The Wyoming State Board of Education has four main areas of responsibility. These include student content and performance standards - including graduation standards, accountability, assessment, and accreditation. As part of its responsibilities for identifying Wyoming graduation standards, the state board has embarked on the development of a Profile of a Graduate. The intent of the board is to produce a profile that honors the most important needs of students and stakeholders by preparing students to be ready for life after high school. In doing so, the board aspires to provide a more cohesive education system that allows flexibility for additional student opportunities and innovation in Wyoming’s educational programs.

The Profile of a Graduate embodies four main areas: Academics, Career, Community, and Life. Academics is defined as the content knowledge, skills, and behaviors included in the Wyoming K-12 student Content and Performance Standards. Career is defined as the knowledge, skills, and behaviors needed to be successful in the world of work. Community is defined as the knowledge, skills, and behaviors necessary for contributing to society. Life is defined as the knowledge, skills, and behaviors necessary to thrive as an adult.

Academics

Academic rigor is viewed as an important aspect of Wyoming’s educational system. The transferability and application of knowledge across content areas and novel situations, including the use of basic academic skills in life beyond graduation, is important to stakeholders. There is a perception college attendance is valued over career readiness as evidenced within the structure of high schools, district and state policies, as well as messaging within communities.

A Wyoming graduate will . . .

• demonstrate foundational knowledge and competencies in math, history and civics, science, reading, and writing, including technical reading and writing.

• apply knowledge and competencies to life’s challenges and opportunities using problem solving and critical thinking.

• transfer knowledge and competencies across content areas and later in career and college performance.

• possess strong communication skills, both verbal and written, appropriate to various audiences, purposes and mediums.

• have the ability to identify and access credible resources.

To accomplish this, students must possess . . .

• a growth mindset where failure is recognized as part of the life-long learning process.

• a curiosity that leads to discovery.

• the ability to apply knowledge to create opportunities and solve problems.

Career

Career preparation is a valued component of education in Wyoming. As a state made up of many small businesses, there is a desire that graduates be able to successfully step into a career field. Wyoming values career preparation as an integral element of student learning. There is a perception that career education is viewed as separate from other academic preparation and that attending a college or university is the primary focus in schools. It is vital that K-12 courses and experiences be of high quality and that they have applicability to the future careers of students. Students indicated confidence in knowing the area of study they were interested in pursuing but admitted to being less knowledgeable about career options in those areas. Additionally, business and industry representatives expressed specific concerns about student misperceptions of how the workplace functions and the process of growing in one’s own career.

A Wyoming graduate will . . .

• explore a full breadth of career options and work environments with an understanding of entry requirements and varied paths to achieve their choices and desired lifestyle.

• develop workplace communication skills (written and verbal) including giving and receiving constructive criticism, advocating for assistance, and communicating professionally.

• have opportunities to experience planning and managing multi-step projects, including establishing timelines with strategic checkpoints.

• develop basic leadership skills, including the identification of personal strengths and weaknesses.

• collaborate and work with a variety of people including peers, mentors and stakeholders to accomplish a variety of tasks.

• successfully complete multiple employment application components (digital and print) including: applications, cover letters, resumes, and a traditional interview experience as well as virtual.

• have knowledge of compensation as it relates to career entry and career advancement.

To accomplish this, students must possess . . .

• be persistent and resilient.

• have strong interpersonal relationships.

• be able to access resources and supports.

• work to a quality standard.

• show initiative.

• be adaptable and adjust to novel situations and workplace demands.

Community

Wyoming values its citizens being engaged and connected to their communities. While there is recognition that achieving the vision of a profile of a graduate is a shared responsibility between communities, schools, and families, there is a belief that schools need to focus additional attention preparing students to be civically-minded and engaged. Providing students with opportunities to develop relationships, participate in events, and support issues of relevance in their community is an important aspect of schooling that must be balanced with time for academic, life, and career learning.

A Wyoming graduate will . . .

• know how governing structures operate in a democracy and how to be involved in the governing process.

• know how to access community resources both private and public.

• engage appropriately in civil discourse.

• discern the credibility of information and content from a variety of sources to become a knowledgeable and engaged citizen.

• seek opportunities to authentically contribute to their school community and the greater community, state, and nation.

To accomplish this, students must possess . . .

• able to collaborate with others.

• open to service and volunteerism.

• aware of other cultures.

• respectful of the perspectives and rights of others.

Life

Preparing students for independent living, including physical and mental health, is a collective responsibility of families, communities and the school system. If students are not prepared and capable of managing their personal lives, other endeavors will suffer. Student voice was strongest in this area, and it was often cited as the area of greatest concern regarding their preparation for leaving high school. Overwhelmingly, students who had quality, comprehensive life skills or training in daily adult living before graduating viewed those experiences as crucial to their future success. Another identified issue was students’ knowledge of and access to health supports including those associated with mental health. Recognizing that adolescence and young adulthood is a time when mental health, relationship, and social stress issues may emerge, students should have the skills and confidence to seek support when needed.

A Wyoming graduate will . . .

• demonstrate basic living skills.

• possess skills in personal finance including understanding of compensation, cost of living, budgets, credit/loans, taxes, housing costs, savings, insurance.

• understand core strategies of self care including physical and mental well being and access to medical/ mental health services.

• build and maintain healthy relationships.

To accomplish this, students must possess . . .

• dedicated to personal growth.

• self aware and able to self-advocate.

• able to identify and solve life problems.

• able to think from different perspectives - independently, globally, collaboratively, and critically.

Priorities

Learn

• Think critically and problem-solve

• Build foundational skills

• Communicate effectively to different audiences, for different purposes, using different tools

Work

• Career exploration

• Develop collaboration and interpersonal skills

• Develop accountability

Contribute

• Build effective work habits and the ability to be productive

• Develop skills to be able to filter information and resources, identifying credible sources of information as well as bias

• Develop understanding of governmental processes

Thrive

• Build financial literacy and the ability to apply math skills

• Develop resilience and growth mindsets, knowing it’s okay to learn from failure

• Develop strategies to support positive mental health

Implications for SWCSD2 Schools

• Find ways to develop a balanced local system of assessment that elevates tools beyond WY-TOPP to measure and clearly communicate student/school success

• Continue to develop programming to partner with the community to provide all students with work and community-based learning experiences. At the high school level, ensure learners have the opportunity to earn credit for such experiences.

• Evaluate curriculum to find opportunities for project-based learning that intentionally makes connections across curriculum areas. 

• Engage with educators in high quality professional learning so they are able to develop the skills and mindsets necessary for learners to build the skills within the WY Profile of a Graduate without fear of repercussion. 

• Develop school-wide opportunities at all levels to celebrate student learning. This should include recognition of academic success, success in the arts, and success in developing the WY Profile of a Graduate skills. Structures should include student-led conferences, student exhibitions, and portfolio defenses. There is opportunity to leverage the power of technology to engage families who may not be able to attend events during the day.

• Explore opportunities for providing preschool, play-based experiences to help the youngest learners develop critical skills necessary for future success. 

Updated Summer of 2024