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<strong>Laramie</strong> <strong>County</strong> <strong>School</strong> <strong>District</strong> 1<br />
Report Card<br />
to the community<br />
2007–2008<br />
<strong>and</strong> <strong>Strategic</strong> <strong>Initiatives</strong> 2008–2009
Governance & Leadership<br />
The Administration<br />
Central Administration<br />
Superintendent of <strong>School</strong>s—<br />
Ted Adams, Room 130 • 771-2121<br />
Assistant Superintendent of Instruction—<br />
Mike Klopfenstein, Room 128 • 771-2188<br />
Assistant Superintendent of Human Resources—<br />
John Lyttle, Room 136 • 771-2160<br />
Assistant Superintendent of Support Operations—<br />
Dave Bartlett, Room 122 • 771-2115<br />
Program Directors<br />
Director of Instruction—<br />
Marc LaHiff, Room 226 • 771-2214<br />
Assistant Director of Instruction, Grants/Staff Development—<br />
Irene Story, Room 318 • 771-2557<br />
Assistant Director of Instruction, Consolidated Grants/At Risk—<br />
Brent Young, Room 231 • 771-2187<br />
Director of Special Services—<br />
Alice Hunter, Room 254 • 771-2174<br />
Assistant Director of Special Services—<br />
J.P. Denning, Room 256A • 771-2174<br />
Director of Technology—<br />
Gordon Knopp, Room 356 • 771-2222<br />
Director of New Teacher Induction/Mentoring—<br />
Sharon Knudson, Jessup Elementary • 771-2570<br />
Program Administrators<br />
Business Services, Sharyn Guthridge<br />
Room 118 • 771-2117<br />
Community Relations, Mary Quast<br />
Room 354 • 771-2192 (Information Services)<br />
Energy Management, Dalton Jones<br />
Room 319 • 771-2207<br />
Facilities & Risk Management, Dave Adams<br />
3320 Maxwell Ave. • 771-2633 (Safety)<br />
Field Services Management, Scott Cavallier<br />
Room 360 • 771-2133<br />
Finance, Mike Wiggam<br />
Room 116A • 771-2110<br />
Human Resources, Richard Fleck<br />
Room 113 • 771-2230<br />
Information Systems/Data Base, Kyle McKinney<br />
Room 154A • 771-2153<br />
Information Technology, Kara Gann<br />
Room 314A • 771-2253<br />
Nutrition Services, Linda Willman (Meal Programs)<br />
3320 Maxwell Ave. • 771-2440<br />
Planning & Construction, Dennis Auker<br />
Room 200 • 771-2124 (Building Committee)<br />
Transportation, Bruce Henning (Busing)<br />
316 Lexington Ave. • 771-2628<br />
Curriculum Coordinators<br />
Art, Lynn Newman • 771-2129<br />
Career & Technical Programs, Jeff Stone • 771-2271<br />
Foreign Language, Mary Brummond • 771-2175<br />
Language Arts, Cindy Szot • 771-2173<br />
Math, Kristin Williams • 771-2454<br />
Music, Sean Ambrose • 771-2104<br />
Physical Education & Health, John Contos • 771-2255<br />
Science, Walt Hushbeck • 771-2604<br />
Social Studies, Mark Quinlivan • 771-2170<br />
Secondary <strong>School</strong> Principals<br />
Central High <strong>School</strong>, Matt Strannigan<br />
5500 Education Drive • 771-2680<br />
East High <strong>School</strong>, Sam Mirich<br />
2800 E. Pershing Blvd. • 771-2663<br />
Triumph/CBOE High <strong>School</strong>, Gary Datus<br />
1250 W. College Drive • 771-2500<br />
Carey Junior High <strong>School</strong>, Evelyn Abbott<br />
1780 E. Pershing Blvd. • 771-2580<br />
Johnson Junior High <strong>School</strong>, John Balow<br />
1236 W. Allison Road • 771-2640<br />
McCormick Junior High <strong>School</strong>, Jeff Conine<br />
6000 Education Drive • 771-2650<br />
Elementary <strong>School</strong> Principals<br />
Afflerbach Elementary (K–6), Carol Clarke<br />
400 W. Wallick Road • 771-2300<br />
Alta Vista Elementary (K–6), Martin McGuffey<br />
1514 E. 16th St. • 771-2310<br />
Anderson Elementary (K–6), Jim Fraley<br />
2204 Plain View Road • 771-2606<br />
Arp Elementary (K–6), Janet Materi<br />
1216 Reiner Court • 771-2365<br />
Baggs Elementary (K–6), Larry Bowman<br />
3705 Cheyenne St. • 771-2385<br />
Bain Elementary (K–6), Brenda Creel<br />
903 Adams Ave. • 771-2525<br />
Buffalo Ridge Elementary (K–6), Greg Garman<br />
5331 Pineridge Ave. • 771-2595<br />
Clawson Elementary (K–6), Jeff Felton<br />
376 Road 228A, Horse Creek • 771-2291<br />
Cole Elementary (K–6), Bob Bowen<br />
615 W. Ninth St. • 771-2480<br />
Davis Elementary, (K–6), Michael Fullmer<br />
6309 Yellowstone Road • 771-2600<br />
Deming Elementary (K–4), Tony Crecelius<br />
715 W. Fifth Ave. • 771-2400<br />
Dildine Elementary (K–6), Mike Wortman<br />
4312 Van Buren Ave. • 771-2320<br />
Fairview Elementary (3–6), Susan Barnett<br />
2801 E. 10th St. • 771-2610<br />
Freedom Elementary (K–6), Cynthia Farwell<br />
4500 Happy Jack Road • 771-2305<br />
Gilchrist Elementary (K–6), Jeff Felton<br />
1108 Happy Jack Road • 771-2285<br />
Goins Elementary (K–6), Joyce Chalstrom<br />
201 S. Cribbon Ave. • 771-2620<br />
Hebard Elementary (K–6), Carla Gregorio<br />
413 Seymour Ave. • 771-2450<br />
Henderson Elementary (K–6), Karen Brooks-Lyons<br />
2820 Henderson Drive • 771-2550<br />
Hobbs Elementary (K–6), R<strong>and</strong>y Hurd<br />
5710 Syracuse Road • 771-2560<br />
Jessup Elementary (K–6), Sharon Knudson<br />
6113 Evers Blvd. • 771-2570<br />
Lebhart Elementary (K–2), Susan Barnett<br />
807 Coolidge Road • 771-2614<br />
Miller Elementary (5–6), Tony Crecelius<br />
3501 Evans Ave. • 771-2376<br />
Pioneer Park Elementary (K–6), April Gates<br />
1407 Cosgriff Court • 771-2316<br />
Rossman Elementary (K–6), Dennis Dix<br />
916 W. College Drive • 771-2544<br />
Sunrise Elementary (K–6), Larry Sturgeon<br />
5021 E. 13th St. • 771-2280<br />
Willadsen Elementary (K–6), Jeff Felton<br />
645 Harriman Road, Granite Canon • 771-2295
Table of Contents<br />
GO V E R N A N C E & LE A D E R S H I P .................... PA G E 4–5<br />
Board of Education<br />
Superintendent’s Message<br />
SY S T E M SU M M A R Y ................................. PA G E 6–7<br />
Dashboard Indicators<br />
VISION & PU R P O S E .................................... PA G E 8<br />
Mission, Vision, Core Values<br />
CO N T I N U O U S IM P R O V E M E N T ................... PA G E 9–11<br />
NCA Accreditation, Goals, <strong>Strategic</strong> Plan, Organizational Assessment,<br />
Professional Learning Communities<br />
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<br />
Testing & Accountability<br />
Measuring Achievement<br />
TE A C H I N G & LE A R N I N G ....................... PA G E 17–20<br />
Curriculum & Instruction, Federal Programs,<br />
Exceptional Children’s Programs, Activities<br />
RE S O U R C E & SU P P O R T SY S T E M S ........... PA G E 21–25<br />
Employees, Finances, Support Operations, Technology<br />
ST A KE H O L D E R CO M M U N I C A T I O N S<br />
& RELATIONSHIPS ............................. PA G E 26–28<br />
Parent Involvement, Community Partners—Adopt-A-<strong>School</strong>,<br />
Operation Back-to-<strong>School</strong>, Starbase Academy, Service Clubs,<br />
Cheyenne <strong>School</strong>s Foundation<br />
SC H O O L OVE R V I E WS ........................... PA G E 29–36<br />
<strong>Laramie</strong><br />
<strong>County</strong><br />
<strong>School</strong><br />
<strong>District</strong> 1<br />
Mission Statement<br />
The mission of <strong>Laramie</strong><br />
<strong>County</strong> <strong>School</strong> <strong>District</strong> 1, in<br />
cooperation with students,<br />
parents, staff <strong>and</strong> the<br />
community, is to guarantee a<br />
high-quality education in a safe<br />
<strong>and</strong> orderly environment for<br />
all students, inspiring them to<br />
become life-long learners <strong>and</strong><br />
responsible, productive citizens.<br />
LCSD1 Notice of<br />
Nondiscrimination<br />
<strong>Laramie</strong> <strong>County</strong> <strong>School</strong><br />
<strong>District</strong> 1 does not discriminate<br />
on the basis of race, color,<br />
national origin, sex, age or<br />
disability in admission or access<br />
to, or treatment or employment<br />
in, its educational programs or<br />
activities. Inquiries concerning<br />
Title VI <strong>and</strong> Title IX may be<br />
referred to the <strong>Laramie</strong> <strong>County</strong><br />
<strong>School</strong> <strong>District</strong> 1 Assistant<br />
Superintendent of Human<br />
Resources located in the<br />
Administration Building at 2810<br />
House Ave., or phone 771-2160.<br />
Inquiries concerning Section 504<br />
may be referred to the <strong>Laramie</strong><br />
<strong>County</strong> <strong>School</strong> <strong>District</strong> 1 Assistant<br />
Director of At-Risk Programs<br />
located in the Administration<br />
Building at 2810 House Ave., or<br />
phone 771-2557.<br />
Hathaway Notification<br />
The State of Wyoming provides Hathaway Merit <strong>and</strong> Needs-based Scholarships to Wyoming students attending<br />
the University of Wyoming <strong>and</strong> Wyoming Community Colleges. Every student who meets the merit requirements<br />
can earn a Hathaway Merit Scholarship. Contact your school counselor for more information.<br />
www.laramie1.org Report Card 2007–2008 • 3
Governance & Leadership<br />
Board of Education<br />
2008–09 Board<br />
of Trustees<br />
Dear LCSD1 Community,<br />
This past November brought two new<br />
Board members, Hank Bailey <strong>and</strong> Glenn<br />
Garcia to our team. I’d also like to thank<br />
voters for returning Bob Farwell <strong>and</strong> myself<br />
to the Board. We appreciate your interest <strong>and</strong><br />
support as the seven of us, plus our superintendent,<br />
continue to move LCSD1 from a<br />
good district to a great one!<br />
As a Board, it is our job to hire the superintendent,<br />
establish district policy <strong>and</strong> administer<br />
a budget, which in 2007–08 totaled<br />
$357,716,525. The general operation funds<br />
were $157,445,927 <strong>and</strong> the remaining funds<br />
went to new or renovated facilities, special<br />
grants, nutrition services, student activity<br />
funds <strong>and</strong> other restricted uses.<br />
The vision, mission, goals <strong>and</strong> core values<br />
we have adopted for this district are the<br />
driving force behind all we do. They are<br />
included later in this report card. The <strong>District</strong>’s<br />
2008–09 <strong>Strategic</strong> Plan is our roadmap<br />
for the current year. Highlighting it are four<br />
areas: leadership development, strategic communication,<br />
data-driven decision making <strong>and</strong><br />
curriculum <strong>and</strong> instruction. The biggest challenge<br />
of these is building a data warehouse<br />
system to help us better track/monitor every<br />
student <strong>and</strong> assess achievement, interventions<br />
<strong>and</strong> successes. This “roadmap” helps us<br />
to always work toward our district goals that<br />
all students will improve in: math problem<br />
solving, reading comprehension <strong>and</strong> writing<br />
across the content areas <strong>and</strong> the percentage<br />
of students graduating from LCSD1 will<br />
increase from the previous year.<br />
In 2007–08 the Cheyenne Community<br />
Recreation Mill collected $665,902 <strong>and</strong> its<br />
Board distributed these funds throughout the<br />
district <strong>and</strong> community. It funded projects<br />
like playground equipment at eight elementary<br />
schools—Clawson, Dildine, Fairview-<br />
Lebhart, Alta Vista, Goins, Jessup, Willadson<br />
<strong>and</strong> Anderson. It also funded a basketball<br />
court <strong>and</strong> a backstop at Pioneer Park, football<br />
<strong>and</strong> soccer goals, elliptical machines at<br />
East <strong>and</strong> Central, swimming pool lane lines,<br />
discus cages, <strong>and</strong> a tractor, top dresser, aerator<br />
<strong>and</strong> striping machine for our facility management<br />
department. As you can see this county<br />
recreation mill levy is put to good use <strong>and</strong> is a<br />
great asset to our community.<br />
Innovative interventions for all students are<br />
at work in every school. For the first time in<br />
summer school, an enrichment science, math<br />
<strong>and</strong> language arts program was implemented.<br />
A wide variety of seventh- <strong>and</strong> eighth-graders<br />
participated in this project-based discovery<br />
curriculum. This was made possible through<br />
a one-time grant funded by our state legislature,<br />
which we hope they will do again.<br />
Another example of an intervention took<br />
place this fall through the K–12 online school<br />
program, which was offered mostly for homeschooled<br />
students. These parents, students<br />
<strong>and</strong> administrators have now brought this<br />
before the Board in the form of a charter<br />
school application. It will have to meet or<br />
exceed the state statutes for a charter school.<br />
This statute states a charter school’s purposes<br />
need to include: improving student learning,<br />
increasing learning opportunities through<br />
exp<strong>and</strong>ed learning experiences, encouraging<br />
the use of different <strong>and</strong> innovative teaching<br />
methods, creating new professional opportunities<br />
for teachers, <strong>and</strong> providing parents <strong>and</strong><br />
pupils with exp<strong>and</strong>ed choices in the types of<br />
educational opportunities that are available.<br />
We will be as diligent, professional <strong>and</strong> thorough<br />
with this application as we were with<br />
the Cheyenne Classical Academy’s application<br />
a year ago.<br />
Your Board continually works to improve<br />
LCSD1 through accountability, professional<br />
development, improved facilities, data collection,<br />
reporting in a strategic pattern <strong>and</strong> our<br />
accessibility to this community. As we make<br />
decisions we always keep the education of<br />
13,000 students foremost in our minds.<br />
We welcome your involvement <strong>and</strong> attendance<br />
at district events <strong>and</strong> facilities, <strong>and</strong><br />
hope to see you soon in our ever-improving<br />
district!<br />
Jan Stalcup<br />
LCSD1 Chairman of the Board<br />
Jan Stalcup—Chairman<br />
Bob Farwell—Vice Chairman<br />
Anne Beckle—Clerk<br />
Al Atkins—Assistant Clerk<br />
Brian Farmer—Treasurer<br />
Glenn Garcia—Assist. Treasurer<br />
Hank Bailey—Trustee<br />
4 • Report Card 2007–2008 www.laramie1.org
Governance & Leadership<br />
Superintendent’s Message<br />
Welcome to <strong>Laramie</strong> <strong>County</strong><br />
<strong>School</strong> <strong>District</strong> 1 <strong>and</strong> this<br />
annual progress report.<br />
LCSD1 touches the lives of nearly<br />
13,000 children <strong>and</strong> young adults with<br />
varied backgrounds ranging from 5 to<br />
20 years of age. Our task is to prepare<br />
each <strong>and</strong> every one of our students with<br />
the ability to successfully participate in<br />
the society of their time.<br />
If we can ensure all our children<br />
are capable of working with others,<br />
solving complex problems, <strong>and</strong> lifetime<br />
learning, we can preserve, protect <strong>and</strong> extend our<br />
democracy, our economy <strong>and</strong> our society.<br />
Now more than ever before, education is the<br />
most important enterprise on our planet. This<br />
annual report is provided to give each of you an idea<br />
of what your school district is doing to make sure<br />
all our students are provided with a high-quality<br />
education. Every day we are working to replicate<br />
practices used in the world’s best-performing school<br />
systems.<br />
According to a 2007 McKinsey <strong>and</strong> Company<br />
report titled “How the World’s Best Performing<br />
Systems Come Out on Top,” researchers asked<br />
the top 10 performing countries, according to<br />
OECDS’s Programme for International Student<br />
Assessment (PISA), for their common practices.<br />
They tested their conclusions by comparing these<br />
practices with highly successful United States<br />
school systems <strong>and</strong> in the process identified three<br />
practices of successful schools: 1. Recruit teachers<br />
from among the most highly literate <strong>and</strong> numerate<br />
college students. 2. Support teachers with continual<br />
coaching, peer mentoring <strong>and</strong> professional<br />
development. 3. Have clear st<strong>and</strong>ards for system<br />
performance, intervene quickly <strong>and</strong> effectively when<br />
problems arise <strong>and</strong> allocate resources so those with<br />
the greatest need get the most support.<br />
In this annual report you will see <strong>and</strong> read about<br />
the work <strong>and</strong> learning that is going on in your<br />
district—<strong>Laramie</strong> <strong>County</strong> <strong>School</strong> <strong>District</strong> 1—to<br />
Ted Adams<br />
Superintendent of <strong>School</strong>s<br />
replicate these best practices right here in<br />
Cheyenne.<br />
Recruit the Best<br />
We are recruiting the very best<br />
people we can find. As a result of<br />
our competitive salary schedule <strong>and</strong><br />
benefits, we are able to attract <strong>and</strong><br />
retain outst<strong>and</strong>ing teachers <strong>and</strong> staff. In<br />
education, people make the difference.<br />
We have outst<strong>and</strong>ing people <strong>and</strong> those<br />
people are a tremendous asset to our<br />
community.<br />
Continual Coaching <strong>and</strong> Development<br />
Through our professional learning communities<br />
we are continually coaching, mentoring <strong>and</strong><br />
professionally developing our people. We are a<br />
“district of learners” committed to solving our<br />
students’ complex learning challenges.<br />
System Performance Monitoring<br />
We are building a system to monitor the<br />
successful learning of our 13,000 students every day.<br />
We must know immediately when students <strong>and</strong> staff<br />
have problems <strong>and</strong> be able to intervene quickly <strong>and</strong><br />
effectively.<br />
We in LCSD1 are certainly are not as good as we<br />
hope to become. However the results of our work<br />
over the last several years are promising.<br />
•All student achievement is improving <strong>and</strong> the<br />
gaps between subgroups of students are closing.<br />
•We are aligning our schools into three K–12<br />
family friendly feeder patterns we are calling triads.<br />
•Our two-way communication with students,<br />
staff, families <strong>and</strong> community is improving.<br />
•Our data systems are providing better<br />
information for decision making.<br />
•We are focusing on “guaranteeing” every student<br />
the ability to read <strong>and</strong> write across all content areas.<br />
We hope you will enjoy the information in this<br />
report <strong>and</strong> we encourage you to ask questions <strong>and</strong><br />
get involved in your school district. We thank each<br />
<strong>and</strong> every community member for the privilege to<br />
work <strong>and</strong> learn in LCSD1 where we aspire to be the<br />
premier district in the Rocky Mountain region.<br />
www.laramie1.org Report Card 2007–2008 • 5
System Summary<br />
Dashboard Indicators<br />
Student Population Profile<br />
LCSD1 Enrollment Trends—<br />
2006–2007 2007–2008 2008–2009<br />
<strong>School</strong> Year 12,832 12,780 12,936<br />
Elementary/K–6 6,679 6,764 7,016<br />
Junior High/7–9 3,012 2,877 2,912<br />
High <strong>School</strong>/10–12 3,141 3,139 3,008<br />
American College Testing Composite Scores—<br />
2006 2007 2008<br />
<strong>District</strong> 22.3 21.9 21.4<br />
State 21.6 21.5 21.1<br />
National 21.1 21.2 21.1<br />
2007–2008 National Merit Scholar Honors—<br />
Finalists: 3 Semi-Finalists: 3<br />
Students by Ethnicity—<br />
2006–2007 2007–2008 2008–2009<br />
Alaskan/American Native 1.1% 1.1% 1.2%<br />
Asian/Pacific Isl<strong>and</strong>er 1.7% 1.8% 1.9%<br />
Black 4.6% 4.7% 4.7%<br />
Hispanic 15.7% 16.2% 16.4%<br />
White 76.9% 76.2% 75.8%<br />
Daily Student Attendance Percentages—<br />
2005–2006 2006–2007 2007–2008<br />
Elementary 96.41% 95.6% 95.24%<br />
Secondary 94.45% 92.81% 92.17%<br />
<strong>District</strong> 95.43% 94.20% 93.82%<br />
Summer Programs Completion Rate—<br />
2006 2007 2008<br />
Summer <strong>School</strong> Pre-K–Fifth Grade 73% 62% 80%<br />
Summer <strong>School</strong> Grades 6–8 74% 78% 90%<br />
Summer <strong>School</strong> Grades 9–12<br />
Session 1 72% 77% 84%<br />
Session 2 81% 76% 85%<br />
Graduation Rates for the past three reporting years—<br />
2004–2005 2005–2006 2006–2007<br />
77.7% 78.4% 74%<br />
Graduation rate, or “exit” rate, is based on a group of students beginning in grade nine <strong>and</strong> following<br />
them until grade 12. The “exiters” for the cohort are a sum of the students exiting in grade 12 during<br />
2007 plus the dropouts in grade 11 in 2005–2006, Grade 10 in 2004–2005 <strong>and</strong> in ninth grade in<br />
2003–2004. Graduation rate is reported one year behind.<br />
2008 Graduates—777<br />
Graduate Plans<br />
Of the 396 students who responded to the survey*<br />
2006 2007 2008<br />
Two- or Four-year college 70.1% 77.8% 76%<br />
Trade/technical school 5.5% 5.3% 4%<br />
Entering workforce 8.2% 5.9% 7.3%<br />
Military 6.5% 7.2% 7.1%<br />
Undecided 9.6% 3.7% 5.6%<br />
*Students are asked prior to graduation what they plan to do after they graduate.<br />
2007 Graduate Follow-Up Survey—<br />
Of the 131 students who responded to the survey*<br />
Two- or Four-year college: 52.7% Full-time employment: 16.8%<br />
Trade/technical school: 2.3% Part-time employment: 22.9%<br />
Military: 3% Other: 2.3%<br />
*2007 graduates were surveyed six months after graduation.<br />
Number of Seniors eligible for Hathaway Scholarship<br />
June 2008—319<br />
PAWS/State St<strong>and</strong>ards-Based Assessments—<br />
Proficient or advanced in reading— 2006 2007 2008<br />
3rd Grade— <strong>District</strong> 63.8% 80% 62.4%<br />
State 61.7% 75% 61.7%<br />
4th Grade— <strong>District</strong> 66.5% 82% 74%<br />
State 64.3% 77% 73.4%<br />
5th Grade— <strong>District</strong> 68% 80% 69.7%<br />
State 66.1% 74% 65.6%<br />
6th Grade— <strong>District</strong> 70.8% 81% 77.5%<br />
State 62.9% 75% 70.1%<br />
7th Grade— <strong>District</strong> 62.9% 66% 64.3%<br />
State 63.2% 71% 64.9%<br />
8th Grade— <strong>District</strong> 60.6% 59% 70.7%<br />
State 61.5% 71% 70.5%<br />
11th Grade— <strong>District</strong> 55.9% 74% 60.9%<br />
State 62.3% 74% 65.8%<br />
Proficient or advanced in writing— 2006 2007 2008<br />
3rd Grade— <strong>District</strong> 46.6% 74% 41.4%<br />
State 41.1% 66% 41%<br />
4th Grade— <strong>District</strong> 50.2% 78% 58.8%<br />
State 46.6% 64% 52.8%<br />
5th Grade— <strong>District</strong> 41.1% 66% 48.5%<br />
State 37.6% 55% 37.1%<br />
6th Grade— <strong>District</strong> 53.8% 75% 50.3%<br />
State 45.7% 65% 47.4%<br />
7th Grade— <strong>District</strong> 42.9% 69% 44.9%<br />
State 48.4% 66% 47.6%<br />
8th Grade— <strong>District</strong> 70.2% 82% 55.4%<br />
State 64.9% 79% 58.2%<br />
11th Grade— <strong>District</strong> 45% 79% 73.3%<br />
State 59% 73% 73%<br />
Proficient or advanced in math — 2006 2007 2008<br />
3rd Grade— <strong>District</strong> 77.3% 92% 82.4%<br />
State 74.7% 92% 83.4%<br />
4th Grade— <strong>District</strong> 73.6% 88% 74.5%<br />
State 73.2% 87% 76.8%<br />
5th Grade— <strong>District</strong> 67% 79% 74.9%<br />
State 66% 77% 70.9%<br />
6th Grade— <strong>District</strong> 76.3% 81% 79.7%<br />
State 71.6% 81% 78.2%<br />
7th Grade— <strong>District</strong> 54.9% 72% 78.2%<br />
State 61% 71% 72.2%<br />
8th Grade— <strong>District</strong> 44.4% 57% 70%<br />
State 53.9% 61% 67.7%<br />
11th Grade— <strong>District</strong> 45% 59% 57.6%<br />
State 57.3% 65% 64.4%<br />
6 • Report Card 2007–2008 www.laramie1.org
System Summary<br />
Dashboard Indicators<br />
Ratio of student enrollment K–12 to certified staff—<br />
2005–2006 2006–2007 2007–2008<br />
1:13.85 1:14.10 1:13.20<br />
Students Per Computer—2:1<br />
The district has traditional or mobile computer labs large enough to accommodate<br />
an entire class in every school.<br />
2007–2008 Students Receiving Special Services—<br />
Number disabled—1,622 (Dec. 1, 2007)<br />
Dec. 1, 2006 Dec. 1, 2007 Nov. 1, 2008<br />
Percent disabled 12.4% 12.7% 13.21%<br />
Percent disabled statewide 13.89% 13.83% not avail.<br />
K-12 Disciplinary Actions—<br />
2005–2006 2006–2007 2007–2008<br />
Long Term Suspensions 19 14 20<br />
Expulsions 15 17 28<br />
General Information<br />
Instructional Contact Hours:<br />
State Required Min.<br />
<strong>District</strong> Average<br />
Kindergarten: 450 1,047<br />
Elementary: 900 1,047<br />
Junior High: 1,050 1,165<br />
Senior High: 1,100 1,325<br />
Total 2007–2008 Employees—<br />
Certified, classified, part- <strong>and</strong> full-time: 2,091<br />
Instructional full-time equivalent: 1,090.34<br />
Beginning Teacher Salary—$42,379<br />
Average Instructional Salary—$57,029<br />
<strong>School</strong> Nutrition—<br />
Percent of LCSD1 students qualified for free meals (November)<br />
2006 2007 2008<br />
23% 23% 23.2%<br />
Percent of LCSD1 students qualified for reduced-price meals (November)<br />
2006 2007 2008<br />
12% 10.5% 11.1%<br />
Bus Transportation<br />
• First bus out at 4:30 a.m.—Last bus in at 6:30 p.m.<br />
• Transport an average of 3,500 students per day<br />
• Average annual mileage of 1.9 million miles<br />
• Average out-of-town/field trip mileage 370,000 miles<br />
• Fleet size: 102 buses, 12 Suburbans<br />
• # of routes: 59 regular ed., 7 wheel chair routes, 10 special needs routes<br />
• Longest route: 311 miles daily<br />
• Shortest route: 22 miles daily<br />
• Summer school mileage: 33,000 miles<br />
Finance<br />
2007–2008 general fund expenditure: $157,445,927<br />
Expenditure per student:<br />
2005–2006—$9,903<br />
2006–2007—$11,800<br />
2007–2008—$12,319<br />
Geographic Size<br />
LCSD1 covers 1,592 square miles in southeast Wyoming, which includes three rural<br />
elementary schools, 23 city elementary schools, three junior highs, two high schools <strong>and</strong><br />
one alternative high school.<br />
Use of Facilities<br />
Approximately 12,913 community activities were held in LCSD1 schools during<br />
2007–2008.<br />
Facility<br />
Age<br />
Clark Building ................................................................................................................ 87<br />
Administration Building ................................................................................................ 87<br />
Clawson Elementary ..................................................................................................... 69<br />
Maintenance Building ................................................................................................... 68<br />
Deming Elementary ...................................................................................................... 63<br />
Hebard Elementary ....................................................................................................... 63<br />
Rossman Elementary .................................................................................................... 62<br />
Cole Elementary ........................................................................................................... 59<br />
Henderson Elementary.................................................................................................. 58<br />
Storey Gymnasium ........................................................................................................ 58<br />
Carey Junior High <strong>School</strong> .............................................................................................. 55<br />
Pioneer Park Elementary ............................................................................................... 53<br />
Dildine Elementary ....................................................................................................... 52<br />
Fairview Elementary ..................................................................................................... 52<br />
Miller Elementary ......................................................................................................... 52<br />
Goins Elementary .......................................................................................................... 51<br />
Okie Blanchard Stadium ................................................................................................ 50<br />
East High ....................................................................................................................... 49<br />
Buffalo Ridge Elementary ............................................................................................. 49<br />
Hobbs Elementary ......................................................................................................... 49<br />
Lebhart Elementary ...................................................................................................... 49<br />
Willadsen Elementary .................................................................................................. 49<br />
Arp Elementary ............................................................................................................ 47<br />
Bain Elementary............................................................................................................ 47<br />
Jessup Elementary ........................................................................................................ 47<br />
Davis Elementary .......................................................................................................... 43<br />
Food Service Building .................................................................................................... 41<br />
Science Center/Warehouse/Transportation ................................................................... 37<br />
Ag Farm......................................................................................................................... 33<br />
McCormick Junior High ................................................................................................. 32<br />
Central High ................................................................................................................. 30<br />
Johnson Junior High ...................................................................................................... 25<br />
Anderson Elementary.................................................................................................... 25<br />
Gilchrist Elementary ..................................................................................................... 24<br />
Afflerbach Elementary .................................................................................................. 22<br />
Alta Vista Elementary .................................................................................................... 22<br />
Freedom Elementary ....................................................................................................... 3<br />
Sunrise Elementary ......................................................................................................... 1<br />
Baggs Elementary ........................................................................................................... 0<br />
Triumph High .................................................................................................................. 0<br />
Average total facility age: 44 years<br />
www.laramie1.org Report Card 2007–2008 • 7
Vision & Purpose<br />
Mission, Vision, Core Values<br />
Mission Statement<br />
The mission of <strong>Laramie</strong> <strong>County</strong> <strong>School</strong> <strong>District</strong> 1,<br />
in cooperation with students, parents, staff <strong>and</strong> the<br />
community, is to guarantee a high-quality education<br />
in a safe <strong>and</strong> orderly environment for all students,<br />
inspiring them to become life-long learners <strong>and</strong><br />
responsible, productive citizens.<br />
Vision<br />
<strong>Laramie</strong> <strong>County</strong><br />
<strong>School</strong> <strong>District</strong> 1 is<br />
the premier district “of<br />
learners for learners” in<br />
the Rocky Mountain<br />
Region where every<br />
student is successfully<br />
learning.<br />
Core Values<br />
We are a district of learners for learners.<br />
High Expectations<br />
• We will ensure all students meet or exceed essential skill proficiency.<br />
• We will measure success based on student learning.<br />
• We will measure continuous learning for all staff <strong>and</strong> students.<br />
Shared Responsibility<br />
• We will share responsibility for each student’s learning with all stakeholders including students,<br />
parents, staff <strong>and</strong> community.<br />
Maximizing Learning Opportunities<br />
• We will maximize learning by making data-driven decisions…<br />
~ to guide the implementation of scientifically researched best practice.<br />
~ to guide multiple learning opportunities.<br />
Human Connection<br />
• We will model what we expect from others.<br />
• We will treat all stakeholders with mutual respect <strong>and</strong> dignity.<br />
• We will develop positive relationships with every student, parent <strong>and</strong> stakeholder.<br />
8 • Report Card 2007–2008 www.laramie1.org
Continuous Improvement<br />
<strong>District</strong> <strong>Initiatives</strong><br />
<strong>District</strong> Improvement through NCA<br />
<strong>Laramie</strong> <strong>County</strong> <strong>School</strong> <strong>District</strong> 1 continues to<br />
be involved with the district accreditation process<br />
through the North Central Association (NCA).<br />
LCSD1 was one of the first districts to receive the<br />
five-year accreditation status as a district rather than<br />
as individual schools within a system. As part of the<br />
strategic process, LCSD1 has identified three goals<br />
that were recommended by a community group.<br />
Each of the goals directly impact students <strong>and</strong><br />
provide focus for all staff <strong>and</strong> the community.<br />
The three goals are—<br />
• All students will improve in math problem<br />
solving.<br />
• All students will improve in reading<br />
comprehension <strong>and</strong> writing across the content areas.<br />
• The percentage of students graduating from<br />
LCSD1 will increase from the previous year.<br />
In order to support the accreditation process, the<br />
district developed <strong>and</strong> deployed a strategic plan.<br />
This plan addresses four components identified<br />
as providing the greatest amount of leverage for<br />
Leadership<br />
Development<br />
Align principal<br />
supervision in triad<br />
feeder patterns.<br />
Develop our<br />
capacity to provide<br />
leadership<br />
development<br />
through McREL<br />
Training.<br />
continuous improvement. These areas include<br />
Leadership Development, <strong>Strategic</strong> Communication,<br />
Data Driven Decision Making <strong>and</strong> Curriculum<br />
& Instruction. Successful implementation of the<br />
strategic plan <strong>and</strong> a continuous improvement model<br />
will enable LCSD1 to effectively <strong>and</strong> efficiently use<br />
its resources to provide a safe environment where<br />
students can learn <strong>and</strong> achieve at higher levels.<br />
LCSD1 will host its next accreditation visit during<br />
the 2009–2010 school year. At that time a team from<br />
AdavancED, the organization that oversees NCA,<br />
will conduct an onsite visit to monitor progress <strong>and</strong><br />
make a summative accreditation decision.<br />
In order to provide more frequent feedback, in the<br />
fall of 2007 <strong>and</strong> again in 2008, the district hosted<br />
an Organizational Assessment (OA). The OA visit<br />
is conducted by a group outside of the district <strong>and</strong><br />
provides feedback on district processes, <strong>and</strong> affirms<br />
or provides direction toward continuous district<br />
improvement. Future OA visits will occur as a<br />
formative assessment to help benchmark progress<br />
with NCA coming in every five years to make a<br />
summative accreditation decision.<br />
<strong>Laramie</strong> <strong>County</strong> <strong>School</strong> <strong>District</strong> 1<br />
2008-2009 <strong>District</strong> <strong>Strategic</strong> Plan<br />
<strong>Strategic</strong><br />
Communication<br />
Implement a combined<br />
instructional support<br />
staff council <strong>and</strong> an<br />
association council.<br />
Implement a consistent<br />
process of<br />
communication for<br />
administrative,<br />
instructional support<br />
staff, unit <strong>and</strong> parent<br />
leadership.<br />
Develop a two-way<br />
strategic<br />
communications plan.<br />
Data Driven<br />
Decision Making<br />
Develop a process to<br />
implement a data<br />
warehouse system.<br />
Curriculum &<br />
Instruction<br />
Focus on reading <strong>and</strong><br />
writing in the content<br />
areas.<br />
Ensure a guaranteed<br />
<strong>and</strong> viable curriculum<br />
in all content areas<br />
with guaranteed<br />
access for all students.<br />
www.laramie1.org Report Card 2007–2008 • 9
Continuous Improvement<br />
<strong>District</strong> <strong>Initiatives</strong><br />
November 2008 Organizational<br />
Assessment Results<br />
A recent Organizational Assessment reveals <strong>Laramie</strong><br />
<strong>County</strong> <strong>School</strong> <strong>District</strong> 1 has made progress over the past year.<br />
The process involves annually inviting a team of external<br />
experts into the district to gain feedback from staff, students,<br />
parents <strong>and</strong> the community. Conducted for the first time in<br />
2007, the audit provides the district with “growth-evoking”<br />
information used to assess <strong>and</strong> improve services.<br />
Feedback is received in the form of strengths <strong>and</strong><br />
opportunities for improvement. Last year’s assessment helped<br />
guide the district-improvement process <strong>and</strong> was used to<br />
develop the 2008–2009 strategic plan of work.<br />
Following LCSD1’s 2007 Organizational Assessment, the<br />
Wyoming Department of Education contracted with Krenek<br />
Consulting to conduct its own Organizational<br />
Assessment. In addition, WDE teams<br />
are receiving training so they can offer<br />
Organizational Assessments to other<br />
districts across the state.<br />
Information from this year’s LCSD1<br />
Organizational Assessment will assist<br />
district leaders in developing the<br />
2009–2010 strategic plan <strong>and</strong> work<br />
toward the NCA AdvancED<br />
district accreditation visit slated<br />
to be held in the fall of 2009.<br />
The report states<br />
many of our<br />
strengths center on<br />
our people—<br />
✔ We seem to<br />
have a very clear <strong>and</strong><br />
positive shared vision of<br />
the district we want to become.<br />
✔ We are committed to<br />
collaboration. Professional<br />
Learning Communities seem to<br />
be growing stronger.<br />
✔ Our work aligning triads<br />
<strong>and</strong> supporting schools with<br />
instructional coaching is helping to<br />
break down barriers <strong>and</strong> increase<br />
our sense of purpose as a district<br />
community.<br />
✔ We are recruiting <strong>and</strong> retaining outst<strong>and</strong>ing<br />
people. This increased stability <strong>and</strong> quality should<br />
help us move forward together to achieve our<br />
mission.<br />
Improvements made over the past year<br />
include—<br />
✔ Aligning supervision of our principals in triads<br />
seems to be helping with district communication,<br />
curriculum implementation <strong>and</strong> best instructional<br />
practices <strong>and</strong> goals.<br />
✔ <strong>Strategic</strong> communications efforts seem<br />
to be improving opportunities for stakeholder<br />
engagement. This includes our monthly meetings,<br />
“sticky” messages <strong>and</strong> technology improvements.<br />
✔ Our focus on developing a process to<br />
implement a data warehouse appears to be moving<br />
in the right direction.<br />
Opportunities for improvement include—<br />
✔ Continue to work to engage, empower <strong>and</strong><br />
include our support staff.<br />
✔ Continue to improve our<br />
communications <strong>and</strong> engagement of external<br />
stakeholders.<br />
✔ Develop a systematic <strong>and</strong> systemic<br />
recognition process to celebrate contributions of<br />
support staff, instructional staff, students, parents<br />
<strong>and</strong> community.<br />
✔ Continue to align our instructional system.<br />
✔ Map <strong>and</strong> align support operations processes to<br />
ensure we are efficiently <strong>and</strong> effectively supporting<br />
student learning at every level.<br />
✔ Continue to work on our data <strong>and</strong><br />
information systems so employees <strong>and</strong> customers at<br />
every level have accurate, readily available data.<br />
10 • Report Card 2007–2008 www.laramie1.org
Documenting & Using Results<br />
<strong>District</strong> <strong>Initiatives</strong><br />
Professional Learning<br />
Communities<br />
<strong>Laramie</strong> <strong>County</strong> <strong>School</strong><br />
<strong>District</strong> 1 has implemented<br />
Professional Learning<br />
Communities (PLCs) for<br />
three years. During this<br />
time, district-wide staff<br />
development has occurred<br />
with additional training at<br />
department <strong>and</strong> school sites.<br />
PLCs provide:<br />
✓ A focus on learning<br />
✓ A collaborative culture<br />
with a focus on learning for<br />
all students<br />
✓ Collective inquiry<br />
into best practice <strong>and</strong><br />
underst<strong>and</strong>ing current reality<br />
✓ Action orientation<br />
✓ A commitment to<br />
continuous improvement<br />
✓ Results orientation<br />
Through the PLC process, the district has aligned<br />
the instructional program in the following ways:<br />
• Essential skills for all grade levels have been<br />
identified at the school level.<br />
• Interventions have been developed to engage<br />
students early when they are not meeting the<br />
essential skills.<br />
• <strong>School</strong>s have been organized into collaborative<br />
teams that focus on all students.<br />
• One-hundred percent of all schools in the<br />
district are deeply engaged in the PLC process.<br />
The LCSD1 Board of Trustees’ commitment <strong>and</strong><br />
support of Professional Learning Communities has<br />
enabled the district to make significant progress.<br />
Due to these clear expectations, staff will continue<br />
to focus on PLC implementation to maximize<br />
student learning.<br />
Instructional Coaches<br />
Instructional coaches have<br />
also been working inside<br />
the district for three years.<br />
Funding for the program<br />
comes directly from the<br />
Wyoming Legislature based<br />
on the size of the district.<br />
Instructional coaches,<br />
which include instructional<br />
facilitators, technology<br />
integration specialists<br />
<strong>and</strong> teachers on special<br />
assignment, help teachers at<br />
all levels improve instructional<br />
methods. Their role is to<br />
provide job-embedded staff<br />
development to all teachers<br />
throughout the district with<br />
focus on:<br />
• Reading <strong>and</strong> writing at all<br />
levels in all content areas<br />
• Math<br />
• Implementation of technology to enhance<br />
instruction <strong>and</strong> support student learning<br />
• Consistent implementation of district programs<br />
• New teacher training<br />
Instructional coaches are also engaged in working<br />
with teachers to implement PLCs, data analysis<br />
<strong>and</strong> implementation of the district assessment<br />
system. Coaches provide an opportunity for<br />
staff development without pulling teachers out<br />
of the classroom for training. They are a critical<br />
component in the consistent implementation of<br />
district programs such as guided reading, Bridges,<br />
Everyday <strong>and</strong> Connected Math, <strong>and</strong> other districtwide<br />
initiatives.<br />
www.laramie1.org Report Card 2007–2008 • 11
Documenting & Using Results<br />
Testing & Accountability<br />
Testing <strong>and</strong> Accountability Under<br />
No Child Left Behind<br />
Under the No Child Left Behind Act, state<br />
departments of education are required to test<br />
all students in grades 3–8 <strong>and</strong> at least one time<br />
in high school. The Wyoming Department of<br />
Education (WDE) assesses students in grades 3–8<br />
<strong>and</strong> 11 in the areas of reading, writing <strong>and</strong> math<br />
using the Proficiency Assessment for Wyoming<br />
Students (PAWS) test. During the 2007–2008<br />
school year, science began to be assessed at grades<br />
4, 8 <strong>and</strong> 11. At this point in time, science does not<br />
apply to the AYP decision.<br />
Results from the PAWS assessments are used<br />
to determine if schools <strong>and</strong> districts have met<br />
the required targeted proficiency level identified<br />
in the WDE’s Accountability Plan. The targeted<br />
proficiency level that has been set in the areas of<br />
language arts <strong>and</strong> math increases over time until<br />
the year 2014 at which time the proficiency level<br />
is set at 100<br />
percent of<br />
all students<br />
scoring<br />
proficient or<br />
above. When<br />
reporting,<br />
students are<br />
identified as<br />
being below<br />
basic, basic, proficient or advanced in language arts<br />
<strong>and</strong> math.<br />
<strong>School</strong>s or districts not meeting the target<br />
score are said to have not met AYP. When looking<br />
at the AYP data, scores are grouped into three<br />
areas; elementary, junior high <strong>and</strong> high school.<br />
Each level has 37 different criteria that are looked<br />
at to determine AYP at the school level, which<br />
represents 111 criteria at the district level. Results<br />
from the 2007–2008 school year indicate <strong>Laramie</strong><br />
<strong>County</strong> <strong>School</strong> <strong>District</strong> 1 did not meet AYP. The<br />
indicators encompass all subgroups including<br />
students with an Individual Education Plan (IEP),<br />
English Language Learners (ELL), socio-economic<br />
status <strong>and</strong> ethnic subgroups.<br />
Along with the overall proficiency level of<br />
all students <strong>and</strong> each subgroup, the WDE has<br />
identified two additional indicators. Graduation<br />
rate is used at the high school level <strong>and</strong> lowering<br />
the percent of below-basic readers is used at the<br />
elementary <strong>and</strong> junior high level.<br />
Results from PAWS, AYP <strong>and</strong> other data sources<br />
are used to determine goal areas for the district<br />
improvement plan, which continues to focus on<br />
reading <strong>and</strong> writing, math problem solving <strong>and</strong><br />
increasing the percent of graduates.<br />
12 • Report Card 2007–2008 www.laramie1.org
Documenting & Using Results<br />
Measuring Achievement<br />
100%<br />
PAWS Reading 2007-2008<br />
Percent Proficient <strong>and</strong> Above<br />
90%<br />
80%<br />
70%<br />
60%<br />
62% 62%<br />
74% 73%<br />
70%<br />
66%<br />
78%<br />
70%<br />
64% 65%<br />
71% 71%<br />
61%<br />
66%<br />
Percent<br />
50%<br />
40%<br />
LCSD1<br />
WY<br />
30%<br />
20%<br />
10%<br />
0%<br />
Reading 3 Reading 4 Reading 5 Reading 6 Reading 7 Reading 8 Reading 11<br />
Subject/ Grade<br />
100%<br />
PAWS Writing 2007-2008<br />
Percent Proficient <strong>and</strong> Above<br />
90%<br />
80%<br />
70%<br />
73% 73%<br />
Percent<br />
60%<br />
50%<br />
40%<br />
41% 41%<br />
59%<br />
53%<br />
49% 50%<br />
47%<br />
37%<br />
48%<br />
45%<br />
58%<br />
55%<br />
LCSD1<br />
WY<br />
30%<br />
20%<br />
10%<br />
0%<br />
Writing 3 Writing 4 Writing 5 Writing 6 Writing 7 Writing 8 Writing 11<br />
Subject/ Grade<br />
www.laramie1.org Report Card 2007–2008 • 13
Documenting & Using Results<br />
Measuring Achievement<br />
100%<br />
PAWS Math 2007-2008<br />
Percent Proficient <strong>and</strong> Above<br />
90%<br />
80%<br />
70%<br />
82% 83%<br />
77%<br />
75% 75%<br />
71%<br />
80% 78% 78%<br />
72%<br />
70%<br />
68%<br />
64%<br />
60%<br />
58%<br />
Percent<br />
50%<br />
40%<br />
LCSD1<br />
WY<br />
30%<br />
20%<br />
10%<br />
0%<br />
Math 3 Math 4 Math 5 Math 6 Math 7 Math 8 Math 11<br />
Subject/ Grade<br />
100%<br />
PAWS Science 2007-2008<br />
Percent Proficient <strong>and</strong> Above<br />
90%<br />
80%<br />
70%<br />
60%<br />
Percent<br />
50%<br />
40%<br />
46%<br />
51%<br />
49%<br />
46%<br />
41%<br />
40%<br />
LCSD1<br />
WY<br />
30%<br />
20%<br />
10%<br />
0%<br />
Science 4 Science 8 Science 11<br />
Subject/ Grade<br />
14 • Report Card 2007–2008 www.laramie1.org
Documenting & Using Results<br />
Measuring Achievement<br />
<strong>District</strong> All Grades PAWS Reading By Year<br />
Proficient & Above<br />
100<br />
90<br />
80<br />
70<br />
60<br />
63.1<br />
79.3<br />
82.4<br />
81.8 81.2 81.6<br />
79.9<br />
74.2 74.38<br />
70.5<br />
66.2 67.7<br />
65.8<br />
62.3<br />
76.9<br />
59.8 60.8<br />
69<br />
63.4<br />
57.3<br />
Percent Proficient <strong>and</strong> Above<br />
50<br />
40<br />
30<br />
20<br />
10<br />
52.3<br />
2005-2006<br />
2006-2007<br />
2007-2008<br />
0<br />
3rd 4th 5th 6th 7th 8th 11th<br />
Grade Level<br />
<strong>District</strong> All Grades PAWS Writing By Year<br />
Proficient & Above<br />
100<br />
Percent Proficient <strong>and</strong> Above<br />
90<br />
80<br />
70<br />
60<br />
50<br />
40<br />
30<br />
46<br />
74<br />
41.5<br />
50<br />
78.4<br />
58.8<br />
41.4<br />
67.2<br />
48.4<br />
53.5<br />
76.2<br />
50.4<br />
42<br />
70.4<br />
44.4<br />
69.3<br />
84.1<br />
55.4<br />
42.2<br />
80<br />
73.8<br />
2005-2006<br />
2006-2007<br />
2007-2008<br />
20<br />
10<br />
0<br />
3rd 4th 5th 6th 7th 8th 11th<br />
Grade Level<br />
www.laramie1.org Report Card 2007–2008 • 15
Documenting & Using Results<br />
Measuring Achievement<br />
<strong>District</strong> All Grades PAWS Math By Year<br />
Proficient & Above<br />
100<br />
90<br />
92.2<br />
88.4<br />
Percent Proficient <strong>and</strong> Above<br />
80<br />
70<br />
60<br />
50<br />
40<br />
30<br />
76.6<br />
62.6<br />
73.2<br />
74.1<br />
81.2 82.4<br />
75.9<br />
77.7<br />
69.8<br />
66.9<br />
54.5<br />
72<br />
64.4<br />
70.6<br />
59.6 60.2<br />
44<br />
42.1<br />
60.9<br />
2005-2006<br />
2006-2007<br />
2007-2008<br />
20<br />
10<br />
0<br />
3rd 4th 5th 6th 7th 8th 11th<br />
Grade Level<br />
ACT High <strong>School</strong> Composite Scores<br />
Five Year Trend<br />
16 • Report Card 2007–2008 www.laramie1.org
Teaching & Learning<br />
Curriculum & Instruction<br />
One of LCSD1’s<br />
primary goals<br />
reads—“The<br />
percentage of students who<br />
graduate will increase from<br />
the previous year.”<br />
According to Wyoming<br />
law, all students will be<br />
held accountable for state<br />
st<strong>and</strong>ards in the nine content<br />
areas. If students do not<br />
meet state st<strong>and</strong>ards, they<br />
will not receive a high school<br />
diploma.<br />
LCSD1 notifies students<br />
who have a deficiency so they<br />
can correct it with options<br />
such as summer school or<br />
extended-day programs,<br />
enabling them to graduate<br />
with their present class. An<br />
additional intervention,<br />
Professional Learning<br />
Communities, structures schools <strong>and</strong> classrooms to use<br />
data to drive instruction to ensure student success in all<br />
content areas.<br />
Graduation Requirements<br />
Mastery of student performance st<strong>and</strong>ards is<br />
prescribed for the following:<br />
Common Core of Knowledge—Reading/language<br />
arts, social studies, mathematics, science, fine <strong>and</strong><br />
performing arts, physical education, health <strong>and</strong> safety,<br />
humanities, career/vocational education, foreign cultures<br />
<strong>and</strong> languages, applied technology, government <strong>and</strong> civics<br />
including state <strong>and</strong> federal government.<br />
Common Core of Skills—Problem solving,<br />
interpersonal communications, critical thinking,<br />
keyboarding <strong>and</strong> computer applications, creativity, life<br />
skills including personal <strong>and</strong> financial management skills.<br />
Graduation Requirements<br />
✒ Four credits in English<br />
✒ Three credits in science<br />
✒ Three credits in mathematics<br />
✒ Three credits in social studies (must consist of one<br />
credit in U.S. history, one credit in U.S. government<br />
<strong>and</strong> one credit in world history or world geography)<br />
✒ One credit in physical education<br />
✒ One credit in health education<br />
✒ Remaining 11 credits in<br />
elective subjects<br />
✒ Satisfactory completion<br />
of the 26 Carnegie unit<br />
credits required in grades<br />
nine through 12.<br />
Must meet the above<br />
requirements <strong>and</strong> demonstrate<br />
proficiency in the nine<br />
content areas of language arts,<br />
mathematics, science, social<br />
studies, health, physical education,<br />
foreign language, career/vocational<br />
education, <strong>and</strong> fine/performing<br />
arts.<br />
In addition to the above<br />
requirements, a student may earn<br />
a high school diploma with at least<br />
one of the following endorsements,<br />
which shall be stated on the<br />
transcript of each student.<br />
Advanced Endorsement<br />
requires a student to demonstrate<br />
advanced proficiency in at least five of the nine content<br />
areas <strong>and</strong> proficiency in the remaining areas.<br />
Comprehensive Endorsement requires a student to<br />
demonstrate proficiency in all nine content areas.<br />
General Endorsement requires a student to<br />
demonstrate proficiency in at least five of the nine<br />
content areas.<br />
Hathaway Scholarship Program<br />
In 2006, the state of Wyoming established a generous<br />
scholarship program in the name of former Wyoming<br />
Gov. Stan Hathaway that rewards eligible Wyoming<br />
students with scholarship money to attend the University<br />
of Wyoming or a Wyoming community college. The<br />
program provides merit- <strong>and</strong> need-based awards to<br />
eligible students. The scholarships are designed to provide<br />
an incentive for students to prepare for <strong>and</strong> pursue<br />
post-secondary education within Wyoming at any of<br />
the following institutions—Casper College, Central<br />
Wyoming College, Eastern Wyoming College, <strong>Laramie</strong><br />
<strong>County</strong> Community College, Northwest College,<br />
Sheridan College, Western Wyoming Community<br />
College <strong>and</strong> the University of Wyoming.<br />
Detailed eligibility <strong>and</strong> course information is available<br />
by calling the Wyoming Department of Education at<br />
777-8740 or visiting their Web site at www.k12.wy.us/<br />
hathaway.asp.<br />
www.laramie1.org Report Card 2007–2008 • 17
Teaching & Learning<br />
Federal Programs<br />
Every student in <strong>Laramie</strong> <strong>County</strong> <strong>School</strong><br />
<strong>District</strong> 1 benefits to some extent from federal<br />
programs. The benefits range from lower class<br />
size to up-to-date equipment in the classroom <strong>and</strong><br />
teachers trained in the latest instructional techniques.<br />
The district receives money from federal sources for a<br />
variety of programs <strong>and</strong> services. Some of the larger<br />
grants are as follows:<br />
Title I—The oldest federal program included with<br />
the ESEA of 1965 was re-authorized on Jan. 8, 2002,<br />
as No Child Left Behind, Public Law 107-110. Part<br />
A of Title I, designed to help disadvantaged children<br />
meet challenging content <strong>and</strong> student performance<br />
st<strong>and</strong>ards, provides financial assistance to districts<br />
based on the number of children from low-income<br />
families. LCSD1 Title I schools include: Afflerbach,<br />
Alta Vista, Arp, Baggs, Cole, Goins, Hebard, Johnson<br />
Junior High, Pioneer Park <strong>and</strong> Rossman.<br />
Title II A—This state formula grant program<br />
combines the 1994 IASA Eisenhower Professional<br />
Development State Grants <strong>and</strong> Class-Size Reduction<br />
programs into one program that focuses on preparing,<br />
training <strong>and</strong> recruiting high-quality teachers <strong>and</strong><br />
principals.<br />
Title ID—This program provides the district with<br />
funding to help provide services to neglected <strong>and</strong><br />
delinquent students.<br />
Title II D—No Child Left Behind establishes the<br />
Enhancing Education Through Technology program,<br />
which provides assistance to states <strong>and</strong> districts aimed<br />
at improving student achievement through the use of<br />
technology, assisting all students in becoming technologically<br />
literate <strong>and</strong> encouraging integration of<br />
technology in teacher training.<br />
Title III—The new English Language Acquisition<br />
program is intended to ensure that limited English<br />
proficient (LEP) students develop English proficiency<br />
<strong>and</strong> meet the same academic content <strong>and</strong> achievement<br />
st<strong>and</strong>ards as other students.<br />
Title IV—The Safe <strong>and</strong> Drug Free <strong>School</strong>s grant<br />
helps to support programs to reduce violence in <strong>and</strong><br />
around schools by strengthening programs that prevent<br />
the illegal use of tobacco, alcohol <strong>and</strong> other drugs. This<br />
program encourages schools to involve parents <strong>and</strong> the<br />
community to accomplish this task.<br />
Title V—The new Title V Innovative Programs<br />
grant replaces the old Title VI program. The primary<br />
purposes of Title V are to support district reform<br />
efforts, to support school improvement efforts based<br />
on scientifically based research, to provide a source of<br />
innovation <strong>and</strong> educational improvement, <strong>and</strong> to provide<br />
funding aimed at meeting the educational needs<br />
of all students.<br />
Perkins—The Carl D. Perkins Vocational <strong>and</strong> Technical<br />
Education Grant funds programs to assist students<br />
in the attainment of challenging state-established<br />
academic, vocational <strong>and</strong> technical skill proficiencies.<br />
IDEA—Part B Flow Through—This program<br />
provides special education funding to districts aimed at<br />
students with disabilities, ages 3 to 21. IDEA funds are<br />
used to pay the excess costs of providing special education<br />
<strong>and</strong> related services to students with disabilities.<br />
IDEA—Part B 619 Preschool—This program also<br />
provides special education funding to districts aimed<br />
at the identification <strong>and</strong> transition of preschool-aged<br />
children.<br />
18 • Report Card 2007–2008 www.laramie1.org
Teaching & Learning<br />
Exceptional Children’s Programs<br />
The primary purpose of special<br />
education is to ensure<br />
exceptional children<br />
develop mentally, physically,<br />
socially <strong>and</strong> emotionally. A range of<br />
services <strong>and</strong> programs are provided<br />
to students with special educational<br />
needs, ages 5 through 21, in <strong>Laramie</strong><br />
<strong>County</strong> <strong>School</strong> <strong>District</strong> 1.<br />
All students receiving special<br />
education services are screened,<br />
evaluated <strong>and</strong> placed according to<br />
federal <strong>and</strong> state regulations governing<br />
services for children with disabilities.<br />
The Child Find program<br />
assists in locating <strong>and</strong> identifying<br />
children with disabilities. An individual<br />
education plan (IEP), which<br />
includes annual goals, instructional<br />
objectives <strong>and</strong> evaluation criteria, is<br />
prepared for each student according<br />
to his or her needs. Parents participate<br />
in developing their child’s IEP<br />
<strong>and</strong> receive a copy of the completed<br />
document.<br />
Every school in the district<br />
provides special education services<br />
within resource rooms as well as<br />
within regular classrooms. Some<br />
schools also have district-wide programs.<br />
They are as follows:<br />
Language Labs, located at<br />
Goins <strong>and</strong> Pioneer Park, provide diagnostic<br />
<strong>and</strong> therapeutic services for<br />
students who need intensive speech<br />
<strong>and</strong> language learning assistance.<br />
Services for students with intensive<br />
needs due to a hearing impairment<br />
or deafness are located at<br />
Davis Elementary <strong>School</strong>. Students<br />
at the secondary level or elementary<br />
students, whose needs are less intensive,<br />
attend their neighborhood<br />
school <strong>and</strong> receive needed services<br />
through a variety of service provision<br />
options.<br />
Programs for Adaptive Living<br />
Skills (PALS), located at Alta Vista,<br />
Deming, Hebard, Sunrise, Carey<br />
<strong>and</strong> East, provide individualized<br />
educational instruction to students<br />
with a moderate or severe cognitive<br />
disability.<br />
Community Living Access<br />
Skills (CLAS) is a transition<br />
program for older students with<br />
more involved disabilities. Located<br />
at 1805 E. 19th St., it provides an<br />
environment more age-appropriate<br />
to that of their peers who have<br />
graduated from high school.<br />
Therapeutic Learning Center<br />
(TLC) Programs, which provide<br />
special learning opportunities for<br />
elementary students with emotional<br />
<strong>and</strong> behavioral challenges, are<br />
located at Cole <strong>and</strong> Pioneer Park.<br />
In addition, the Essential Skills<br />
Program (ESP) is available at each<br />
secondary school.<br />
The Adolescent Day Treatment<br />
Program, located in the Educational<br />
Annex, 1780 Bent Ave., is a<br />
district-wide program designed to<br />
meet the educational needs of seventh-<br />
through 12th-grade students<br />
who, because of extreme behaviors,<br />
have not been successful in a less<br />
restrictive environment.<br />
The district offers an array of<br />
support services to enhance the<br />
educational programs of children.<br />
These include psychological<br />
services, social work services, counseling<br />
<strong>and</strong> guidance services, an<br />
audiology program, speech <strong>and</strong> language<br />
program, visually impaired<br />
program, occupational <strong>and</strong> physical<br />
therapy program, assistive technology<br />
program, adaptive physical<br />
education, school health services,<br />
transition program, homebound<br />
instruction <strong>and</strong> specialized transportation.<br />
The Educational Resource<br />
Center offers support in the form<br />
of consultation services, educational<br />
materials <strong>and</strong> in-services to regular<br />
classroom teachers, special educators<br />
<strong>and</strong> other personnel working<br />
with students with disabilities.<br />
The Parent Resource Center<br />
offers information <strong>and</strong> referral support<br />
to parents, district staff, <strong>and</strong><br />
others in the community through<br />
individual assistance, materials<br />
for checkout, support groups <strong>and</strong><br />
conferences.<br />
The special education department<br />
contracts with Youth Alternatives<br />
<strong>and</strong> Attention Homes to provide<br />
interim alternative educational<br />
settings <strong>and</strong>/or counseling services<br />
for special education students <strong>and</strong><br />
the students who were suspended<br />
for serious disciplinary infractions.<br />
Additional counseling services are<br />
contracted through Peak Wellness.<br />
Total special education expenditure<br />
for the 2007–2008 school<br />
year was $21,091,445. Listed below<br />
is the number of students with a<br />
disability on the Wyoming Department<br />
of Education Student Count<br />
Day:<br />
Wyoming Department of Education Student Day Counts<br />
2006–2007 2007–2008 2008–2009<br />
State <strong>District</strong> State <strong>District</strong> State <strong>District</strong><br />
% of students with disabilities 13.89% 12.37% 13.83% 12.69% N/A 13.21%<br />
Student primary disability<br />
category<br />
Learning disability 5.55% 5.14% 5.31% 4.9% N/A 5.1%<br />
Speech/language disability 3.88% 3.24% 3.98% 3.5% N/A 3.62%<br />
Emotional disability 1.08% 1.27% 0.99% 1.25% N/A 1.29%<br />
Other health impaired 1.89% 1.26% 1.83% 1.49% N/A 1.61%<br />
www.laramie1.org Report Card 2007–2008 • 19
Teaching & Learning<br />
Activities<br />
Wyoming<br />
High <strong>School</strong><br />
Activities<br />
Association (WHSAA)<br />
members believe<br />
interscholastic activities<br />
programs are essential to<br />
the education of youth,<br />
<strong>and</strong> therefore, are an<br />
integral part of the school<br />
curriculum. The inherent<br />
values of activity programs<br />
are both realistic <strong>and</strong> vivid.<br />
Participation provides<br />
the opportunity to build<br />
strong minds <strong>and</strong> bodies,<br />
fosters a cooperative spirit<br />
<strong>and</strong> sportsmanship, creates<br />
poise <strong>and</strong> confidence <strong>and</strong> teaches discipline <strong>and</strong> the<br />
self-satisfaction of accomplishing goals. Therefore,<br />
<strong>Laramie</strong> <strong>County</strong> <strong>School</strong> <strong>District</strong> 1 is promoting an<br />
initiative to involve all seventh- through 12th-grade<br />
students in some type of extracurricular activity.<br />
At the same time, WHSAA <strong>and</strong> LCSD1<br />
recognize that while interscholastic programs play<br />
an important role in the education process, activities<br />
should not overshadow the emphasis placed on<br />
classroom work, as the two should go h<strong>and</strong>-inh<strong>and</strong>.<br />
Thus, LCSD1 promotes activities as a way to<br />
engage students <strong>and</strong> help reach the district’s goal of<br />
increasing the percentage of students who graduate<br />
year after year.<br />
During the 2007–2008 school year,<br />
approximately 65 percent of junior high students<br />
<strong>and</strong> 56 percent of senior high students participated<br />
in activities programs.<br />
Athletic activities include football, basketball,<br />
volleyball <strong>and</strong> track for fifth- through12th-graders,<br />
wrestling <strong>and</strong> swimming for seventh- through12thgraders,<br />
<strong>and</strong> soccer, tennis, cross country, golf,<br />
weight training <strong>and</strong> cheerleading for ninth- through<br />
12th-graders. Fine arts activities include b<strong>and</strong>,<br />
marching b<strong>and</strong>, vocal music <strong>and</strong> orchestra groups,<br />
<strong>and</strong> art <strong>and</strong> drama clubs. Academic activities<br />
include debate, forensics, journalism, Young<br />
Authors, Words Worth Workshop, science fair or<br />
olympiad, math <strong>and</strong> chemistry olympiads, spelling<br />
<strong>and</strong> geography bees, foreign language clubs <strong>and</strong><br />
community service groups. High school clubs also<br />
include DECA, VICA, FHA, FFA, FBLA <strong>and</strong> a<br />
diverse set of offerings ranging from ballroom dance<br />
to astronomy.<br />
LCSD1 students were regional, state <strong>and</strong>/or<br />
national qualifiers <strong>and</strong>/or champions in many<br />
of these competitions. Activities in LCSD1 are<br />
identified as co-curricular, emphasizing that they<br />
are an essential part of the school’s total mission.<br />
Co-curricular pursuits should support the goal of<br />
teaching students to be responsible, fulfilled human<br />
beings <strong>and</strong> provide them with opportunities that<br />
develop character, critical thinking, sociability<br />
<strong>and</strong> specific skills. Essentially all activities carried<br />
out under the jurisdiction of a school should be<br />
viewed in terms of their potential contribution to<br />
the school’s overall goals for young people. This<br />
imperative applies to athletics <strong>and</strong> clubs as much as<br />
it does to student government <strong>and</strong> publications.<br />
20 • Report Card 2007–2008 www.laramie1.org
Resource & Support Systems<br />
Employees<br />
<strong>Laramie</strong> <strong>County</strong> <strong>School</strong><br />
<strong>District</strong> 1 strives to<br />
hire the most qualified<br />
employees in all areas who will<br />
perform to the best of their<br />
abilities, be ethical <strong>and</strong> be resultsdriven.<br />
Recent state legislative efforts<br />
have increased revenue to our<br />
school district <strong>and</strong> positively<br />
impacted employee recruitment<br />
<strong>and</strong> retention.<br />
The district has 2,091 full<strong>and</strong><br />
part-time employees. This<br />
includes 1,126 regular classroom<br />
teachers, including part-time <strong>and</strong><br />
job shares, plus 114 full- <strong>and</strong><br />
part-time administrators, 17 of<br />
whom have doctorates <strong>and</strong> 64 of<br />
whom have master’s degrees.<br />
During the 2007–2008 school<br />
year, the district employed<br />
447 elementary teachers,<br />
490 secondary teachers, <strong>and</strong><br />
189 special education <strong>and</strong><br />
instructional support specialists.<br />
Of the teachers, 645 have<br />
master’s degrees; 11 of whom also<br />
have doctorates. Eighty-seven<br />
new teachers were hired.<br />
• Certificated administrators &<br />
teachers—1,240<br />
• Instructional full-time<br />
equivalent—1,090.34<br />
• Support personnel—851<br />
• Support services full-time<br />
equivalent—861.2<br />
• Substitute teachers—300<br />
Employee Unit<br />
Organization<br />
Units include the Teacher/<br />
Support (1,139), Paraprofessional<br />
(278), Nutrition Services (90),<br />
<strong>and</strong> Custodial (118).<br />
The Transportation Unit<br />
members are bus drivers,<br />
dispatchers, mechanics/<br />
upholsterers <strong>and</strong> transportation<br />
assistants (120).<br />
The Technical & Support<br />
Services unit members are<br />
executive secretaries, classified<br />
employees, clerical employees,<br />
facility technicians, warehouse<br />
employees, mailroom <strong>and</strong><br />
grounds employees (286).<br />
The Administration<br />
unit members include the<br />
superintendent, assistant<br />
superintendents, directors,<br />
principals, associate <strong>and</strong><br />
assistant principals, curriculum<br />
coordinators, program<br />
administrators, the energy<br />
manager, psychologists/<br />
psychometrists/psychological<br />
technicians, department of<br />
technology administrators,<br />
managers <strong>and</strong> foremen (114).<br />
Professional Development<br />
All district employees<br />
received a variety of professional<br />
development opportunities<br />
throughout the school year.<br />
Employee Recognition<br />
LCSD1 honored 142<br />
employees at its 21st annual<br />
employee recognition reception.<br />
Fifty-six employees retired from<br />
the district with up to 41 years<br />
of service. Of those honored as<br />
long-term employees, seven were<br />
honored for 35 years of service,<br />
13 for 30 years of service, 28 for<br />
25 years of service <strong>and</strong> 38 for 20<br />
years of service.<br />
www.laramie1.org Report Card 2007–2008 • 21
Resource & Support Systems<br />
Finances<br />
Funding for<br />
Success<br />
During the 2007–2008<br />
school year, <strong>Laramie</strong> <strong>County</strong><br />
<strong>School</strong> <strong>District</strong> 1 operated on<br />
a budget of $157,445,927.<br />
LCSD1 heavily relies on the<br />
State Foundation Program<br />
for its operating money. An<br />
accounting of the revenue <strong>and</strong><br />
expenditures is as follows—<br />
• The category for<br />
salaries <strong>and</strong> benefits<br />
includes all employee<br />
units <strong>and</strong> their<br />
salaries <strong>and</strong><br />
benefits. This<br />
represents<br />
approximately<br />
83 percent of the total<br />
general fund budget.<br />
• The supplies,<br />
equipment <strong>and</strong><br />
service category<br />
includes the following<br />
items: school budgets,<br />
special services,<br />
curriculum,<br />
instructional staff<br />
services, technology<br />
services, instructional<br />
material, central<br />
administration,<br />
transportation,<br />
facilities <strong>and</strong> school<br />
board expenses. This<br />
represents<br />
approximately<br />
17 percent of the total<br />
general fund budget.<br />
<strong>Laramie</strong> <strong>County</strong> <strong>School</strong> <strong>District</strong> 1 <strong>School</strong> Revenue Trends<br />
Federal <strong>County</strong> Local State<br />
$120,000,000<br />
$110,000,000<br />
$100,000,000<br />
$90,000,000<br />
$80,000,000<br />
$70,000,000<br />
$60,000,000<br />
$50,000,000<br />
$40,000,000<br />
$30,000,000<br />
$20,000,000<br />
$10,000,000<br />
$0<br />
$674,031<br />
$6,057,286<br />
$23,747,083<br />
$84,882,546<br />
2005-2006<br />
(Actual)<br />
$692,256<br />
$7,250,451<br />
$24,961,396<br />
$114,581,716<br />
2006-2007<br />
(Estimate)<br />
$650,000<br />
$6,972,967<br />
$26,298,781<br />
$119,090,797<br />
2007-2008<br />
(Budget)<br />
<strong>Laramie</strong> <strong>County</strong> <strong>School</strong> <strong>District</strong> 1 – <strong>District</strong> Fund Categories 2007–2008<br />
$160,000,000<br />
$150,000,000<br />
$140,000,000<br />
$130,000,000<br />
$120,000,000<br />
$110,000,000<br />
$100,000,000<br />
$90,000,000<br />
$80,000,000<br />
$70,000,000<br />
$60,000,000<br />
$50,000,000<br />
$40,000,000<br />
$30,000,000<br />
$20,000,000<br />
$10,000,000<br />
$-<br />
General $157,445,927<br />
Special Revenue<br />
$15,073,457<br />
Major Maintenance<br />
$8,629,615<br />
Nutrition Services<br />
$5,479,000<br />
Activity $1,800,000<br />
Special Building<br />
$1,796,426<br />
Capital Projects<br />
$167,400,000<br />
<strong>Laramie</strong> <strong>County</strong> <strong>School</strong> <strong>District</strong> 1 Expenditure by Object<br />
Salaries & Benefits<br />
2005-2006<br />
(Estimate)<br />
2006-2007<br />
(Budget)<br />
Supplies/Equip/Service<br />
2007-2008<br />
(Budget)<br />
22 • Report Card 2007–2008 www.laramie1.org
Resource & Support Systems<br />
Support Operations<br />
Facilities<br />
<strong>Laramie</strong> <strong>County</strong> <strong>School</strong><br />
<strong>District</strong> 1 started the<br />
2008–2009 school year<br />
with the opening of another<br />
new school <strong>and</strong> several others<br />
in the process of being built.<br />
In September, students at<br />
Baggs Elementary moved into<br />
their new 48,000-square-foot<br />
facility with capacity for 330<br />
kindergarten<br />
through<br />
sixth-grade<br />
students.<br />
On the<br />
heels of that,<br />
students at<br />
Triumph<br />
High <strong>School</strong><br />
moved into<br />
their new 65,000-square-foot<br />
building with capacity for 350<br />
students on Jan. 5, 2009. This<br />
facility is the first of its kind<br />
in the state of Wyoming, as it<br />
houses an alternative school<br />
program.<br />
Also in the works are<br />
Saddle Ridge Elementary<br />
<strong>and</strong> Rossman Elementary,<br />
both of which broke ground<br />
in June 2008. The schools<br />
are slated for completion<br />
in August 2009 <strong>and</strong> will<br />
be approximately the same<br />
size <strong>and</strong> capacity as Baggs<br />
Elementary.<br />
Groundbreaking for the<br />
district’s third comprehensive<br />
high school, South High took<br />
place in June 2008. Featuring<br />
approximately 220,000 square<br />
feet <strong>and</strong> 80 state-of-the art<br />
classrooms, the new school<br />
is slated for completion in<br />
August 2010.<br />
Other projects include<br />
phased-in major facilities<br />
remodeling at Central High<br />
<strong>School</strong>, East High <strong>School</strong> <strong>and</strong><br />
Afflerbach Elementary.<br />
www.laramie1.org Report Card 2007–2008 • 23
Resource & Support Systems<br />
Support Operations<br />
Nutrition<br />
During the 2007–2008 school<br />
year, Nutrition Services produced<br />
<strong>and</strong> served 32,640 more meals<br />
than the year prior. This included<br />
9,540 more lunches <strong>and</strong> 23,100<br />
more breakfasts.<br />
The department also spent<br />
time evaluating various customers<br />
<strong>and</strong> their expectations. Findings<br />
conclude:<br />
•Primary customers are the<br />
students who indicated satisfaction<br />
with the meal program through<br />
participation <strong>and</strong> lack of food<br />
waste. Students prefer certain entrees<br />
<strong>and</strong> would like their favorites<br />
repeated on a weekly basis.<br />
•Parents are another customer.<br />
When they believe meals are a<br />
good value they will encourage<br />
their children to eat at school. Parents<br />
indicate they would like more<br />
variety in the menus. Additionally<br />
during the past two years, they<br />
have positively commented about<br />
the Health Bars with fresh veggies<br />
<strong>and</strong> at least two servings of fruit at<br />
lunch.<br />
•The Cheyenne community is<br />
a much larger customer. Lunch is<br />
served to 60 percent of enrolled<br />
students; breakfast is served to 20<br />
percent. In terms of community,<br />
this equates to serving lunch to<br />
15 percent of the entire Cheyenne<br />
population on a daily basis. Nutrition<br />
Services wants to provide<br />
healthy meals for all students!<br />
•Internal customers are those<br />
within the district—teachers, principals<br />
<strong>and</strong> other employees.<br />
•Finally, many vendors are<br />
customers as well as service providers.<br />
A good relationship with<br />
vendors allows Nutrition Services<br />
to provide approximately 10,000<br />
meals a day.<br />
Information about menus, pricing,<br />
free- <strong>and</strong> reduced-meal applications,<br />
healthy snacks <strong>and</strong> fundraising<br />
ideas are available on the<br />
Web site. Visit www.laramie1.org,<br />
Departments, Nutrition Services.<br />
Bus Transportation<br />
<strong>District</strong> Transportation<br />
specialists transport<br />
students on a variety of<br />
rural <strong>and</strong> city routes with<br />
the majority of resources<br />
used from 6–9 a.m. for the<br />
morning routes <strong>and</strong><br />
2–5 p.m. for afternoon<br />
routes. Additionally, they<br />
drive students on field trips<br />
<strong>and</strong> out-of-town activity<br />
trips.<br />
All districts throughout<br />
Wyoming assist one<br />
another in the maintenance<br />
of activity buses to support<br />
out-of-town activity trips.<br />
Most administrators/<br />
supervisors throughout the<br />
state are available by phone<br />
24/7.<br />
Throughout these miles,<br />
safety is the drivers’ No. 1<br />
priority with new drivers<br />
taking part in a training<br />
program that is one of the<br />
best in the tri-state area.<br />
This 80-hour comprehensive<br />
training package results<br />
in each driver obtaining a<br />
commercial drivers’ license<br />
with all necessary endorsements.<br />
In addition, drivers<br />
learn about CPR/first aid,<br />
defensive driving, special<br />
needs, discipline <strong>and</strong> a<br />
number of other subjects.<br />
All drivers receive an additional<br />
48 hours of training<br />
every year.<br />
24 • Report Card 2007–2008 www.laramie1.org
Resource & Support Systems<br />
Technology<br />
Over the<br />
past few<br />
years,<br />
LCSD1 has<br />
completed<br />
improvements<br />
to the IT<br />
infrastructure to<br />
allow for increased<br />
services, which<br />
require reliability<br />
<strong>and</strong> availability.<br />
Student<br />
information,<br />
communications,<br />
safety, audio, video, building controls <strong>and</strong> Internet<br />
services are provided via the IT infrastructure. The<br />
district has grown from 3,000 to 11,000 networkconnected<br />
devices. Future direction includes further<br />
alignment of technology services with the district’s<br />
mission, vision, core values <strong>and</strong> goals, implementing<br />
ITIL-based best practices (a continuous service<br />
improvement framework), <strong>and</strong> resources to improve<br />
student achievement, improve communications/<br />
safety, provide clean easily accessible data, <strong>and</strong><br />
increase effective <strong>and</strong> efficient use of district<br />
resources.<br />
The Department of Technology exists to provide<br />
technology resources for the LCSD1 community<br />
to guarantee student learning. Areas of service<br />
include Web-based communications, information<br />
systems, field services (network <strong>and</strong> computer<br />
systems), multimedia <strong>and</strong> training/integration. Those<br />
interested in providing comments or suggestions<br />
may visit http://fs10.formsite.com/laramie1/<br />
techservicesfeedback/index.html.<br />
Web-based communications: The LCSD1<br />
Web site provides district <strong>and</strong> building-level<br />
information including event calendars, schedules,<br />
policies, h<strong>and</strong>books <strong>and</strong> a variety of student, parent,<br />
community <strong>and</strong> district resources. This is the<br />
second year of LCSD1’s new service, which includes<br />
personalized Web sites for teacher <strong>and</strong> student use.<br />
Sites are visited thous<strong>and</strong>s of times each day.<br />
Information<br />
Systems provides<br />
information<br />
<strong>and</strong> district<br />
operations,<br />
student<br />
performance,<br />
safety systems<br />
<strong>and</strong> payroll. This<br />
team is working<br />
to improve the<br />
district data<br />
plan to provide<br />
clean <strong>and</strong> easily<br />
accessible data<br />
for data-driven decisions. This includes mapping<br />
data needs for all students, staff, administration,<br />
community <strong>and</strong> regulatory agencies.<br />
Field Services provides network infrastructure<br />
<strong>and</strong> computer system design <strong>and</strong> support. This group<br />
ensures successful operations of one of the most<br />
complex infrastructures in the Rocky Mountain<br />
region. They have received regional <strong>and</strong> national<br />
recognition for their work in this area.<br />
Multimedia provides audio <strong>and</strong> visual services<br />
design <strong>and</strong> support. SMART Boards, DLP projectors,<br />
sound reinforcement <strong>and</strong> intercom systems are<br />
examples of these services. This team’s design <strong>and</strong><br />
services <strong>and</strong> have been recognized at regional <strong>and</strong><br />
national levels <strong>and</strong> they have been asked to share with<br />
organizations across the country.<br />
Training/Integration provides resources to learn<br />
about <strong>and</strong> integrate district technology services<br />
into classroom learning <strong>and</strong> daily operations. The<br />
team has coached instructional facilitators to work<br />
with teachers <strong>and</strong> provide instructor-based, online,<br />
<strong>and</strong> self-paced training sessions for all on district<br />
technology services. Hundreds of sessions are<br />
offered each year with thous<strong>and</strong>s of participants.<br />
Efforts in this area have received regional <strong>and</strong><br />
national recognition including a seat on the Board<br />
of Directors for ISTE (the International Society for<br />
Technology in Education).<br />
www.laramie1.org Report Card 2007–2008 • 25
Stakeholder Communications & Relationships<br />
Parent Involvement<br />
The district offers several<br />
forums to unite parents,<br />
schools, students <strong>and</strong><br />
the community. These forums<br />
promote communication <strong>and</strong><br />
joint problem solving as well as<br />
ensure academic success for all<br />
children.<br />
•<strong>District</strong> Parent Advisory<br />
Committee—At least two parent<br />
representatives from each school<br />
are nominated. Committee<br />
members were involved in<br />
various issues <strong>and</strong> made<br />
significant recommendations <strong>and</strong><br />
contributions to LCSD1 during<br />
the 2007–2008 school year by<br />
providing input for the district’s<br />
NCA accreditation process.<br />
•The Wyoming Parent<br />
Network continued its statewide<br />
effort to encourage all parents<br />
to work with their legislators on<br />
education issues.<br />
Get involved—<br />
Call your school or<br />
LCSD1 at 771-2100<br />
In addition, a baseline<br />
survey/database tracked parent<br />
involvement in terms of<br />
attendance, hours of volunteer<br />
time <strong>and</strong> other contributions.<br />
•More than 2,600 parents<br />
contributed a significant amount<br />
of time.<br />
•About 70 percent of<br />
elementary parents attended<br />
curricular events such as math<br />
<strong>and</strong> reading nights.<br />
•About 91 percent of<br />
elementary parents, 58 percent<br />
of junior high <strong>and</strong> 31 percent<br />
of high school parents attended<br />
open houses.<br />
•About 91 percent of parents<br />
signed parent compacts, which<br />
represent Shared Responsibility<br />
for Learning (SRL), an<br />
agreement developed jointly<br />
in all schools by students,<br />
parents <strong>and</strong> staff. The agreement<br />
outlines responsibilities for<br />
learning through a checklist<br />
of responsibilities for teachers,<br />
parents <strong>and</strong> students. Parents<br />
<strong>and</strong> students discuss the SRL at<br />
home <strong>and</strong> sign the agreement,<br />
indicating receipt <strong>and</strong> review<br />
of the contents, then return it<br />
to the school. The district is<br />
responsible for developing a<br />
process for coordinating parent<br />
involvement <strong>and</strong> providing<br />
technical assistance <strong>and</strong> support<br />
necessary to plan <strong>and</strong> implement<br />
effective parent involvement.<br />
•Parent, student <strong>and</strong> staff<br />
surveys are conducted district<br />
wide once every three years<br />
with the district surveying these<br />
groups most recently in early<br />
2009. Some schools choose to<br />
survey their parent population<br />
more often.<br />
26 • Report Card 2007–2008 www.laramie1.org
Stakeholder Communications & Relationships<br />
Parent Involvement<br />
Other Opportunities for Involvement<br />
•Open Houses—At the beginning of the<br />
school year, every school holds an open house for<br />
families <strong>and</strong> students. This provides parents with<br />
an excellent opportunity to meet school staff<br />
members <strong>and</strong> tour the facility. In addition, staff<br />
has an opportunity to communicate class <strong>and</strong><br />
building goals, the academic program <strong>and</strong> school<br />
<strong>and</strong> classroom organization <strong>and</strong> management.<br />
•Parent/Teacher Groups—Most schools<br />
have parent/teacher organizations/associations<br />
(PTO/PTA). Others have less formal groups that<br />
support specific extracurricular activities.<br />
•Parents on Committees—Parents are invited<br />
to participate in the following committees: the<br />
district parent advisory council, the building<br />
collaborative decision-making team, the district<br />
<strong>and</strong> building school improvement teams, the<br />
district st<strong>and</strong>ards <strong>and</strong> curriculum committees (in<br />
each content area), the district calendar, policy<br />
<strong>and</strong> building advisory teams, <strong>and</strong> the NCA<br />
school <strong>and</strong> district steering, profile <strong>and</strong> action<br />
planning teams.<br />
•Communication—<strong>District</strong>-wide student/<br />
parent h<strong>and</strong>books are provided to every<br />
elementary, junior <strong>and</strong> senior high family. The<br />
objective is to provide accurate <strong>and</strong> consistent<br />
information to all students, parents <strong>and</strong><br />
guardians of students; <strong>and</strong> provide administrators<br />
<strong>and</strong> teachers with consistent guidelines<br />
throughout the district. Included are rules,<br />
regulations, policies <strong>and</strong> curriculum st<strong>and</strong>ards<br />
<strong>and</strong> benchmarks.<br />
•Each school has a building newsletter/<br />
newspaper available on a regular basis. Although<br />
content may vary from school to school,<br />
newsletters are a reliable source of information<br />
about activities/events, schedules or schedule<br />
changes, outst<strong>and</strong>ing student <strong>and</strong> staff<br />
achievements <strong>and</strong> general news about what is<br />
happening in the school.<br />
•The district-wide newspaper—Public<br />
<strong>School</strong>s’ Chronicle—is published five times a<br />
year <strong>and</strong> mailed to every home <strong>and</strong> business in<br />
the Cheyenne area. The publication provides<br />
community stakeholders a window into the<br />
classroom as it features student learning activities<br />
<strong>and</strong> events. In addition, the publication contains<br />
informational articles on issues impacting parents<br />
<strong>and</strong> the community.<br />
The district Web site provides district <strong>and</strong><br />
school-level information including event<br />
calendars, schedules, policies, h<strong>and</strong>books <strong>and</strong><br />
a variety of parent, community <strong>and</strong> district<br />
resources.<br />
Parents <strong>and</strong> community members wishing<br />
to become involved in school <strong>and</strong>/or district<br />
committees <strong>and</strong> groups are encouraged to contact<br />
individual schools or LCSD1 at 771-2100.<br />
www.laramie1.org Report Card 2007–2008 • 27
Stakeholder Communications & Relationships<br />
Community Partners<br />
Adopt-A-<strong>School</strong><br />
The Adopt-A-<strong>School</strong> program began in Cheyenne<br />
in 1988 as a cooperative effort between <strong>Laramie</strong><br />
<strong>County</strong> <strong>School</strong> <strong>District</strong> 1 <strong>and</strong> the Greater Cheyenne<br />
Chamber of Commerce Education Committee. In<br />
2008–2009, there were approximately 126 school<br />
<strong>and</strong> classroom adoptions by companies. The program<br />
promotes community support for education<br />
by developing links among schools, businesses <strong>and</strong><br />
public agencies in addition to providing exp<strong>and</strong>ed<br />
educational opportunities for students.<br />
The program goals are as follows:<br />
•To establish cooperative partnerships,<br />
•To match the resources of professionals with<br />
schools so they can collaborate successfully on specific<br />
projects identified by the schools,<br />
•To supplement classroom studies with relevant<br />
learning experiences in business, industry <strong>and</strong> government,<br />
•To help business <strong>and</strong> community leaders underst<strong>and</strong><br />
the local educational system.<br />
Each partnership is a creative, collaborative effort.<br />
The program is administered by schools <strong>and</strong> the<br />
LCSD1 Community Relations office.<br />
Operation Back-to-<strong>School</strong><br />
Operation Back-to-<strong>School</strong> is a Cheyenne community<br />
project coordinated by LCSD1, New<br />
Futures, F.E. Warren Air Force Base/Embry-Riddle<br />
Aeronautical University, Needs Inc., Community<br />
Action of <strong>Laramie</strong> <strong>County</strong>, <strong>Laramie</strong> <strong>County</strong> Community<br />
College <strong>and</strong> Wyoming Kid Care CHIP. The<br />
program provides basic school supplies to begin<br />
the school year. Generous donations <strong>and</strong> a Needs/<br />
Community Action grant enables the organizations<br />
to provide supplies throughout the school year<br />
<strong>and</strong> serve all segments of the population including<br />
elementary, junior high, high school <strong>and</strong> collegebound<br />
students. In August 2008, more than 800<br />
students <strong>and</strong> nearly 400 families were helped.<br />
Starbase Academy<br />
Starbase Academy supplemented math, science<br />
<strong>and</strong> technology training with on-site classes at the<br />
Wyoming Air National Guard Base in Cheyenne.<br />
All LCSD1 fifth-grade classes attended Starbase.<br />
The program also focuses on teamwork <strong>and</strong> goal setting,<br />
thereby encouraging young people to avoid actions<br />
that would interfere with achieving life goals.<br />
(Funded by a federal grant through the Wyoming<br />
National Guard Bureau.)<br />
Service Clubs<br />
Local service organizations such as Rotary, Kiwanis<br />
<strong>and</strong> the Lions clubs work in conjunction with<br />
LCSD1 in a variety of capacities. These dedicated<br />
volunteers provide everything from teacher recognition<br />
programs to book donations <strong>and</strong> mentor reading<br />
programs.<br />
Cheyenne <strong>School</strong>s Foundation<br />
The Cheyenne <strong>School</strong>s Foundation (CSF) is a<br />
nonprofit, tax-exempt Wyoming corporation. Its<br />
mission is to engage community interest <strong>and</strong> support<br />
for enhanced academic, personal <strong>and</strong> vocational<br />
opportunities for LCSD1 students beyond the<br />
capacity of the local school district budget.<br />
Each year, the grant program provides several<br />
“Excellence in Education” grants of up to $3,000<br />
for innovative district-wide/school-wide projects<br />
that benefit large groups of students. In addition,<br />
“Mini-Grants” of up to $750 are awarded to teachers<br />
for innovative classroom projects that address<br />
student needs.<br />
CSF’s grant program is designed to have a lasting<br />
effect on the community by encouraging involvement<br />
<strong>and</strong> enriching the quality of LCSD1’s educational<br />
services. All board members are volunteers.<br />
Funds are raised at the annual walk/run, from<br />
community member donations <strong>and</strong> the local business<br />
community. During the fall of 2008, four “Excellence<br />
in Education” grants for a total of $9,818<br />
were awarded. In addition, 19 “Mini Grants” for a<br />
total of $13,772 were awarded.<br />
28 • Report Card 2007–2008 www.laramie1.org
<strong>School</strong> Overviews<br />
LCSD1 <strong>School</strong>s<br />
Afflerbach<br />
400 W. Wallick Road—771-2300<br />
Built in 1987, Afflerbach<br />
is one of the largest<br />
elementary schools in<br />
Cheyenne. Our mission<br />
is continuous learning for<br />
all with a vision of being<br />
Wyoming’s outst<strong>and</strong>ing<br />
school in achievement<br />
<strong>and</strong> character. It<br />
is a school-wide Title I<br />
program <strong>and</strong> located in Cheyenne’s south-side area. A<br />
multi-age Trailblazers* is a part of the Afflerbach community.<br />
Afflerbach’s dedicated staff of a professional<br />
learning community focus on students’ needs using differentiated<br />
instruction to encourage individual student<br />
growth. An Extended Opportunities for Success program<br />
is offered before <strong>and</strong> after school for those identified students<br />
needing additional assistance. The Title I programs<br />
<strong>and</strong> staff offer continued opportunities for support in<br />
learning <strong>and</strong> behavioral skills. Our goal is to have every<br />
student learn to his/her fullest potential through a collaborative<br />
effort of the student, parents <strong>and</strong> staff. Afflerbach<br />
encourages <strong>and</strong> supports parent <strong>and</strong> community involvement,<br />
including PTO, school family nights, LCCC students<br />
as tutors, Foster Gr<strong>and</strong>parents <strong>and</strong> Family Literacy<br />
Partners. Community-based programs include Boy <strong>and</strong><br />
Girl Scouts, Wonder Kids—a before- <strong>and</strong> after-school<br />
day care program <strong>and</strong> city recreational youth activities.<br />
*Trailblazer, a K–6 academic high-potential program for<br />
qualified children, is available for students from throughout<br />
the district. It is also located at Pioneer Park.<br />
Alta Vista<br />
1514 E. 16th St.—<br />
771-2310<br />
Built in 1987, Alta<br />
Vista Elementary is a<br />
modern two-story structure<br />
housing two sections<br />
of kindergarten–fourth<br />
grade, <strong>and</strong> one section<br />
each of fifth <strong>and</strong> sixth<br />
grade. During the summer of 2005, the school underwent<br />
a large renovation project. Alta Vista is driven by<br />
the Professional Learning Community process. Teams<br />
meet weekly to review student performance against<br />
st<strong>and</strong>ards to design instruction that will ensure student<br />
achievement. Progress is tracked <strong>and</strong> interventions provided<br />
for students who need further instructions to be<br />
successful. The Building Leadership Team meets monthly<br />
<strong>and</strong> serves as the umbrella under which the other teams<br />
work. The <strong>School</strong> Improvement Plan is developed in<br />
this process <strong>and</strong> its implementation monitored to ensure<br />
no student “slips through the cracks.” An active parent<br />
group has assisted with the acquisition of technology,<br />
is supportive of school programs <strong>and</strong> sponsors many<br />
school-wide activities. Alta Vista Elementary is a Title I<br />
<strong>School</strong>. These additional federal funds provide supplemental<br />
programs <strong>and</strong> supplies for students who are at<br />
risk of not achieving st<strong>and</strong>ards. The school is one of the<br />
district sites for the Program for Adaptive Living Skills<br />
designed to meet the needs of a unique special education<br />
population. The concept of diversity <strong>and</strong> how it contributes<br />
to a well-rounded community is very important<br />
to students, staff <strong>and</strong> parents who created a display in<br />
the lobby to recognize <strong>and</strong> celebrate the diversity within<br />
Alta Vista. The Alta Vista mission is defined as Everyone<br />
Learning for Tomorrow. This represents our vision as a<br />
learning community that is focused on everyone learning<br />
what is needed to achieve tomorrow’s challenges.<br />
Anderson<br />
2204 Plain View Road—771-2606<br />
Anderson Elementary was built in 1985 <strong>and</strong> was<br />
recently remodeled. It is a three-section school housing<br />
grades K–6 with a<br />
student population of<br />
400. Anderson prides<br />
itself in being a Tribes<br />
TLC® school designed to<br />
maximize student learning<br />
<strong>and</strong> human development.<br />
The parent-teacher<br />
organization is an integral<br />
part of the school community holding many events that<br />
seek active engagement <strong>and</strong> entertainment for students,<br />
parents <strong>and</strong> staff members. The mission for Anderson<br />
Elementary states that in cooperation with students,<br />
parents, staff <strong>and</strong> the community we will: Achieve our<br />
highest potential by always doing our personal best; set<br />
high expectations for students <strong>and</strong> staff members; engage<br />
<strong>and</strong> maintain a curiosity that is alive for learning; <strong>and</strong><br />
aspire to be valuable community members <strong>and</strong> guarantee<br />
a high-quality education.<br />
www.laramie1.org Report Card 2007–2008 • 29
Arp<br />
1216 Reiner Court—771-2365<br />
Arp Elementary is a<br />
two-section Title I school<br />
serving students in grades<br />
K–6. Title I funding<br />
supplements the school<br />
program with additional<br />
personnel, a full-time<br />
social worker <strong>and</strong> technology<br />
aimed at meeting<br />
student needs. Class-size reduction is maintained with<br />
a small class size in first grade. All-day kindergarten was<br />
implemented in the fall of 2003, serving kindergarten<br />
students in an early language/literacy program, including<br />
a certified speech therapist for a half day in each kindergarten<br />
classroom. Arp received a National Distinguished<br />
Title I award in 2005 for closing the achievement gap<br />
between student groups. Title I, special education <strong>and</strong><br />
classroom teachers collaborate to provide reading instruction<br />
to students in an uninterrupted 90-minute Guided<br />
Reading block. Grade level teams collaborate to write<br />
<strong>and</strong> revise essential skills for reading, writing <strong>and</strong> math.<br />
Assessment results are utilized to instructionally group<br />
students <strong>and</strong> plan daily interventions in which to improve<br />
student achievement.<br />
Baggs<br />
3705 Cheyenne St.—771-2385<br />
Located in East Cheyenne,<br />
a br<strong>and</strong> new L.M.<br />
Baggs Elementary school<br />
building opened in the fall<br />
of 2008 to house grades<br />
K–6 with approximately<br />
310 students. Federal Title<br />
I funding supplements the<br />
basic program with additional<br />
staff <strong>and</strong> technology<br />
aimed at meeting individual needs of all students. Programs<br />
like Seeing Stars <strong>and</strong> Visualizing <strong>and</strong> Verbalizing<br />
help students with their academics. PTO <strong>and</strong> other volunteers<br />
provide more than 900 volunteer hours of service<br />
to our children each year. Baggs has a highly qualified<br />
staff as defined by federal, state <strong>and</strong> district rules. They<br />
encourage active parent involvement <strong>and</strong> continually<br />
focus on each individual’s maximum achievement.<br />
Bain<br />
903 Adams Ave.—771-2525<br />
Built in 1961, Bain<br />
Elementary is located in<br />
the Sun Valley area of<br />
Cheyenne. Bain’s school<br />
mission is to work with<br />
students, families <strong>and</strong><br />
community to provide a<br />
high-quality education in<br />
a safe, positive environment<br />
of mutual respect with opportunities for all students<br />
to reach their highest potential, becoming lifelong<br />
learners <strong>and</strong> productive, responsible citizens. Bain’s parent/teacher<br />
organization actively supports classroom <strong>and</strong><br />
instructional needs through the purchase of technology<br />
for the classrooms, providing learning assemblies <strong>and</strong> assisting<br />
with major school projects. Bain also enjoys seven<br />
Adopt-a-<strong>School</strong> partnerships that support academic <strong>and</strong><br />
citizenship awards, as well as provide monetary assistance<br />
to the school.<br />
Buffalo Ridge<br />
5331 Pineridge Ave.—771-2595<br />
Buffalo Ridge is a two-section school that was built<br />
in 1959 for grades K–6.<br />
The school focuses on<br />
traditional values, the use<br />
of technology <strong>and</strong> the<br />
arts to prepare students to<br />
become lifelong learners.<br />
Students learn to appreciate<br />
literature, reading,<br />
writing, mathematics,<br />
social studies, science, music <strong>and</strong> art. Buffalo Ridge has<br />
a state-of-the-art computer lab <strong>and</strong> computers are also<br />
available in each classroom to enhance daily instruction<br />
in all subject areas. The students <strong>and</strong> staff are involved<br />
in a variety of innovative programs that help the school<br />
achieve their NCA goals of increasing student achievement<br />
in the areas of reading comprehension <strong>and</strong> writing<br />
across content areas. Our families play a vital role in<br />
education at Buffalo Ridge where parents are encouraged<br />
to stay actively involved in their child’s educational<br />
program. They can do this by volunteering their time to<br />
help tutor, plan school <strong>and</strong> family events, <strong>and</strong> by helping<br />
<strong>and</strong> encouraging their children to do their very best.<br />
30 • Report Card 2007–2008 www.laramie1.org
Clawson<br />
376 Rd. 228A, Horse<br />
Creek—771-2291<br />
Clawson Elementary<br />
is a K–6 rural school<br />
located 35 miles northwest<br />
of Cheyenne off<br />
Horse Creek Road. The<br />
school, named for Jean Clawson, who was the teacher<br />
at Clawson for 40 years, has one full-time teacher <strong>and</strong><br />
three part-time teachers who provide students with a<br />
supportive <strong>and</strong> challenging environment. Technological<br />
enhancements include a SMART Board, digital projector<br />
<strong>and</strong> new computers.<br />
Cole<br />
615 W. 9th St.—771-2480<br />
Cole Elementary offers<br />
students a variety of<br />
innovative instructional<br />
programs designed to<br />
meet the needs of a diverse<br />
student population of approximately<br />
240. A highly<br />
committed staff with a<br />
high level of expertise<br />
focuses instructional efforts on the development of reading<br />
<strong>and</strong> math skills. Students are provided with an environment<br />
that promotes student responsibility, supports<br />
student learning <strong>and</strong> encourages an appreciation of cultural<br />
diversity <strong>and</strong> individual differences. Well-equipped<br />
library <strong>and</strong> computer lab facilities are used extensively<br />
to support classroom instruction. Early prevention of<br />
school failure is addressed through the LEEP, CLIP <strong>and</strong><br />
a pyramid of intervention strategies in grades K–2, <strong>and</strong><br />
3–6 strategies. The Therapeutic Learning Center serves<br />
the emotionally <strong>and</strong> behaviorally challenged students<br />
in grades K–4. Current school-wide initiatives aimed at<br />
increasing student achievement include the implementation<br />
of the Professional Learning Community team<br />
approach to all academic instructional content areas,<br />
an extended day learning program, Accelerated Reader,<br />
Orchard software products <strong>and</strong> a variety of math software<br />
programs. The district math programs—Bridges,<br />
Everyday <strong>and</strong> Connected math programs <strong>and</strong> a balanced<br />
literacy program—have been fully implemented.<br />
Davis<br />
6309 Yellowstone Road—771-2600<br />
Davis Elementary is a<br />
two-section school located<br />
in north Cheyenne.<br />
The Davis staff believes<br />
in providing a solid basic<br />
foundation through<br />
the use of differentiated<br />
instructional strategies.<br />
High expectations are<br />
held for students to master basic skills <strong>and</strong> to use those<br />
skills as the basis of higher-level thinking <strong>and</strong> problem<br />
solving. The staff at Davis is highly trained with 75 percent<br />
holding advanced degrees. The parent organization<br />
is another of Davis’ strengths. Parents play an active role<br />
in the school <strong>and</strong> support their children in the pursuit<br />
of academic achievement. A continuous-improvement<br />
council of classified staff, certified staff, parents <strong>and</strong> community<br />
members provide input <strong>and</strong> focus for the school<br />
improvement process. Davis has had a tradition of being<br />
a leader in providing individualized learning, which<br />
meets students’ learning needs through differentiation in<br />
instruction, assessment <strong>and</strong> content. Students are actively<br />
engaged in their learning <strong>and</strong> in the development of a<br />
positive school community.<br />
Deming<br />
715 W. 5th Ave.—771-2400<br />
The Deming building,<br />
grades K–3, is<br />
part of Deming/Miller<br />
Elementary <strong>School</strong>.<br />
Miller contains grades<br />
4–6. Together, both<br />
buildings comprise a<br />
one-section elementary<br />
school with around 175<br />
students. The Deming building also houses a primary<br />
level PALS classroom that contains students with very<br />
special educational needs. The staff at Deming/Miller<br />
<strong>School</strong> is committed to provide a quality education in<br />
an environment that is safe, friendly <strong>and</strong> filled with high<br />
expectations for student growth. One of its strengths is a<br />
strong <strong>and</strong> active PTO that is very helpful with fundraising,<br />
classroom volunteers <strong>and</strong> participation in various<br />
school improvement committees. The goal is to have<br />
all students improve in language arts <strong>and</strong> mathematical<br />
problem-solving skills. Students receive incentives <strong>and</strong><br />
rewards for exemplary behavior, meeting high academic<br />
st<strong>and</strong>ards, modeling excellent citizenship <strong>and</strong> for regular<br />
attendance.<br />
www.laramie1.org Report Card 2007–2008 • 31
Dildine<br />
4312 Van Buren Ave.—771-2320<br />
Dildine Elementary<br />
is one of the largest<br />
elementary schools in<br />
Wyoming, serving nearly<br />
500 students. The school<br />
was named after Frank<br />
R. Dildine, who came<br />
to Cheyenne in 1901.<br />
The students of Dildine<br />
Elementary benefit from a staff dedicated to improving<br />
student achievement <strong>and</strong> a highly active PTO. Recent<br />
school-wide interventions have focused to increase<br />
mathematical computational fluency, reading comprehension<br />
<strong>and</strong> responsible interactions among peers <strong>and</strong><br />
adults. Interventions such as introducing new instructional<br />
strategies, technology, parent training <strong>and</strong> studentincentive<br />
programs have been designed to aid in reaching<br />
these goals.<br />
Fairview<br />
2801 E. 10th St.—771-2610<br />
Fairview <strong>and</strong> Lebhart<br />
are sister elementary<br />
schools located in East<br />
Cheyenne. Lebhart is a<br />
primary school serving<br />
grades K–2 (four sections<br />
of kindergarten, four of<br />
first grade <strong>and</strong> two of<br />
second grade with approximately<br />
130 students) while the intermediate school,<br />
Fairview, serves grades 3–6 (two sections each of third<br />
through sixth grades with approximately 130 students).<br />
Both schools have networked computer labs <strong>and</strong> tutors<br />
to assist students who need additional academic support.<br />
Monthly activities are planned to provide families an opportunity<br />
for recreation <strong>and</strong> academic enrichment. The<br />
schools’ improvement plan focuses on improving student<br />
achievement in reading, math <strong>and</strong> writing skills.<br />
Freedom<br />
4500 Happy Jack<br />
Road—771-2305<br />
Freedom Elementary<br />
serves as the neighborhood<br />
school for military<br />
children who reside on<br />
Warren Air Force Base.<br />
This new facility utilizes state-of-the-art wireless technology.<br />
Freedom houses two sections of kindergarten<br />
through fifth grades <strong>and</strong> one section of sixth grade. The<br />
kindergarten programs are full-day <strong>and</strong> class-size reduc-<br />
for modeling excellent citizenship.<br />
32 • Report Card 2007–2008 www.laramie1.org<br />
tion occurs in first grade; thereby three reduced-size first<br />
grade classes are part of Freedom’s educational program.<br />
A dedicated staff with high levels of expertise places<br />
emphasis on providing students a solid academic foundation<br />
<strong>and</strong> offering students academic challenges. The<br />
mission of Freedom Elementary is “Maximize Learning.”<br />
The school’s vision is “Educational Excellence.”<br />
Gilchrist<br />
1108 Happy Jack Road—771-2285<br />
Gilchrist Elementary<br />
<strong>School</strong> is a rural school,<br />
which serves as the focal<br />
point for the local community.<br />
Built in 1984,<br />
the aesthetically pleasing<br />
facility is home to 124<br />
students in grades K–6.<br />
Bolstered by an active<br />
PTO, a highly committed<br />
staff focuses instructional efforts on the development of<br />
skills that will enable students to become self-directed<br />
lifelong learners <strong>and</strong> productive citizens. The computer<br />
lab <strong>and</strong> library were recently remodeled providing<br />
students with up-to-date technological enhancements to<br />
support classroom instruction. Current school-wide initiatives<br />
aimed at increasing student achievement include<br />
implementation of Professional Learning Communities,<br />
a team approach to Guided Reading, an Extended Day<br />
Learning program, monthly Student Recognition Assemblies<br />
<strong>and</strong> emphasis on the Six Traits of Writing.<br />
Goins<br />
201 S. Cribbon Ave.—771-2620<br />
Goins Elementary<br />
works collaboratively with<br />
parents to ensure that<br />
each child’s academic,<br />
social, emotional <strong>and</strong><br />
physical development is<br />
enhanced as a result of<br />
the educational experience.<br />
High behavioral<br />
<strong>and</strong> academic st<strong>and</strong>ards are maintained with the goal of<br />
helping students become lifelong learners <strong>and</strong> productive<br />
citizens. The building NCA Steering Committee<br />
is responsible for developing a comprehensive school<br />
improvement plan. Goins’ goals are to improve students’<br />
math <strong>and</strong> reading skills. Intervention techniques utilizing<br />
teaching strategies, curricular materials, technology,<br />
home support <strong>and</strong> parent training/involvement are<br />
designed to support these goals. Students receive incentives<br />
for meeting behavioral expectations, meeting high<br />
academic st<strong>and</strong>ards, attendance, <strong>and</strong> perseverance <strong>and</strong>
Hebard<br />
413 Seymour Ave.—<br />
771-2450<br />
Hebard Elementary<br />
<strong>School</strong> is located in the<br />
south central part of<br />
Cheyenne. Hebard has<br />
a full-day kindergarten<br />
<strong>and</strong> reduced class size in first through fourth grades. The<br />
school has one section of fifth <strong>and</strong> sixth grades <strong>and</strong> Title<br />
I tutor assistance. Hebard is a school-wide Title I school<br />
offering additional assistance to all students in the areas<br />
of language arts <strong>and</strong> math. An art room, music room,<br />
living skills center, parent lounge, library, resource room,<br />
<strong>District</strong> ESL Program, PALS resource, computer lab <strong>and</strong><br />
Professional Development Site (PDS) round out the<br />
facilities at Hebard.<br />
Henderson<br />
2820 Henderson Drive—771-2550<br />
Henderson Elementary<br />
was built in the Henderson<br />
subdivision of Cheyenne<br />
in 1952 as a onesection<br />
school housing<br />
grades K–6. The building<br />
currently houses two<br />
sections of K–6. Building<br />
enhancements include<br />
a computer lab, an art room, music room, two special<br />
education rooms <strong>and</strong> a gym that serves as a multipurpose<br />
room. Henderson is located in the east-central part of the<br />
city <strong>and</strong> boasts a strong PTA. The Henderson community<br />
works together toward our school-improvement goals<br />
in reading, writing <strong>and</strong> math. Parents <strong>and</strong> community<br />
volunteers have demonstrated their support by donating<br />
more than 1,850 hours over the past years. With the<br />
motto “Working Together Works,” Henderson Elementary<br />
is committed to providing a quality education for all<br />
students.<br />
Hobbs<br />
5710 Syracuse Road—<br />
771-2560<br />
Hobbs Elementary<br />
<strong>School</strong> is a K–6 threesection<br />
school in the<br />
northern part of Cheyenne.<br />
A class-reduction teacher in the first grade helps<br />
decrease the number of children in the first-grade classes.<br />
Approximately 480 students are enrolled at Hobbs.<br />
The mission of the Hobbs Elementary <strong>School</strong> staff is to<br />
ensure every student learns to his/her personal best. The<br />
vision is to provide an environment that ensures learning<br />
for all <strong>and</strong> builds responsible citizens who appreciate <strong>and</strong><br />
value diversity. Hobbs has a curriculum that is integrated<br />
with technology. Along with a 30-computer lab, there<br />
is a five-computer research center in the library <strong>and</strong> two<br />
COWs (computers on wheels). Strong parental support<br />
is an essential component of our school.<br />
Jessup<br />
6113 Evers Blvd.—<br />
771-2570<br />
Jessup Elementary is<br />
located in the northern<br />
quadrant of Cheyenne.<br />
The school community<br />
is comprised of families<br />
from the Western Hills<br />
neighborhood <strong>and</strong> a rural area to the north <strong>and</strong> west<br />
of Cheyenne. Students, staff <strong>and</strong> parents work together<br />
toward the school-improvement plan goals in reading,<br />
writing <strong>and</strong> math problem solving. A strong network<br />
of parent volunteers supports the instructional program<br />
on a daily basis. Ongoing activities like our parent-supported<br />
independent reading program are combined with<br />
new activities such as Geography Bee to offer students<br />
additional academic challenges. Jessup has been awarded<br />
the No Child Left Behind Blue Ribbon <strong>School</strong> award<br />
by the U.S. Department of Education. Jessup continues<br />
to build a school community committed to providing a<br />
quality education for each child.<br />
Lebhart<br />
807 Coolidge St.—<br />
771-2614<br />
Fairview <strong>and</strong> Lebhart<br />
are sister elementary<br />
schools located in east<br />
Cheyenne. Lebhart is a<br />
primary school serving<br />
grades K–2 (four sections<br />
of kindergarten, five of first grade <strong>and</strong> three of second<br />
grade with approximately 221 students) while the intermediate<br />
school, Fairview, serves grades 3–6 (two sections<br />
each of third through sixth grades with approximately<br />
234 students). Both schools have networked computer<br />
labs <strong>and</strong> tutors to assist students who need additional<br />
academic support. Monthly activities are planned to provide<br />
families an opportunity for recreation <strong>and</strong> academic<br />
enrichment. The schools’ improvement plan focuses on<br />
improving student achievement in reading, math <strong>and</strong><br />
writing skills.<br />
www.laramie1.org Report Card 2007–2008 • 33
Miller<br />
3501 Evans Ave.—<br />
771-2376<br />
The Deming building,<br />
grades K–3, is part of<br />
Deming/Miller Elementary<br />
<strong>School</strong>. Miller contains<br />
grades 4–6. Together, both<br />
buildings comprise a one-section elementary school with<br />
around 175 students. The Deming building also houses<br />
a primary level PALS classroom that contains students<br />
with very special educational needs. The staff at Deming/<br />
Miller <strong>School</strong> is committed to provide a quality education<br />
in an environment that is safe, friendly <strong>and</strong> filled<br />
with high expectations for student growth. One of its<br />
strengths is a strong <strong>and</strong> active PTO that is very helpful<br />
with fundraising, classroom volunteers <strong>and</strong> participation<br />
in various school improvement committees. The goal is<br />
to have all students improve in language arts <strong>and</strong> mathematical<br />
problem-solving skills. Students receive incentives<br />
<strong>and</strong> rewards for exemplary behavior, meeting high<br />
academic st<strong>and</strong>ards, modeling excellent citizenship <strong>and</strong><br />
for regular attendance.<br />
Pioneer Park<br />
1407 Cosgriff Court—771-2316<br />
Pioneer Park is<br />
located in west Cheyenne.<br />
The school has a unique<br />
combination of programs<br />
serving a variety of<br />
populations. The two-unit<br />
regular education school<br />
serves a walk-in population.<br />
Also housed in the<br />
school is the Trailblazer* program, a K–6 academic highpotential<br />
school for qualified students from throughout<br />
the district. The Therapeutic Learning Center serves<br />
behaviorally challenged students in grades 4–6. Pioneer<br />
Park <strong>School</strong> is highly supported by the parents <strong>and</strong><br />
enjoys a rich tradition <strong>and</strong> reputation for student success<br />
<strong>and</strong> parent satisfaction.<br />
*Trailblazer, a K–6 academic high-potential program for<br />
qualified children, is available for students from throughout<br />
the district. It is also located at Affl erbach Elementary.<br />
Rossman<br />
916 W. College<br />
Drive—771-2544<br />
Rossman Elementary<br />
is located in south Cheyenne<br />
near Orchard Valley<br />
<strong>and</strong> the Allison Addition.<br />
The facility was named<br />
after John Rossman, an early pioneer <strong>and</strong> businessman.<br />
The school houses 166 students in grades K–6. The<br />
faculty <strong>and</strong> staff provide students a variety of innovative<br />
programs designed to meet their diverse needs. These<br />
programs focus upon our three school improvement<br />
goals of improving students’ performance in reading,<br />
writing <strong>and</strong> math.<br />
Sunrise<br />
5021 East 13th St.—<br />
771-2280<br />
Sunrise is the new<br />
elementary school located<br />
in the Sun Valley area.<br />
This school serves approximately<br />
330 students<br />
in grades K–6. Sunrise<br />
classrooms are equipped<br />
with SMART Boards, wireless network <strong>and</strong> FM sound<br />
systems to better serve students’ needs <strong>and</strong> provide academic<br />
support. Monthly activities are planned to provide<br />
families opportunities for recreation, <strong>and</strong> academic<br />
enrichment focuses on improving student achievement<br />
in reading, math <strong>and</strong> writing.<br />
Willadsen<br />
645 Road 102<br />
Granite Canon—771-2295<br />
Willadsen Elementary<br />
<strong>School</strong> is a K–6 rural<br />
school located 20 miles<br />
west of Cheyenne directly<br />
off I-80 at the Harriman<br />
Road exit. The school has<br />
one full-time teacher, four<br />
part-time teachers <strong>and</strong> one<br />
paraprofessional. Willadsen<br />
places special emphasis on providing students with a<br />
learning environment that is challenging, supportive <strong>and</strong><br />
caring. Computers are available to enhance daily instruction<br />
in all subject areas. Willadsen continues to be the<br />
focal point of the community <strong>and</strong> parents are actively<br />
involved in the educational process of their children.<br />
34 • Report Card 2007–2008 www.laramie1.org
Junior High <strong>School</strong>s<br />
Carey Junior High<br />
1780 E. Pershing Blvd.<br />
771-2580<br />
Carey Junior High<br />
<strong>School</strong> is a comprehensive,<br />
three-year junior high<br />
school with an enrollment<br />
of 1,083 students. Carey<br />
has a strong academic program<br />
that ensures special<br />
care is given to secure each<br />
student’s success in academics.<br />
With 101 professional staff members, 34 classified<br />
employees <strong>and</strong> one part-time police officer, students<br />
are afforded opportunities to succeed, receive special help<br />
<strong>and</strong> develop individual responsibility for themselves, the<br />
school <strong>and</strong> their community. Carey also fields strong<br />
extracurricular programs to broaden its students’ experiences.<br />
Carey has outst<strong>and</strong>ing programs for students of<br />
varying abilities. Educational programs for the severe <strong>and</strong><br />
profound as well as for honors students are provided by a<br />
professional, caring staff. The elective offerings are nearly<br />
as diverse as the student population; therefore, students<br />
can enroll in classes that suit their interests <strong>and</strong> talents.<br />
Carey has a closed campus, but parents are always<br />
encouraged to visit the school. Special effort is made to<br />
keep parents informed of students’ progress.<br />
Johnson Junior High<br />
1236 W. Allison Road<br />
771-2640<br />
Johnson Junior High<br />
<strong>School</strong> is a comprehensive,<br />
three-year junior<br />
high school with an<br />
enrollment of more than<br />
850 students. There were<br />
314 seventh-grade students,<br />
305 eighth-grade<br />
students <strong>and</strong> 253 ninth-grade students, all served by<br />
142 staff members. Johnson is a Title I school, utilizing<br />
the additional funding it receives to maximize student<br />
learning. Programs of study at Johnson include ROTC,<br />
art, English, foreign language, family consumer science,<br />
math, music, physical education, introduction to physical<br />
science, social studies, technical education, resource,<br />
behavior lab <strong>and</strong> Pre-AP classes in English, geometry <strong>and</strong><br />
social studies. As a public junior high school, Johnson’s<br />
effort is to ensure learning in a safe <strong>and</strong> orderly environment.<br />
Johnson offers opportunities for family <strong>and</strong><br />
community involvement <strong>and</strong> for students to give back to<br />
society through a variety of teaching strategies <strong>and</strong> community<br />
service projects. The staff at Johnson Junior High<br />
lives by its motto—We Teach, We Learn, We Care.<br />
McCormick Junior High<br />
6000 Education Drive<br />
771-2650<br />
McCormick Junior<br />
High <strong>School</strong> is a comprehensive,<br />
three-year school<br />
with an enrollment of<br />
approximately 1,170 students.<br />
McCormick’s day<br />
consists of seven 47-minute<br />
classes, a 15-minute<br />
reading period <strong>and</strong> a 15-minute homeroom. Programs of<br />
study include agriculture, art, computers/keyboarding,<br />
drama, family <strong>and</strong> consumer science, foreign language,<br />
math, music, language arts, physical education/health,<br />
ROTC, science, social studies, speech <strong>and</strong> technology<br />
education. Additional services are provided to students<br />
through the behavior lab, resource <strong>and</strong> transitional<br />
seventh-grade classes. A.P. Prep courses are offered in<br />
English, math <strong>and</strong> social studies. McCormick has 103<br />
certified staff members <strong>and</strong> 39 classified. McCormick’s<br />
59-classroom facility includes two gymnasiums, a weight<br />
room, a library <strong>and</strong> an auditorium. Five computer labs<br />
provide 165 computers for student use. Each classroom<br />
has a computer for teacher use <strong>and</strong> other classrooms have<br />
additional computers for student use, i.e. newspaper/<br />
yearbook classroom, science classrooms. Students are able<br />
to participate in sports, intramurals <strong>and</strong> organizations.<br />
A wide variety of co-curricular activities are available.<br />
McCormick is proud of its commitment to strive for<br />
educational excellence through knowledge, skills, respect<br />
<strong>and</strong> responsibility.<br />
www.laramie1.org Report Card 2007–2008 • 35
High <strong>School</strong>s<br />
Central High<br />
5500 Education Drive<br />
771-2680<br />
Central High <strong>School</strong><br />
has a well-deserved reputation<br />
of high academic<br />
achievement, championship<br />
athletic programs<br />
<strong>and</strong> successful clubs <strong>and</strong><br />
organizations, including<br />
the 2003 ProStart National<br />
Champion Culinary<br />
Arts Team. Central is a comprehensive, three-year senior<br />
high that offers a modified block schedule <strong>and</strong> varied<br />
curriculum to its student body of approximately 1,200<br />
students. Advanced Placement courses are available to<br />
students in English literature <strong>and</strong> English composition,<br />
chemistry, physics, biology, U.S. government, U.S. history,<br />
world geography, world history, micro <strong>and</strong> macro<br />
economics, art, music theory, environmental science,<br />
calculus AB <strong>and</strong> calculus BC. Concurrent enrollment<br />
agreements with community colleges now exist to allow<br />
<strong>and</strong> encourage students to earn college credit while in<br />
high school in computer science, calculus, English composition,<br />
construction technology, auto body, drafting,<br />
health occupations <strong>and</strong> culinary arts. All students have<br />
extended learning opportunities through the Education<br />
Station <strong>and</strong> extended-day classes. As an NCA-accredited<br />
institution, Central is proud of the faculty <strong>and</strong> students<br />
who work together to achieve academic performance that<br />
exceeds state <strong>and</strong> national norms on the PAWS, SAT <strong>and</strong><br />
ACT tests.<br />
East High<br />
2800 E. Pershing<br />
771-2663<br />
East High <strong>School</strong><br />
is an NCA-accredited,<br />
comprehensive high<br />
school with an enrollment<br />
of approximately<br />
1,459 students. The<br />
school offers a variety<br />
of academic programs to meet the needs of its students.<br />
Course offerings include the International Baccalaureate<br />
(IB) Program for ninth- through 12 th -graders, 12<br />
Advanced Placement courses, concurrent enrollment<br />
courses for which students receive both high school <strong>and</strong><br />
college credit, as well as a variety of courses in the core<br />
<strong>and</strong> elective areas such as AFJROTC, agriculture, art,<br />
business, computer science, driver’s education, family<br />
<strong>and</strong> consumer science, foreign languages, health occupations,<br />
health <strong>and</strong> physical education, industrial technology,<br />
marketing, music, speech <strong>and</strong> debate, <strong>and</strong> television<br />
production. Courses are geared to prepare students for<br />
post-secondary opportunities at colleges/universities,<br />
technical schools, the armed forces or in the workplace.<br />
East High <strong>School</strong> offers an extensive variety of outst<strong>and</strong>ing<br />
extra-curricular activities. In addition, East students<br />
are consistently recognized at the local, state, regional<br />
<strong>and</strong> national levels in many areas such as athletics, b<strong>and</strong>,<br />
choir/chorale, orchestra, DECA, FFA, FBLA, FCCLA,<br />
mock trial, speech <strong>and</strong> debate <strong>and</strong> VICA. East High<br />
<strong>School</strong> takes pride in its faculty, staff <strong>and</strong> students.<br />
Students receive a strong education enabling them to<br />
become successful members of their communities.<br />
Triumph High<br />
1250 W. College Drive<br />
771-2500<br />
Triumph High <strong>School</strong><br />
is an alternative school<br />
of choice. Enrollment is<br />
voluntary <strong>and</strong> is granted<br />
on an application-only<br />
basis. All students who<br />
attend are expected to<br />
accept <strong>and</strong> sign a shared<br />
responsibility agreement that lists staff expectations for<br />
student attendance, productivity <strong>and</strong> behavior <strong>and</strong> the<br />
consequences for agreement violation. The curriculum<br />
at Triumph High <strong>School</strong> features a new-student orientation<br />
program, an adviser/advisee program, multi-age<br />
grouping, classes that are open to most students in grades<br />
8–12, traditional <strong>and</strong> nontraditional pathways to graduation<br />
<strong>and</strong> an evening open-entry, open-exit program. All<br />
students are provided with opportunities to participate<br />
in a variety of multi-disciplinary integrated learning<br />
projects that allow them to apply what they have learned<br />
<strong>and</strong> promote the development of cooperation <strong>and</strong> teamwork.<br />
Cultural enrichment days have been implemented<br />
to strengthen inter- <strong>and</strong> intra-personal skills. CBOE is<br />
another alternative program that is part of Triumph High<br />
<strong>School</strong>. CBOE places emphasis on business education.<br />
Entrepreneurship, management, employability <strong>and</strong> other<br />
related skills are taught in the classroom <strong>and</strong> through<br />
working relationships with local businesses. In addition<br />
to st<strong>and</strong>ard academic studies, the high school students<br />
research <strong>and</strong> develop individual career <strong>and</strong> business plans<br />
with specialized curriculum.<br />
36 • Report Card 2007–2008 www.laramie1.org
<strong>Laramie</strong> <strong>County</strong> <strong>School</strong> <strong>District</strong> 1<br />
2810 House Ave., Cheyenne, WY 82001-2959<br />
(307) 771-2100 • www.laramie1.org