Committee Meeting Information

June 18, 2007

University of Wyoming Outreach Building

Casper, Wyoming

 

Committee Members Present

Senator Henry H.R. “Hank” Coe, Co-Chairman

Representative Del McOmie, Co-Chairman

Senator Jim Anderson

Senator Kit Jennings

Senator Mike Massie

Senator Michael Von Flatern

Representative Kathy Davison

Representative Ross Diercks

Representative W. Patrick Goggles

Representative Allen Jaggi

Representative Matt Teeters

Representative Sue Wallis

Representative Kevin White

 

Committee Members Absent

Representative Bernadine Craft

 

Other Legislators Present

Senator Rae Lynn Job

Representative Amy Edmonds

 

Legislative Service Office Staff

Dave Nelson, School Finance Manager, Brenda Long, School Finance Analyst

Matthew Sackett, Research Analyst, Josh Anderson, Research Associate

 

Others Present at Meeting

Please refer to Appendix 1 to review the Committee Sign-in Sheet
for a list of other individuals who attended the meeting

 

Call To Order

Co-Chairman McOmie called the meeting to order at 8:30 am.  The following sections summarize the Committee proceedings by topic.  Please refer to Appendix 2 to review the Committee Meeting Agenda.

 

National Board Certified Teacher Payment Reimbursement Program

Senator Rae Lynn Job and Ms. Kay Post of the Wyoming Department of Education made a presentation to the Committee concerning National Board Certified teachers.  They provided a handout to the committee, please see Appendix 3 for a copy of the handout.  Senator Job stated that the program was attracting national attention and that currently there are 174 candidates who have completed the process and are now in waiting until November.  They are expecting approximately 70 of those candidates to become certified.  Senator Job stated that in 2006 there were 95 candidates and 16 became certified, but they were expecting better results this year.  The average cost per finisher is $421.57 and there are about 40 candidates for next year.  Senator Job informed the Committee that is it a difficult process and takes between 200 and 400 hours to complete.

 

Ms. Post stated that SF 139 provided that each certified teacher would get $4000 through his or her district.  She stated that there are 16 districts with national board certified teachers, and the Department reimbursed for 70 teachers around the state.

 

Senator Job stated that there were other funding programs around the country but in Wyoming more recruiting and activity makes the program work and has attracted national attention.  In response to a question, Senator Job stated that of the 95 candidates from 2006, 16 certified and another 48 went back for a second year.  A teacher can attempt a third year and will still receive full support.

 

Career and Technical Education

Mr. Gary Hoachlander of MPR Associates Inc., made a presentation to the Committee on behalf of the Wyoming Department of Education concerning Career and Technical education.  He provided a handout of his presentation to the Committee, please see Appendix 4 for a copy of the handout.  Mr. Hoachlander stated that career and tech education should prepare students for college and career, not one or the other and that it was time to breakdown the separation between academic and technical education.  Mr. Hoachlander suggested that it was time to integrate career and technical education with the core of education.  He stated that the nature of work is changing dramatically and that none of us know what will be happening in the near future because it is changing rapidly.  Mr. Hoachlander stated that students may need both an academic and technical foundation to succeed and that they will also need some form of post secondary education.  He suggested that post secondary education may mean four-year, two-year, military, an apprenticeship or any other additional education.  Mr. Hoachlander stated that a system of finance that recognizes that technical education costs more than academic education may be required, although Wyoming does recognize through additional weighted funding.

 

Mr. Hoachlander then offered 10 policy considerations for the future of career and technical education.  The first consideration discussed was Legislative Alignment.  He suggested that the legislature could recognize that CTE classes can qualify for the Hathaway scholarship and specifically recognize selected rigorous CTE courses as part of the success curriculum.  He stated that it is a broadening of the traditional curriculum, not an elimination of it, but that occupationally specific courses is important for hooking the student.

 

 

 

 

 

 

The second consideration was to how to define content standards.  He suggested that it would be important to identify the industry standard and find related academic standards.  For example the student may need to know trigonometry in order to make technical changes to a roof truss.

 

The third consideration Mr. Hoachlander discussed was plans of study.  Mr. Hoachlander suggested that it would be necessary to design a comprehensive program where all courses taught with-in the program shared a common theme.

 

The fourth consideration was Curriculum systems.  Mr. Hoachlander stated that the curriculum should be under local control, but that it would be beneficial to develop a common model or framework among all districts that could be modified on a local level.

 

Delivery was the fifth consideration.  Mr. Hoachlander suggested that it would be possible to develop career academies such as a school on agriculture.  Mr. Hoachlander suggested this could be a school that was organized around a specific cluster to promote regional development.  He also stated that it may be beneficial to remove certain obstacles to teacher certification, for example there are certain obstacles that prevent some community college professors from teaching in a high school.  Another strategy he discussed was to develop teams of teachers that could move among districts to take the teachers to the kids.

 

The sixth consideration was articulation and how to align career pathways with majors and programs of study in two year and four year colleges or other post secondary education options.

 

The seventh consideration is teacher preparation.  Mr. Hoachlander stated that it may be beneficial to strengthen teacher preparation and provide additional professional development.  For example, training that would give suggestions on how to integrate literature with agriculture or how to give a message to students that all post secondary options will be available with career and technical education, not only a two year college..

 

The eighth consideration is assessment.  Mr. Hoachlander noted that there is still lots of work to be done to develop assessment standards for career and technical education.

 

Finance  was the ninth consideration.  Mr. Hoachlander noted that the basic finance system is already in place, with students enrolled in career and technical education funded higher than students in an academic program.  However, as schools move towards a career pathway model, the line between career and technical education and academic coursework may begin to blur.  In response to a question Mr. Hoachlander noted that districts may not understand that it is possible to expand career and technical education offerings without additional cost to the district.

 

The final consideration was accountability.  Mr. Hoachlander stated that the immediate next steps they would suggest would be to establish a statewide steering committee for pathway development, strengthen the core CTE programs and curriculum, conduct pilot demonstration projects throughout the state, strengthen professional development and teacher prep, and evaluate improvements and disseminate results.

 

Statewide Student Assessment (PAWS)

Dr. Jim McBride, State Superintendent, made a presentation to the Committee about the statewide student assessment, PAWS (proficiency assessments for Wyoming students).  Dr. McBride provided a handout of his presentation to the Committee, please see Appendix 5 for a copy of the handout. He stated that

 

 

 

 

 requirement for a statewide test comes from the 2001 enactment of No Child Left Behind.  There was a decision by all districts to test twice a year.  He stated that in 2006 there was a tryout of the online system.  2007 was the first year to bank test scores, and there were challenges in the administration of the tests.

 

Dr. McBride suggested that the future recommendation was to give access to online assessment anytime in the fall, as early or late as is needed.  In addition, districts could allow students who get good scores to opt out of second exam and in the future a student may be able to bank one section, for example reading, in order to concentrate on other areas.  Dr. McBride stated that some of the issues arising from the test were that it took too much time and instruction time is lost, that there were no time limits, that the reporting deadlines were not met and there were other delays. 

 

Dr. McBride noted that the test contractor, Harcourt, had been offered for sale and that fining them under the contract may slow down the process even more because the state would likely end up in litigation with the buyers, a company they did not have prior dealings with.  He stated that the department formed a task force of legislators, the state school board and administrators.  The task force recommended one testing window and a shorter test.  They hired a psychometrician who was able to show that the test, even though 40% shorter, would give comparable data.  There is a plan to switch to an online assessment down through grade 6, but to keep pencil and paper for the earlier grades so that the test is not a typing assessment.  In response to a question Dr. McBride noted that while they are working to reduce the cost per student, the testing is worth the current cost per student.

 

Governor's Community College Study Commission

Dr. Tex Boggs of Western Wyoming Community College reported to the Committee regarding the Blue Ribbon Commission on Community Colleges.  Dr. Boggs provided handouts to the Committee, please see Appendix 6 for copies of the handouts.  He stated that the Governor will make recommendations for legislation based on findings of the Commission.  Dr. Boggs stated that the purpose of the meetings is to provide information and that the plan for the next meeting is to divide into subcommittees and in the future the full Commission will review the work of the subcommittees.  The Commission is due to report to the Governor on Sept 14th.  In response to a question Dr. Boggs stated that while there is a concern that community colleges are viewed only as technical schools and not as an access to a four year degree, the state needs people with technical training and the community colleges are the place to get that training.  He stated that it may be beneficial partner with the University to offer some four year degrees in order to provide more opportunities for people to obtain a bachelors degree.

 

The Committee resolved into executive session to discuss confidential information at 11:45 am.

 

The Committee reconvened in general session at 1:30 pm.

 

Allocation-Expenditure Study

Dr. Lawrence Picus and Dr. Allan Odden made a presentation to the Committee concerning the use of educational resources in Wyoming.  They provided handouts to the Committee, please see Appendix 7 for copies of the handouts.  Dr. Picus stated that they had a partnership with the University of Wyoming and that much of the data was input from students at the University who also did work visiting schools and collecting data.

 

Dr. Odden stated that Wyoming uses the smallest class sizes that any state uses to fund education.  In grades K through 5 the funding is based on a student teacher ratio of 16 to 1, and for grades 6 through 12 it is based on a ratio of 21 to 1.  The model also funds based on 10 days of professional development for teachers and provides for tutors, extended day school and summer school as additional help for struggling

 

 

 

 

 

 students.  He stated that the schools receive a block grant and are free to use the money however they want.  The goal of the study was to discover how the funds were actually used.

 

The study also looked at schools that had made large improvements and found that they were using similar processes to improve.  Dr. Odden described ten steps that they had identified for improving schools.  First was to conduct a needs assessment  and analyze school test scores.  The second step it to set higher goals, for example to get 90% of the students at or above proficiency.  Third is to adopt a new research based curriculum.  Fourth was to implement data-based decision making and to tailor instruction to what the students do and do not know.  The fifth step is to invest in extensive, long-term professional development for the teachers.  The sixth step is to use school time more efficiently, for example having protected math blocks and replacing electives with double reading or math for struggling students.  The seventh step is to have multiple extra-help strategies, for example 1 to 1 tutoring, small group, double periods, extended day, summer school and extensive assistance for students with disabilities.  The eighth step Dr. Odden suggested is to create professional learning communities and develop a common understanding within the school.  The ninth step is to provide support for improving instruction.  The tenth step is to bring in outside professional knowledge by reaching out to the Department, consultants or a new curriculum.  In response to a question, Dr. Odden stated that whether the school is small or large, where there are dramatic improvements the school used those 10 steps.

 

In response to a question, Dr. Odden stated that instructional facilitators as provided for in the model could be a resource that could help manage the burden of data collection and use.  In response to a concern over substituting double reading or math for an elective, Dr. Odden stated that while it is important to have well rounded students, the students need to be proficient in certain areas.

 

Dr. Odden stated that on average the school day of 6 hrs was broken into the following class lengths: math for one hour and four minutes, reading for one hour and fifty minutes in elementary school and one hour and seven minutes in middle and high school and social studies and science for thirty-one minutes each in elementary school and fifty-three minutes each in middle and high school.

 

Dr. Odden then went through a comparison of certain items that were funded in the model compared with how they were actually used.  For example, the model funds on a class size in elementary school of 16:1, but the study found that the average class size was actually 18.4:1 with a range 11:1 to 24:1.  Middle school class sizes were closer to the model which funds for a class size of 21:1 and the actual average class size is 21.8:1 with a range of 11:1 to 31:1.  The study also found that there are 403 fewer core teachers than are funded in the model.  Also, while the model does not fund aides, there were many aides being employed.  The study found 627 aides in elementary schools, 155 in middle schools and 121 aides in high schools.  Dr. Odden also noted that tutors were relatively under-used compared to the amount of tutors that are funded in the model.

 

Dr. Odden noted that when they looked at improving schools, those schools were more in line with using the positions that the model funded.  In response to a suggestion that aides may be cheaper, Dr. Odden stated that it would be possible to trade in aides for tutors because the resources are supposed to be there for tutors and the research seems to show that tutors will provide better results.

 

Dr. Picus stated that the number of teachers has increased and that special-ed teachers have increased.  The average teacher salary also saw large increases, they were raised approximately 16%.  Dr. Picus stated that overall expenditures increased 22.68% and spending per pupil over 4 years increased 25.2%.  The findings presented at this meeting are preliminary and will be further studied for a presentation in the fall.

 

 

 

 

 

Ms. Brenda Long of the LSO provided each Committee member with a resource summary for their district.  A copy of the summaries is provided in Appendix 8.

 

Meeting Adjournment

There being no further business, Co-Chairman Coe adjourned the meeting at 3:50 pm.

 

Respectfully submitted,

 

 

 

 

Senator Henry H.R. “Hank” Coe, Co-Chairman                      Representative Del McOmie, Co-Chairman

 

 


 

 

 

 

 

 

 

 


Appendix

 

Appendix Topic

 

Appendix Description

 

Appendix Provider

1

 

Committee Sign-In Sheet

 

Lists meeting attendees

 

Legislative Service Office

2

 

Committee Meeting Agenda

 

Provides an outline of the topics the Committee planned to address at meeting

 

Legislative Service Office

3

 

National Board Certification

 

National Board Certified Teachers

 

Wyoming Department of Education

4

 

Career and Technical Education

 

New Directions for High School Career and Technical Education in Wyoming

 

MPR Associates, Inc.

5

 

Statewide Student Assessment

 

Statewide Student Assessment (PAWS)

 

Wyoming Department of Education

6

 

Community Colleges

 

Blue Ribbon Commission on Community Colleges, Purpose/Timelines

 

Blue Ribbon Commission on Community Colleges

7

 

Educational resources study

 

Wyoming educational resources study

 

Lawrence O. Picus & Associates

8

 

District resource summary

 

Wyoming Block Grant School District Resource Summaries

 

Legislative Service Office

 


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