and Strategic Initiatives 2008â2009 - Laramie County School District ...

Laramie County School District 1 

Report Card 

to the community 

2007–2008 

and Strategic Initiatives 2008–2009

Governance & Leadership 

The Administration 

Central Administration 

Superintendent of Schools— 

Ted Adams, Room 130 • 771-2121 

Assistant Superintendent of Instruction— 

Mike Klopfenstein, Room 128 • 771-2188 

Assistant Superintendent of Human Resources— 

John Lyttle, Room 136 • 771-2160 

Assistant Superintendent of Support Operations— 

Dave Bartlett, Room 122 • 771-2115 

Program Directors 

Director of Instruction— 

Marc LaHiff, Room 226 • 771-2214 

Assistant Director of Instruction, Grants/Staff Development— 

Irene Story, Room 318 • 771-2557 

Assistant Director of Instruction, Consolidated Grants/At Risk— 

Brent Young, Room 231 • 771-2187 

Director of Special Services— 

Alice Hunter, Room 254 • 771-2174 

Assistant Director of Special Services— 

J.P. Denning, Room 256A • 771-2174 

Director of Technology— 

Gordon Knopp, Room 356 • 771-2222 

Director of New Teacher Induction/Mentoring— 

Sharon Knudson, Jessup Elementary • 771-2570 

Program Administrators 

Business Services, Sharyn Guthridge 

Room 118 • 771-2117 

Community Relations, Mary Quast 

Room 354 • 771-2192 (Information Services) 

Energy Management, Dalton Jones 

Room 319 • 771-2207 

Facilities & Risk Management, Dave Adams 

3320 Maxwell Ave. • 771-2633 (Safety) 

Field Services Management, Scott Cavallier 

Room 360 • 771-2133 

Finance, Mike Wiggam 

Room 116A • 771-2110 

Human Resources, Richard Fleck 

Room 113 • 771-2230 

Information Systems/Data Base, Kyle McKinney 

Room 154A • 771-2153 

Information Technology, Kara Gann 

Room 314A • 771-2253 

Nutrition Services, Linda Willman (Meal Programs) 

3320 Maxwell Ave. • 771-2440 

Planning & Construction, Dennis Auker 

Room 200 • 771-2124 (Building Committee) 

Transportation, Bruce Henning (Busing) 

316 Lexington Ave. • 771-2628 

Curriculum Coordinators 

Art, Lynn Newman • 771-2129 

Career & Technical Programs, Jeff Stone • 771-2271 

Foreign Language, Mary Brummond • 771-2175 

Language Arts, Cindy Szot • 771-2173 

Math, Kristin Williams • 771-2454 

Music, Sean Ambrose • 771-2104 

Physical Education & Health, John Contos • 771-2255 

Science, Walt Hushbeck • 771-2604 

Social Studies, Mark Quinlivan • 771-2170 

Secondary School Principals 

Central High School, Matt Strannigan 

5500 Education Drive • 771-2680 

East High School, Sam Mirich 

2800 E. Pershing Blvd. • 771-2663 

Triumph/CBOE High School, Gary Datus 

1250 W. College Drive • 771-2500 

Carey Junior High School, Evelyn Abbott 

1780 E. Pershing Blvd. • 771-2580 

Johnson Junior High School, John Balow 

1236 W. Allison Road • 771-2640 

McCormick Junior High School, Jeff Conine 

6000 Education Drive • 771-2650 

Elementary School Principals 

Afflerbach Elementary (K–6), Carol Clarke 

400 W. Wallick Road • 771-2300 

Alta Vista Elementary (K–6), Martin McGuffey 

1514 E. 16th St. • 771-2310 

Anderson Elementary (K–6), Jim Fraley 

2204 Plain View Road • 771-2606 

Arp Elementary (K–6), Janet Materi 

1216 Reiner Court • 771-2365 

Baggs Elementary (K–6), Larry Bowman 

3705 Cheyenne St. • 771-2385 

Bain Elementary (K–6), Brenda Creel 

903 Adams Ave. • 771-2525 

Buffalo Ridge Elementary (K–6), Greg Garman 

5331 Pineridge Ave. • 771-2595 

Clawson Elementary (K–6), Jeff Felton 

376 Road 228A, Horse Creek • 771-2291 

Cole Elementary (K–6), Bob Bowen 

615 W. Ninth St. • 771-2480 

Davis Elementary, (K–6), Michael Fullmer 

6309 Yellowstone Road • 771-2600 

Deming Elementary (K–4), Tony Crecelius 

715 W. Fifth Ave. • 771-2400 

Dildine Elementary (K–6), Mike Wortman 

4312 Van Buren Ave. • 771-2320 

Fairview Elementary (3–6), Susan Barnett 

2801 E. 10th St. • 771-2610 

Freedom Elementary (K–6), Cynthia Farwell 

4500 Happy Jack Road • 771-2305 

Gilchrist Elementary (K–6), Jeff Felton 

1108 Happy Jack Road • 771-2285 

Goins Elementary (K–6), Joyce Chalstrom 

201 S. Cribbon Ave. • 771-2620 

Hebard Elementary (K–6), Carla Gregorio 

413 Seymour Ave. • 771-2450 

Henderson Elementary (K–6), Karen Brooks-Lyons 

2820 Henderson Drive • 771-2550 

Hobbs Elementary (K–6), Randy Hurd 

5710 Syracuse Road • 771-2560 

Jessup Elementary (K–6), Sharon Knudson 

6113 Evers Blvd. • 771-2570 

Lebhart Elementary (K–2), Susan Barnett 

807 Coolidge Road • 771-2614 

Miller Elementary (5–6), Tony Crecelius 

3501 Evans Ave. • 771-2376 

Pioneer Park Elementary (K–6), April Gates 

1407 Cosgriff Court • 771-2316 

Rossman Elementary (K–6), Dennis Dix 

916 W. College Drive • 771-2544 

Sunrise Elementary (K–6), Larry Sturgeon 

5021 E. 13th St. • 771-2280 

Willadsen Elementary (K–6), Jeff Felton 

645 Harriman Road, Granite Canon • 771-2295

Table of Contents 

GO V E R N A N C E & LE A D E R S H I P .................... PA G E 4–5 

Board of Education 

Superintendent’s Message 

SY S T E M SU M M A R Y ................................. PA G E 6–7 

Dashboard Indicators 

VISION & PU R P O S E .................................... PA G E 8 

Mission, Vision, Core Values 

CO N T I N U O U S IM P R O V E M E N T ................... PA G E 9–11 

NCA Accreditation, Goals, Strategic Plan, Organizational Assessment, 

Professional Learning Communities 

DO C U M E N T I N G & US I N G RE S U L T S ......... PA G E 12–16 

Testing & Accountability 

Measuring Achievement 

TE A C H I N G & LE A R N I N G ....................... PA G E 17–20 

Curriculum & Instruction, Federal Programs, 

Exceptional Children’s Programs, Activities 

RE S O U R C E & SU P P O R T SY S T E M S ........... PA G E 21–25 

Employees, Finances, Support Operations, Technology 

ST A KE H O L D E R CO M M U N I C A T I O N S 

& RELATIONSHIPS ............................. PA G E 26–28 

Parent Involvement, Community Partners—Adopt-A-School, 

Operation Back-to-School, Starbase Academy, Service Clubs, 

Cheyenne Schools Foundation 

SC H O O L OVE R V I E WS ........................... PA G E 29–36 

Laramie 

County 

School 

District 1 

Mission Statement 

The mission of Laramie 

County School District 1, in 

cooperation with students, 

parents, staff and the 

community, is to guarantee a 

high-quality education in a safe 

and orderly environment for 

all students, inspiring them to 

become life-long learners and 

responsible, productive citizens. 

LCSD1 Notice of 

Nondiscrimination 

Laramie County School 

District 1 does not discriminate 

on the basis of race, color, 

national origin, sex, age or 

disability in admission or access 

to, or treatment or employment 

in, its educational programs or 

activities. Inquiries concerning 

Title VI and Title IX may be 

referred to the Laramie County 

School District 1 Assistant 

Superintendent of Human 

Resources located in the 

Administration Building at 2810 

House Ave., or phone 771-2160. 

Inquiries concerning Section 504 

may be referred to the Laramie 

County School District 1 Assistant 

Director of At-Risk Programs 

located in the Administration 

Building at 2810 House Ave., or 

phone 771-2557. 

Hathaway Notification 

The State of Wyoming provides Hathaway Merit and Needs-based Scholarships to Wyoming students attending 

the University of Wyoming and Wyoming Community Colleges. Every student who meets the merit requirements 

can earn a Hathaway Merit Scholarship. Contact your school counselor for more information. 

www.laramie1.org Report Card 2007–2008 • 3


Board of Education 

2008–09 Board 

of Trustees 

Dear LCSD1 Community, 

This past November brought two new 

Board members, Hank Bailey and Glenn 

Garcia to our team. I’d also like to thank 

voters for returning Bob Farwell and myself 

to the Board. We appreciate your interest and 

support as the seven of us, plus our superintendent, 

continue to move LCSD1 from a 

good district to a great one! 

As a Board, it is our job to hire the superintendent, 

establish district policy and administer 

a budget, which in 2007–08 totaled 

$357,716,525. The general operation funds 

were $157,445,927 and the remaining funds 

went to new or renovated facilities, special 

grants, nutrition services, student activity 

funds and other restricted uses. 

The vision, mission, goals and core values 

we have adopted for this district are the 

driving force behind all we do. They are 

included later in this report card. The District’s 

2008–09 Strategic Plan is our roadmap 

for the current year. Highlighting it are four 

areas: leadership development, strategic communication, 

data-driven decision making and 

curriculum and instruction. The biggest challenge 

of these is building a data warehouse 

system to help us better track/monitor every 

student and assess achievement, interventions 

and successes. This “roadmap” helps us 

to always work toward our district goals that 

all students will improve in: math problem 

solving, reading comprehension and writing 

across the content areas and the percentage 

of students graduating from LCSD1 will 

increase from the previous year. 

In 2007–08 the Cheyenne Community 

Recreation Mill collected $665,902 and its 

Board distributed these funds throughout the 

district and community. It funded projects 

like playground equipment at eight elementary 

schools—Clawson, Dildine, Fairview- 

Lebhart, Alta Vista, Goins, Jessup, Willadson 

and Anderson. It also funded a basketball 

court and a backstop at Pioneer Park, football 

and soccer goals, elliptical machines at 

East and Central, swimming pool lane lines, 

discus cages, and a tractor, top dresser, aerator 

and striping machine for our facility management 

department. As you can see this county 

recreation mill levy is put to good use and is a 

great asset to our community. 

Innovative interventions for all students are 

at work in every school. For the first time in 

summer school, an enrichment science, math 

and language arts program was implemented. 

A wide variety of seventh- and eighth-graders 

participated in this project-based discovery 

curriculum. This was made possible through 

a one-time grant funded by our state legislature, 

which we hope they will do again. 

Another example of an intervention took 

place this fall through the K–12 online school 

program, which was offered mostly for homeschooled 

students. These parents, students 

and administrators have now brought this 

before the Board in the form of a charter 

school application. It will have to meet or 

exceed the state statutes for a charter school. 

This statute states a charter school’s purposes 

need to include: improving student learning, 

increasing learning opportunities through 

expanded learning experiences, encouraging 

the use of different and innovative teaching 

methods, creating new professional opportunities 

for teachers, and providing parents and 

pupils with expanded choices in the types of 

educational opportunities that are available. 

We will be as diligent, professional and thorough 

with this application as we were with 

the Cheyenne Classical Academy’s application 

a year ago. 

Your Board continually works to improve 

LCSD1 through accountability, professional 

development, improved facilities, data collection, 

reporting in a strategic pattern and our 

accessibility to this community. As we make 

decisions we always keep the education of 

13,000 students foremost in our minds. 

We welcome your involvement and attendance 

at district events and facilities, and 

hope to see you soon in our ever-improving 

district! 

Jan Stalcup 

LCSD1 Chairman of the Board 

Jan Stalcup—Chairman 

Bob Farwell—Vice Chairman 

Anne Beckle—Clerk 

Al Atkins—Assistant Clerk 

Brian Farmer—Treasurer 

Glenn Garcia—Assist. Treasurer 

Hank Bailey—Trustee 

4 • Report Card 2007–2008 www.laramie1.org


Superintendent’s Message 

Welcome to Laramie County 

School District 1 and this 

annual progress report. 

LCSD1 touches the lives of nearly 

13,000 children and young adults with 

varied backgrounds ranging from 5 to 

20 years of age. Our task is to prepare 

each and every one of our students with 

the ability to successfully participate in 

the society of their time. 

If we can ensure all our children 

are capable of working with others, 

solving complex problems, and lifetime 

learning, we can preserve, protect and extend our 

democracy, our economy and our society. 

Now more than ever before, education is the 

most important enterprise on our planet. This 

annual report is provided to give each of you an idea 

of what your school district is doing to make sure 

all our students are provided with a high-quality 

education. Every day we are working to replicate 

practices used in the world’s best-performing school 

systems. 

According to a 2007 McKinsey and Company 

report titled “How the World’s Best Performing 

Systems Come Out on Top,” researchers asked 

the top 10 performing countries, according to 

OECDS’s Programme for International Student 

Assessment (PISA), for their common practices. 

They tested their conclusions by comparing these 

practices with highly successful United States 

school systems and in the process identified three 

practices of successful schools: 1. Recruit teachers 

from among the most highly literate and numerate 

college students. 2. Support teachers with continual 

coaching, peer mentoring and professional 

development. 3. Have clear standards for system 

performance, intervene quickly and effectively when 

problems arise and allocate resources so those with 

the greatest need get the most support. 

In this annual report you will see and read about 

the work and learning that is going on in your 

district—Laramie County School District 1—to 

Ted Adams 

Superintendent of Schools 

replicate these best practices right here in 

Cheyenne. 

Recruit the Best 

We are recruiting the very best 

people we can find. As a result of 

our competitive salary schedule and 

benefits, we are able to attract and 

retain outstanding teachers and staff. In 

education, people make the difference. 

We have outstanding people and those 

people are a tremendous asset to our 

community. 

Continual Coaching and Development 

Through our professional learning communities 

we are continually coaching, mentoring and 

professionally developing our people. We are a 

“district of learners” committed to solving our 

students’ complex learning challenges. 

System Performance Monitoring 

We are building a system to monitor the 

successful learning of our 13,000 students every day. 

We must know immediately when students and staff 

have problems and be able to intervene quickly and 

effectively. 

We in LCSD1 are certainly are not as good as we 

hope to become. However the results of our work 

over the last several years are promising. 

•All student achievement is improving and the 

gaps between subgroups of students are closing. 

•We are aligning our schools into three K–12 

family friendly feeder patterns we are calling triads. 

•Our two-way communication with students, 

staff, families and community is improving. 

•Our data systems are providing better 

information for decision making. 

•We are focusing on “guaranteeing” every student 

the ability to read and write across all content areas. 

We hope you will enjoy the information in this 

report and we encourage you to ask questions and 

get involved in your school district. We thank each 

and every community member for the privilege to 

work and learn in LCSD1 where we aspire to be the 

premier district in the Rocky Mountain region. 


System Summary 


Student Population Profile 

LCSD1 Enrollment Trends— 

2006–2007 2007–2008 2008–2009 

School Year 12,832 12,780 12,936 

Elementary/K–6 6,679 6,764 7,016 

Junior High/7–9 3,012 2,877 2,912 

High School/10–12 3,141 3,139 3,008 

American College Testing Composite Scores— 

2006 2007 2008 

District 22.3 21.9 21.4 

State 21.6 21.5 21.1 

National 21.1 21.2 21.1 

2007–2008 National Merit Scholar Honors— 

Finalists: 3 Semi-Finalists: 3 

Students by Ethnicity— 

2006–2007 2007–2008 2008–2009 

Alaskan/American Native 1.1% 1.1% 1.2% 

Asian/Pacific Islander 1.7% 1.8% 1.9% 

Black 4.6% 4.7% 4.7% 

Hispanic 15.7% 16.2% 16.4% 

White 76.9% 76.2% 75.8% 

Daily Student Attendance Percentages— 

2005–2006 2006–2007 2007–2008 

Elementary 96.41% 95.6% 95.24% 

Secondary 94.45% 92.81% 92.17% 

District 95.43% 94.20% 93.82% 

Summer Programs Completion Rate— 

2006 2007 2008 

Summer School Pre-K–Fifth Grade 73% 62% 80% 

Summer School Grades 6–8 74% 78% 90% 

Summer School Grades 9–12 

Session 1 72% 77% 84% 

Session 2 81% 76% 85% 

Graduation Rates for the past three reporting years— 

2004–2005 2005–2006 2006–2007 

77.7% 78.4% 74% 

Graduation rate, or “exit” rate, is based on a group of students beginning in grade nine and following 

them until grade 12. The “exiters” for the cohort are a sum of the students exiting in grade 12 during 

2007 plus the dropouts in grade 11 in 2005–2006, Grade 10 in 2004–2005 and in ninth grade in 

2003–2004. Graduation rate is reported one year behind. 

2008 Graduates—777 

Graduate Plans 

Of the 396 students who responded to the survey* 

2006 2007 2008 

Two- or Four-year college 70.1% 77.8% 76% 

Trade/technical school 5.5% 5.3% 4% 

Entering workforce 8.2% 5.9% 7.3% 

Military 6.5% 7.2% 7.1% 

Undecided 9.6% 3.7% 5.6% 

*Students are asked prior to graduation what they plan to do after they graduate. 

2007 Graduate Follow-Up Survey— 

Of the 131 students who responded to the survey* 

Two- or Four-year college: 52.7% Full-time employment: 16.8% 

Trade/technical school: 2.3% Part-time employment: 22.9% 

Military: 3% Other: 2.3% 

*2007 graduates were surveyed six months after graduation. 

Number of Seniors eligible for Hathaway Scholarship 

June 2008—319 

PAWS/State Standards-Based Assessments— 

Proficient or advanced in reading— 2006 2007 2008 

3rd Grade— District 63.8% 80% 62.4% 

State 61.7% 75% 61.7% 

4th Grade— District 66.5% 82% 74% 

State 64.3% 77% 73.4% 

5th Grade— District 68% 80% 69.7% 

State 66.1% 74% 65.6% 

6th Grade— District 70.8% 81% 77.5% 

State 62.9% 75% 70.1% 


State 63.2% 71% 64.9% 


State 61.5% 71% 70.5% 


State 62.3% 74% 65.8% 

Proficient or advanced in writing— 2006 2007 2008 


State 41.1% 66% 41% 


State 46.6% 64% 52.8% 


State 37.6% 55% 37.1% 


State 45.7% 65% 47.4% 


State 48.4% 66% 47.6% 


State 64.9% 79% 58.2% 


State 59% 73% 73% 

Proficient or advanced in math — 2006 2007 2008 


State 74.7% 92% 83.4% 


State 73.2% 87% 76.8% 


State 66% 77% 70.9% 


State 71.6% 81% 78.2% 


State 61% 71% 72.2% 

8th Grade— District 44.4% 57% 70% 

State 53.9% 61% 67.7% 


State 57.3% 65% 64.4% 


System Summary 


Ratio of student enrollment K–12 to certified staff— 

2005–2006 2006–2007 2007–2008 

1:13.85 1:14.10 1:13.20 

Students Per Computer—2:1 

The district has traditional or mobile computer labs large enough to accommodate 

an entire class in every school. 

2007–2008 Students Receiving Special Services— 

Number disabled—1,622 (Dec. 1, 2007) 

Dec. 1, 2006 Dec. 1, 2007 Nov. 1, 2008 

Percent disabled 12.4% 12.7% 13.21% 

Percent disabled statewide 13.89% 13.83% not avail. 

K-12 Disciplinary Actions— 

2005–2006 2006–2007 2007–2008 

Long Term Suspensions 19 14 20 

Expulsions 15 17 28 

General Information 

Instructional Contact Hours: 

State Required Min. 

District Average 

Kindergarten: 450 1,047 

Elementary: 900 1,047 

Junior High: 1,050 1,165 

Senior High: 1,100 1,325 

Total 2007–2008 Employees— 

Certified, classified, part- and full-time: 2,091 

Instructional full-time equivalent: 1,090.34 

Beginning Teacher Salary—$42,379 

Average Instructional Salary—$57,029 

School Nutrition— 

Percent of LCSD1 students qualified for free meals (November) 

2006 2007 2008 

23% 23% 23.2% 

Percent of LCSD1 students qualified for reduced-price meals (November) 

2006 2007 2008 

12% 10.5% 11.1% 

Bus Transportation 

• First bus out at 4:30 a.m.—Last bus in at 6:30 p.m. 

• Transport an average of 3,500 students per day 

• Average annual mileage of 1.9 million miles 

• Average out-of-town/field trip mileage 370,000 miles 

• Fleet size: 102 buses, 12 Suburbans 

• # of routes: 59 regular ed., 7 wheel chair routes, 10 special needs routes 

• Longest route: 311 miles daily 

• Shortest route: 22 miles daily 

• Summer school mileage: 33,000 miles 

Finance 

2007–2008 general fund expenditure: $157,445,927 

Expenditure per student: 

2005–2006—$9,903 

2006–2007—$11,800 

2007–2008—$12,319 

Geographic Size 

LCSD1 covers 1,592 square miles in southeast Wyoming, which includes three rural 

elementary schools, 23 city elementary schools, three junior highs, two high schools and 

one alternative high school. 

Use of Facilities 

Approximately 12,913 community activities were held in LCSD1 schools during 

2007–2008. 

Facility 

Age 

Clark Building ................................................................................................................ 87 

Administration Building ................................................................................................ 87 

Clawson Elementary ..................................................................................................... 69 

Maintenance Building ................................................................................................... 68 

Deming Elementary ...................................................................................................... 63 

Hebard Elementary ....................................................................................................... 63 

Rossman Elementary .................................................................................................... 62 

Cole Elementary ........................................................................................................... 59 

Henderson Elementary.................................................................................................. 58 

Storey Gymnasium ........................................................................................................ 58 

Carey Junior High School .............................................................................................. 55 

Pioneer Park Elementary ............................................................................................... 53 

Dildine Elementary ....................................................................................................... 52 

Fairview Elementary ..................................................................................................... 52 

Miller Elementary ......................................................................................................... 52 

Goins Elementary .......................................................................................................... 51 

Okie Blanchard Stadium ................................................................................................ 50 

East High ....................................................................................................................... 49 

Buffalo Ridge Elementary ............................................................................................. 49 

Hobbs Elementary ......................................................................................................... 49 

Lebhart Elementary ...................................................................................................... 49 

Willadsen Elementary .................................................................................................. 49 

Arp Elementary ............................................................................................................ 47 

Bain Elementary............................................................................................................ 47 

Jessup Elementary ........................................................................................................ 47 

Davis Elementary .......................................................................................................... 43 

Food Service Building .................................................................................................... 41 

Science Center/Warehouse/Transportation ................................................................... 37 

Ag Farm......................................................................................................................... 33 

McCormick Junior High ................................................................................................. 32 

Central High ................................................................................................................. 30 

Johnson Junior High ...................................................................................................... 25 

Anderson Elementary.................................................................................................... 25 

Gilchrist Elementary ..................................................................................................... 24 

Afflerbach Elementary .................................................................................................. 22 

Alta Vista Elementary .................................................................................................... 22 

Freedom Elementary ....................................................................................................... 3 

Sunrise Elementary ......................................................................................................... 1 

Baggs Elementary ........................................................................................................... 0 

Triumph High .................................................................................................................. 0 

Average total facility age: 44 years 


Vision & Purpose 

Mission, Vision, Core Values 

Mission Statement 

The mission of Laramie County School District 1, 

in cooperation with students, parents, staff and the 

community, is to guarantee a high-quality education 

in a safe and orderly environment for all students, 

inspiring them to become life-long learners and 

responsible, productive citizens. 

Vision 

Laramie County 

School District 1 is 

the premier district “of 

learners for learners” in 

the Rocky Mountain 

Region where every 

student is successfully 

learning. 

Core Values 

We are a district of learners for learners. 

High Expectations 

• We will ensure all students meet or exceed essential skill proficiency. 

• We will measure success based on student learning. 

• We will measure continuous learning for all staff and students. 

Shared Responsibility 

• We will share responsibility for each student’s learning with all stakeholders including students, 

parents, staff and community. 

Maximizing Learning Opportunities 

• We will maximize learning by making data-driven decisions… 

~ to guide the implementation of scientifically researched best practice. 

~ to guide multiple learning opportunities. 

Human Connection 

• We will model what we expect from others. 

• We will treat all stakeholders with mutual respect and dignity. 

• We will develop positive relationships with every student, parent and stakeholder. 


Continuous Improvement 

District Initiatives 

District Improvement through NCA 

Laramie County School District 1 continues to 

be involved with the district accreditation process 

through the North Central Association (NCA). 

LCSD1 was one of the first districts to receive the 

five-year accreditation status as a district rather than 

as individual schools within a system. As part of the 

strategic process, LCSD1 has identified three goals 

that were recommended by a community group. 

Each of the goals directly impact students and 

provide focus for all staff and the community. 

The three goals are— 

• All students will improve in math problem 

solving. 

• All students will improve in reading 

comprehension and writing across the content areas. 

• The percentage of students graduating from 

LCSD1 will increase from the previous year. 

In order to support the accreditation process, the 

district developed and deployed a strategic plan. 

This plan addresses four components identified 

as providing the greatest amount of leverage for 

Leadership 

Development 

Align principal 

supervision in triad 

feeder patterns. 

Develop our 

capacity to provide 

leadership 

development 

through McREL 

Training. 

continuous improvement. These areas include 

Leadership Development, Strategic Communication, 

Data Driven Decision Making and Curriculum 

& Instruction. Successful implementation of the 

strategic plan and a continuous improvement model 

will enable LCSD1 to effectively and efficiently use 

its resources to provide a safe environment where 

students can learn and achieve at higher levels. 

LCSD1 will host its next accreditation visit during 

the 2009–2010 school year. At that time a team from 

AdavancED, the organization that oversees NCA, 

will conduct an onsite visit to monitor progress and 

make a summative accreditation decision. 

In order to provide more frequent feedback, in the 

fall of 2007 and again in 2008, the district hosted 

an Organizational Assessment (OA). The OA visit 

is conducted by a group outside of the district and 

provides feedback on district processes, and affirms 

or provides direction toward continuous district 

improvement. Future OA visits will occur as a 

formative assessment to help benchmark progress 

with NCA coming in every five years to make a 

summative accreditation decision. 


2008-2009 District Strategic Plan 

Strategic 

Communication 

Implement a combined 

instructional support 

staff council and an 

association council. 

Implement a consistent 

process of 

communication for 

administrative, 

instructional support 

staff, unit and parent 

leadership. 

Develop a two-way 

strategic 

communications plan. 

Data Driven 

Decision Making 

Develop a process to 

implement a data 

warehouse system. 

Curriculum & 

Instruction 

Focus on reading and 

writing in the content 

areas. 

Ensure a guaranteed 

and viable curriculum 

in all content areas 

with guaranteed 

access for all students. 


Continuous Improvement 


November 2008 Organizational 

Assessment Results 

A recent Organizational Assessment reveals Laramie 

County School District 1 has made progress over the past year. 

The process involves annually inviting a team of external 

experts into the district to gain feedback from staff, students, 

parents and the community. Conducted for the first time in 

2007, the audit provides the district with “growth-evoking” 

information used to assess and improve services. 

Feedback is received in the form of strengths and 

opportunities for improvement. Last year’s assessment helped 

guide the district-improvement process and was used to 

develop the 2008–2009 strategic plan of work. 

Following LCSD1’s 2007 Organizational Assessment, the 

Wyoming Department of Education contracted with Krenek 

Consulting to conduct its own Organizational 

Assessment. In addition, WDE teams 

are receiving training so they can offer 

Organizational Assessments to other 

districts across the state. 

Information from this year’s LCSD1 

Organizational Assessment will assist 

district leaders in developing the 

2009–2010 strategic plan and work 

toward the NCA AdvancED 

district accreditation visit slated 

to be held in the fall of 2009. 

The report states 

many of our 

strengths center on 

our people— 

✔ We seem to 

have a very clear and 

positive shared vision of 

the district we want to become. 

✔ We are committed to 

collaboration. Professional 

Learning Communities seem to 

be growing stronger. 

✔ Our work aligning triads 

and supporting schools with 

instructional coaching is helping to 

break down barriers and increase 

our sense of purpose as a district 

community. 

✔ We are recruiting and retaining outstanding 

people. This increased stability and quality should 

help us move forward together to achieve our 

mission. 

Improvements made over the past year 

include— 

✔ Aligning supervision of our principals in triads 

seems to be helping with district communication, 

curriculum implementation and best instructional 

practices and goals. 

✔ Strategic communications efforts seem 

to be improving opportunities for stakeholder 

engagement. This includes our monthly meetings, 

“sticky” messages and technology improvements. 

✔ Our focus on developing a process to 

implement a data warehouse appears to be moving 

in the right direction. 

Opportunities for improvement include— 

✔ Continue to work to engage, empower and 

include our support staff. 

✔ Continue to improve our 

communications and engagement of external 

stakeholders. 

✔ Develop a systematic and systemic 

recognition process to celebrate contributions of 

support staff, instructional staff, students, parents 

and community. 

✔ Continue to align our instructional system. 

✔ Map and align support operations processes to 

ensure we are efficiently and effectively supporting 

student learning at every level. 

✔ Continue to work on our data and 

information systems so employees and customers at 

every level have accurate, readily available data. 


Documenting & Using Results 


Professional Learning 

Communities 


District 1 has implemented 


Communities (PLCs) for 

three years. During this 

time, district-wide staff 

development has occurred 

with additional training at 

department and school sites. 

PLCs provide: 

✓ A focus on learning 

✓ A collaborative culture 

with a focus on learning for 

all students 

✓ Collective inquiry 

into best practice and 

understanding current reality 

✓ Action orientation 

✓ A commitment to 

continuous improvement 

✓ Results orientation 

Through the PLC process, the district has aligned 

the instructional program in the following ways: 

• Essential skills for all grade levels have been 

identified at the school level. 

• Interventions have been developed to engage 

students early when they are not meeting the 

essential skills. 

• Schools have been organized into collaborative 

teams that focus on all students. 

• One-hundred percent of all schools in the 

district are deeply engaged in the PLC process. 

The LCSD1 Board of Trustees’ commitment and 

support of Professional Learning Communities has 

enabled the district to make significant progress. 

Due to these clear expectations, staff will continue 

to focus on PLC implementation to maximize 

student learning. 

Instructional Coaches 

Instructional coaches have 

also been working inside 

the district for three years. 

Funding for the program 

comes directly from the 

Wyoming Legislature based 

on the size of the district. 

Instructional coaches, 

which include instructional 

facilitators, technology 

integration specialists 

and teachers on special 

assignment, help teachers at 

all levels improve instructional 

methods. Their role is to 

provide job-embedded staff 

development to all teachers 

throughout the district with 

focus on: 

• Reading and writing at all 

levels in all content areas 

• Math 

• Implementation of technology to enhance 

instruction and support student learning 

• Consistent implementation of district programs 

• New teacher training 

Instructional coaches are also engaged in working 

with teachers to implement PLCs, data analysis 

and implementation of the district assessment 

system. Coaches provide an opportunity for 

staff development without pulling teachers out 

of the classroom for training. They are a critical 

component in the consistent implementation of 

district programs such as guided reading, Bridges, 

Everyday and Connected Math, and other districtwide 

initiatives. 



Testing & Accountability 

Testing and Accountability Under 

No Child Left Behind 

Under the No Child Left Behind Act, state 

departments of education are required to test 

all students in grades 3–8 and at least one time 

in high school. The Wyoming Department of 

Education (WDE) assesses students in grades 3–8 

and 11 in the areas of reading, writing and math 

using the Proficiency Assessment for Wyoming 

Students (PAWS) test. During the 2007–2008 

school year, science began to be assessed at grades 

4, 8 and 11. At this point in time, science does not 

apply to the AYP decision. 

Results from the PAWS assessments are used 

to determine if schools and districts have met 

the required targeted proficiency level identified 

in the WDE’s Accountability Plan. The targeted 

proficiency level that has been set in the areas of 

language arts and math increases over time until 

the year 2014 at which time the proficiency level 

is set at 100 

percent of 

all students 

scoring 

proficient or 

above. When 

reporting, 

students are 

identified as 

being below 

basic, basic, proficient or advanced in language arts 

and math. 

Schools or districts not meeting the target 

score are said to have not met AYP. When looking 

at the AYP data, scores are grouped into three 

areas; elementary, junior high and high school. 

Each level has 37 different criteria that are looked 

at to determine AYP at the school level, which 

represents 111 criteria at the district level. Results 

from the 2007–2008 school year indicate Laramie 

County School District 1 did not meet AYP. The 

indicators encompass all subgroups including 

students with an Individual Education Plan (IEP), 

English Language Learners (ELL), socio-economic 

status and ethnic subgroups. 

Along with the overall proficiency level of 

all students and each subgroup, the WDE has 

identified two additional indicators. Graduation 

rate is used at the high school level and lowering 

the percent of below-basic readers is used at the 

elementary and junior high level. 

Results from PAWS, AYP and other data sources 

are used to determine goal areas for the district 

improvement plan, which continues to focus on 

reading and writing, math problem solving and 

increasing the percent of graduates. 




100% 

PAWS Reading 2007-2008 

Percent Proficient and Above 

90% 

80% 

70% 

60% 

62% 62% 

74% 73% 

70% 

66% 

78% 

70% 

64% 65% 

71% 71% 

61% 

66% 

Percent 

50% 

40% 

LCSD1 

WY 

30% 

20% 

10% 

0% 

Reading 3 Reading 4 Reading 5 Reading 6 Reading 7 Reading 8 Reading 11 

Subject/ Grade 

100% 

PAWS Writing 2007-2008 


90% 

80% 

70% 

73% 73% 

Percent 

60% 

50% 

40% 

41% 41% 

59% 

53% 

49% 50% 

47% 

37% 

48% 

45% 

58% 

55% 

LCSD1 

WY 

30% 

20% 

10% 

0% 

Writing 3 Writing 4 Writing 5 Writing 6 Writing 7 Writing 8 Writing 11 





100% 

PAWS Math 2007-2008 


90% 

80% 

70% 

82% 83% 

77% 

75% 75% 

71% 

80% 78% 78% 

72% 

70% 

68% 

64% 

60% 

58% 

Percent 

50% 

40% 

LCSD1 

WY 

30% 

20% 

10% 

0% 

Math 3 Math 4 Math 5 Math 6 Math 7 Math 8 Math 11 


100% 

PAWS Science 2007-2008 


90% 

80% 

70% 

60% 

Percent 

50% 

40% 

46% 

51% 

49% 

46% 

41% 

40% 

LCSD1 

WY 

30% 

20% 

10% 

0% 

Science 4 Science 8 Science 11 





District All Grades PAWS Reading By Year 

Proficient & Above 

100 

90 

80 

70 

60 

63.1 

79.3 

82.4 

81.8 81.2 81.6 

79.9 

74.2 74.38 

70.5 

66.2 67.7 

65.8 

62.3 

76.9 

59.8 60.8 

69 

63.4 

57.3 


50 

40 

30 

20 

10 

52.3 

2005-2006 

2006-2007 

2007-2008 

0 

3rd 4th 5th 6th 7th 8th 11th 

Grade Level 

District All Grades PAWS Writing By Year 


100 


90 

80 

70 

60 

50 

40 

30 

46 

74 

41.5 

50 

78.4 

58.8 

41.4 

67.2 

48.4 

53.5 

76.2 

50.4 

42 

70.4 

44.4 

69.3 

84.1 

55.4 

42.2 

80 

73.8 

2005-2006 

2006-2007 

2007-2008 

20 

10 

0 


Grade Level 




District All Grades PAWS Math By Year 


100 

90 

92.2 

88.4 


80 

70 

60 

50 

40 

30 

76.6 

62.6 

73.2 

74.1 

81.2 82.4 

75.9 

77.7 

69.8 

66.9 

54.5 

72 

64.4 

70.6 

59.6 60.2 

44 

42.1 

60.9 

2005-2006 

2006-2007 

2007-2008 

20 

10 

0 


Grade Level 

ACT High School Composite Scores 

Five Year Trend 


Teaching & Learning 

Curriculum & Instruction 

One of LCSD1’s 

primary goals 

reads—“The 

percentage of students who 

graduate will increase from 

the previous year.” 

According to Wyoming 

law, all students will be 

held accountable for state 

standards in the nine content 

areas. If students do not 

meet state standards, they 

will not receive a high school 

diploma. 

LCSD1 notifies students 

who have a deficiency so they 

can correct it with options 

such as summer school or 

extended-day programs, 

enabling them to graduate 

with their present class. An 

additional intervention, 


Communities, structures schools and classrooms to use 

data to drive instruction to ensure student success in all 

content areas. 

Graduation Requirements 

Mastery of student performance standards is 

prescribed for the following: 

Common Core of Knowledge—Reading/language 

arts, social studies, mathematics, science, fine and 

performing arts, physical education, health and safety, 

humanities, career/vocational education, foreign cultures 

and languages, applied technology, government and civics 

including state and federal government. 

Common Core of Skills—Problem solving, 

interpersonal communications, critical thinking, 

keyboarding and computer applications, creativity, life 

skills including personal and financial management skills. 

Graduation Requirements 

✒ Four credits in English 

✒ Three credits in science 

✒ Three credits in mathematics 

✒ Three credits in social studies (must consist of one 

credit in U.S. history, one credit in U.S. government 

and one credit in world history or world geography) 

✒ One credit in physical education 

✒ One credit in health education 

✒ Remaining 11 credits in 

elective subjects 

✒ Satisfactory completion 

of the 26 Carnegie unit 

credits required in grades 

nine through 12. 

Must meet the above 

requirements and demonstrate 

proficiency in the nine 

content areas of language arts, 

mathematics, science, social 

studies, health, physical education, 

foreign language, career/vocational 

education, and fine/performing 

arts. 

In addition to the above 

requirements, a student may earn 

a high school diploma with at least 

one of the following endorsements, 

which shall be stated on the 

transcript of each student. 

Advanced Endorsement 

requires a student to demonstrate 

advanced proficiency in at least five of the nine content 

areas and proficiency in the remaining areas. 

Comprehensive Endorsement requires a student to 

demonstrate proficiency in all nine content areas. 

General Endorsement requires a student to 

demonstrate proficiency in at least five of the nine 

content areas. 

Hathaway Scholarship Program 

In 2006, the state of Wyoming established a generous 

scholarship program in the name of former Wyoming 

Gov. Stan Hathaway that rewards eligible Wyoming 

students with scholarship money to attend the University 

of Wyoming or a Wyoming community college. The 

program provides merit- and need-based awards to 

eligible students. The scholarships are designed to provide 

an incentive for students to prepare for and pursue 

post-secondary education within Wyoming at any of 

the following institutions—Casper College, Central 

Wyoming College, Eastern Wyoming College, Laramie 

County Community College, Northwest College, 

Sheridan College, Western Wyoming Community 

College and the University of Wyoming. 

Detailed eligibility and course information is available 

by calling the Wyoming Department of Education at 

777-8740 or visiting their Web site at www.k12.wy.us/ 

hathaway.asp. 



Federal Programs 

Every student in Laramie County School 

District 1 benefits to some extent from federal 

programs. The benefits range from lower class 

size to up-to-date equipment in the classroom and 

teachers trained in the latest instructional techniques. 

The district receives money from federal sources for a 

variety of programs and services. Some of the larger 

grants are as follows: 

Title I—The oldest federal program included with 

the ESEA of 1965 was re-authorized on Jan. 8, 2002, 

as No Child Left Behind, Public Law 107-110. Part 

A of Title I, designed to help disadvantaged children 

meet challenging content and student performance 

standards, provides financial assistance to districts 

based on the number of children from low-income 

families. LCSD1 Title I schools include: Afflerbach, 

Alta Vista, Arp, Baggs, Cole, Goins, Hebard, Johnson 

Junior High, Pioneer Park and Rossman. 

Title II A—This state formula grant program 

combines the 1994 IASA Eisenhower Professional 

Development State Grants and Class-Size Reduction 

programs into one program that focuses on preparing, 

training and recruiting high-quality teachers and 

principals. 

Title ID—This program provides the district with 

funding to help provide services to neglected and 

delinquent students. 

Title II D—No Child Left Behind establishes the 

Enhancing Education Through Technology program, 

which provides assistance to states and districts aimed 

at improving student achievement through the use of 

technology, assisting all students in becoming technologically 

literate and encouraging integration of 

technology in teacher training. 

Title III—The new English Language Acquisition 

program is intended to ensure that limited English 

proficient (LEP) students develop English proficiency 

and meet the same academic content and achievement 

standards as other students. 

Title IV—The Safe and Drug Free Schools grant 

helps to support programs to reduce violence in and 

around schools by strengthening programs that prevent 

the illegal use of tobacco, alcohol and other drugs. This 

program encourages schools to involve parents and the 

community to accomplish this task. 

Title V—The new Title V Innovative Programs 

grant replaces the old Title VI program. The primary 

purposes of Title V are to support district reform 

efforts, to support school improvement efforts based 

on scientifically based research, to provide a source of 

innovation and educational improvement, and to provide 

funding aimed at meeting the educational needs 

of all students. 

Perkins—The Carl D. Perkins Vocational and Technical 

Education Grant funds programs to assist students 

in the attainment of challenging state-established 

academic, vocational and technical skill proficiencies. 

IDEA—Part B Flow Through—This program 

provides special education funding to districts aimed at 

students with disabilities, ages 3 to 21. IDEA funds are 

used to pay the excess costs of providing special education 

and related services to students with disabilities. 

IDEA—Part B 619 Preschool—This program also 

provides special education funding to districts aimed 

at the identification and transition of preschool-aged 

children. 



Exceptional Children’s Programs 

The primary purpose of special 

education is to ensure 

exceptional children 

develop mentally, physically, 

socially and emotionally. A range of 

services and programs are provided 

to students with special educational 

needs, ages 5 through 21, in Laramie 

County School District 1. 

All students receiving special 

education services are screened, 

evaluated and placed according to 

federal and state regulations governing 

services for children with disabilities. 

The Child Find program 

assists in locating and identifying 

children with disabilities. An individual 

education plan (IEP), which 

includes annual goals, instructional 

objectives and evaluation criteria, is 

prepared for each student according 

to his or her needs. Parents participate 

in developing their child’s IEP 

and receive a copy of the completed 

document. 

Every school in the district 

provides special education services 

within resource rooms as well as 

within regular classrooms. Some 

schools also have district-wide programs. 

They are as follows: 

Language Labs, located at 

Goins and Pioneer Park, provide diagnostic 

and therapeutic services for 

students who need intensive speech 

and language learning assistance. 

Services for students with intensive 

needs due to a hearing impairment 

or deafness are located at 

Davis Elementary School. Students 

at the secondary level or elementary 

students, whose needs are less intensive, 

attend their neighborhood 

school and receive needed services 

through a variety of service provision 

options. 

Programs for Adaptive Living 

Skills (PALS), located at Alta Vista, 

Deming, Hebard, Sunrise, Carey 

and East, provide individualized 

educational instruction to students 

with a moderate or severe cognitive 

disability. 

Community Living Access 

Skills (CLAS) is a transition 

program for older students with 

more involved disabilities. Located 

at 1805 E. 19th St., it provides an 

environment more age-appropriate 

to that of their peers who have 

graduated from high school. 

Therapeutic Learning Center 

(TLC) Programs, which provide 

special learning opportunities for 

elementary students with emotional 

and behavioral challenges, are 

located at Cole and Pioneer Park. 

In addition, the Essential Skills 

Program (ESP) is available at each 

secondary school. 

The Adolescent Day Treatment 

Program, located in the Educational 

Annex, 1780 Bent Ave., is a 

district-wide program designed to 

meet the educational needs of seventh- 

through 12th-grade students 

who, because of extreme behaviors, 

have not been successful in a less 

restrictive environment. 

The district offers an array of 

support services to enhance the 

educational programs of children. 

These include psychological 

services, social work services, counseling 

and guidance services, an 

audiology program, speech and language 

program, visually impaired 

program, occupational and physical 

therapy program, assistive technology 

program, adaptive physical 

education, school health services, 

transition program, homebound 

instruction and specialized transportation. 

The Educational Resource 

Center offers support in the form 

of consultation services, educational 

materials and in-services to regular 

classroom teachers, special educators 

and other personnel working 

with students with disabilities. 

The Parent Resource Center 

offers information and referral support 

to parents, district staff, and 

others in the community through 

individual assistance, materials 

for checkout, support groups and 

conferences. 

The special education department 

contracts with Youth Alternatives 

and Attention Homes to provide 

interim alternative educational 

settings and/or counseling services 

for special education students and 

the students who were suspended 

for serious disciplinary infractions. 

Additional counseling services are 

contracted through Peak Wellness. 

Total special education expenditure 

for the 2007–2008 school 

year was $21,091,445. Listed below 

is the number of students with a 

disability on the Wyoming Department 

of Education Student Count 

Day: 

Wyoming Department of Education Student Day Counts 

2006–2007 2007–2008 2008–2009 

State District State District State District 

% of students with disabilities 13.89% 12.37% 13.83% 12.69% N/A 13.21% 

Student primary disability 

category 

Learning disability 5.55% 5.14% 5.31% 4.9% N/A 5.1% 

Speech/language disability 3.88% 3.24% 3.98% 3.5% N/A 3.62% 

Emotional disability 1.08% 1.27% 0.99% 1.25% N/A 1.29% 

Other health impaired 1.89% 1.26% 1.83% 1.49% N/A 1.61% 



Activities 

Wyoming 

High School 

Activities 

Association (WHSAA) 

members believe 

interscholastic activities 

programs are essential to 

the education of youth, 

and therefore, are an 

integral part of the school 

curriculum. The inherent 

values of activity programs 

are both realistic and vivid. 

Participation provides 

the opportunity to build 

strong minds and bodies, 

fosters a cooperative spirit 

and sportsmanship, creates 

poise and confidence and teaches discipline and the 

self-satisfaction of accomplishing goals. Therefore, 

Laramie County School District 1 is promoting an 

initiative to involve all seventh- through 12th-grade 

students in some type of extracurricular activity. 

At the same time, WHSAA and LCSD1 

recognize that while interscholastic programs play 

an important role in the education process, activities 

should not overshadow the emphasis placed on 

classroom work, as the two should go hand-inhand. 

Thus, LCSD1 promotes activities as a way to 

engage students and help reach the district’s goal of 

increasing the percentage of students who graduate 

year after year. 

During the 2007–2008 school year, 

approximately 65 percent of junior high students 

and 56 percent of senior high students participated 

in activities programs. 

Athletic activities include football, basketball, 

volleyball and track for fifth- through12th-graders, 

wrestling and swimming for seventh- through12thgraders, 

and soccer, tennis, cross country, golf, 

weight training and cheerleading for ninth- through 

12th-graders. Fine arts activities include band, 

marching band, vocal music and orchestra groups, 

and art and drama clubs. Academic activities 

include debate, forensics, journalism, Young 

Authors, Words Worth Workshop, science fair or 

olympiad, math and chemistry olympiads, spelling 

and geography bees, foreign language clubs and 

community service groups. High school clubs also 

include DECA, VICA, FHA, FFA, FBLA and a 

diverse set of offerings ranging from ballroom dance 

to astronomy. 

LCSD1 students were regional, state and/or 

national qualifiers and/or champions in many 

of these competitions. Activities in LCSD1 are 

identified as co-curricular, emphasizing that they 

are an essential part of the school’s total mission. 

Co-curricular pursuits should support the goal of 

teaching students to be responsible, fulfilled human 

beings and provide them with opportunities that 

develop character, critical thinking, sociability 

and specific skills. Essentially all activities carried 

out under the jurisdiction of a school should be 

viewed in terms of their potential contribution to 

the school’s overall goals for young people. This 

imperative applies to athletics and clubs as much as 

it does to student government and publications. 


Resource & Support Systems 

Employees 


District 1 strives to 

hire the most qualified 

employees in all areas who will 

perform to the best of their 

abilities, be ethical and be resultsdriven. 

Recent state legislative efforts 

have increased revenue to our 

school district and positively 

impacted employee recruitment 

and retention. 

The district has 2,091 fulland 

part-time employees. This 

includes 1,126 regular classroom 

teachers, including part-time and 

job shares, plus 114 full- and 

part-time administrators, 17 of 

whom have doctorates and 64 of 

whom have master’s degrees. 

During the 2007–2008 school 

year, the district employed 

447 elementary teachers, 

490 secondary teachers, and 

189 special education and 

instructional support specialists. 

Of the teachers, 645 have 

master’s degrees; 11 of whom also 

have doctorates. Eighty-seven 

new teachers were hired. 

• Certificated administrators & 

teachers—1,240 

• Instructional full-time 

equivalent—1,090.34 

• Support personnel—851 

• Support services full-time 

equivalent—861.2 

• Substitute teachers—300 

Employee Unit 

Organization 

Units include the Teacher/ 

Support (1,139), Paraprofessional 

(278), Nutrition Services (90), 

and Custodial (118). 

The Transportation Unit 

members are bus drivers, 

dispatchers, mechanics/ 

upholsterers and transportation 

assistants (120). 

The Technical & Support 

Services unit members are 

executive secretaries, classified 

employees, clerical employees, 

facility technicians, warehouse 

employees, mailroom and 

grounds employees (286). 

The Administration 

unit members include the 

superintendent, assistant 

superintendents, directors, 

principals, associate and 

assistant principals, curriculum 

coordinators, program 

administrators, the energy 

manager, psychologists/ 

psychometrists/psychological 

technicians, department of 

technology administrators, 

managers and foremen (114). 

Professional Development 

All district employees 

received a variety of professional 

development opportunities 

throughout the school year. 

Employee Recognition 

LCSD1 honored 142 

employees at its 21st annual 

employee recognition reception. 

Fifty-six employees retired from 

the district with up to 41 years 

of service. Of those honored as 

long-term employees, seven were 

honored for 35 years of service, 

13 for 30 years of service, 28 for 

25 years of service and 38 for 20 

years of service. 



Finances 

Funding for 

Success 

During the 2007–2008 

school year, Laramie County 

School District 1 operated on 

a budget of $157,445,927. 

LCSD1 heavily relies on the 

State Foundation Program 

for its operating money. An 

accounting of the revenue and 

expenditures is as follows— 

• The category for 

salaries and benefits 

includes all employee 

units and their 

salaries and 

benefits. This 

represents 

approximately 

83 percent of the total 

general fund budget. 

• The supplies, 

equipment and 

service category 

includes the following 

items: school budgets, 

special services, 

curriculum, 

instructional staff 

services, technology 

services, instructional 

material, central 

administration, 

transportation, 

facilities and school 

board expenses. This 

represents 

approximately 

17 percent of the total 

general fund budget. 

Laramie County School District 1 School Revenue Trends 

Federal County Local State 

$120,000,000 

$110,000,000 

$100,000,000 

$90,000,000 

$80,000,000 

$70,000,000 

$60,000,000 

$50,000,000 

$40,000,000 

$30,000,000 

$20,000,000 

$10,000,000 

$0 

$674,031 

$6,057,286 

$23,747,083 

$84,882,546 

2005-2006 

(Actual) 

$692,256 

$7,250,451 

$24,961,396 

$114,581,716 

2006-2007 

(Estimate) 

$650,000 

$6,972,967 

$26,298,781 

$119,090,797 

2007-2008 

(Budget) 

Laramie County School District 1 – District Fund Categories 2007–2008 

$160,000,000 

$150,000,000 

$140,000,000 

$130,000,000 

$120,000,000 

$110,000,000 

$100,000,000 

$90,000,000 

$80,000,000 

$70,000,000 

$60,000,000 

$50,000,000 

$40,000,000 

$30,000,000 

$20,000,000 

$10,000,000 

$- 

General $157,445,927 

Special Revenue 

$15,073,457 

Major Maintenance 

$8,629,615 

Nutrition Services 

$5,479,000 

Activity $1,800,000 

Special Building 

$1,796,426 

Capital Projects 

$167,400,000 

Laramie County School District 1 Expenditure by Object 

Salaries & Benefits 

2005-2006 

(Estimate) 

2006-2007 

(Budget) 

Supplies/Equip/Service 

2007-2008 

(Budget) 



Support Operations 

Facilities 


District 1 started the 

2008–2009 school year 

with the opening of another 

new school and several others 

in the process of being built. 

In September, students at 

Baggs Elementary moved into 

their new 48,000-square-foot 

facility with capacity for 330 

kindergarten 

through 

sixth-grade 

students. 

On the 

heels of that, 

students at 

Triumph 

High School 

moved into 

their new 65,000-square-foot 

building with capacity for 350 

students on Jan. 5, 2009. This 

facility is the first of its kind 

in the state of Wyoming, as it 

houses an alternative school 

program. 

Also in the works are 

Saddle Ridge Elementary 

and Rossman Elementary, 

both of which broke ground 

in June 2008. The schools 

are slated for completion 

in August 2009 and will 

be approximately the same 

size and capacity as Baggs 

Elementary. 

Groundbreaking for the 

district’s third comprehensive 

high school, South High took 

place in June 2008. Featuring 

approximately 220,000 square 

feet and 80 state-of-the art 

classrooms, the new school 

is slated for completion in 

August 2010. 

Other projects include 

phased-in major facilities 

remodeling at Central High 

School, East High School and 

Afflerbach Elementary. 



Support Operations 

Nutrition 

During the 2007–2008 school 

year, Nutrition Services produced 

and served 32,640 more meals 

than the year prior. This included 

9,540 more lunches and 23,100 

more breakfasts. 

The department also spent 

time evaluating various customers 

and their expectations. Findings 

conclude: 

•Primary customers are the 

students who indicated satisfaction 

with the meal program through 

participation and lack of food 

waste. Students prefer certain entrees 

and would like their favorites 

repeated on a weekly basis. 

•Parents are another customer. 

When they believe meals are a 

good value they will encourage 

their children to eat at school. Parents 

indicate they would like more 

variety in the menus. Additionally 

during the past two years, they 

have positively commented about 

the Health Bars with fresh veggies 

and at least two servings of fruit at 

lunch. 

•The Cheyenne community is 

a much larger customer. Lunch is 

served to 60 percent of enrolled 

students; breakfast is served to 20 

percent. In terms of community, 

this equates to serving lunch to 

15 percent of the entire Cheyenne 

population on a daily basis. Nutrition 

Services wants to provide 

healthy meals for all students! 

•Internal customers are those 

within the district—teachers, principals 

and other employees. 

•Finally, many vendors are 

customers as well as service providers. 

A good relationship with 

vendors allows Nutrition Services 

to provide approximately 10,000 

meals a day. 

Information about menus, pricing, 

free- and reduced-meal applications, 

healthy snacks and fundraising 

ideas are available on the 

Web site. Visit www.laramie1.org, 

Departments, Nutrition Services. 

Bus Transportation 

District Transportation 

specialists transport 

students on a variety of 

rural and city routes with 

the majority of resources 

used from 6–9 a.m. for the 

morning routes and 

2–5 p.m. for afternoon 

routes. Additionally, they 

drive students on field trips 

and out-of-town activity 

trips. 

All districts throughout 

Wyoming assist one 

another in the maintenance 

of activity buses to support 

out-of-town activity trips. 

Most administrators/ 

supervisors throughout the 

state are available by phone 

24/7. 

Throughout these miles, 

safety is the drivers’ No. 1 

priority with new drivers 

taking part in a training 

program that is one of the 

best in the tri-state area. 

This 80-hour comprehensive 

training package results 

in each driver obtaining a 

commercial drivers’ license 

with all necessary endorsements. 

In addition, drivers 

learn about CPR/first aid, 

defensive driving, special 

needs, discipline and a 

number of other subjects. 

All drivers receive an additional 

48 hours of training 

every year. 



Technology 

Over the 

past few 

years, 

LCSD1 has 

completed 

improvements 

to the IT 

infrastructure to 

allow for increased 

services, which 

require reliability 

and availability. 

Student 

information, 

communications, 

safety, audio, video, building controls and Internet 

services are provided via the IT infrastructure. The 

district has grown from 3,000 to 11,000 networkconnected 

devices. Future direction includes further 

alignment of technology services with the district’s 

mission, vision, core values and goals, implementing 

ITIL-based best practices (a continuous service 

improvement framework), and resources to improve 

student achievement, improve communications/ 

safety, provide clean easily accessible data, and 

increase effective and efficient use of district 

resources. 

The Department of Technology exists to provide 

technology resources for the LCSD1 community 

to guarantee student learning. Areas of service 

include Web-based communications, information 

systems, field services (network and computer 

systems), multimedia and training/integration. Those 

interested in providing comments or suggestions 

may visit http://fs10.formsite.com/laramie1/ 

techservicesfeedback/index.html. 

Web-based communications: The LCSD1 

Web site provides district and building-level 

information including event calendars, schedules, 

policies, handbooks and a variety of student, parent, 

community and district resources. This is the 

second year of LCSD1’s new service, which includes 

personalized Web sites for teacher and student use. 

Sites are visited thousands of times each day. 

Information 

Systems provides 

information 

and district 

operations, 

student 

performance, 

safety systems 

and payroll. This 

team is working 

to improve the 

district data 

plan to provide 

clean and easily 

accessible data 

for data-driven decisions. This includes mapping 

data needs for all students, staff, administration, 

community and regulatory agencies. 

Field Services provides network infrastructure 

and computer system design and support. This group 

ensures successful operations of one of the most 

complex infrastructures in the Rocky Mountain 

region. They have received regional and national 

recognition for their work in this area. 

Multimedia provides audio and visual services 

design and support. SMART Boards, DLP projectors, 

sound reinforcement and intercom systems are 

examples of these services. This team’s design and 

services and have been recognized at regional and 

national levels and they have been asked to share with 

organizations across the country. 

Training/Integration provides resources to learn 

about and integrate district technology services 

into classroom learning and daily operations. The 

team has coached instructional facilitators to work 

with teachers and provide instructor-based, online, 

and self-paced training sessions for all on district 

technology services. Hundreds of sessions are 

offered each year with thousands of participants. 

Efforts in this area have received regional and 

national recognition including a seat on the Board 

of Directors for ISTE (the International Society for 

Technology in Education). 


Stakeholder Communications & Relationships 

Parent Involvement 

The district offers several 

forums to unite parents, 

schools, students and 

the community. These forums 

promote communication and 

joint problem solving as well as 

ensure academic success for all 

children. 

•District Parent Advisory 

Committee—At least two parent 

representatives from each school 

are nominated. Committee 

members were involved in 

various issues and made 

significant recommendations and 

contributions to LCSD1 during 

the 2007–2008 school year by 

providing input for the district’s 

NCA accreditation process. 

•The Wyoming Parent 

Network continued its statewide 

effort to encourage all parents 

to work with their legislators on 

education issues. 

Get involved— 

Call your school or 

LCSD1 at 771-2100 

In addition, a baseline 

survey/database tracked parent 

involvement in terms of 

attendance, hours of volunteer 

time and other contributions. 

•More than 2,600 parents 

contributed a significant amount 

of time. 

•About 70 percent of 

elementary parents attended 

curricular events such as math 

and reading nights. 

•About 91 percent of 

elementary parents, 58 percent 

of junior high and 31 percent 

of high school parents attended 

open houses. 

•About 91 percent of parents 

signed parent compacts, which 

represent Shared Responsibility 

for Learning (SRL), an 

agreement developed jointly 

in all schools by students, 

parents and staff. The agreement 

outlines responsibilities for 

learning through a checklist 

of responsibilities for teachers, 

parents and students. Parents 

and students discuss the SRL at 

home and sign the agreement, 

indicating receipt and review 

of the contents, then return it 

to the school. The district is 

responsible for developing a 

process for coordinating parent 

involvement and providing 

technical assistance and support 

necessary to plan and implement 

effective parent involvement. 

•Parent, student and staff 

surveys are conducted district 

wide once every three years 

with the district surveying these 

groups most recently in early 

2009. Some schools choose to 

survey their parent population 

more often. 



Parent Involvement 

Other Opportunities for Involvement 

•Open Houses—At the beginning of the 

school year, every school holds an open house for 

families and students. This provides parents with 

an excellent opportunity to meet school staff 

members and tour the facility. In addition, staff 

has an opportunity to communicate class and 

building goals, the academic program and school 

and classroom organization and management. 

•Parent/Teacher Groups—Most schools 

have parent/teacher organizations/associations 

(PTO/PTA). Others have less formal groups that 

support specific extracurricular activities. 

•Parents on Committees—Parents are invited 

to participate in the following committees: the 

district parent advisory council, the building 

collaborative decision-making team, the district 

and building school improvement teams, the 

district standards and curriculum committees (in 

each content area), the district calendar, policy 

and building advisory teams, and the NCA 

school and district steering, profile and action 

planning teams. 

•Communication—District-wide student/ 

parent handbooks are provided to every 

elementary, junior and senior high family. The 

objective is to provide accurate and consistent 

information to all students, parents and 

guardians of students; and provide administrators 

and teachers with consistent guidelines 

throughout the district. Included are rules, 

regulations, policies and curriculum standards 

and benchmarks. 

•Each school has a building newsletter/ 

newspaper available on a regular basis. Although 

content may vary from school to school, 

newsletters are a reliable source of information 

about activities/events, schedules or schedule 

changes, outstanding student and staff 

achievements and general news about what is 

happening in the school. 

•The district-wide newspaper—Public 

Schools’ Chronicle—is published five times a 

year and mailed to every home and business in 

the Cheyenne area. The publication provides 

community stakeholders a window into the 

classroom as it features student learning activities 

and events. In addition, the publication contains 

informational articles on issues impacting parents 

and the community. 

The district Web site provides district and 

school-level information including event 

calendars, schedules, policies, handbooks and 

a variety of parent, community and district 

resources. 

Parents and community members wishing 

to become involved in school and/or district 

committees and groups are encouraged to contact 

individual schools or LCSD1 at 771-2100. 



Community Partners 

Adopt-A-School 

The Adopt-A-School program began in Cheyenne 

in 1988 as a cooperative effort between Laramie 

County School District 1 and the Greater Cheyenne 

Chamber of Commerce Education Committee. In 

2008–2009, there were approximately 126 school 

and classroom adoptions by companies. The program 

promotes community support for education 

by developing links among schools, businesses and 

public agencies in addition to providing expanded 

educational opportunities for students. 

The program goals are as follows: 

•To establish cooperative partnerships, 

•To match the resources of professionals with 

schools so they can collaborate successfully on specific 

projects identified by the schools, 

•To supplement classroom studies with relevant 

learning experiences in business, industry and government, 

•To help business and community leaders understand 

the local educational system. 

Each partnership is a creative, collaborative effort. 

The program is administered by schools and the 

LCSD1 Community Relations office. 

Operation Back-to-School 

Operation Back-to-School is a Cheyenne community 

project coordinated by LCSD1, New 

Futures, F.E. Warren Air Force Base/Embry-Riddle 

Aeronautical University, Needs Inc., Community 

Action of Laramie County, Laramie County Community 

College and Wyoming Kid Care CHIP. The 

program provides basic school supplies to begin 

the school year. Generous donations and a Needs/ 

Community Action grant enables the organizations 

to provide supplies throughout the school year 

and serve all segments of the population including 

elementary, junior high, high school and collegebound 

students. In August 2008, more than 800 

students and nearly 400 families were helped. 

Starbase Academy 

Starbase Academy supplemented math, science 

and technology training with on-site classes at the 

Wyoming Air National Guard Base in Cheyenne. 

All LCSD1 fifth-grade classes attended Starbase. 

The program also focuses on teamwork and goal setting, 

thereby encouraging young people to avoid actions 

that would interfere with achieving life goals. 

(Funded by a federal grant through the Wyoming 

National Guard Bureau.) 

Service Clubs 

Local service organizations such as Rotary, Kiwanis 

and the Lions clubs work in conjunction with 

LCSD1 in a variety of capacities. These dedicated 

volunteers provide everything from teacher recognition 

programs to book donations and mentor reading 

programs. 

Cheyenne Schools Foundation 

The Cheyenne Schools Foundation (CSF) is a 

nonprofit, tax-exempt Wyoming corporation. Its 

mission is to engage community interest and support 

for enhanced academic, personal and vocational 

opportunities for LCSD1 students beyond the 

capacity of the local school district budget. 

Each year, the grant program provides several 

“Excellence in Education” grants of up to $3,000 

for innovative district-wide/school-wide projects 

that benefit large groups of students. In addition, 

“Mini-Grants” of up to $750 are awarded to teachers 

for innovative classroom projects that address 

student needs. 

CSF’s grant program is designed to have a lasting 

effect on the community by encouraging involvement 

and enriching the quality of LCSD1’s educational 

services. All board members are volunteers. 

Funds are raised at the annual walk/run, from 

community member donations and the local business 

community. During the fall of 2008, four “Excellence 

in Education” grants for a total of $9,818 

were awarded. In addition, 19 “Mini Grants” for a 

total of $13,772 were awarded. 


School Overviews 

LCSD1 Schools 

Afflerbach 

400 W. Wallick Road—771-2300 

Built in 1987, Afflerbach 

is one of the largest 

elementary schools in 

Cheyenne. Our mission 

is continuous learning for 

all with a vision of being 

Wyoming’s outstanding 

school in achievement 

and character. It 

is a school-wide Title I 

program and located in Cheyenne’s south-side area. A 

multi-age Trailblazers* is a part of the Afflerbach community. 

Afflerbach’s dedicated staff of a professional 

learning community focus on students’ needs using differentiated 

instruction to encourage individual student 

growth. An Extended Opportunities for Success program 

is offered before and after school for those identified students 

needing additional assistance. The Title I programs 

and staff offer continued opportunities for support in 

learning and behavioral skills. Our goal is to have every 

student learn to his/her fullest potential through a collaborative 

effort of the student, parents and staff. Afflerbach 

encourages and supports parent and community involvement, 

including PTO, school family nights, LCCC students 

as tutors, Foster Grandparents and Family Literacy 

Partners. Community-based programs include Boy and 

Girl Scouts, Wonder Kids—a before- and after-school 

day care program and city recreational youth activities. 

*Trailblazer, a K–6 academic high-potential program for 

qualified children, is available for students from throughout 

the district. It is also located at Pioneer Park. 

Alta Vista 

1514 E. 16th St.— 

771-2310 

Built in 1987, Alta 

Vista Elementary is a 

modern two-story structure 

housing two sections 

of kindergarten–fourth 

grade, and one section 

each of fifth and sixth 

grade. During the summer of 2005, the school underwent 

a large renovation project. Alta Vista is driven by 

the Professional Learning Community process. Teams 

meet weekly to review student performance against 

standards to design instruction that will ensure student 

achievement. Progress is tracked and interventions provided 

for students who need further instructions to be 

successful. The Building Leadership Team meets monthly 

and serves as the umbrella under which the other teams 

work. The School Improvement Plan is developed in 

this process and its implementation monitored to ensure 

no student “slips through the cracks.” An active parent 

group has assisted with the acquisition of technology, 

is supportive of school programs and sponsors many 

school-wide activities. Alta Vista Elementary is a Title I 

School. These additional federal funds provide supplemental 

programs and supplies for students who are at 

risk of not achieving standards. The school is one of the 

district sites for the Program for Adaptive Living Skills 

designed to meet the needs of a unique special education 

population. The concept of diversity and how it contributes 

to a well-rounded community is very important 

to students, staff and parents who created a display in 

the lobby to recognize and celebrate the diversity within 

Alta Vista. The Alta Vista mission is defined as Everyone 

Learning for Tomorrow. This represents our vision as a 

learning community that is focused on everyone learning 

what is needed to achieve tomorrow’s challenges. 

Anderson 

2204 Plain View Road—771-2606 

Anderson Elementary was built in 1985 and was 

recently remodeled. It is a three-section school housing 

grades K–6 with a 

student population of 

400. Anderson prides 

itself in being a Tribes 

TLC® school designed to 

maximize student learning 

and human development. 

The parent-teacher 

organization is an integral 

part of the school community holding many events that 

seek active engagement and entertainment for students, 

parents and staff members. The mission for Anderson 

Elementary states that in cooperation with students, 

parents, staff and the community we will: Achieve our 

highest potential by always doing our personal best; set 

high expectations for students and staff members; engage 

and maintain a curiosity that is alive for learning; and 

aspire to be valuable community members and guarantee 

a high-quality education. 


Arp 

1216 Reiner Court—771-2365 

Arp Elementary is a 

two-section Title I school 

serving students in grades 

K–6. Title I funding 

supplements the school 

program with additional 

personnel, a full-time 

social worker and technology 

aimed at meeting 

student needs. Class-size reduction is maintained with 

a small class size in first grade. All-day kindergarten was 

implemented in the fall of 2003, serving kindergarten 

students in an early language/literacy program, including 

a certified speech therapist for a half day in each kindergarten 

classroom. Arp received a National Distinguished 

Title I award in 2005 for closing the achievement gap 

between student groups. Title I, special education and 

classroom teachers collaborate to provide reading instruction 

to students in an uninterrupted 90-minute Guided 

Reading block. Grade level teams collaborate to write 

and revise essential skills for reading, writing and math. 

Assessment results are utilized to instructionally group 

students and plan daily interventions in which to improve 

student achievement. 

Baggs 

3705 Cheyenne St.—771-2385 

Located in East Cheyenne, 

a brand new L.M. 

Baggs Elementary school 

building opened in the fall 

of 2008 to house grades 

K–6 with approximately 

310 students. Federal Title 

I funding supplements the 

basic program with additional 

staff and technology 

aimed at meeting individual needs of all students. Programs 

like Seeing Stars and Visualizing and Verbalizing 

help students with their academics. PTO and other volunteers 

provide more than 900 volunteer hours of service 

to our children each year. Baggs has a highly qualified 

staff as defined by federal, state and district rules. They 

encourage active parent involvement and continually 

focus on each individual’s maximum achievement. 

Bain 

903 Adams Ave.—771-2525 

Built in 1961, Bain 

Elementary is located in 

the Sun Valley area of 

Cheyenne. Bain’s school 

mission is to work with 

students, families and 

community to provide a 

high-quality education in 

a safe, positive environment 

of mutual respect with opportunities for all students 

to reach their highest potential, becoming lifelong 

learners and productive, responsible citizens. Bain’s parent/teacher 

organization actively supports classroom and 

instructional needs through the purchase of technology 

for the classrooms, providing learning assemblies and assisting 

with major school projects. Bain also enjoys seven 

Adopt-a-School partnerships that support academic and 

citizenship awards, as well as provide monetary assistance 

to the school. 

Buffalo Ridge 

5331 Pineridge Ave.—771-2595 

Buffalo Ridge is a two-section school that was built 

in 1959 for grades K–6. 

The school focuses on 

traditional values, the use 

of technology and the 

arts to prepare students to 

become lifelong learners. 

Students learn to appreciate 

literature, reading, 

writing, mathematics, 

social studies, science, music and art. Buffalo Ridge has 

a state-of-the-art computer lab and computers are also 

available in each classroom to enhance daily instruction 

in all subject areas. The students and staff are involved 

in a variety of innovative programs that help the school 

achieve their NCA goals of increasing student achievement 

in the areas of reading comprehension and writing 

across content areas. Our families play a vital role in 

education at Buffalo Ridge where parents are encouraged 

to stay actively involved in their child’s educational 

program. They can do this by volunteering their time to 

help tutor, plan school and family events, and by helping 

and encouraging their children to do their very best. 


Clawson 

376 Rd. 228A, Horse 

Creek—771-2291 

Clawson Elementary 

is a K–6 rural school 

located 35 miles northwest 

of Cheyenne off 

Horse Creek Road. The 

school, named for Jean Clawson, who was the teacher 

at Clawson for 40 years, has one full-time teacher and 

three part-time teachers who provide students with a 

supportive and challenging environment. Technological 

enhancements include a SMART Board, digital projector 

and new computers. 

Cole 

615 W. 9th St.—771-2480 

Cole Elementary offers 

students a variety of 

innovative instructional 

programs designed to 

meet the needs of a diverse 

student population of approximately 

240. A highly 

committed staff with a 

high level of expertise 

focuses instructional efforts on the development of reading 

and math skills. Students are provided with an environment 

that promotes student responsibility, supports 

student learning and encourages an appreciation of cultural 

diversity and individual differences. Well-equipped 

library and computer lab facilities are used extensively 

to support classroom instruction. Early prevention of 

school failure is addressed through the LEEP, CLIP and 

a pyramid of intervention strategies in grades K–2, and 

3–6 strategies. The Therapeutic Learning Center serves 

the emotionally and behaviorally challenged students 

in grades K–4. Current school-wide initiatives aimed at 

increasing student achievement include the implementation 

of the Professional Learning Community team 

approach to all academic instructional content areas, 

an extended day learning program, Accelerated Reader, 

Orchard software products and a variety of math software 

programs. The district math programs—Bridges, 

Everyday and Connected math programs and a balanced 

literacy program—have been fully implemented. 

Davis 

6309 Yellowstone Road—771-2600 

Davis Elementary is a 

two-section school located 

in north Cheyenne. 

The Davis staff believes 

in providing a solid basic 

foundation through 

the use of differentiated 

instructional strategies. 

High expectations are 

held for students to master basic skills and to use those 

skills as the basis of higher-level thinking and problem 

solving. The staff at Davis is highly trained with 75 percent 

holding advanced degrees. The parent organization 

is another of Davis’ strengths. Parents play an active role 

in the school and support their children in the pursuit 

of academic achievement. A continuous-improvement 

council of classified staff, certified staff, parents and community 

members provide input and focus for the school 

improvement process. Davis has had a tradition of being 

a leader in providing individualized learning, which 

meets students’ learning needs through differentiation in 

instruction, assessment and content. Students are actively 

engaged in their learning and in the development of a 

positive school community. 

Deming 

715 W. 5th Ave.—771-2400 

The Deming building, 

grades K–3, is 

part of Deming/Miller 

Elementary School. 

Miller contains grades 

4–6. Together, both 

buildings comprise a 

one-section elementary 

school with around 175 

students. The Deming building also houses a primary 

level PALS classroom that contains students with very 

special educational needs. The staff at Deming/Miller 

School is committed to provide a quality education in 

an environment that is safe, friendly and filled with high 

expectations for student growth. One of its strengths is a 

strong and active PTO that is very helpful with fundraising, 

classroom volunteers and participation in various 

school improvement committees. The goal is to have 

all students improve in language arts and mathematical 

problem-solving skills. Students receive incentives and 

rewards for exemplary behavior, meeting high academic 

standards, modeling excellent citizenship and for regular 

attendance. 


Dildine 

4312 Van Buren Ave.—771-2320 

Dildine Elementary 

is one of the largest 

elementary schools in 

Wyoming, serving nearly 

500 students. The school 

was named after Frank 

R. Dildine, who came 

to Cheyenne in 1901. 

The students of Dildine 

Elementary benefit from a staff dedicated to improving 

student achievement and a highly active PTO. Recent 

school-wide interventions have focused to increase 

mathematical computational fluency, reading comprehension 

and responsible interactions among peers and 

adults. Interventions such as introducing new instructional 

strategies, technology, parent training and studentincentive 

programs have been designed to aid in reaching 

these goals. 

Fairview 

2801 E. 10th St.—771-2610 

Fairview and Lebhart 

are sister elementary 

schools located in East 

Cheyenne. Lebhart is a 

primary school serving 

grades K–2 (four sections 

of kindergarten, four of 

first grade and two of 

second grade with approximately 

130 students) while the intermediate school, 

Fairview, serves grades 3–6 (two sections each of third 

through sixth grades with approximately 130 students). 

Both schools have networked computer labs and tutors 

to assist students who need additional academic support. 

Monthly activities are planned to provide families an opportunity 

for recreation and academic enrichment. The 

schools’ improvement plan focuses on improving student 

achievement in reading, math and writing skills. 

Freedom 

4500 Happy Jack 

Road—771-2305 

Freedom Elementary 

serves as the neighborhood 

school for military 

children who reside on 

Warren Air Force Base. 

This new facility utilizes state-of-the-art wireless technology. 

Freedom houses two sections of kindergarten 

through fifth grades and one section of sixth grade. The 

kindergarten programs are full-day and class-size reduc- 

for modeling excellent citizenship. 

32 • Report Card 2007–2008 www.laramie1.org 

tion occurs in first grade; thereby three reduced-size first 

grade classes are part of Freedom’s educational program. 

A dedicated staff with high levels of expertise places 

emphasis on providing students a solid academic foundation 

and offering students academic challenges. The 

mission of Freedom Elementary is “Maximize Learning.” 

The school’s vision is “Educational Excellence.” 

Gilchrist 

1108 Happy Jack Road—771-2285 

Gilchrist Elementary 

School is a rural school, 

which serves as the focal 

point for the local community. 

Built in 1984, 

the aesthetically pleasing 

facility is home to 124 

students in grades K–6. 

Bolstered by an active 

PTO, a highly committed 

staff focuses instructional efforts on the development of 

skills that will enable students to become self-directed 

lifelong learners and productive citizens. The computer 

lab and library were recently remodeled providing 

students with up-to-date technological enhancements to 

support classroom instruction. Current school-wide initiatives 

aimed at increasing student achievement include 

implementation of Professional Learning Communities, 

a team approach to Guided Reading, an Extended Day 

Learning program, monthly Student Recognition Assemblies 

and emphasis on the Six Traits of Writing. 

Goins 

201 S. Cribbon Ave.—771-2620 

Goins Elementary 

works collaboratively with 

parents to ensure that 

each child’s academic, 

social, emotional and 

physical development is 

enhanced as a result of 

the educational experience. 

High behavioral 

and academic standards are maintained with the goal of 

helping students become lifelong learners and productive 

citizens. The building NCA Steering Committee 

is responsible for developing a comprehensive school 

improvement plan. Goins’ goals are to improve students’ 

math and reading skills. Intervention techniques utilizing 

teaching strategies, curricular materials, technology, 

home support and parent training/involvement are 

designed to support these goals. Students receive incentives 

for meeting behavioral expectations, meeting high 

academic standards, attendance, and perseverance and

Hebard 

413 Seymour Ave.— 

771-2450 

Hebard Elementary 

School is located in the 

south central part of 

Cheyenne. Hebard has 

a full-day kindergarten 

and reduced class size in first through fourth grades. The 

school has one section of fifth and sixth grades and Title 

I tutor assistance. Hebard is a school-wide Title I school 

offering additional assistance to all students in the areas 

of language arts and math. An art room, music room, 

living skills center, parent lounge, library, resource room, 

District ESL Program, PALS resource, computer lab and 

Professional Development Site (PDS) round out the 

facilities at Hebard. 

Henderson 

2820 Henderson Drive—771-2550 

Henderson Elementary 

was built in the Henderson 

subdivision of Cheyenne 

in 1952 as a onesection 

school housing 

grades K–6. The building 

currently houses two 

sections of K–6. Building 

enhancements include 

a computer lab, an art room, music room, two special 

education rooms and a gym that serves as a multipurpose 

room. Henderson is located in the east-central part of the 

city and boasts a strong PTA. The Henderson community 

works together toward our school-improvement goals 

in reading, writing and math. Parents and community 

volunteers have demonstrated their support by donating 

more than 1,850 hours over the past years. With the 

motto “Working Together Works,” Henderson Elementary 

is committed to providing a quality education for all 

students. 

Hobbs 

5710 Syracuse Road— 

771-2560 

Hobbs Elementary 

School is a K–6 threesection 

school in the 

northern part of Cheyenne. 

A class-reduction teacher in the first grade helps 

decrease the number of children in the first-grade classes. 

Approximately 480 students are enrolled at Hobbs. 

The mission of the Hobbs Elementary School staff is to 

ensure every student learns to his/her personal best. The 

vision is to provide an environment that ensures learning 

for all and builds responsible citizens who appreciate and 

value diversity. Hobbs has a curriculum that is integrated 

with technology. Along with a 30-computer lab, there 

is a five-computer research center in the library and two 

COWs (computers on wheels). Strong parental support 

is an essential component of our school. 

Jessup 

6113 Evers Blvd.— 

771-2570 

Jessup Elementary is 

located in the northern 

quadrant of Cheyenne. 

The school community 

is comprised of families 

from the Western Hills 

neighborhood and a rural area to the north and west 

of Cheyenne. Students, staff and parents work together 

toward the school-improvement plan goals in reading, 

writing and math problem solving. A strong network 

of parent volunteers supports the instructional program 

on a daily basis. Ongoing activities like our parent-supported 

independent reading program are combined with 

new activities such as Geography Bee to offer students 

additional academic challenges. Jessup has been awarded 

the No Child Left Behind Blue Ribbon School award 

by the U.S. Department of Education. Jessup continues 

to build a school community committed to providing a 

quality education for each child. 

Lebhart 

807 Coolidge St.— 

771-2614 

Fairview and Lebhart 

are sister elementary 

schools located in east 

Cheyenne. Lebhart is a 

primary school serving 

grades K–2 (four sections 

of kindergarten, five of first grade and three of second 

grade with approximately 221 students) while the intermediate 

school, Fairview, serves grades 3–6 (two sections 

each of third through sixth grades with approximately 

234 students). Both schools have networked computer 

labs and tutors to assist students who need additional 

academic support. Monthly activities are planned to provide 

families an opportunity for recreation and academic 

enrichment. The schools’ improvement plan focuses on 

improving student achievement in reading, math and 

writing skills. 


Miller 

3501 Evans Ave.— 

771-2376 

The Deming building, 

grades K–3, is part of 

Deming/Miller Elementary 

School. Miller contains 

grades 4–6. Together, both 

buildings comprise a one-section elementary school with 

around 175 students. The Deming building also houses 

a primary level PALS classroom that contains students 

with very special educational needs. The staff at Deming/ 

Miller School is committed to provide a quality education 

in an environment that is safe, friendly and filled 

with high expectations for student growth. One of its 

strengths is a strong and active PTO that is very helpful 

with fundraising, classroom volunteers and participation 

in various school improvement committees. The goal is 

to have all students improve in language arts and mathematical 

problem-solving skills. Students receive incentives 

and rewards for exemplary behavior, meeting high 

academic standards, modeling excellent citizenship and 

for regular attendance. 

Pioneer Park 

1407 Cosgriff Court—771-2316 

Pioneer Park is 

located in west Cheyenne. 

The school has a unique 

combination of programs 

serving a variety of 

populations. The two-unit 

regular education school 

serves a walk-in population. 

Also housed in the 

school is the Trailblazer* program, a K–6 academic highpotential 

school for qualified students from throughout 

the district. The Therapeutic Learning Center serves 

behaviorally challenged students in grades 4–6. Pioneer 

Park School is highly supported by the parents and 

enjoys a rich tradition and reputation for student success 

and parent satisfaction. 

*Trailblazer, a K–6 academic high-potential program for 

qualified children, is available for students from throughout 

the district. It is also located at Affl erbach Elementary. 

Rossman 

916 W. College 

Drive—771-2544 

Rossman Elementary 

is located in south Cheyenne 

near Orchard Valley 

and the Allison Addition. 

The facility was named 

after John Rossman, an early pioneer and businessman. 

The school houses 166 students in grades K–6. The 

faculty and staff provide students a variety of innovative 

programs designed to meet their diverse needs. These 

programs focus upon our three school improvement 

goals of improving students’ performance in reading, 

writing and math. 

Sunrise 

5021 East 13th St.— 

771-2280 

Sunrise is the new 

elementary school located 

in the Sun Valley area. 

This school serves approximately 

330 students 

in grades K–6. Sunrise 

classrooms are equipped 

with SMART Boards, wireless network and FM sound 

systems to better serve students’ needs and provide academic 

support. Monthly activities are planned to provide 

families opportunities for recreation, and academic 

enrichment focuses on improving student achievement 

in reading, math and writing. 

Willadsen 

645 Road 102 

Granite Canon—771-2295 

Willadsen Elementary 

School is a K–6 rural 

school located 20 miles 

west of Cheyenne directly 

off I-80 at the Harriman 

Road exit. The school has 

one full-time teacher, four 

part-time teachers and one 

paraprofessional. Willadsen 

places special emphasis on providing students with a 

learning environment that is challenging, supportive and 

caring. Computers are available to enhance daily instruction 

in all subject areas. Willadsen continues to be the 

focal point of the community and parents are actively 

involved in the educational process of their children. 


Junior High Schools 

Carey Junior High 

1780 E. Pershing Blvd. 

771-2580 

Carey Junior High 

School is a comprehensive, 

three-year junior high 

school with an enrollment 

of 1,083 students. Carey 

has a strong academic program 

that ensures special 

care is given to secure each 

student’s success in academics. 

With 101 professional staff members, 34 classified 

employees and one part-time police officer, students 

are afforded opportunities to succeed, receive special help 

and develop individual responsibility for themselves, the 

school and their community. Carey also fields strong 

extracurricular programs to broaden its students’ experiences. 

Carey has outstanding programs for students of 

varying abilities. Educational programs for the severe and 

profound as well as for honors students are provided by a 

professional, caring staff. The elective offerings are nearly 

as diverse as the student population; therefore, students 

can enroll in classes that suit their interests and talents. 

Carey has a closed campus, but parents are always 

encouraged to visit the school. Special effort is made to 

keep parents informed of students’ progress. 

Johnson Junior High 

1236 W. Allison Road 

771-2640 

Johnson Junior High 

School is a comprehensive, 

three-year junior 

high school with an 

enrollment of more than 

850 students. There were 

314 seventh-grade students, 

305 eighth-grade 

students and 253 ninth-grade students, all served by 

142 staff members. Johnson is a Title I school, utilizing 

the additional funding it receives to maximize student 

learning. Programs of study at Johnson include ROTC, 

art, English, foreign language, family consumer science, 

math, music, physical education, introduction to physical 

science, social studies, technical education, resource, 

behavior lab and Pre-AP classes in English, geometry and 

social studies. As a public junior high school, Johnson’s 

effort is to ensure learning in a safe and orderly environment. 

Johnson offers opportunities for family and 

community involvement and for students to give back to 

society through a variety of teaching strategies and community 

service projects. The staff at Johnson Junior High 

lives by its motto—We Teach, We Learn, We Care. 

McCormick Junior High 

6000 Education Drive 

771-2650 

McCormick Junior 

High School is a comprehensive, 

three-year school 

with an enrollment of 

approximately 1,170 students. 

McCormick’s day 

consists of seven 47-minute 

classes, a 15-minute 

reading period and a 15-minute homeroom. Programs of 

study include agriculture, art, computers/keyboarding, 

drama, family and consumer science, foreign language, 

math, music, language arts, physical education/health, 

ROTC, science, social studies, speech and technology 

education. Additional services are provided to students 

through the behavior lab, resource and transitional 

seventh-grade classes. A.P. Prep courses are offered in 

English, math and social studies. McCormick has 103 

certified staff members and 39 classified. McCormick’s 

59-classroom facility includes two gymnasiums, a weight 

room, a library and an auditorium. Five computer labs 

provide 165 computers for student use. Each classroom 

has a computer for teacher use and other classrooms have 

additional computers for student use, i.e. newspaper/ 

yearbook classroom, science classrooms. Students are able 

to participate in sports, intramurals and organizations. 

A wide variety of co-curricular activities are available. 

McCormick is proud of its commitment to strive for 

educational excellence through knowledge, skills, respect 

and responsibility. 


High Schools 

Central High 

5500 Education Drive 

771-2680 

Central High School 

has a well-deserved reputation 

of high academic 

achievement, championship 

athletic programs 

and successful clubs and 

organizations, including 

the 2003 ProStart National 

Champion Culinary 

Arts Team. Central is a comprehensive, three-year senior 

high that offers a modified block schedule and varied 

curriculum to its student body of approximately 1,200 

students. Advanced Placement courses are available to 

students in English literature and English composition, 

chemistry, physics, biology, U.S. government, U.S. history, 

world geography, world history, micro and macro 

economics, art, music theory, environmental science, 

calculus AB and calculus BC. Concurrent enrollment 

agreements with community colleges now exist to allow 

and encourage students to earn college credit while in 

high school in computer science, calculus, English composition, 

construction technology, auto body, drafting, 

health occupations and culinary arts. All students have 

extended learning opportunities through the Education 

Station and extended-day classes. As an NCA-accredited 

institution, Central is proud of the faculty and students 

who work together to achieve academic performance that 

exceeds state and national norms on the PAWS, SAT and 

ACT tests. 

East High 

2800 E. Pershing 

771-2663 

East High School 

is an NCA-accredited, 

comprehensive high 

school with an enrollment 

of approximately 

1,459 students. The 

school offers a variety 

of academic programs to meet the needs of its students. 

Course offerings include the International Baccalaureate 

(IB) Program for ninth- through 12 th -graders, 12 

Advanced Placement courses, concurrent enrollment 

courses for which students receive both high school and 

college credit, as well as a variety of courses in the core 

and elective areas such as AFJROTC, agriculture, art, 

business, computer science, driver’s education, family 

and consumer science, foreign languages, health occupations, 

health and physical education, industrial technology, 

marketing, music, speech and debate, and television 

production. Courses are geared to prepare students for 

post-secondary opportunities at colleges/universities, 

technical schools, the armed forces or in the workplace. 

East High School offers an extensive variety of outstanding 

extra-curricular activities. In addition, East students 

are consistently recognized at the local, state, regional 

and national levels in many areas such as athletics, band, 

choir/chorale, orchestra, DECA, FFA, FBLA, FCCLA, 

mock trial, speech and debate and VICA. East High 

School takes pride in its faculty, staff and students. 

Students receive a strong education enabling them to 

become successful members of their communities. 

Triumph High 

1250 W. College Drive 

771-2500 

Triumph High School 

is an alternative school 

of choice. Enrollment is 

voluntary and is granted 

on an application-only 

basis. All students who 

attend are expected to 

accept and sign a shared 

responsibility agreement that lists staff expectations for 

student attendance, productivity and behavior and the 

consequences for agreement violation. The curriculum 

at Triumph High School features a new-student orientation 

program, an adviser/advisee program, multi-age 

grouping, classes that are open to most students in grades 

8–12, traditional and nontraditional pathways to graduation 

and an evening open-entry, open-exit program. All 

students are provided with opportunities to participate 

in a variety of multi-disciplinary integrated learning 

projects that allow them to apply what they have learned 

and promote the development of cooperation and teamwork. 

Cultural enrichment days have been implemented 

to strengthen inter- and intra-personal skills. CBOE is 

another alternative program that is part of Triumph High 

School. CBOE places emphasis on business education. 

Entrepreneurship, management, employability and other 

related skills are taught in the classroom and through 

working relationships with local businesses. In addition 

to standard academic studies, the high school students 

research and develop individual career and business plans 

with specialized curriculum. 



2810 House Ave., Cheyenne, WY 82001-2959 

(307) 771-2100 • www.laramie1.org

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