The Proficiency Assessment for Wyoming Students (PAWS) started statewide with much media coverage of the various technology issues that impacted the delivery of the tests.  PCSD #1 schools began PAWS tests on Monday, March 8.  Overall, the test technology was adequate with 95% of the students tested not experiencing significant delays.  Tuesday, March 9 was a challenging day in the test delivery, especially for 11th grade students doing the online writing test.  The success rate on Tuesday, was around 50% across the district.  On Wednesday, Pearson, the test vendor, released new versions of the online test software which were installed immediately.  Testing went much more smoothly on Wednesday and Thursday with an almost 100% success rate.  We are hopeful that the Pearson software issues and network issues have been resolved, and the PAWS testing will go well for the remainder of the test windows. 

The Building PAWS Coordinators at each school and the District Technology Specialists have worked diligently to problem solve and communicate problems with Pearson.  Students are to be commended for their patience and demonstration of a can do attitude when confronted with test technology problems such as being logged off the test or not even being able to start testing.  In general, most of the issues we experienced were test software issues of the vendor.  PCSD #1 administration wants to thank students, staff, and parents for their patience, help, and commitment during the initial challenges.  
 

Common Questions:

What subjects are tested?  The PAWS tests students skills in writing, reading, and mathematics for all grade levels (3-8 & 11).  The science test is only for grades 4, 8, & 11. 

What is the format for the tests?  The writing test asks students to write essay responses for three writing prompts.  Students do a rough draft and then a final draft for each prompt.  Students in grades 3-8 hand write their prompts in a test booklet, while students in grades 11 will complete their rough and final drafts on-line.  The reading, math, and science tests have two sections.  The first section is completed on line and is multiple choice.  The second section has questions answered in a test booklet that require written responses. 

How long are the tests?  The PAWS tests are untimed tests.  The estimated time for students to complete a test ranges from 30-70 minutes depending on the grade level and the test subject. 

Are students tested everyday for the whole month?  No.  The window for schools to test all of their students on PAWS is March 8 to April 8.  Each school develops a testing schedule for their students based on student numbers and available computer resources.  The schools work to minimize the loss of instructional time through their testing schedules.

How are the test results used for my son or daughter?  The PAWS results are used, along with other data, to monitor your daughter's or son's progress.  It is one source of data that helps guide instructional decisions by the classroom teacher and the school.  The data also provides you with information on how your daughter or son is doing.

How are the tests used for Adequate Yearly Progress?  PAWS results are used to determine schools and the district's progress towards meeting the State's established target goals under No Child Left Behind. 

   

Several years ago the Wyoming Legislature mandated that the ACT or WorkKeys assessments be provided to all eleventh grade students.  Chugwater High School, Glendo High School, and Wheatland High School will be administering the ACT and WorkKeys assessments to 11th grade students on the statewide test dates of Wednesday, April 28.  The statewide make-up test date is scheduled for Wednesday, May 12.  Please contact the following individuals for additional information about the ACT or WorkKeys assessments:

• Chugwater HS- Deb Cockreham or George Kopf
• Glendo HS-      Deb Cockreham or Stanetta Twiford
• Wheatland HS- Matt Calvert.

Eleventh grade home school students or distance learning students may choose to participate in the assessments. The high schools do need to know several weeks in advance so test materials may be ordered.  Please inform the people listed above of the intent to participate by March 26.   

• Ensure that each student is actively engaged in learning. 
• Ensure that each student is connected to the school and broader community.
• Ensure that each student is prepared for post secondary learning which may include college, tech schools, military, apprenticeships, and on the job training.

Each student’s literacy skills are developed so they become independent learners.

Each student receives an academically challenging curriculum (Guaranteed & Viable Curriculum)

• Provide students with rigorous programs in all areas.
• Identify clear and challenging learning targets. Coordinate these learning targets K-12.
• Continue the development of assessments that are purposeful, meaningful, and provide valuable information to students, parents, teachers, administrators, and the community. 
• Provide students with broad experiences in all 9 content standards
• Evaluation for continuous improvement

 Each student experiences personalized learning by qualified caring adults. (Quality Instruction)

• Differentiation of instruction and assessment that enables each student to learn
• Systemic interventions for students
• Student input and ownership of their learning
• Integration of technology for student learning
• Emphasizing quality work
• Data Driven Decision Making

 Each graduate is prepared for success after high school.

•  Rigor in all classes
• Focus on Literacy
• Focus on Thinking Skills
• Focus on Employment Skills
• Access to a variety of technology
• Learns about and practices a healthy lifestyle.
• Expectation that all students can and will learn
• Students expect that they can and will learn.

Each student learns in a safe and positive environment.

• Facilities are well maintained and designed to promote learning.
• Systemic interventions for students with emotional/behavior needs
• Coordination, planning and preparation for emergency situations with community agencies
• Access to emotional and mental health resources including school counselors and community based resources

  Fostering effective communications and relationships with and among its stakeholders. 

•  Encourages collaboration with community stakeholders to support student learning
• Evaluating our formal channels to listen to and communicate with stakeholders and improve them
• Clearly communicate expectations for student learning to all stakeholders including students.
• Provide information that is meaningful and useful

 PCSD #1 governance, leadership, and support services operate to achieve the district’s mission.

• Policies and procedures provide for effective operation of the district and schools.
• Compliance with applicable local, state, and federal laws, standards, and regulations.
• Reviews student performance and school effectiveness
• Data-driven decision making
•  Promotes and allocates resources for professional learning communities
•  Responsibly allocates resources (fiscal, human, time, instructional) to promote student learning