Wyoming - Multi-tiered Positive Behavior Supports: Programs and Services (S/D)

Programs And Services
Policy Type: 

State law encourages districts to implement school-wide positive behavioral interventions or tiered frameworks.

Wyoming Statutes § 21-2-304. Duties of the state board of education.

(vi) Subject to and in accordance with W.S. 21-2-204, through the state superintendent and in consultation and coordination with local school districts, by rule and regulation implement a statewide accountability system. The accountability system shall include a technically defensible approach to calculate achievement, growth, readiness and equity as required by W.S. 21-2-204. The state board shall establish performance targets as required by W.S. 21-2-204(f), establish a progressive multi-tiered system of supports and interventions as required by W.S. 21-2-204(h) and shall establish a statewide reporting system pursuant to W.S. 21-2-204(j). The system created shall conform to the January 2012 education accountability report as defined by W.S. 21-2-204(m). As part of the statewide accountability system, and for purposes of complying with requirements under the federal Every Student Succeeds Act, the board shall by rule and regulation provide for annual accountability determinations based upon measures imposed by federal law for all schools and school districts imposing a range of educational interventions and supports resulting from accountability determinations;

Wyoming Statutes § 21-2-204. Wyoming Accountability in Education Act; statewide education accountability system created.

(h) A progressive multi-tiered system of support and intervention to assist schools shall be established by the state board, and shall conform to the January 2012 education accountability report as defined by subsection (m) of this section. The system shall clearly identify and prescribe the actions for each level of support, including comprehensive and targeted support and intervention. Commencing with school year 2014-2015, and each school year thereafter, the state superintendent shall take action based upon system results according to the following:

  • (i) and (ii) Repealed by Laws 2012, ch. 101, § 2.
  • (iii) and (iv) Repealed by Laws 2017, ch. 95, §5.
  • (v) Schools designated as partially meeting expectations shall file an improvement plan with the school district superintendent and the department that identifies and addresses all content and indicator areas where performance is below target levels. The plan shall be based upon an evaluation of the strengths and deficiencies of specific indicator scores that identifies appropriate improvement goals with an explanation of the measures and methods chosen for improvement, the processes to be implemented to deliver the improvement measures, identification of relevant timelines and benchmarks and an articulation of the process for measuring success of the methods chosen to increase performance. The plan shall also include review of the design and implementation of the district's leader evaluation system developed pursuant to W.S. 21-2-304(b)(xvi) and 21-3-110(a)(xxx). The state superintendent shall appoint a representative in accordance with paragraph (vii) of this subsection to monitor the school's progress towards meeting the specified goals and implementation of the processes, measures and methods as contained in the school's plan. The representative shall assist the district in identifying and securing the necessary resources to support the goals as stated by the school and the district. Failure to meet improvement goals as specified in the plan for two (2) consecutive years may require that the school be subject to paragraph (vi) of this subsection;
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