WY ·
7
none specified (no minimum days or hours mandated for home-based programs by statute)
Wyoming is a low-regulation homeschool state. A 'home-based educational program' must provide a sequentially progressive curriculum of fundamental instruction in seven subjects (reading, writing, mathematics, civics, history, literature, science) per W.S. 21-4-101(a)(vi). Compulsory attendance (W.S. 21-4-102) runs from age 7 (or Sept. 15 if kindergarten started) until age 16 or completion of 10th grade. There is no required notice to start, no mandated testing, no minimum instructional hours, and no teacher-credential requirement. Effective July 1, 2025, HB 46 removed the prior annual requirement to submit a curriculum to the local board of trustees. Withdrawing a child already enrolled in public school requires an in-person meeting and written withdrawal consent. Wyoming does not issue diplomas to homeschoolers; parents/programs issue their own diploma or completion certificate, which is valid.
No notice of intent or registration is required to BEGIN a home-based educational program in Wyoming. The only notification trigger: if a child is currently enrolled in a public school and is being withdrawn, the parent must meet in person with a district counselor or administrator and provide written consent to the withdrawal (W.S. 21-4-102). Children who have never attended public school in the district do not need to register. Curriculum submission to the local board of trustees was ELIMINATED effective July 1, 2025 by HB 46 (the 'Homeschool Freedom Act'); prior to that, an annual curriculum had to be submitted to the local board of trustees showing the program met the basic academic educational program requirements.
No statutory recordkeeping requirement for home-based programs. HSLDA and the WDE recommend (but do not legally require) parents keep their own records, attendance, and samples of work; many families keep records voluntarily to document compliance and for transcript/diploma purposes.
- reading
- writing
- mathematics
- civics
- history
- literature
- science
· Wyoming Content and Performance Standards (WYCPS) for Mathematics, 2023 (Emended Feb. 2025) — built on CCSS-M · 87
| K | K.CC.A.1 | Count to 100 by ones and by tens. |
| K | K.CC.B.4 | Understand the relationship between numbers and quantities; connect counting to cardinality. |
| K | K.CC.C.6 | Identify whether the number of objects in one group is greater than, less than, or equal to the number in another group. |
| K | K.MD.F.1 | Describe several measurable attributes of one or more objects. |
| K | K.MD.G.3 | Classify objects into given categories; count the numbers of objects in each category and sort by count. |
| K | K.NBT.E.1 | Describe, explore, and explain how the counting numbers 11 to 19 are composed of ten ones and more ones. |
| K | K.OA.D.2 | Solve word problems using objects and drawings to find sums up to 10 and differences within 10. |
| 1 | 1.MD.H.1 | Order three objects by length; compare the lengths of two objects indirectly by using a third object. |
| 1 | 1.NBT.E.1 | Extend the number sequence to 120; read, write, and represent numbers. |
| 1 | 1.NBT.G.4 | Add within 100 using concrete models or drawings and strategies based on place value. |
| 1 | 1.OA.A.1 | Use addition and subtraction within 20 to solve word problems (adding to, taking from, putting together, taking apart, comparing). |
| 1 | 1.OA.D.7 | Understand the meaning of the equal sign and determine if equations involving addition and subtraction are true or false. |
| 2 | 2.MD.F.1 | Measure the length of an object by selecting and using appropriate tools (rulers, yardsticks, meter sticks, measuring tapes). |
| 2 | 2.MD.I.9 | Generate measurement data and show the measurements on a line plot. |
| 2 | 2.NBT.D.1 | Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones. |
| 2 | 2.NBT.E.5 | Fluently add and subtract within 100 using strategies based on place value and properties of operations. |
| 2 | 2.OA.A.1 | Use addition and subtraction within 100 to solve one- and two-step word problems. |
| 2 | 2.OA.B.2 | Fluently add and subtract within 20 using mental strategies. |
| 3 | 3.MD.G.1 | Use analog clocks to tell and write time to the nearest minute and measure time intervals in minutes. |
| 3 | 3.MD.I.7 | Relate area to the operations of multiplication and addition. |
| 3 | 3.NBT.E.2 | Fluently add and subtract within 1000 using strategies and algorithms based on place value. |
| 3 | 3.NF.F.1 | Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts. |
| 3 | 3.OA.A.1 | Represent the concept of multiplication of whole numbers using models such as equal-sized groups. |
| 3 | 3.OA.C.7 | Fluently multiply and divide within 100 using strategies and properties of operations. |
| 4 | 4.MD.I.1 | Know relative sizes of measurement units within one system (km, m, cm; kg, g; lb, oz; L, mL; hr, min, sec). |
| 4 | 4.NBT.E.4 | Fluently add and subtract multi-digit whole numbers using the standard algorithm. |
| 4 | 4.NF.F.1 | Explain why a fraction a/b is equivalent to a fraction (n*a)/(n*b). |
| 4 | 4.NF.H.6 | Use decimal notation for fractions with denominators 10 or 100. |
| 4 | 4.OA.A.2 | Multiply or divide to solve word problems involving multiplicative comparison. |
| 4 | 4.OA.C.5 | Generate a number or shape pattern that follows a given rule; identify apparent features of the pattern. |
| 5 | 5.MD.G.1 | Understand a coordinate system (convert among measurement units / coordinate plane fundamentals). |
| 5 | 5.NBT.C.1 | Recognize that in a multi-digit number, a digit represents 10 times what it represents in the place to its right. |
| 5 | 5.NBT.D.5 | Fluently multiply multi-digit whole numbers using the standard algorithm. |
| 5 | 5.NF.E.1 | Add and subtract fractions with unlike denominators (including mixed numbers) using equivalent fractions. |
| 5 | 5.OA.A.1 | Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. |
| 6 | 6.EE.E.1 | Write and evaluate numerical expressions involving whole-number exponents. |
| 6 | 6.EE.F.5 | Understand solving an equation or inequality as a process of answering which values make it true. |
| 6 | 6.NS.B.1 | Interpret and compute quotients of fractions; solve word problems involving division of fractions by fractions. |
| 6 | 6.NS.D.6 | Understand a rational number as a point on the number line; extend number line diagrams and coordinate axes. |
| 6 | 6.RP.A.1 | Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. |
| 6 | 6.RP.A.3 | Use ratio and rate reasoning to solve real-world and mathematical problems. |
| 6 | 6.SP.I.1 | Recognize a statistical question as one that anticipates variability in the data related to the question. |
| 7 | 7.EE.C.1 | Apply properties of operations to add, subtract, factor, and expand linear expressions with rational coefficients. |
| 7 | 7.EE.D.4 | Use variables to represent quantities and construct simple equations and inequalities to solve problems. |
| 7 | 7.NS.B.1 | Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers. |
| 7 | 7.RP.A.1 | Compute unit rates, including those involving complex fractions, with like or different units. |
| 7 | 7.RP.A.2 | Recognize and represent proportional relationships between quantities. |
| 7 | 7.SP.G.1 | Solve real-world and mathematical problems involving sampling and inferences about a population. |
| 7 | 7.SP.I.5 | Understand that the probability of a chance event is a number between 0 and 1. |
| 8 | 8.EE.B.1 | Understand and apply the Laws of Exponents (properties of integer exponents). |
| 8 | 8.EE.C.5 | Graph proportional relationships, interpreting the unit rate as the slope of the graph. |
| 8 | 8.EE.D.7 | Solve linear equations in one variable. |
| 8 | 8.F.E.1 | Understand that a function is a rule that assigns to each input exactly one output. |
| 8 | 8.F.F.4 | Construct a function to model a linear relationship between two quantities. |
| 8 | 8.G.G.1 | Verify experimentally the properties of rotations, reflections, and translations. |
| 8 | 8.G.H.7 | Apply the Pythagorean Theorem to determine unknown side lengths in right triangles. |
| 8 | 8.NS.A.1 | Know that numbers that are not rational are called irrational; understand rational/irrational distinctions. |
| 8 | 8.SP.J.1 | Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association. |
| High School | A.APR.C.1 | Understand that polynomials form a system analogous to the integers (closed under add, subtract, multiply). |
| High School | A.CED.G.1 | Create equations and inequalities in one variable and use them to solve problems. |
| High School | A.REI.H.1 | Explain each step in solving a simple equation as following from the equality of numbers at the previous step. |
| High School | A.REI.I.4 | Solve quadratic equations in one variable. |
| High School | A.REI.K.10 | Understand that the graph of an equation in two variables is the set of all its solutions plotted in the plane. |
| High School | A.SSE.A.1 | Interpret expressions that represent a quantity in terms of its context. |
| High School | A.SSE.B.3 | Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity. |
| High School | F.BF.D.1 | Write a function that describes a relationship between two quantities. |
| High School | F.IF.A.1 | Understand that a function assigns to each element of the domain exactly one element of the range. |
| High School | F.IF.B.4 | Interpret key features of graphs and tables for a function modeling a relationship between two quantities. |
| High School | F.LE.F.1 | Distinguish between situations that can be modeled with linear functions and with exponential functions. |
| High School | F.TF.H.1 | Understand radian measure of an angle as the length of the arc on the unit circle subtended by the angle. |
| High School | G.CO.A.1 | Apply precise definitions of angle, circle, perpendicular line, parallel line, and line segment. |
| High School | G.CO.C.9 | Prove theorems about lines and angles. |
| High School | G.GMD.M.1 | Give an informal argument for the formulas for circumference, area, and volume of figures. |
| High School | G.GPE.K.1 | Derive the equation of a circle given center and radius using the Pythagorean Theorem. |
| High School | G.MG.O.1 | Use geometric shapes, their measures, and their properties to describe objects. |
| High School | G.SRT.E.1 | Verify heuristically the properties of dilations given by a center and a scale factor. |
| High School | G.SRT.G.6 | Understand that side ratios in right triangles are properties of the angles, leading to trigonometric ratios. |
| High School | N.CN.D.1 | Know there is a complex number i such that i^2 = -1, and every complex number has the form a + bi. |
| High School | N.CN.F.7 | Solve quadratic equations with real coefficients that have complex solutions. |
| High School | N.Q.C.1 | Use units to understand problems and guide solutions; choose and interpret units, scale, and origin. |
| High School | N.RN.A.1 | Explain how rational exponents follow from extending the properties of integer exponents. |
| High School | N.RN.B.3 | Explain why sums/products of rational numbers are rational, and rational+irrational is irrational. |
| High School | N.VM.G.1 | (+) Recognize vector quantities as having both magnitude and direction. |
| High School | S.CP.F.1 | Describe events as subsets of a sample space using characteristics, unions, intersections, or complements. |
| High School | S.IC.D.1 | (+) Understand statistics as a process for making inferences about population parameters from a random sample. |
| High School | S.ID.A.1 | Represent data with plots on the real number line (dot plots, histograms, and box plots). |
| High School | S.ID.B.6 | Represent data on two quantitative variables on a scatter plot and describe how the variables are related. |
· Wyoming Content and Performance Standards (WYCPS) for Science, 2023 (Emended Feb. 2025) — informed by NGSS / A Framework for K-12 Science Education, with Wyoming-specific edits · 87
| K | K-ESS3-1 | Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live. |
| K | K-PS2-1 | Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object. |
| K | K-PS3-2 | Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area. |
| 1 | 1-ESS1-1 | Use observations of the sun, moon, and stars to describe patterns that can be predicted. |
| 1 | 1-LS1-1 | Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs. |
| 1 | 1-PS4-4 | Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. |
| 2 | 2-ESS2-1 | Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land. |
| 2 | 2-ETS1-1 | Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. |
| 2 | 2-ETS1-2 | Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. |
| 2 | 2-ETS1-3 | Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. |
| 2 | 2-LS2-2 | Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants. |
| 2 | 2-LS4-1 | Make observations of plants and animals to compare the diversity of life in different habitats. |
| 2 | 2-PS1-2 | Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose. |
| 3 | 3-ESS3-1 | Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard. |
| 3 | 3-LS3-1 | Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms. |
| 3 | 3-LS4-4 | Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change. |
| 3 | 3-PS2-3 | Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. |
| 4 | 4-ESS1-1 | Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. |
| 4 | 4-LS1-1 | Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. |
| 4 | 4-PS3-4 | Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. |
| 4 | 4-PS4-1 | Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move. |
| 4 | 4-PS4-3 | Generate and compare multiple solutions that use patterns to transfer information. |
| 5 | 5-ESS1-2 | Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. |
| 5 | 5-ESS3-1 | Obtain and combine information about ways individual communities use science ideas to conserve Earth's resources and environment. |
| 5 | 5-ETS1-1 | Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. |
| 5 | 5-ETS1-2 | Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. |
| 5 | 5-ETS1-3 | Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. |
| 5 | 5-LS2-1 | Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. |
| 5 | 5-PS1-4 | Conduct an investigation to determine whether the mixing of two or more substances results in new substances. |
| 5 | 5-PS3-1 | Use models to describe that energy in animals' food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun. |
| 6-8 (Middle School) | MS-ESS1-1 | Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. |
| 6-8 (Middle School) | MS-ESS1-2 | Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. |
| 6-8 (Middle School) | MS-ESS2-1 | Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process. |
| 6-8 (Middle School) | MS-ESS2-3 | Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of past plate motions. |
| 6-8 (Middle School) | MS-ESS2-4 | Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity. |
| 6-8 (Middle School) | MS-ESS2-6 | Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. |
| 6-8 (Middle School) | MS-ESS3-3 | Apply scientific principles to design a method for monitoring, evaluating, and managing a human impact on the environment. |
| 6-8 (Middle School) | MS-ETS1-1 | Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment. |
| 6-8 (Middle School) | MS-ETS2-2 | Develop a model defining and prioritizing the impacts of human activity on a particular aspect of the environment, identifying positive and negative consequences of the activity, both short and long-term. |
| 6-8 (Middle School) | MS-LS1-2 | Develop and use models to describe the parts, functions, and basic processes of cells. |
| 6-8 (Middle School) | MS-LS1-3 | Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. |
| 6-8 (Middle School) | MS-LS1-6 | Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. |
| 6-8 (Middle School) | MS-LS2-3 | Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. |
| 6-8 (Middle School) | MS-LS2-5 | Evaluate competing design solutions for maintaining biodiversity and ecosystem services. |
| 6-8 (Middle School) | MS-LS3-1 | Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the organism. |
| 6-8 (Middle School) | MS-LS3-2 | Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. |
| 6-8 (Middle School) | MS-LS4-1 | Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth. |
| 6-8 (Middle School) | MS-LS4-5 | Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. |
| 6-8 (Middle School) | MS-LS4-6 | Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time. |
| 6-8 (Middle School) | MS-PS1-1 | Develop models to describe the atomic composition of simple molecules and extended structures. |
| 6-8 (Middle School) | MS-PS1-4 | Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. |
| 6-8 (Middle School) | MS-PS1-5 | Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. |
| 6-8 (Middle School) | MS-PS2-1 | Apply Newton's Third Law to design a solution to a problem involving the motion of two colliding objects. |
| 6-8 (Middle School) | MS-PS2-2 | Plan an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object. |
| 6-8 (Middle School) | MS-PS3-2 | Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. |
| 6-8 (Middle School) | MS-PS3-4 | Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by temperature. |
| 6-8 (Middle School) | MS-PS4-1 | Use mathematical representations to describe a simple model for waves, which includes how the amplitude of a wave is related to the energy in a wave. |
| 6-8 (Middle School) | MS-PS4-2 | Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. |
| 9-12 (High School) | HS-ESS1-2 | Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe. |
| 9-12 (High School) | HS-ESS1-5 | Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks. |
| 9-12 (High School) | HS-ESS2-2 | Analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks that cause changes to other Earth systems. |
| 9-12 (High School) | HS-ESS2-4 | Use a model to describe how variations in the flow of energy into and out of Earth's systems result in changes in climate. |
| 9-12 (High School) | HS-ESS3-2 | Evaluate competing design solutions for developing, managing, and using energy and mineral resources based on cost-benefit ratios. |
| 9-12 (High School) | HS-ESS3-3 | Use computational tools to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity. |
| 9-12 (High School) | HS-ESS3-5 | Analyze data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems. |
| 9-12 (High School) | HS-ETS1-3 | Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics. |
| 9-12 (High School) | HS-ETS1-5 | Evaluate the validity and reliability of claims in a variety of materials (scientific and technical). |
| 9-12 (High School) | HS-LS1-1 | Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. |
| 9-12 (High School) | HS-LS1-6 | Construct and revise explanations based on evidence for how carbon, hydrogen, and oxygen may combine with other elements to form amino acids and/or other large carbon-based molecules. |
| 9-12 (High School) | HS-LS2-5 | Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. |
| 9-12 (High School) | HS-LS2-6 | Evaluate the claims, evidence, and reasoning that the complex biotic and abiotic interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may alter populations. |
| 9-12 (High School) | HS-LS2-7 | Evaluate and assess impacts on the environment and biodiversity in order to refine or design a solution for detrimental impacts or enhancement for positive impacts. |
| 9-12 (High School) | HS-LS3-2 | Make and defend a claim based on evidence that inheritable genetic variations may result from new genetic combinations through meiosis, viable errors during replication, and/or mutations caused by environmental factors. |
| 9-12 (High School) | HS-LS4-2 | Construct an explanation based on evidence that the process of evolution primarily results from four factors, including the potential for a species to increase in number and the existence of heritable genetic variation. |
| 9-12 (High School) | HS-LS4-5 | Evaluate the evidence supporting claims that changes in environmental conditions may result in increases in some species, the emergence of new species, and/or the extinction of other species. |
| 9-12 (High School) | HS-LS4-6 | Create and/or use a simulation to evaluate the impacts of human activity on biodiversity. |
| 9-12 (High School) | HS-PS1-1 | Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms. |
| 9-12 (High School) | HS-PS1-2 | Construct an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties. |
| 9-12 (High School) | HS-PS1-6 | Evaluate the design of a chemical system by changing conditions to produce increased amounts of products at equilibrium, and refine the design, as needed. |
| 9-12 (High School) | HS-PS1-7 | Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction. |
| 9-12 (High School) | HS-PS1-8 | Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay. |
| 9-12 (High School) | HS-PS2-3 | Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision. |
| 9-12 (High School) | HS-PS2-5 | Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current. |
| 9-12 (High School) | HS-PS2-6 | Communicate scientific and technical information about why the molecular-level structure is important in the functioning of materials. |
| 9-12 (High School) | HS-PS3-3 | Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy. |
| 9-12 (High School) | HS-PS4-1 | Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media. |
| 9-12 (High School) | HS-PS4-5 | Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy. |
· Wyoming Content and Performance Standards (WYCPS) for Social Studies, 2014 (with 2018 additions) — Wyoming-specific framework · 122
| 2 | SS2.1.1 | Understand that schools, tribes, communities, and the United States have rules that have to be followed. |
| 2 | SS2.1.2 | Identify the symbols and traditional practices, including those of Indigenous Tribes of Wyoming (e.g., Arapaho and Shoshone flags, songs, pledges), that honor patriotism in the United States. |
| 2 | SS2.1.3 | Identify people and events that are honored on United States holidays. |
| 2 | SS2.1.3.a | Identify how Indigenous Tribes of Wyoming honor people and celebrate through events (e.g., Native American Veterans Day, Native American Heritage Day, Wyoming Native American Day, Pow Wows). |
| 2 | SS2.1.4 | Understand that the rules in the United States are called laws. |
| 2 | SS2.2.1 | Name the ways groups (e.g., families and schools), including Indigenous Tribes of Wyoming, meet human needs and concerns (e.g., belonging and personal safety) and contribute to personal identity and daily life. |
| 2 | SS2.2.2 | Recognize and describe unique ways in which expressions of culture influence people, including Indigenous Tribes of Wyoming (e.g., language, sign language, stories, music, symbolism, and art). |
| 2 | SS2.3.1 | Give examples of and/or identify needs, wants, goods, and services. |
| 2 | SS2.3.2 | Identify how price may affect buying, selling, and saving decisions. |
| 2 | SS2.3.3 | Identify how science or technology affects production (e.g., assembly line, robots, and video streaming). |
| 2 | SS2.4.1 | Identify how an event could change the future (e.g., moving to a new town means going to a new school). |
| 2 | SS2.4.2 | Identify tools and technologies, including those of Indigenous Tribes of Wyoming, that made or make life easier and sustainable (e.g., cars, washing machines, flashlights, usage of bison and natural resources). |
| 2 | SS2.4.3 | Describe a 'current event' involving significant people and places in Wyoming (e.g., local, state, or tribal events). |
| 2 | SS2.5.1 | Use a map, globe, and mental mapping to identify familiar areas and simple patterns and create maps using various media. |
| 2 | SS2.5.2 | Identify, describe, and use local physical and human characteristics to discuss the similarities and differences between parts of the community (e.g., neighborhoods, schools, towns, and reservation communities). |
| 2 | SS2.5.3 | Use the human features of a community to describe what makes that community unique (e.g., cultural, language, religion, food, clothing, political, economic, population, and types of jobs) and why others move to or away from that place. |
| 2 | SS2.5.4 | Identify how people, including Indigenous Tribes of Wyoming, may adjust to and/or change their environment in order to survive (e.g., clothing, houses, foods, and natural resources). |
| 2 | SS2.6.1 | Identify what kinds of information can be found in different resources (e.g., library, computer, atlas, and dictionary). |
| 2 | SS2.6.2 | Distinguish between fiction and non-fiction. |
| 2 | SS2.6.3 | Use digital tools to learn about social studies concepts. |
| 5 | SS5.1.1 | Describe the basic rights and responsibilities of citizenship. |
| 5 | SS5.1.2 | Understand the basic local, tribal, state, and national political processes (e.g., campaigning and voting). |
| 5 | SS5.1.3 | Understand the basic origins of the United States Constitution (e.g., Declaration of Independence). |
| 5 | SS5.1.4 | Understand the purpose of the U.S. legal system and that tribal governments have separate legal systems. |
| 5 | SS5.1.5 | Understand the purposes of the three branches of government (executive, legislative, and judicial). |
| 5 | SS5.1.5.a | Understand how the Northern Arapaho and Eastern Shoshone are sovereign nations with their own systems of governance (each has a General Council and a resolution form of government). |
| 5 | SS5.2.1 | Identify and describe the ways groups, including Indigenous Tribes of Wyoming (e.g., families, communities, schools, and social organizations), meet human needs and concerns and contribute to identity and daily life. |
| 5 | SS5.2.2 | Describe, compare and contrast unique expressions of culture (e.g., tribal affiliation, language, spirituality, stories, folktales, music, art, and dance). |
| 5 | SS5.2.3 | Identify and describe characteristics and contributions of local and state cultural groups, including Indigenous Tribes of Wyoming, in Wyoming and the region. |
| 5 | SS5.3.1 | Give examples of needs, wants, goods, services, scarcity, and choice. |
| 5 | SS5.3.2 | Identify basic economic concepts (e.g., supply, demand, price, and trade). |
| 5 | SS5.3.3 | Identify and describe how science and technology have affected production and distribution locally, nationally, and globally (e.g., trains and natural resources). |
| 5 | SS5.3.4 | Explain the roles and effect of money, banking, savings, and budgeting in personal life and society. |
| 5 | SS5.4.1 | Describe how small changes can lead to big changes (cause and effect) (e.g., introduction of horses to the Plains tribes, discovery of gold/minerals, electricity, Homestead Act, Dawes Act, water rights management). |
| 5 | SS5.4.2 | Describe how tools and technology make life easier; describe how one tool or technology evolves into another and identify a tool or technology that impacted history. |
| 5 | SS5.4.3 | Select current events for relevance and apply understanding of cause and effect to determine how current events impact people or groups, including Indigenous Tribes of Wyoming (e.g., energy development, water rights, new technology, social issues). |
| 5 | SS5.4.4 | Discuss different groups a person may belong to, including Indigenous Tribes of Wyoming (e.g., family, neighborhood, cultural/ethnic, and workplace) and how those roles and/or groups have changed over time. |
| 5 | SS5.4.5 | Identify differences between primary (e.g., historical photographs, artifacts, documents, including treaties) and secondary sources; find primary and secondary sources about a historical event and summarize central ideas. |
| 5 | SS5.5.1 | Apply mental mapping skills and use different representations of the Earth to demonstrate an understanding of human and physical patterns and how local decisions may create global impacts. |
| 5 | SS5.5.1.a | Identify boundaries of the Wind River Indian Reservation. |
| 5 | SS5.5.2 | Explain how physical features, patterns, and systems impact different regions and how these features may help us generalize and compare areas within the reservation, state, nation, or world. |
| 5 | SS5.5.3 | Describe the human features of an area (e.g., language, religion, political and economic systems, population distribution, and quality of life), past and present settlement patterns (e.g., Indigenous Tribes of Wyoming and the Oregon Trail), and how ideas, goods, and/or people move from one area to another. |
| 5 | SS5.5.3.a.i | Describe how cultural values of the Indigenous Tribes of Wyoming influence the importance and preservation of place and sacred sites (e.g., Devils Tower/Bear Lodge, Hot Springs State Park, Vedauwoo, Crowheart Butte, Bighorn Medicine Wheel, Estes Park, Yellowstone, Heart Mountain, Wind River Mountains). |
| 5 | SS5.5.3.a.ii | Describe and identify a variety of place names and their connection to Indigenous Tribes of Wyoming. |
| 5 | SS5.5.4 | Describe how the environment influences people in Wyoming and how we adjust to and/or change our environment in order to survive (e.g., natural resources, housing, and food). |
| 5 | SS5.5.4.a | Discuss the ways in which the environment, including climate and seasons, influenced how the Indigenous Tribes of Wyoming adapted to their natural environment (e.g., how they obtained food, clothing, tools, and migration). |
| 5 | SS5.6.1 | Use various media resources in order to address a question or solve a problem. |
| 5 | SS5.6.2 | Identify validity of information (e.g., accuracy, relevancy, fact, or fiction). |
| 5 | SS5.6.3 | Use digital tools to research, design, and present social studies concepts (e.g., understand how individual responsibility applies in usage of digital media). |
| 5 | SS5.6.4 | Identify the difference between primary and secondary sources. |
| 8 | SS8.1.1 | Explain the rights, duties, and responsibilities of a United States citizen. |
| 8 | SS8.1.1.a | Explain the rights, duties, and responsibilities of being a tribal member on the Wind River Indian Reservation (e.g., inherent rights, treaty obligations, tribal sovereignty). |
| 8 | SS8.1.2 | Explain how to participate in the political process (i.e., tribal, local, state, and national elections). |
| 8 | SS8.1.3 | Explain the historical development of the United States Constitution and treaties (e.g., 1868 Fort Bridger Treaty) and how they have shaped the United States, Wyoming, and tribal government. |
| 8 | SS8.1.4 | Understand the difference between United States civil and criminal legal systems within the federal, state, and tribal levels. |
| 8 | SS8.1.5 | Describe the structures of the United States and Wyoming Constitutions (e.g., Articles, Bill of Rights, amendments). |
| 8 | SS8.1.5.a | Describe how the U.S. Constitution creates a special relationship with tribal governments (i.e., Plenary Power, Indian Commerce Clause, Supremacy Clause, Cherokee Nation v. Georgia). |
| 8 | SS8.1.6 | Understand the basic structures of various political systems (e.g., tribal, local, national, and world). |
| 8 | SS8.2.1 | Compare and contrast the ways various groups (e.g., social, political, and cultural), including Indigenous Tribes of Wyoming, meet human needs and concerns and contribute to identity, situations, and events. |
| 8 | SS8.2.2 | Evaluate how human expression (e.g., language, literature, arts, architecture, traditions, beliefs, and spirituality) contributes to the development, understanding, and continuity of culture. |
| 8 | SS8.2.3 | Analyze the unique cultural characteristics of various groups within Wyoming and the nation, including Indigenous Tribes of Wyoming (e.g., language, traditions, spirituality, art, and lifestyle). |
| 8 | SS8.3.1 | Identify and apply basic economic concepts (e.g., supply, demand, production, exchange and consumption, labor, wages, scarcity, prices, incentives, competition, and profits). |
| 8 | SS8.3.2 | Compare and contrast how people organize for the production, distribution, and consumption of goods and services in various economic systems (e.g., characteristics of market, command, and mixed economies). |
| 8 | SS8.3.3 | Describe the impact of technological advancements on production, distribution, and consumption (e.g., businesses and/or corporations in the United States and the world). |
| 8 | SS8.3.4 | Explain or illustrate how money is used by individuals, groups, and financial institutions. |
| 8 | SS8.3.5 | Describe how values and beliefs influence individual, family, and business decisions (microeconomics). |
| 8 | SS8.4.1 | Describe how historical events impact the future (cause and effect) and how change spreads to other places (e.g., spread of industrial revolution, Manifest Destiny, French and Indian War, Indian Removal Act). |
| 8 | SS8.4.2 | Describe how tools and technology in different historical periods impacted the way people, including Indigenous Tribes of Wyoming, lived, made decisions, and saw the world (e.g., impact of horses, European trade goods, mechanized agriculture, Industrial Revolution). |
| 8 | SS8.4.3 | Analyze the way current events affect all people, including Indigenous Tribes of Wyoming; investigate the history leading up to those events and suggest alternative ways such events may have played out. |
| 8 | SS8.4.4 | Identify historical interactions between and among individuals, groups, and/or institutions (e.g., family, neighborhood, political, economic, religious, social, cultural, and workplace). |
| 8 | SS8.4.4.a | Identify how federal policies have impacted Indigenous Tribes of Wyoming historically and currently (e.g., reservations, treaties, allotment, boarding schools, and forced assimilation). |
| 8 | SS8.4.5 | Identify relevant primary (e.g., historical photographs, artifacts, documents, including treaties) and secondary sources for research; compare and contrast treatment of the same topic across sources, which may include oral history and traditional storytelling. |
| 8 | SS8.5.1 | Use and create models of the Earth to analyze the interactions of physical and human systems to demonstrate global interconnectedness. |
| 8 | SS8.5.1.a | Analyze the impact of natural resources on tribal locations, past and present. |
| 8 | SS8.5.2 | Analyze and evaluate how physical features and changes influenced historical events (e.g., route of Union Pacific Railroad, location of Wind River Indian Reservation, state and national monuments and parks) and participate in collaborative problem solving and decision making in the selection of professional and personal choices. |
| 8 | SS8.5.3 | Explain how communities' current and past demographics, migrations, and settlement patterns influence place (e.g., culture, needs, and political and economic systems) and use this analysis to predict future settlement patterns. |
| 8 | SS8.5.3.a | Explain how the migration and settlement patterns of indigenous tribes influence place (e.g., migration of pre-Columbian Tribes, and reservation movement). |
| 8 | SS8.5.4 | Analyze the changes to and consequences of human, natural, and technological impacts on the physical environment. |
| 8 | SS8.5.4.a | Analyze how cultural practices continue to influence how Indigenous Tribes of Wyoming interact with the environment. |
| 8 | SS8.6.1 | Use and evaluate multiple sources of information in diverse formats and media in order to address a question or solve a problem. |
| 8 | SS8.6.2 | Distinguish among fact, opinion, and reasoned judgment in a text. |
| 8 | SS8.6.3 | Use digital tools to research, design, and present social studies concepts (e.g., understand how individual responsibility applies in usage of digital media). |
| 8 | SS8.6.4 | Use accurate, sufficient, and relevant information from primary and secondary sources to support writing. |
| 12 | SS12.1.1 | Analyze unique freedoms, rights, and responsibilities of living in a democratic society and explain their interrelationships. |
| 12 | SS12.1.1.a | Compare the rights, duties, and responsibilities (inherent rights, treaty obligations, and tribal sovereignty) of being a tribal member on the Wind River Indian Reservation to the rights, duties, and responsibilities of an American citizen. |
| 12 | SS12.1.2 | Explain and/or demonstrate how to participate in the political process and form personal opinions (i.e., tribal, local, state, and national elections). |
| 12 | SS12.1.3 | Analyze the historical development of the United States Constitution and treaties (e.g., 1868 Fort Bridger Treaty) and how they have shaped the United States and Wyoming Government (tribal, local, state, federal). |
| 12 | SS12.1.3.a | Analyze the historical development of governance of the Indigenous Tribes of Wyoming through U.S. Congressional Acts and U.S. Supreme Court decisions (e.g., Per Capita Act, Marshall Trilogy, U.S. v. Shoshone Tribe of Indians). |
| 12 | SS12.1.4 | Distinguish the difference between civil and criminal legal systems and how they apply at the federal, state, and tribal levels. |
| 12 | SS12.1.5 | Demonstrate an understanding of the structures of both the United States and Wyoming Constitutions. |
| 12 | SS12.1.5.a | Describe the inherent powers held by Indigenous Tribes of Wyoming due to their sovereignty (e.g., taxation, membership, per capita payments, fish and game). |
| 12 | SS12.1.6 | Compare and contrast various world political systems (e.g., ideologies, structure, and institutions) with that of the United States. |
| 12 | SS12.1.6.a | Compare and contrast various tribal political systems (e.g., ideologies, structure, and institutions) within the United States. |
| 12 | SS12.2.1 | Analyze and evaluate the ways various groups (e.g., social, political, and cultural) meet human needs and concerns and contribute to identity (e.g., group, national, and global), situations, and events. |
| 12 | SS12.2.1.a | Analyze and evaluate the ways Indigenous Tribes of Wyoming meet human needs and concerns and contribute to tribal identity, as well as historical and contemporary situations and events (e.g., intergenerational care, mineral royalty payments, water rights, repopulation of local animal species). |
| 12 | SS12.2.2 | Analyze human experience and cultural expression (e.g., language, arts, traditions, beliefs, spirituality, values, and behavior) and illustrate integrated views of a specific culture. |
| 12 | SS12.2.2.a | Compare and contrast the human experience and cultural expression of Indigenous Tribes of Wyoming (e.g., oral history, Native literature, traditional arts, values, songs, dance, artifacts, and language). |
| 12 | SS12.2.3 | Evaluate how the unique characteristics of cultural groups, including Indigenous Tribes of Wyoming, have contributed and continue to influence Wyoming's history and contemporary life (e.g., tribes, explorers, early settlers, and immigrants). |
| 12 | SS12.3.1 | Analyze the impact of supply, demand, scarcity, prices, incentives, competition, and profits on what is produced, distributed, and consumed. |
| 12 | SS12.3.2 | Analyze and evaluate how people organize for the production, distribution, and consumption of goods and services in various economic systems (e.g., capitalism, communism, and socialism). |
| 12 | SS12.3.3 | Analyze and evaluate the impact of current and emerging technologies at the micro and macroeconomic levels (e.g., jobs, education, trade, and infrastructure) and their impact on global economic interdependence. |
| 12 | SS12.3.4 | Explain how financial and government institutions make economic decisions (e.g., banking, investment, credit, regulation, and debt). |
| 12 | SS12.3.5 | Evaluate how values and beliefs influence microeconomic and macroeconomic decisions. |
| 12 | SS12.4.1 | Describe patterns of change (cause and effect) and evaluate how past events impacted future events and the modern world. |
| 12 | SS12.4.1.a | Describe patterns of change (cause and effect) and evaluate how past events impact current realities for Indigenous Tribes of Wyoming (e.g., migration, evolution of tribal leadership, treaties, Powder River Expedition, Red Cloud's War, Great Sioux War, Battle of Little Bighorn, land cessions, and 1905 Shoshone Reservation Congressional Act). |
| 12 | SS12.4.2 | Analyze the development and impact of tools and technology and how it shaped history and influenced the modern world. |
| 12 | SS12.4.3 | Given a significant current event, critique the actions of the people or groups involved; hypothesize how this event would have played out in another country. |
| 12 | SS12.4.4 | Describe the historical interactions between and among individuals, groups, and/or institutions (e.g., family, neighborhood, political, economic, religious, social, cultural, and workplace) and their impact on significant historical events. |
| 12 | SS12.4.4.a | Describe the historical interactions between Indigenous Tribes of Wyoming, state, and federal governments (e.g., Chief Washakie and the federal government, treaties, 1871 Indian Appropriations Act, Dawes Act, and the 1956 Indian Relocation Act). |
| 12 | SS12.4.5 | Using primary and secondary sources, apply historical research methods to interpret and evaluate important historical events from multiple perspectives. |
| 12 | SS12.4.5.a | Interpret and evaluate historical events with primary and secondary sources, including oral tradition and traditional storytelling of Indigenous Tribes of Wyoming (e.g., traditional drama and theater, song, and dance). |
| 12 | SS12.5.1 | Use geographic tools and reference materials to interpret, analyze, evaluate, and synthesize historical and geographic data to demonstrate an understanding of global patterns and interconnectedness. |
| 12 | SS12.5.1.a | Use geographic tools and reference materials to compare ancestral locations of Indigenous Tribes of Wyoming to reservations today. |
| 12 | SS12.5.2 | Describe regionalization and analyze how physical characteristics distinguish a place, influence human trends, political and economic development, and solve immediate and long-range problems. |
| 12 | SS12.5.2.a | Analyze how the value placed on physical characteristics and natural resources cause conflict among different groups (e.g., Black Hills, energy development, Big Horn River Adjudication, Devils Tower/Bear Lodge, and Yellowstone). |
| 12 | SS12.5.3 | Analyze, interpret, and evaluate how conflict, demographics, movement, trade, transportation, communication, and technology affect humans' sense of place. |
| 12 | SS12.5.3.a | Analyze how conflict, demographics, movement, trade, transportation, communication, and technology affect the Indigenous Tribes of Wyoming's sense of place. |
| 12 | SS12.5.4 | Analyze how environmental changes and modifications positively and negatively affect communities, tribes, and the world both economically and socially. |
| 12 | SS12.6.1 | Analyze, evaluate, and/or synthesize multiple sources of information in diverse formats and media in order to address a question or solve a problem. |
| 12 | SS12.6.2 | Assess the extent to which the reasoning and evidence in a text supports the author's claims. |
| 12 | SS12.6.3 | Use digital tools to research, design, and present social studies concepts (e.g., understand how individual responsibility applies in usage of digital media). |
| 12 | SS12.6.4 | Evaluate and integrate accurate, sufficient, and relevant information from primary and secondary sources to support writing. |
Is homeschooling legal in Wyoming?
Yes. Wyoming is a low-regulation homeschool state.
Do I have to notify anyone to homeschool in Wyoming?
No. Wyoming does not require parents to file a notice to begin homeschooling. No notice of intent or registration is required to BEGIN a home-based educational program in Wyoming. The only notification trigger: if a child is currently enrolled in a public school and is being withdrawn, the parent must meet in person with a district counselor or administrator and provide written consent to the withdrawal (W.S. 21-4-102). Children who have never attended public school in the district do not need to register. Curriculum submission to the local board of trustees was ELIMINATED effective July 1, 2025 by HB 46 (the 'Homeschool Freedom Act'); prior to that, an annual curriculum had to be submitted to the local board of trustees showing the program met the basic academic educational program requirements.
Is standardized testing required for homeschoolers in Wyoming?
No annual test is mandated for homeschoolers in Wyoming. The state test (WY-TOPP (Wyoming Test of Proficiency and Progress); WY-ALT for alternate assessment; ACT administered to all grade 11 students) is not required for home-educated students.
What subjects are required for homeschooling in Wyoming?
Wyoming requires instruction in: reading; writing; mathematics; civics; history; literature; science.
Does Wyoming have its own learning standards?
Math: Wyoming Content and Performance Standards (WYCPS) for Mathematics, 2023 (Emended Feb. 2025) — built on CCSS-M. ELA: Wyoming Content and Performance Standards (WYCPS) for English Language Arts, 2011/2012 — Common Core State Standards (CCSS-ELA) adopted verbatim. Science: Wyoming Content and Performance Standards (WYCPS) for Science, 2023 (Emended Feb. 2025) — informed by NGSS / A Framework for K-12 Science Education, with Wyoming-specific edits. Social studies: Wyoming Content and Performance Standards (WYCPS) for Social Studies, 2014 (with 2018 additions) — Wyoming-specific framework.