See instructions at the end to view report in a different language.
Vea las instrucciones al final para ver el informe en un idioma diferente.
रिपोर्ट को अलग-अलग भाषा में देखने के लिए अंत में निर्देश देखें.
हेर्न निर्देशन गर्न अन्त मा दृश्य रिपोर्ट मा एक अलग भाषा ।
请参阅最后的说明，以不同的语言查看报告。
Judī judī bhāṣāmāṁ ripōrṭa jōvā māṭē antē sūcanā'ō ju'ō.
Vaʻai faatonuga i le faaiuga e matamata i le lipoti i se isi gagana.

For additional reports please visit https://www.crb1.net/essa/essa-reportcards

For additional information regarding the report card, please visit the Wyoming Measures Up website at https://wyomingmeasuresup.com.

Once you are on the website, please follow these directions to locate the information for our school district.

• For the Wyoming Report Card, click on view state report
• For our District Report Card, choose Carbon #1 from the district dropdown, and then click view district
• For a School Report Card, first choose Carbon #1 from the district dropdown, and then select the school of your choice from the dropdown menu

Overview

School and District Contact Information

Little Snake River Valley School
Web Address: http://lsrv.crb1.net
Principal: Joel Thomas
Address: PO Box 9 Baggs WY 82321
E-mail: jthomas@crb1.net
Phone: (307)328-9280

Carbon County School District
Web Address: http://www.crb1.net
Superintendent: Mike Hamel
Address: 615 Rodeo St, Rawlins, WY 82301
E-mail: mhamel@crb1.net
Phone: (307)328-9200

At A Glance

Category	Little Snake River Valley School	Carbon County School District 1	Wyoming
Total Enrollment	188	1,750	93,029
Teachers	21	141	7,354
English Learner Students Gaining Language Proficiency	<=20%	6-8%	11%
Proficient in Math	62-64%	43%	51%
Proficient in English Language Arts	64-66%	45%	56%
4 Year Graduation Rate	100.0%	80%	81.7%
Average ACT Score	17.7	17.8	19.5
Cost of Education (Dollars Spent Per Student)	$22,082	$15,202	$16,529
Number of Hathaway Scholarship Recipients		36	2,100

WAEA School Performance Rating- Meeting Expectations

Enrollment Breakdown

Little Snake River Valley School Enrollment by Gender

Female- 86 (45.74%)
Male 102 (54.26%)

Little Snake River Valley School Enrollment by Race/Ethnicity

White- 145 (77.13%)
Hispanic- 41 (21.81%)
Black- 1 (0.53%)
Two or More Races 1 (.53%)

Little Snake River Valley School Enrollment by Income Status

Low Income- 28-29%
Non-Low Income- 71-72%

Little Snake River Valley School Enrollment by Disability Status

Students with Disabilities- 10-11%
Students without Disabilities- 89-90%

Little Snake River Valley School Enrollment by English Learner Status

English Learner- 6-7%
Non-English Learner- 93-94%

Little Snake River Valley School Enrollment by Homeless Status

Homeless <=3%
Non-Homeless >=97%

Little Snake River Valley School Enrollment by Foster Care Status

Foster Care <=3%
Non-Foster Care >=97%

Wyoming Public School Assessment Results

English Language Arts Proficiency
(Little Snake River Valley School Participation Rate: >=98%)
(Grades 3 to 10)
Little Snake River Valley School: 64-66%
Carbon #1: 45%
Wyoming: 56%

Math Proficiency
(Little Snake River Valley School Participation Rate: >=98%)
(Grades 3 to 10)
Little Snake River Valley School: 62-64%
Carbon #1: 43%
Wyoming: 51%

English Learners Enrolled During Testing: 10 to 20
Percent English Proficient: <=20%

Alternate Assessment Participation

Subject	Grade	# of Students	% of Students
Math	3	0 to 9	<=20%
Math	4	0 to 9	<=20%
Math	5	0 to 9	<=10%
Math	6	0 to 9	<=20%
Math	7	0 to 9	<=20%
Math	8	0 to 9	<=20%
Math	9	0 to 9	<=20%
Math	10	0 to 9	<=20%
Language Arts	3	0 to 9	<=20%
Language Arts	4	0 to 9	<=20%
Language Arts	5	0 to 9	<=20%
Language Arts	6	0 to 9	<=20%
Language Arts	7	0 to 9	<=20%
Language Arts	8	0 to 9	<=20%
Language Arts	9	0 to 9	<=20%
Language Arts	10	0 to 9	<=20%
Science	4	0 to 9	<=20%
Science	8	0 to 9	<=20%
Science	10	0 to 9	<=20%

Teacher Qualification at Little Snake River Valley School

Category	FTE	Percent
Little Snake River Valley School Teachers	20.20	100%
Inexperienced Teachers	3.00	14.85%
Emergency/Provisional Credential Teachers	0.00	0%
Out of Field Teachers	0.00	0%

Inexperienced teacher: Any teacher with less than three years teaching experience in Wyoming and other states.

Emergency/Provisional Credentialed Teachers: A teacher with an exception authorization allowing them to teach in an area other than that for which they hold a standard license and endorsement.

Out-of-field teacher: A teacher who has an educator license, but who does not have an educator license or an endorsement in the field they are currently teaching; an out-of-field teacher is designated as an unqualified teacher.

Elementary and Middle School Performance

State Accountability

All Wyoming high schools receive one of four School Performance
Ratings: Exceeding Expectations, Meeting Expectations, Partially
Meeting Expectations, or Not Meeting Expectations. Seven indicators
are used to inform the ratings: Achievement, Growth, Equity, English
Learner Progress (ELP), Extended Graduation Rate, Post-Secondary
Readiness, and Grade Nine Credits. Different measures are used for
each indicator:
• Achievement is measured using the statewide
assessment, the Wyoming Test of Proficiency and Progress
(WY-TOPP).
• Growth is measured by comparing how students did on
WY-TOPP or ACT compared to how they did on prior
statewide assessments.
• Equity is measured by focusing heavily on the growth of
the students who scored the lowest on prior statewide
assessments.
• English Learner Progress (ELP) is measured by how well
students learning the English language improve on an
assessment of English.
• Extended Graduation Rate is measured by the last year's
graduation rate and the five-, six-, and seven-year
graduates.
• Post-Secondary Readiness (PSR) is measured by the
percent of students that demonstrate readiness for college
or career.
• Grade Nine Credits is measured by the percent of last
year's freshman that earned one fourth the course credits
needed to graduate

Federal Accountability

All schools are required to report annually on progress toward
long-term goals and short-term targets for English Language Arts
(ELA) Achievement, Math Achievement, Graduation Rate, and English
Learner Progress (ELP). Federal law requires the schools that are
struggling the most to be identified for support. There are three types
of support:
• Comprehensive Support and Improvement (CSI) is for
Title I schools performing among the lowest in the state.
Any school with a graduation rate below 67 percent will
automatically be identified for CSI.
• Targeted Support and Improvement (TSI) is for schools
that have a specific group of students that is not performing
well.
• Additional Targeted Support and Improvement (ATSI) is
for schools that have a specific group of students that is
chronically not performing well.
• Schools that are not identified for support are noted as
"Not Identified."
To determine which schools need support, similar indicators and
measures are used to those used to determine the School
Performance Ratings for high schools. Achievement, Growth, English
Learner Progress, and Post-Secondary Readiness are measured the
same way they are for state accountability. However, only the
four-year graduation rate is used to measure high schools for federal
accountability, and Equity and Grade Nine Credits are not included as
indicators.

Overall School Performance on Indicators

Indicator	WAEA Target Level	ESSA Norm Category	Description
Growth	Meets Target	Above Average	WAEA: The mean student growth percentile (MGP) in ELA and math combined for all students in grades nine through eleven as measured from prior year Aspire to current year WY-TOPP and ACT (grade eleven only) ESSA: The mean student growth percentile (MGP) in ELA and math combined for all students grades four through ten.
Equity	Exceeds Target	N/A	The weighted mean student growth percentile (MGP) with MGP of students who scored in the bottom 25% of students on the prior year test weighted at 80% and the MGP of the remaining students weighted at 20% for grades nine and ten.
Achievement*	Meets Target	Above Average	WAEA: The percent proficient or above on the state test in English language arts, mathematics, and science. ESSA: The percent proficient or above on the state test in English language arts and mathematics.
ELP	N/A	Below Average	The percent of English learners who met their annual progress goal for English language proficiency
Extended Graduation	Exceeds Target	N/A	WAEA: Prior year extended graduation rate including the four year, on-time cohort plus all five, six, and seven year graduates.This is a lagged indicator.
Four-Year On-Time Graduation	N/A	Above Average	ESSA: The prior year four year, on-time graduation rate.This is a lagged indicator.
Post-Secondary Readiness	Meets Target	Above Average	The percent of all prior year graduates demonstrating college or career readiness.This is a lagged indicator
Grade Nine Credits	Below Target	N/A	WAEA Only: The percent of all prior year first year grade nine students who earned one fourth of the credits needed to graduate.This is a lagged indicator

Long-term Goal for Students Proficient or Advanced on WY-TOPP ELA

Student Group	15 Year Goal*	At or Above Goal	At or Above Interim Target
All	53%	Yes	No
White	55%	Yes	Yes

Long-term Goal for Students Proficient or Advanced on WY-TOPP Math

Student Group	15 Year Goal*	At or Above Goal	At or Above 2017-18 Interim Target
All	47%	Yes	Yes
White	51%	Yes	Yes

Long-term School Goals and Interim Targets for Student Groups Four-Year, On-Time Graduation Rate

Student Group	15 Year Goal*	At or Above Goal	At or Above 2017-18 Interim Target
All	88%	Yes	Yes
White	90%	Yes	Yes

Long-term Goal for English Learner Progress

Student Group	15 Year Goal*	At or Above Goal	At or Above 2017-18 Interim Target
All	53%	No	Yes

High School Performance §

Overall School Performance on Indicators

Indicator	WAEA Target Level	ESSA Norm Category	Description
Growth	Exceeds Target	Average	WAEA: The mean student growth percentile (MGP) in ELA and math combined for all students in grades nine through eleven as measured from prior year Aspire to current year WY-TOPP and ACT (grade eleven only) ESSA: The mean student growth percentile (MGP) in ELA and math combined for all students grades four through ten.
Equity	N/A	N/A	The weighted mean student growth percentile (MGP) with MGP of students who scored in the bottom 25% of students on the prior year test weighted at 80% and the MGP of the remaining students weighted at 20% for grades nine and ten.
Achievement*	Meets Target	Average	WAEA: The percent proficient or above on the state test in English language arts, mathematics, and science. ESSA: The percent proficient or above on the state test in English language arts and mathematics.
ELP	N/A	N/A	The percent of English learners who met their annual progress goal for English language proficiency
Extended Graduation	Exceeds Target	N/A	WAEA: Prior year extended graduation rate including the four year, on-time cohort plus all five, six, and seven year graduates.This is a lagged indicator.
Four-Year On-Time Graduation	N/A	Above  Average	ESSA: The prior year four year, on-time graduation rate.This is a lagged indicator.
Post-Secondary Readiness	Meets Target	Above Average	The percent of all prior year graduates demonstrating college or career readiness.This is a lagged indicator
Grade Nine Credits	Exceeds Target	N/A	WAEA Only: The percent of all prior year first year grade nine students who earned one fourth of the credits needed to graduate.This is a lagged indicator

Long-term Goal for Students Proficient or Advanced on WY-TOPP

Goal Area	15 Year Goal*	At or Above Goal	At or Above 2017-2018 Interim Target
EL Progress	59%	No	Yes
Graduation Rate	88%	Yes	Yes
HS ELA	53%	Yes	Yes
HS Math	47%	Yes	Yes

Long-term Goal for Students Proficient or Advanced on WY-TOPP ELA

Student Group	15 Year Goal*	At or Above Goal	At or Above 2017-18 Interim Target
All	53%	Yes	Yes
Free/Reduced Lunch	48%	No	Yes
Hispanic	45%	No	Yes
White	55%	Yes	Yes

Long-term Goal for Students Proficient or Advanced on WY-TOPP Math

Student Group	15 Year Goal*	At or Above Goal	At or Above 2017-18 Interim Target
All	47%	Yes	Yes
Free/Reduced Lunch	41%	No	Yes
Hispanic	37%	Yes	Yes
White	51%	Yes	Yes

Long-term Goal for English Learner Progress

Student Group	15 Year Goal*	At or Above Goal	At or Above 2017-18 Interim Target
All	59%	No	Yes

Long-term Goal for Student Groups Four-year, On-time Graduation Rate

Student Group	15 Year Goal*	At or Above Goal	At or Above 2017-18 Interim Target
All	88%	Yes	Yes
White	90%	Yes	Yes

§ Data for 2018-2019 School Year not available this data is carried over from the 2017-2018 ESSA Report Card.
*The Baseline year for ELP, ELA, and Math is 2017-2018. The interim target during the baseline year is equal to the school's baseline score. Note: Must meet minimum of 10 to be included.
 

 

Federal Adjusted Graduation Rates for the 2017-18 Cohort

Student Group	Graduation Rate
All	100.0%
Female	100.0%
Male	100.0%
American Indian or Alaskan Native	N/A
Asian	N/A
Black	N/A
Hispanic	100.0%
Native Hawaiian or Other Pacific Islander	N/A
Two or More Races	100.0%
White	100.0%
Low Income	100.0%
Students with Disabilities	100.0%
English Learner	N/A
Homeless	100.0%

Note: Graduation rate is a lagged indicator this data is from 2017-18 . The Foster Care student group will not be available until 2020-21

School Climate

Staffing and Finance

Staffing Characteristics	School	District
Total Teachers (FTE)	21.0	150.5
Total Counselors (FTE)	1.0	6.0
Teachers Meeting all State Licensing and Certification Requirements (FTE)	100.0%	99.3%
Teachers in 1st Year of Teaching (FTE)	9.5%	13.0%
Teachers in 2nd Year of Teaching (FTE)	4.8%	4.7%
Teachers Absent > 10 Days of the School Year (FTE)	0.0	10.0
Students to Teachers (FTE) Ratio	8.33 : 1	12.52 : 1

School Expenditures	School Amount	Amount Per Pupil
Personnel Salary Expenditures - Teachers	$1,126,803.00	$6,438.87
Personnel Salary Expenditures - Instructional Aides	$42,615.16	$243.52
Non-Personnel Expenditures	$114,710.00	$655.49

 

Chronic Absenteeism

Student Group	Percentage of Enrollment	Chronically Absent
All Students	100%	0.0%
American Indian or Alaskan Native	2.3%	0.0%
Asian	0.0%	0.0%
Black or African American	2.3%	0.0%
Hispanic or Latino of any race	17.7%	0.0%
Native Hawaiian or Other Pacific Islander	0.0%	0.0%
Two or more races	0.0%	0.0%
White	77.7%	0.0%
Limited English Proficiency (LEP)	5.7%	0.0%
Disability (IDEA + Section 504)	11.4%	0.0%

 

College and Career Readiness

Enrollments Percentage by Race/Ethnicity

Student Group	School	Calculus	Chemistry	SAT/ACT	Algebra I in 8th
American Indian or Alaskan Native	2.3%	0.0%	11.8%	0.0%	0.0%
Asian	0.0%	0.0%	0.0%	0.0%	0.0%
Black or African American	2.3%	0.0%	0.0%	0.0%	0.0%
Hispanic	17.7%	33.3%	11.8%	28.6%	0.0%
Native Hawaiian or Other Pacific Islander	0.0%	0.0%	0.0%	0.0%	0.0%
White	77.7%	66.7%	76.5%	71.4%	100.0%
Two or More	N/A	N/A	N/A	N/A	N/A

Participation in SAT/ACT

Student Group	% of Enrollment	% of Participants in SAT/ACT
LEP Students	5.7%	0.0%
Students with Disabilities	11.4%	0.0%
Female/Male	47.4% / 52.6%	50.0% / 50.0%

Students enrolled in a dual enrollment/dual credit program- Yes

Students participate in credit recovery program- No

Discipline, Restraints/Seclusion, Harassment/Bullying

 

Removal by Race/Ethnicity

No reported student suspensions or expulsions. 

Total Number of Students Referred to Law Enforcement	0
Total Number of Students with School-Related Arrests	0
Total Number of Students Expelled under Zero-Tolerance Policies	0
Total Number of Students Who Received Corporal Punishment	0
Does this school have sworn law enforcement officers?	No

Civil Rights Data Collection (CRDC)

Since 1968, the U.S. Department of Education (ED) has conducted the Civil Rights Data Collection (CRDC) to collect data on key education and civil rights issues in our nation's public schools. The CRDC is collected every two years and gathers a variety of information including: enrollment demographics, preschool, math and science courses, advanced placement, ACT & SAT, discipline, school expenditures and teacher experience. The CRDC is a longstanding and important aspect of the ED Office for Civil Rights (OCR) overall strategy for administering and enforcing the civil rights statutes for which it is responsible. Below are the instructions for accessing the most recent state-level CRDC reports on the Office for Civil Rights website.

School Reports on OCR Site:

1. ocrdata.ed.gov
2. Select 'School and District Search'
3. On the Find School(s) Tab, Type in the School Name (Little Snake River Valley School)
4. Select the Year (2015)
5. Select the State (Wyoming)
6. Select School Search link
7. To access the report click on the school name (Little Snake River Valley School).