Students in the Lander public schools generally perform above national averages in the areas of high school graduation, ACT test scores, and nationally referenced reading and math assessments. When compared to the average Wyoming school district our performances on ACT test, Performance Assessment of Wyoming Students (PAWS) and graduation rates generally fall slightly above to equal to the state average. The percent of students reaching their growth targets on the Measures of Academic Progress (MAP) test has increased for the past three years and the percent of students scoring proficient on PAWS has markedly increased. In the last three years we have seen a substantial improvement in writing scores, so that currently reading, writing and math scores are very similar.
School Improvement Plans
Our 2015-2016 School Improvement Plans are now availble for stakeholders to view. In additon to this page, plans are also posted on each school's website.
- Lander Valley HS 2015-2016 School Imrpovement Plan (PDF format)
- Pathfinder HS 2015-2016 School Imrpovement Plan (PDF format)
- Lander Middle School 2015-2016 School Imrpovement Plan (PDF format)
- Baldwin Creek Elementary 2015-2016 School Imrpovement Plan (PDF format)
- Gannett Peak Elementary 2015-2016 School Imrpovement Plan (PDF format)
- Jeffrey City Elementary 2015-2016 School Imrpovement Plan (PDF format)
For questions, please contact the school principal or contact the Curriculum Office.
Measuring Student Performance
Lander students are assessed using multiple measures over extended periods of time to determine their level of academic performance. A collection of evidence about each student’s performance is available to faculty and parents to assist them in making instructional decisions. This evidence includes four state mandated assessments – PAWS, ACT test, Explore test, and MAP. Additionally the district administers the Dynamic Indicator of Basic Early Literacy Skills (DIBELS) to elementary students and Body of Evidence (BOE) assessments to all high school students. Of course, classroom grades and the results from unit assessments are considered.
Student work is reviewed and analyzed at many levels. Individual classroom teachers consider student performances in making assignments, grouping students for instruction and re-teaching. Groups of grade level teachers or academic departments meet to review student work and performances to adjust benchmarks and/or instructional methods. Schools review building wide data to determine school improvement goals, make scheduling decisions, etc. The district reviews a wide range of student performance data to help determine the district improvement and strategic plan.
Students who exceed district academic standards are provided additional challenging classes and programs to address their needs. At the high school levels these challenges are offered through honors and Advanced Placement classes. A large number of students are enrolled in “concurrent enrollment classes” with Central Wyoming College. At the elementary and middle school levels the challenges are provided by acceleration within established classes, grouping with similar achieving students for selected units and providing a wide range of enrichment type activities through exploratories and enrichments.
The district is using the Response To Intervention (RTI) and Positive Behavioral Interventions and Supports (PBIS) as framework for the student support programs and services. Although the initiative is not complete and is continuing the district is working to identify tiers of service for students in both academic and behavioral areas. The tiers will include both qualifying criteria for services and curriculum and resources to be used at each tier. A full complement of support services is available to students at each tier. These include in-classroom interventions, pull-out interventions, academic tutoring before and after school, after-school enrichment programs (Lights On), counseling, family outreach via social workers, dropout prevention programs, and the full range of special education services and programs. Work will continue to coordinate and align the interventions as well as monitoring their effectiveness.