Select School Finance Committee Minutes for the meeting of June 30 & July 1, 2005.

"Draft Only - Approval Pending"

M I N U T E S

Select School Finance Committee

NCSD #1 Administration Building June 30 and July 1, 2005

970 Glenn Road Casper, Wyoming

PRESENT: Senator Hank Coe, Cochairman;

Representative Jeff Wasserburger, Cochairman;

Senators Kit Jennings, Rae Lynn Job and Phil Nicholas;

Representatives Ross Diercks, Debbie Hammons, Owen Petersen and Lorraine Quarberg.

Other Legislators In Attendance: Senators Tex Boggs and Charles Townsend.

State's Counsel for School Finance Litigation: Michael O'Donnell and Tania Hytrek;

Legislative Service Office: Mary Byrnes, Dave Nelson and Matt Sackett.

Others: See attached Appendix A.

ABSENT: Senator John Hines.

* * * * *

Thursday, June 30, 2005

Senator Hank Coe, Committee Cochair, convened the Select School Finance Committee at 10:05 a.m. Roll call of member attendance followed, with one member absent. There was no specified agenda as the meeting was considered a working session.

The meeting commenced with a brief discussion by Dave Nelson on a proposed small school professional judgment panel (PJP) meeting that Dr. Picus and Dr. Odden suggested would be beneficial for gathering additional input on small school operations. This meeting would provide Dr. Picus and Dr. Odden opportunity to address the special circumstances facing the operation of small schools. The proposed date for the small school PJP meeting is August 1^st with a location yet to be determined. Select Committee members supported and generally agreed to proceed with this additional panel meeting.

Mary Byrnes discussed assorted K-12 information submitted to Select Committee members as a follow up to the May 26^th and 27^th Select Committee meeting, a copy of which is attached at Appendix B. The submitted information included district staffing, operational and teacher contract days, number of schools, expenditure data and student demographics. Each information item was discussed and comparisons made within each separate informational chart. Additionally, information was provided on Wyoming school enrollments as measured on October 1, 2004, broken down by school by district, along with total district enrollment, a copy of which is attached at Appendix C.

Cochair Wasserburger requested information on the number of days other technologically advanced nations spend on educating students.

Mark Fermanich, a consulting member of Picus and Associates, was introduced to Select Committee members. Mr. Fermanich discussed his background and explained his involvement with data collection and analysis in recalibration efforts. Mr. Fermanich will be attending future Select Committee meetings to assist in discussions and processing of information.

Dr. Lawrence O. Picus and Dr. Allan Odden.

Cochair Coe proceeded by directing attention to Dr. Picus and Dr. Odden. Dr. Picus and Dr. Odden commenced recalibration discussions by jointly commenting on the results of the professional judgment panel meetings conducted earlier in June. Dr. Picus and Dr. Odden indicated the PJP meetings were valuable and beneficial, the findings of which will be incorporated into future recalibration discussions. Appendix D was distributed, which contained the entire list of PJP meeting participants. Dr. Odden and Dr. Picus provided a breakdown of participants by profession to illuminate panel composition. Cochair Wasserburger inquired as to audience participation in PJP discussions and expressed appreciation to all participants for input into the recalibration process.

Reference was made to the report on information gathered from the professional judgment panel meeting discussions, a copy of which is attached at Appendix E. The report will be used to guide meeting discussions and summarizes the input of the PJP panels and includes Dr. Picus and Dr. Oddens' synthesis of that input to arrive at an overall recommendation. Also referenced was the May 30, 2005, edition of the recalibration working draft report which was used to identify recalibration components during PJP discussions. A copy of this report is attached at Appendix F. Dr. Odden noted the May 30 draft includes all Select Committee recommendations resulting from May 26 and 27 meeting deliberations.

Dr. Odden continued by expanding on the detail of PJP meeting input. PJP participants fully supported full-day kindergarten. A fair amount of schools already provide full-day kindergarten programs and expanding the prototypes to incorporate a full-day program was viewed as beneficial. Dr. Odden explained the research indicates students enrolled in full-day kindergarten programs perform better in subsequent grades than students enrolled in half-day kindergarten programs.

Dr. Odden reported that PJP participants supported expansion to the number of school prototypes used within the recalibrated model, which will enhance the ability of the model to fit actual schools operating within the state. PJP participants suggested Dr. Odden and Dr. Picus add model prototypes for K-12, K-8 and 7-12 school configurations. Dr. Odden added the consultants have commenced discussions on resourcing these prototypical configurations and would provide Select Committee members with information on the additional prototypes at its next meeting to enable an understanding of operation and allocation of resources.

With respect to class size, panel participants supported current class size levels built into model prototypes, 16 at elementary grades and 21 at middle and high school grades. One clarification arose out of panel discussions regarding model operation for schools with class sizes exceeding 16 or 21. For example, what would happen if a first grade class had 18 students? Dr. Odden explained the model increases resources proportionately based upon ADM. However, an additional whole instructional FTE resource would not be generated based upon the number of students exceeding the class size level for that school (18 over 16). Panel discussions suggested establishing a level at which a certain number of students above the prototypical class size would generate resources for one additional full FTE. Dr. Odden responded there is no evidence on which to establish such a level. Further, the model would assume a step function. Dr. Odden suggested one approach for addressing these circumstances is to provide instruction for multi-age groups of students. By combining students from several classes, a district can increase class size consistency. It was noted multi-age grouping was not necessarily supported by panel participants. Dr. Picus and Dr. Odden recommend continuing the practice of proportioning FTE based upon class size variances and allowing districts to determine instructional practices for students in programs over or under prototypical class sizes.

Select Committee discussion focused on problems with the suggested multi-age grouping of students, such as the inability to address situations in which a district offers several small classes not within reasonable proximity. One suggestion included use of an appeal process whereby districts could apply for an additional FTE if warranted. Dr. Odden maintained multi-age grouping of classes could be a viable strategy in Wyoming, but does not appear to be widely accepted. With respect to use of an appeal process, Dr. Picus suggested placement outside the model through a state agency such as the Department of Education. Dr. Picus emphasized the importance of considering all resources generated by ADM under the model prototypes as opposed to focusing on FTE instructional resources. In general, schools incur a small marginal cost for additional ADM, but additional resources generated by additional ADM result in more money per student.

Cochair Wasserburger requested elaboration on the impact of class size variances on small schools. Dr. Picus responded the August 1 small school panel discussion should provide consultants with additional direction and information, enabling modification of prototypes to more precisely fit small schools and class size resourcing. Cochair Wasserburger requested a summary of the aspects, both pro and con, of multi-age classrooms for discussion at the August meeting. Dr. Odden acknowledged the request.

Senator Nichols suggested the Select Committee proceed with forwarding recalibration topics by flagging discussed items for subsequent action on Friday, July 1, prior to adjournment of this meeting. Select Committee members generally agreed to this approach and accordingly flagged class size for subsequent Select Committee action prior to adjournment on Friday.

Continuing with class size, Dr. Odden reported an additional concern expressed by panel participants involved the required statewide educational program or basket of goods, in that the basket expands beyond core subjects to include electives and vocational education. Further and in general, smaller class sizes exist in upper level advanced classes. PJP participants suggest additional specialist teachers are required to offer programs necessary to respond to state program requirements and to respond to public pressure to provide program options. Dr. Odden suggested core subjects and electives were somewhat at odds in that it is difficult to offer sufficient class time in core subjects if students are attending classes in subjects outside the core for a substantial portion of the school day. Dr. Odden recommended focusing on core subjects and added that if more students were exposed to core subjects as freshmen and sophomores, then the universe is open to more students attending upper level advanced classes in subsequent grade levels thereby increasing class size. Senator Job responded vocational education and electives are important to satisfy student needs and societal demands.

Dr. Odden explained that prototypical resources provided for specialist teachers are predicated upon school day class schedules. School day class schedules are assembled based upon strategy for delivery of the required educational program. Specialist teacher resources increase substantially if the prototypical school day class schedule is expanded from a six period school day, with five periods devoted to classroom instruction, to a seven period day with five periods devoted to classroom instruction. The latter is the preferred strategy by a large number of PJP participants. Dr. Odden indicated that if the prototype is based upon a 6/5 schedule, an additional 20 percent would be required for resourcing specialist teachers. If a 7/5 schedule is modeled, a 40 percent specialist teacher percentage is required. The current model is based on a 7/6 schedule which results in a slightly lower specialist percentage (16.67 percent) than the 6/5 schedule. Cochair Wasserburger suggested the matter be flagged and that discussion continue with the next PJP topic. The Select Committee agreed to proceed accordingly.

Continuing, Dr. Odden addressed at-risk students by stating that PJP participants generally support at-risk program and staffing recommendations. Panel participants suggested the inclusion of grades K-3 within extended day and summer school elementary programs as opposed to restricting resource modeling to grades four and five only. This suggestion was based upon experience indicating early intervention is most effective for young students, which is vital to student development. Panel participants also suggested an increase to the ELL (limited English) formula from .4 FTE to 1 FTE for every 100 ELL students. Several schools and districts with high ELL counts agreed that a full FTE was needed to properly address the needs of the ELL students at this level.

Dr. Picus directed discussion back to the scheduling issue by stating it appears a 7 period day is most prevalent in Wyoming schools. A policy decision before the Select Committee is to model for a 7/6 or 7/5 schedule, or more simply stated, allow for one or two teacher planning periods. Select Committee members questioned if districts are sufficiently staffed to effectively teach students and if districts are overburdened by requirements necessary to deliver the basket. Dr. Odden responded by stating many states focus on core subjects with electives treated accordingly. One issue which may complicate the matter in Wyoming is proficiency and assessment requirements set by the state. While both Dr. Odden and Dr. Picus generally recommend resources focus on delivery of core subjects which translate into prototypes based upon a 6/5 class schedule, adjustments to this approach may be required in light of Wyoming's more comprehensive basket. Select Committee discussion focused on the use of the Wyoming Equality Network (WEN or distance learning) to assist in fulfilling some curriculum requirements. Dr. Odden noted that while it is a useful tool, panel participants indicated timing is a difficult issue that prevents widespread use because of differing class schedules across the state.

Following further discussion, Senator Nicholas requested costs be identified for model components together with an explanation as to why costs may be higher in Wyoming compared to other states. Dr. Picus indicated the request is possible subsequent to receipt of updated school data in September. Cochair Wasserburger proposed the issue be flagged for consideration on Friday, which was agreed to by the Select Committee.

Dr. Odden continued by addressing substitute teachers. PJP participants generally supported resourcing substitute teachers at a rate of 5 percent of ADM generated teachers provided that substitute days excluded substitute days used for professional development. Based upon panel evidence that per day pay be increased above the current $75 threshold, Dr. Odden and Dr. Picus recommend substitute resources be based upon an $85 per day rate plus benefits. The Select Committee approved the recommendation.

Continuing, Dr. Odden discussed pupil support staff. Extensive discussion was devoted to pupil support by panel participants, which generally resulting in support of May 30 report recommendations; i.e., one FTE for pupil support for every 100 at-risk students plus an additional FTE counselor in 315 middle school prototype and an additional 2.4 FTE counselors for 630 high school prototype.

With respect to resources included for library/media programs, Dr. Odden reported PJP participants generally agreed with May 30 report recommendations which included "certified" library FTE resources and "classified or noncertified" technician FTE resources. One panel suggestion was to include one FTE librarian for 96 and 192 elementary school prototypes. Consultants recommended maintaining .5 FTE for the 96 elementary prototype, and .75 FTE for the 192 prototype. Dr. Picus noted a correction on the library/media chart at page 12 of Appendix E: (1) the 210 middle school prototype should provide .5 FTE for library technician resources and (2) the 315 middle school prototype should provide 1.0 FTE for library technician resources. The Select Committee approved the consultant's recommendation.

Dr. Odden reported PJP participants presented several suggestions for clerical support resource recommendations. It was suggested that a resource distinction be provided between senior secretarial positions and clerical/data entry positions and that a minimum of one senior position FTE be provided regardless of school size. Additionally, participants suggested FTE positions qualify for a full year of experience even though that position is not contracted for an entire 12 month period. Following discussion, the Select Committee approved the suggested amendments to clerical support resources.

Discussion on instructional materials and supplies followed, with Dr. Odden recommending adjusting for inflation of 2002 materials/supply resources up to the appropriate level for 2006-2007 costs. Although PJP participants questioned the adequacy of these recommendations, most concluded recommendations sufficient following discussion of inflationary adjustments combined with resources for equipment and technology. Dr. Odden directed attention to data provided by LSO attached at Exhibit B which indicates district expenditures for instructional materials and supplies were below amounts previously generated by the funding model. Senator Job responded by pointing out the issue of supplies being purchased in cycles and the inability of some schools to purchase materials and supplies as frequently as required to maintain up-to-date materials.

Continuing, Dr. Odden reported all but one district operate food service programs at a deficit. He then suggested food service programs may require an in-depth review, which may require the state to determine policy as to the role of program subsidization. Subsidization will require analysis of many factors to address district programs equally. Select Committee members generally agreed with Dr. Odden. In regard to special education programs, Dr. Odden relayed strong panel participant support to continue the 100 percent reimbursement of special education program expenditures.

Panel meeting discussions of gifted and talented programs focused on the numerous strategies and approaches to program delivery. Dr. Odden indicated panel participants were not receptive or supportive of the grade-skipping approach, as included in the May 30 draft report recommendations based upon program effectiveness demonstrated by research. Panel participants suggested advanced placement courses are most frequently used by districts in providing gifted and talented programs. Districts providing special services to gifted students generally use a central office position traveling to schools within the district to provide enrichment and pull-out services. These programs cost between $20 to $100 per ADM, with $75 to $100 per ADM being predominant. Select Committee members expressed support for the $75 to 100 per ADM funding, but elected to flag the issue for further consideration at Friday's meeting.

Addressing vocational education programs, Dr. Odden presented recommendations to retain current elements within the model for vocational education funding, including program identifiers, program weight and the basic components which fund high school vocational education programs at a higher level together with additional amounts for program equipment. PJP participants generally reacted to the complexity and lack of transparency of the current model. Cochair Wasserburger inquired if panel meeting discussions included suggestions for regionalization of vocational education programs. Dr. Picus responded discussion did occur, but identified several difficulties. First, regionalization presents a scheduling problem because of differences in school class schedules. Secondly, the matter of transporting students to and from the regional facility presents additional timing and scheduling issues and the interference with remaining educational programs. Responding to a concern with lack of resources given to vocational education programs in middle schools, Dr. Odden indicated the research indicates additional costs are not generally experienced in programs provided at this level. This finding is consistent with the 2002-2003 MPR study conducted for Wyoming in the previous recalibration effort. The Select Committee elected to flag the issue for further discussion on Friday.

Similar to vocational education funding, Dr. Odden suggested an alternative approach for resourcing high school advanced placement courses by providing additional weight to participating students thereby generating additional resources. Select Committee action was to flag for Friday discussion.

Dr. Picus reported extensive discussion on resources available for student activities, with participants suggesting available funding levels were substantially below actual district expenditures. Participants supplied data depicting actual activity expenditures. Updated activity information compiled by Campbell County School District #1 was distributed, sorted by high school activities association classification and by school size, and attached as Appendix G and Appendix H. Select Committee discussion focused on expenditure variability between districts, explained by factors including the number of activities offered, if students are assessed participation fees, if admission fees are imposed and if activity participation is out-of-state, all of which complicate the ability to analyze costs. Dr. Picus noted of importance is the cost per participant. Cochair Wasserburger proposed basing activity reimbursement on a percentage of the overall district general budget amount, which is generally suggested at between two and three percent. Select Committee members elected to flag the issue for Friday discussion.

Senator Nicholas requested staff provide information depicting federal resources available to districts which are in addition to state resources.

PJP participants supported professional development recommendations forwarded through the May 30 draft report. Report recommendations included provision of an additional five days of teacher pay enabling districts to provide ten student free days for professional development, combined with $100 per ADM for training resources. Panel discussion suggested the provision of five additional days to administrators, to which Dr. Odden responded administrators generally are under contract for periods extending beyond the school year. The Select Committee generally agreed with Dr. Odden's remarks.

Dr. Picus and Odden presented a brief overview of the regional cost adjustment, external cost adjustment and teacher salary and benefits, which would be reported to the Select Committee and discussed in depth at the August meeting.

Recess.

At 4:52 p.m., Cochair Coe recessed the Select Committee meeting until 8:30 a.m., Friday, July 1.

Executive Session.

Immediately after recessing the meeting, the Select Committee resolved itself into executive session to discuss school finance litigation matters with Michael O'Donnell, State's Counsel.

Friday, July 1, 2005

Cochair Wasserburger reconvened the Select Committee at 9:10 a.m.

Dr. Lawrence O. Picus and Dr. Allan Odden-continued.

Dr. Picus and Dr. Odden continued reporting on professional judgment panel discussions as summarized in the report attached as Appendix E, and directed attention to resources for custodial staff. PJP participants generally supported custodial resource recommendations within the May 30 draft report, but suggestions were presented for consideration of school hours of operation as a resource factor. Participants indicate middle and high schools generally operate beyond the school day to accommodate community activity needs.

With respect to maintenance resources, Dr. Picus reported work is in progress pertaining to resourcing maintenance components. He indicated little input was received during panel meetings on maintenance, and added that work involves analyzing information from maintenance managers in other states on numbers of employees, number of hours required per acre and site. Analysis will necessarily include consideration of larger sites and distances between schools existent in Wyoming.

Following PJP discussions, Dr. Picus reported central administration resources generally were more rich than required and participants generally agreed with May 30 draft report recommendations which provide 2 administrative and 2 clerical positions at districts with 500 ADM or less, and four administrative and four clerical at districts with ADM of 1000. Resulting Panel participant suggestions included the addition of resources for central office technology support. Based on this discussion, Dr. Picus recommended inclusion of an additional central office position for districts less than 500 ADM.

With respect to district security and safety programs, Dr. Picus reported that district expenditure data is being collected and a subsequent analysis will be conducted, with recommendations targeted for the August meeting. Preliminary data indicates a significant variation in security expenditures between districts.

Select Committee Action.

Cochair Wasserburger directed Select Committee action on issues previously flagged during meeting deliberations for further discussion and subsequent action. Senator Nicholas addressed the need to establish a format for presenting recalibration recommendations to Select Committee members. He suggested options be available for each recalibrated component, with a discussion of benefits and disadvantages of each option, lending to a more thoughtful decision-making process. Dr. Picus and Dr. Odden agreed to this format.

The following motions were then acted upon by Select Committee members:

Full-Day Kindergarten Programs. Senator Nicholas moved the adoption of the recommendation to recalibrate based upon full-day kindergarten programs, with an option to continue resourcing for half-day programs. Further, the report would specify the advantages/disadvantages of both options, and would provide the necessary funding level to support resourcing at both options. Senator Jennings seconded the motion. Select Committee discussion focused on continuing voluntary kindergarten program enrollment and that the program currently is outside the funding model. Senator Job requested Dr. Picus and Dr. Odden provide information on research used to base recommendations, and research which addresses the effects of recommendations. Following some discussion, the motion carried.

Prototypes. Senator Nicholas moved approval of the additional prototypes to be modeled during recalibration including a K-12 prototype, K-8 prototype, 7-12 prototype combined with K-5 prototype at ADMs of 288, 192 and 96, 6-8 prototype at ADMs of 315, 210 and 105 and 9-12 prototype at ADMs of 630, 315, 210 and 105 and a model for alternative learning environments. Cochair Coe seconded the motion and the motion carried.

Class Size. Senator Nicholas moved to continue modeling class sizes at 16 for elementary schools and 21 for middle and high schools. Representative Quarberg seconded the motion and the motion carried. Dr. Odden noted class size represents the most costly component of the funding model. Senator Nicholas requested Dr. Odden to elaborate on the costs of low class size historically supported in Wyoming, and to quantify related dollar amounts. Further, Senator Nicholas requested Dr. Picus and Dr. Odden to quantify proposed prototypes. Senator Nicholas then moved continued use of the current formula for determining the number of core teachers. Representative Hammons seconded the motion and the motion carried.

Specialist Teachers and Class Schedules. Discussion focused on specialist teachers and the core or diversity of the required educational program or basket. Dr. Odden explained the implementation of a 6/5, 7/6 or a 7/5 schedule involves a determination by the state as to the delivery of the educational program. Senator Nicholas moved the Select Committee be presented with an evaluation and discussion by Dr. Picus and Dr. Odden of a 6/5 schedule focusing on core subjects, which is recommended by consultants, combined with an evaluation and discussion of a 7/6 and 7/5 schedule. The motion was seconded by Cochair Wasserburger and carried.

Instructional Facilitators. Senator Nicholas made a motion for a summary of a discussion and evaluation by Dr. Picus and Dr. Odden of options for resourcing the instructional facilitator program, together with the identification of any redundancy within current professional development pilot programs operating in the state. Further, the evaluation is to address the elements of the teacher advancement program (TAP) as a professional development strategy. Cochair Wasserburger seconded the motion. Dr. Picus commented sufficient resources are provided within the model for districts to implement a wide variety of development strategies, but suggested a comparison between strategies or programs would be difficult due to the varied nature of the programs. Dr. Odden added although professional development programs have similar elements, the programs are not designed to achieve similar outcomes. Dr. Odden did suggest a rough comparison is possible subject to a limitation that any comparison would be general in nature and that the comparison would be made of substantially different approaches. The motion carried, and the Select Committee acknowledged the points of Dr. Picus and Odden.

At-Risk Programs. Senator Nicholas moved to request Dr. Picus and Dr. Odden provide an assessment of the costs and benefits of implementing the extended day and summer school program for all grades, including K-3. The motion was seconded by Senator Jennings. Representative Hammons noted that cost effectiveness is an important part of the analysis and if these programs worked, there should be a decrease in the need for other programs. Dr. Odden agreed subject to the provision of a focused agenda, accountability measures and reporting requirements to increase positive outcomes. Senator Job added it is important to review existing programs, comparisons of existing programs with proposed programs and to evaluate the need for subsequent additions or subtractions. Discussion also focused on alternative learning environments. It was resolved to include this discussion in the small school discussion. The original motion by Senator Nicholas on summer school and extended day programs carried.

Senator Job moved approval of the recommendation to increase the FTE for every 100 ELL students from .4 to 1 FTE. The motion was seconded by Cochair Coe and the motion carried.

Substitute Teachers. Senator Nicholas moved approval of the recommendation to increase the pay rate for substitutes from $75 to $85 per day plus benefits. Senator Job seconded the motion and the motion carried.

Library/Media Resources. Senator Nicholas moved approval of the recommendation for the library/media resources to be included in prototype models (referenced at page 12 of the report attached at Appendix E). Representative Petersen seconded the motion and the motion carried.

School Administration. Senator Nicholas moved approval of the recommendation in the May 30 draft report for school administration, including 2.0 administrative positions at the 630 student high school prototype. The motion was seconded by Senator Jennings and the motion carried.

Clerical Support. Senator Nicholas moved to adopt the recommendation for clerical support and to distinguish between a senior position and entry position and that a 9, 10 or 11 month clerical position qualifies as full-time. Senator Jennings seconded the motion and the motion carried.

Instruction Materials and Supplies. Senator Nicholas moved for adoption of the recommendation for instructional materials and supplies presented in the May 30 report, whereby current amounts are adjusted for inflation. The motion was seconded by Cochair Coe and the motion carried.

Special Education. Cochair Coe moved to continue the reimbursement of special education program expenditures at 100 percent. The motion was seconded by Cochair Wasserburger and the motion carried.

Gifted and Talented Programs. Senator Job requested additional information on the costing of gifted and talented program resources, and an evaluation of the pros and cons of different options and best-practices. Senator Job then so moved, and the motion was seconded by Representative Quarberg. Dr. Odden noted that the $75 to $100 per K-8 ADM was based on information of several district gifted and talented programs. The motion of Senator Job carried.

Vocational Education. Cochair Coe moved adoption of the recommendation to continue use of existing components of the vocational education adjustment for modeling prototypical resources in model recalibration. Senator Jennings seconded the motion and the motion carried.

Student Activities. Senator Jennings made a motion to resource student activities based upon a percentage of total district operating budgets and that student activities not be resourced as a prototypical component within the model but as an adjustment outside the model. Senator Job seconded the motion and the motion carried.

Central Office Administration. Senator Nicholas moved to accept the recommendations for central office administration contained in the May 30 draft report, which included 2 administrative and 2 clerical positions for districts with ADM of 500 or less, and 4 administrative and 4 clerical positions for district with ADM of 1000. The motion also included the addition of a technology director position for districts with fewer than 500 ADM. The motion was seconded by Cochair Coe and the motion carried.

Senator Nicholas made a motion to direct Dr. Picus and Dr. Odden to summarize the major cost components within the model, and to provide comparisons of these cost items with other states. Senator Jennings seconded the motion and the motion carried.

Representative Quarberg requested Dr. Picus and Dr. Odden provide a matrix of recalibration resource components depicting model progression at the commencement of recalibration, as of the May 30 draft report, as of conclusion of the professional judgment panels and through the June 30-July 1 meeting. Dr. Picus acknowledged the request.

Dr. Picus reiterated the small school professional judgment panel meeting will be scheduled for Monday, August 1, with a tentative Cheyenne location. This meeting will be designed to gather input and insight as to small school operation.

Future Meetings.

Cochair Coe announced the next Select Committee meeting is scheduled for Tuesday, August 23, in Casper at Casper College. Although originally planned for September, the following Select Committee meeting will likely include members of the Joint Education Committee and will be moved back to October to enable sufficient time for the collection and assembly of school data.

Adjournment.

There being no further business, Cochair Wasserburger adjourned the Select Committee at 12:05 p.m.

Respectfully submitted,

__________________________________ _________________________________

Senator Hank Coe, Representative Jeff Wasserburger,

Select Committee Cochair Select Committee Cochair