WYOMING
For Each Educational Environment, What Is the Disability Distribution of
Students (Ages 6-21) in that Environment? How Does the Distribution Compare Across
Environment Categories? How does the Distribution Compare Across Age Groups?
Ages 6-11
	Percent of Time Outside Regular Class
Disability	<21%	21-60%	>60%	Separate Facilities	All Environments
Specific Learning Disabilities	30.4	59.4	5.7	0.0	36.3
Speech/Language Impairments	54.7	12.8	6.0	2.9	40.0
Mental Retardation	0.8	5.8	22.6	8.6	3.6
Emotional Disturbance	2.9	4.3	26.9	65.7	5.3
Multiple Disabilities	0.0	1.1	10.3	8.6	1.0
Hearing Impairments	1.6	1.8	0.3	0.0	1.5
Orthopedic Impairments	1.3	0.8	2.0	0.0	1.2
Other Health Impairments	6.9	11.8	14.3	5.7	8.7
Visual Impairments	0.4	0.1	0.0	0.0	0.3
Autism	0.7	1.6	10.3	8.6	1.6
Deaf-Blindness	0.0	0.0	0.0	0.0	0.0
Traumatic Brain Injury	0.2	0.5	1.7	0.0	0.4
Developmental Delay	0.0	0.0	0.0	0.0	0.0
All Disabilities	100.0	100.0	100.0	100.0	100.0
Total N (in 2002)	3,531	1,418	350	35	5,334

Ages 12-17
	Percent of Time Outside Regular Class
Disability	<21%	21-60%	>60%	Separate Facilities	All Environments
Specific Learning Disabilities	66.3	65.0	18.7	19.6	59.0
Speech/Language Impairments	10.5	5.8	3.3	0.6	7.4
Mental Retardation	0.6	5.1	29.3	8.0	5.9
Emotional Disturbance	6.9	9.9	27.3	61.3	12.2
Multiple Disabilities	0.0	0.2	3.8	0.6	0.5
Hearing Impairments	1.4	1.4	0.7	0.6	1.3
Orthopedic Impairments	1.0	0.7	1.5	0.0	0.9
Other Health Impairments	11.4	10.2	10.8	8.6	10.8
Visual Impairments	0.7	0.5	0.7	0.6	0.6
Autism	0.3	0.6	2.5	0.0	0.7
Deaf-Blindness	0.0	0.0	0.0	0.0	0.0
Traumatic Brain Injury	0.9	0.7	1.3	0.0	0.8
All Disabilities	100.0	100.0	100.0	100.0	100.0
Total N (in 2002)	2,291	2,292	600	163	5,346

Ages 18-21
	Percent of Time Outside Regular Class
Disability	<21%	21-60%	>60%	Separate Facilities	All Environments
Specific Learning Disabilities	68.8	52.9	15.7	6.5	47.0
Speech/Language Impairments	9.3	8.6	3.1	0.0	7.0
Mental Retardation	1.4	9.1	45.7	39.1	16.7
Emotional Disturbance	7.4	11.2	7.9	30.4	10.6
Multiple Disabilities	0.0	1.1	5.5	4.3	1.9
Hearing Impairments	2.3	2.7	0.8	4.3	2.3
Orthopedic Impairments	0.9	2.1	2.4	0.0	1.6
Other Health Impairments	6.5	10.2	8.7	6.5	8.2
Visual Impairments	1.9	0.0	2.4	0.0	1.2
Autism	0.0	0.0	6.3	6.5	1.9
Deaf-Blindness	0.0	0.0	0.0	0.0	0.0
Traumatic Brain Injury	1.4	2.1	1.6	2.2	1.7
All Disabilities	100.0	100.0	100.0	100.0	100.0
Total N (in 2002)	215	187	127	46	575
Separate Facilities includes public and private separate schools, public and private residential facilities, and homebound/hospital environments.   For each column, the percentages were calculated by dividing the number of students in the disability category by the number in all disability categories combined and then multiplying by 100.  The columns sum to 100%.   Please see Data Notes for an explanation of individual state differences on how data are reported. Data based on December 2002 counts, updated as of July 2003. U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).

WYOMING (continued)
For Each Disability, What Percent of Students (Age 6-21) are Served in Each
Educational Environment? How Does this Percentage Compare Across
Disability Categories? How does this Percentage Compare Across Age Groups?
Ages 6-11
	Percent of Time Outside Regular Class
Disability	<21%	21-60%	>60%	Separate Facilities	All Environments	Total N (in 2002)
Specific Learning Disabilities	55.5	43.5	1.0	0.0	100.0	1,937
Speech/Language Impairments	90.5	8.5	1.0	<0.1	100.0	2,136
Mental Retardation	14.6	42.7	41.1	1.6	100.0	192
Emotional Disturbance	36.9	21.6	33.3	8.2	100.0	282
Multiple Disabilities	0.0	29.1	65.5	5.5	100.0	55
Hearing Impairments	67.9	30.9	1.2	0.0	100.0	81
Orthopedic Impairments	71.2	18.2	10.6	0.0	100.0	66
Other Health Impairments	52.5	36.3	10.8	0.4	100.0	463
Visual Impairments	87.5	12.5	0.0	0.0	100.0	16
Autism	28.2	25.9	42.4	3.5	100.0	85
Deaf-Blindness	.	.	.	.	.	0
Traumatic Brain Injury	38.1	33.3	28.6	0.0	100.0	21
Developmental Delay	.	.	.	.	.	0
All Disabilities	66.2	26.6	6.6	0.7	100.0	5,334

Ages 12-17
	Percent of Time Outside Regular Class
Disability	<21%	21-60%	>60%	Separate Facilities	All Environments	Total N (in 2002)
Specific Learning Disabilities	48.2	47.2	3.6	1.0	100.0	3,152
Speech/Language Impairments	60.9	33.8	5.1	0.3	100.0	394
Mental Retardation	4.1	36.5	55.3	4.1	100.0	318
Emotional Disturbance	24.3	35.1	25.2	15.4	100.0	650
Multiple Disabilities	0.0	14.3	82.1	3.6	100.0	28
Hearing Impairments	47.8	44.9	5.8	1.4	100.0	69
Orthopedic Impairments	47.8	32.6	19.6	0.0	100.0	46
Other Health Impairments	45.6	40.7	11.3	2.4	100.0	575
Visual Impairments	51.5	33.3	12.1	3.0	100.0	33
Autism	19.4	38.9	41.7	0.0	100.0	36
Deaf-Blindness	.	.	.	.	.	0
Traumatic Brain Injury	44.4	37.8	17.8	0.0	100.0	45
All Disabilities	42.9	42.9	11.2	3.0	100.0	5,346

Ages 18-21
	Percent of Time Outside Regular Class
Disability	<21%	21-60%	>60%	Separate Facilities	All Environments	Total N (in 2002)
Specific Learning Disabilities	54.8	36.7	7.4	1.1	100.0	270
Speech/Language Impairments	50.0	40.0	10.0	0.0	100.0	40
Mental Retardation	3.1	17.7	60.4	18.8	100.0	96
Emotional Disturbance	26.2	34.4	16.4	23.0	100.0	61
Multiple Disabilities	0.0	18.2	63.6	18.2	100.0	11
Hearing Impairments	38.5	38.5	7.7	15.4	100.0	13
Orthopedic Impairments	22.2	44.4	33.3	0.0	100.0	9
Other Health Impairments	29.8	40.4	23.4	6.4	100.0	47
Visual Impairments	57.1	0.0	42.9	0.0	100.0	7
Autism	0.0	0.0	72.7	27.3	100.0	11
Deaf-Blindness	.	.	.	.	.	0
Traumatic Brain Injury	30.0	40.0	20.0	10.0	100.0	10
All Disabilities	37.4	32.5	22.1	8.0	100.0	575
Separate Facilities includes public and private separate schools, public and private residential facilities, and homebound/hospital environments.   For each row, the percentages were calculated by dividing the number of students in the environment by the number in all environments combined and then multiplying by 100.  The rows sum to 100%.   Please see Data Notes for an explanation of individual state differences on how data are reported. Data based on December 2002 counts, updated as of July 2003. U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).

WYOMING (continued)
For Each Preschool Environment, What Is the Disability Distribution of Children (Ages 3-5) in that Environment?
How Does the Distribution Compare Across Environment Categories?
Disability	Early Childhood	Early Childhood Special Education	Home	Part-time Early Childhood Special Education	Separate Facility	Itinerant Services Outside Home	Reverse Mainstream	All Environments
Specific Learning Disabilities	0.5	0.0	0.0	1.3	0.0	0.0	0.0	0.4
Speech/Language Impairments	77.2	75.8	68.4	74.0	76.0	96.2	57.1	76.8
Mental Retardation	0.3	1.8	0.0	1.3	4.0	0.0	14.3	0.8
Emotional Disturbance	<0.1	0.3	0.0	0.9	0.0	0.0	0.0	0.2
Multiple Disabilities	<0.1	0.8	2.6	0.9	0.0	0.0	0.0	0.3
Hearing Impairments	0.3	0.0	0.0	0.4	0.0	0.0	0.0	0.2
Orthopedic Impairments	1.7	1.3	10.5	1.7	0.0	0.0	14.3	1.8
Other Health Impairments	2.3	3.3	5.3	6.0	8.0	1.9	0.0	3.0
Visual Impairments	0.4	0.3	0.0	0.4	0.0	0.0	0.0	0.3
Autism	0.5	1.3	0.0	1.7	8.0	0.0	0.0	0.9
Deaf-Blindness	<0.1	0.0	0.0	0.0	4.0	0.0	0.0	<0.1
Traumatic Brain Injury	0.2	0.0	0.0	0.0	0.0	0.0	0.0	0.1
Developmental Delay	16.3	15.3	13.2	11.5	0.0	1.9	14.3	14.9
All Disabilities	100.0	100.0	100.0	100.0	100.0	100.0	100.0	100.0
Total N (in 2002)	1,286	393	38	235	25	53	7	2,037
Separate Facility includes residential facilities and separate schools.   The "Itinerant Services Outside Home" and "Reverse Mainstream" environments are optional categories that states can use when reporting data.   For each column, the percentages were calculated by dividing the number of students in the disability category by the number in all disability categories combined and then multiplying by 100.  The columns sum to 100%.   Please see Data Notes for an explanation of individual state differences on how data are reported. Data based on December 2002 counts, updated as of July 2003. U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).

WYOMING (continued)
For Each Disability, What Percent of Children (Ages 3-5) are Served in Each Preschool Environment?
How Does this Percentage Compare Across Disability Categories?
Disability	Early Childhood	Early Childhood Special Education	Home	Part-time Early Childhood Special Education	Separate Facility	Itinerant Services Outside Home	Reverse Mainstream	All Environments	Total N (in 2002)
Specific Learning Disabilities	66.7	0.0	0.0	33.3	0.0	0.0	0.0	100.0	9
Speech/Language Impairments	63.5	19.0	1.7	11.1	1.2	3.3	0.3	100.0	1,565
Mental Retardation	25.0	43.8	0.0	18.8	6.3	0.0	6.3	100.0	16
Emotional Disturbance	25.0	25.0	0.0	50.0	0.0	0.0	0.0	100.0	4
Multiple Disabilities	14.3	42.9	14.3	28.6	0.0	0.0	0.0	100.0	7
Hearing Impairments	80.0	0.0	0.0	20.0	0.0	0.0	0.0	100.0	5
Orthopedic Impairments	61.1	13.9	11.1	11.1	0.0	0.0	2.8	100.0	36
Other Health Impairments	48.4	21.0	3.2	22.6	3.2	1.6	0.0	100.0	62
Visual Impairments	71.4	14.3	0.0	14.3	0.0	0.0	0.0	100.0	7
Autism	38.9	27.8	0.0	22.2	11.1	0.0	0.0	100.0	18
Deaf-Blindness	50.0	0.0	0.0	0.0	50.0	0.0	0.0	100.0	2
Traumatic Brain Injury	100.0	0.0	0.0	0.0	0.0	0.0	0.0	100.0	3
Developmental Delay	69.0	19.8	1.7	8.9	0.0	0.3	0.3	100.0	303
All Disabilities	63.1	19.3	1.9	11.5	1.2	2.6	0.3	100.0	2,037
Separate Facility includes residential facilities and separate schools.   The "Itinerant Services Outside Home" and "Reverse Mainstream" environments are optional categories that states can use when reporting data.   For each row, the percentages were calculated by dividing the number of students in the environment by the number in all environments combined and then multiplying by 100.  The rows sum to 100%.   Please see Data Notes for an explanation of individual state differences on how data are reported. Data based on December 2002 counts, updated as of July 2003. U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).

WYOMING (continued)
How Will the OSEP Graduation Rate Change When the
"Moved, Not Known to Be Continuing" Category is Eliminated?
Disability	Number Leaving School (Current)	Number Moved, Not Known to Continue	Number Leaving School (new)	Number of Diplomas	2001-02 Graduation Rate (current)	2001-02 Graduation Rate (new)	Difference in Graduation Rate
Specific Learning Disabilities	471	161	632	288	61	46	-16
Speech/Language Impairments	35	16	51	22	63	43	-20
Mental Retardation	41	14	55	19	46	35	-12
Emotional Disturbance	97	61	158	36	37	23	-14
Multiple Disabilities	2	0	2	1	50	50	0
Hearing Impairments	12	3	15	7	58	47	-12
Orthopedic Impairments	8	1	9	6	75	67	-8
Other Health Impairments	52	19	71	29	56	41	-15
Visual Impairments	4	2	6	3	75	50	-25
Autism	10	2	12	7	70	58	-12
Deaf-Blindness	0	0	0	0	.	.	.
Traumatic Brain Injury	9	0	9	7	78	78	0
All Disabilities	741	279	1,020	425	57	42	-16
As described in the September 12, 2003 memo from Stephanie Lee, OSEP will modify its GRPA calculations for the graduation and dropout rates.  Beginning with the exiting data for 2003-04, students reported in the "Moved, Not Known to Be Continuing" category will be treated as dropouts.  When calculating the graduation rate, students in this category will be included in the denominator. When calculating the dropout rate, students in this category will be included in both the numerator and the denominator.   Current Number Leaving School includes diploma recipients, dropouts, certificate recipients, reached maximum age, and died.   New Number Leaving School includes diploma recipients, dropouts (including moved, not known to continue), certificate recipients, reached maximum age, and died.   Current Graduation Rate = [Diploma Recipients ÷ Number Leaving School (current)] * 100.   New Graduation Rate = [Diploma Recipients ÷ Number Leaving School (new)] * 100.   Difference in Graduation Rate = New Graduation Rate - Current Graduation Rate. Difference calculated prior to rounding.   Please see Data Notes for an explanation of individual state differences on how data are reported. Data based on December 2001-02 counts, updated as of July 2003. U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).

WYOMING (continued)
How Will the OSEP Drop Out Rate Change When the
"Moved, Not Known to Be Continuing" Category is Eliminated?
Disability	Number Leaving School (Current)	Number Moved, Not Known to Continue	Number Leaving School (new)	Number of Dropouts (current)	Number of Dropouts (new)	2001-02 Dropout Rate (current)	2001-02 Dropout Rate (new)	Difference in Dropout Rate
Specific Learning Disabilities	471	161	632	180	341	38	54	16
Speech/Language Impairments	35	16	51	12	28	34	55	21
Mental Retardation	41	14	55	4	18	10	33	23
Emotional Disturbance	97	61	158	58	119	60	75	16
Multiple Disabilities	2	0	2	1	1	50	50	0
Hearing Impairments	12	3	15	5	8	42	53	12
Orthopedic Impairments	8	1	9	0	1	0	11	11
Other Health Impairments	52	19	71	20	39	38	55	16
Visual Impairments	4	2	6	0	2	0	33	33
Autism	10	2	12	0	2	0	17	17
Deaf-Blindness	0	0	0	0	0	.	.	.
Traumatic Brain Injury	9	0	9	1	1	11	11	0
All Disabilities	741	279	1,020	281	560	38	55	17
As described in the September 12, 2003 memo from Stephanie Lee, OSEP will modify its GRPA calculations for the graduation and dropout rates.  Beginning with the exiting data for 2003-04, students reported in the "Moved, Not Known to Be Continuing" category will be treated as dropouts.  When calculating the graduation rate, students in this category will be included in the denominator. When calculating the dropout rate, students in this category will be included in both the numerator and the denominator.   Current Number Leaving School includes diploma recipients, dropouts, certificate recipients, reached maximum age, and died.   New Number Leaving School includes diploma recipients, dropouts (including moved, not known to continue), certificate recipients, reached maximum age, and died.   Current Number of Dropouts includes only the "Dropped Out" exiting category.   New Number of Dropouts includes the "Dropped Out" and "Moved, Not Known to Be Continuing" exiting categories.   Current Dropout Rate = [Number of Dropouts (current) ÷ Number Leaving School (current)] * 100.   New Dropout Rate = [Number of Dropouts (new) ÷ Number Leaving School (new)] * 100.   Difference in Dropout Rate = New Dropout Rate - Current Dropout Rate.  Difference calculated prior to rounding.   Please see Data Notes for an explanation of individual state differences on how data are reported. Data based on December 2001-02 counts, updated as of July 2003. U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).