasing independence and expertise in grade-level content. Participants will explore how rigorous, well-sequenced curriculum within the content of meaningful experiences contributes to rich classroom interactions that mediate learning.

Participants will be able to:

• Develop an understanding of scaffolding practices based on prior knowledge, new learning, and shared experience.
• Build awareness of macro- and micro-scaffolding practices that apprentice students into language use for content area learning.
• Consider how students’ resources can support collaborative learning.
• Recognize the importance of establishing a collaborative community of learners that moves forward and upward together.
• Examine ways to engage students in exploring language use for content learning.

WDE is requiring districts to identify students who do not complete the ACCESS assessment submit a “Student Not Tested Form”. Under ESSA, districts are required to annually assess the English proficiency of students identified as ELs and track progress in the state’s accountability system. Scores on the ACCESS Assessments can provide valuable information to parents, students and educators. Information can be used to measure the performance of students, (to statewide academic standards) improve classroom instruction and evaluation of programs. Data is used to identify strengths and weaknesses, set goals and identify students who need additional support. We must ensure that we do everything possible that students participate in the Annual ACCESS Assessment. Without academic achievement of ELs data, it’s difficult to determine whether students are progressing. For this reason, we are requiring districts to identify students who did not complete the assessment and submit a “Student Not Tested Form” for each student. Antoinette Hallam is sending districts an Excel spreadsheet with a list of students and districts can cross check their information with WDEs to ensure all SNT have been identified.  

April 26-27, 2019 in Casper

The Wyoming ESL Conference will provide forums for disseminating and sharing of information among K-12 teachers, dual language immersion and ESL teachers, administrators, community program teachers, and graduate students involved in teaching English as a second language and dual language instruction. For more information please contact conference chairs Dr. Jenna Shim (jshim@uwyo.edu) or Kim Jones (kim811@myncsd.org). Follow this link for more information and to register for the conference.

The WDE will present during the ESL conference. Session topics include:

• Description of the methodology used for accountability in Wyoming to measure English learners who are making progress towards achieving English language proficiency.
• Expected English Learner progress will be defined for individual ELs.
• Targets set for individual schools will be defined.
• Definition of English Proficient will be described along with supporting evidence for this definition.

Antoinette Hallam and Jessica Fancher held a webinar on Wednesday, February 27, 2019 titled "Meeting the Needs of English Learners." The webinar focused on Core EL Program requirements, WIDA Professional Development, the English Learner Conference in Casper, new forms and much more.  

Click this link to view the PowerPoint that was used during the webinar.

This webinar was the fourth in a series of webinars that will be held quarterly. The webinars are designed to discuss topics on serving English Learners (EL), reaching educators all over the state, encouraging participants to chat, vocalize opinions and ask questions while providing feedback

The deadline to correct March 684 Data Collection errors is  March 15, 2019

The WDE is collecting final information on the WDE684. This data collection provides WDE information for accountability. It also defines the number of students in subpopulations. The number of Active ELs and those students on Monitor Status in each school, district, and the entire state are checked after all districts have submitted their data. WDE will then create an EL error report and districts with errors will be required to correct their data in a timely manner. WDE appreciates the time districts spend on making sure the WDE684 data is correct