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The Use of Educational Resources in Wyoming: Updated Report to the Wyoming Legislatures Joint Interim Education Committee October 28, 2008 by Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela Slide 2 Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 2 Goal of Wyoming Funding Formula Provide adequate resources to all schools and districts Districts and schools use the resource to improve student achievement We call dramatic improvements in student learning a doubling of performance Slide 3 Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 3 Ten Steps to Double Performance 1.Analyze state testing data to determine performance status 2.Set higher goals 3.Adopt a new curriculum 4.Engage in data-based decision making with formative and benchmark assessments 5.Invest in on-going professional development Slide 4 Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 4 6.Focus class time more efficiently 7.Provide multiple interventions for struggling students 8.Create professional learning communities 9.Empower leaders to support instructional improvement 10.Take advantage of external expertise Ten Steps to Double Performance Slide 5 Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 5 Core Instructional Elements of the Wyoming Funding Model Small class sizes 16 elementary (K-5) 21 secondary (6-12) High quality instruction Professional development School-based instructional facilitators Slide 6 Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 6 Core Instructional Elements of the Wyoming Funding Model Sequenced and integrated strategies continuum of services -- to help struggling children meet state standards Tutoring Extended days Summer school Special education with no budget cap Slide 7 Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 7 Core Instructional Elements of the Wyoming Funding Model Substantial resources for Instructional materials, at sufficient levels to buy any number of formative assessments: NWEA, DIBELS, Wireless Generation Technology Slide 8 Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 8 Slide 9 Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 9 Research Questions 1.How are actual resource patterns in Wyoming aligned with or different from the resource use strategies that are used in the Wyoming Funding Model? 2.What are the current instructional improvement strategies at the school- level in Wyoming? Slide 10 Instructional Strategies and the Use of Resources At the School Level Findings Slide 11 Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 11 Methodology 334 Schools visited in Year 1 (n=254) & Year 2 (n=80) 189 Elementary 71 Middle 74 High Schools 15 are alternative learning environment (ALE) schools Results based on 319 non-ALE, elementary, middle, & high schools. In-person interviews with principals & superintendents to collect schools staffing and fiscal resources Quantitative analyses and case studies Slide 12 Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 12 Updated Sample Characteristics DemographicsStatewide (2007-08)Updated Sample Number of Students 85,332 Average ADM per School: 238 78,447 Number of Students in Average School: 235 Number of Schools Elementary 196 Middle 80 High 83 Elementary 189 Middle 71 High 74 Percent Free and Reduced-Price Lunch 33%30% Percent ELL 4% Percent Special Education 14%13% Slide 13 Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 13 Average Number of Students in Updated Sample Schools* Elementary Schools < 49: 17 49-96: 72 >96: 275 Middle Schools < 49: 24 49-105: 61 >105: 406 High Schools < 49: 38 49-105: 80 >105: 449 *Does not include alternative schools data Slide 14 Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 14 Overall Findings in General About same level of school administration Somewhat fewer core class teachers More elective classes and teachers More instructional aides Much less tutoring Much less librarian resources Less pupil support About the same instructional facilitators Slide 15 Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 15 Instructional Time* Average Instructional Day: 5 hrs, 57 min Average Class Length Math: 1 hr, 5 minutes Reading (Elementary): 1hr, 45 minutes English/LA (Mid/High): 1 hr, 10 minutes Soc. Studies & Science (each) (Elementary): 31 minutes (Mid/High): 55 minutes *Does not include alternative schools data Slide 16 Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 16 Average Resources in Elementary Schools* with More than 96 Students StaffingFunding ModelSample Principals1.100.90 Assistant Principals0.000.06 Core Teachers16.7314.26 Specialist Teachers3.352.48 Instructional Aides0.003.95 Certified Tutors1.130.70 Librarians/Media Staff0.930.43 Pupil Support Staff1.132.04 Secretaries1.101.13 *Does not include alternative schools data Slide 17 Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 17 Average Resources in Elementary Schools* with 49-96 Students StaffingFunding ModelSample Principals0.730.42 Assistant Principals0.000.02 Core Teachers4.405.33 Specialist Teachers0.881.07 Additional Teachers0.920.00 Instructional Aides0.001.39 Certified Tutors0.290.00 Librarians/Media Staff0.250.24 Pupil Support Staff0.290.53 Secretaries0.730.70 *Does not include alternative schools data Slide 18 Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 18 Average Resources in Elementary Schools* with Less than 49 Students StaffingFunding ModelSample Principals0.000.17 Assistant Principals1.000.00 Core & Specialist Teachers 2.822.17 Instructional Aides0.000.65 Certified Tutors0.000.02 Librarians/Media Staff0.000.03 Pupil Support Staff0.000.12 Secretaries0.000.20 Total Professional Staff3.823.36 *Does not include alternative schools data Slide 19 Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 19 Key Findings on Resource Use in Elementary Schools Compared to the Wyoming Funding Model, large elementary schools have: Slightly less school site administration Fewer core and specialist teachers More aides Fewer certified tutors Less than half the certified library and media staff More pupil support Slide 20 Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 20 Average School-Level Resources in Middle Schools* with More than 105 Students StaffingFunding ModelSample Principals1.000.97 Assistant Principals0.530.69 Core Teachers20.2518.37 Specialist Teachers6.638.64 Additional Teachers0.480.02 Instructional Aides0.002.73 Certified Tutors1.600.64 Librarians/Media Staff2.360.86 Pupil Support Staff3.202.56 Secretaries1.531.79 *Does not include alternative schools data Slide 21 Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 21 Average School-Level Resources in Middle Schools* with 49-105 Students StaffingFunding ModelSample Principals0.680.50 Assistant Principals0.00 Core Teachers3.493.58 Specialist Teachers1.101.89 Additional Teacher3.500.00 Instructional Aides0.001.28 Certified Tutors0.320.00 Librarians/Media Staff0.880.21 Pupil Support Staff0.580.64 Secretaries0.680.65 *Does not include alternative schools data Slide 22 Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 22 Average School-Level Resources in Middle Schools* with Less than 49 Students StaffingFunding ModelSample Principals0.000.21 Assistant Principals1.000.01 Core & Specialist Teachers 3.483.00 Instructional Aides0.000.42 Certified Tutors0.000.10 Librarians/Media Staff0.000.06 Pupil Support Staff0.000.26 Secretaries0.000.32 Total Professional Staff4.484.38 *Does not include alternative schools data Slide 23 Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 23 Key Findings on Resource Use in Middle Schools Compared to the Wyoming Funding Model, large middle schools have: About the same level of school administration Fewer core teachers More specialist teachers More aides Fewer tutors Less certified library and media staff Less pupil support Slide 24 Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 24 Average School-Level Resources in High Schools* with More than 105 Students StaffingFunding ModelSample Principals1.000.92 Assistant Principals0.710.73 Core Teachers21.7218.47 Specialist Teachers7.8312.32 Additional Teacher1.440.01 Instructional Aides0.002.17 Certified Tutors1.510.41 Librarians/Media Staff2.610.84 Pupil Support Staff3.302.96 Secretaries1.182.45 *Does not include alternative schools data Slide 25 Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 25 Average School-Level Resources in High Schools* with 49-105 Students StaffingFunding ModelSample Principals0.740.61 Assistant Principals0.000.02 Core Teachers3.715.18 Specialist Teachers1.342.92 Additional Teachers5.340.00 Instructional Aides0.001.03 Certified Tutors0.370.11 Librarians/Media Staff0.990.22 Pupil Support Staff0.680.96 Secretaries0.740.79 *Does not include alternative schools data Slide 26 Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 26 Average School-Level Resources in High Schools* with Less than 49 Students StaffingFunding ModelSample Principals0.000.47 Assistant Principals1.000.00 Core & Specialist Teachers 5.755.97 Instructional Aides0.000.37 Certified Tutors0.000.06 Librarians/Media Staff0.000.02 Pupil Support Staff0.000.46 Secretaries0.000.53 Total Professional Staff6.757.88 *Does not include alternative schools data Slide 27 Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 27 Key Findings on Resource Use in High Schools Compared to the Wyoming Funding Model, large high schools have: Similar amounts of administration (Principals & assistant principals) Fewer core teachers More specialist teachers More aides 2/3 fewer certified tutors 2/3 fewer certified librarian and media staff Less pupil support Double the number of secretaries Slide 28 Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 28 Students per Core Teacher (Excludes Small & Alternative Schools data) Ratio of Students to Core Teachers Funded by State Model Ratio of Actual Students to Core Teachers in Updated Sample Schools Elementary16:1 AVERAGE 19:1 RANGE 11:1 to 25:1 Middle21:1 AVERAGE 22:1 RANGE 10:1 to 42:1 High21:1 AVERAGE 21:1 RANGE 8:1 to 36:1 Actual student to teacher ratios are slightly larger than the model in elementary and middle schools, and about the same as the model level in high schools. But there are wide ranges in actual practice. Slide 29 Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 29 Core Teachers in Sample Schools (Excludes Small & Alternative Schools Data) Core Teachers Funded by State Model in Sampled Schools Actual Core Teachers in Updated Sampled Schools Elementary2,348.92,015.7 Middle 872.1 796.1 High952.9 851.4 TOTAL4,173.93,663.2 510.7 fewer core teachers than provided by the funding model Slide 30 Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 30 Number of Instructional Aides* Model does not fund instructional aides *Does not include small or alternative schools data Slide 31 Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 31 Students Per Core Teacher Medium and Large Elementary Slide 32 Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 32 Students Per Core Teacher Medium and Large Middle School Slide 33 Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 33 Students Per Core Teacher Medium and Large High School Slide 34 Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 34 Number of Tutors* Tutors Funded by State Model in Sampled Schools Teachers Tutoring in Sampled Schools Aides Tutoring in Sampled Schools Elementary1589669 Middle692623 High671915 We found substantially fewer certified tutors to provide extra help to struggling students, especially in middle and high schools *Does not include small or alternative schools data Slide 35 Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 35 Average Number of Instructional Facilitators in Medium and Large Schools Actual instructional facilitators loosely mirrored the level funded through the categorical program (about two thirds of model level). Slide 36 Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 36 Updated Findings Related to Instructional Improvement (319 non-ALE schools) Fewer core teachers than model funds in large schools Specialist Teachers in large schools Elementary -- About 26% fewer than funded Middle schools -- About 30% more than funded High schools -- About 57% more than funded Large number of aides despite no funding Substantially fewer certified tutors than funded Slide 37 Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 37 Updated Findings Related to Instructional Improvement (319 non-ALE schools) Instructional facilitators Observed at less than even the estimated funding level in all three school levels This is a categorical not a block grant program School administrators employed at a slightly lower level than funded by the model Slide 38 Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 38 Tentative Conclusions The observed resource use patterns: Appear to represent a different theory about how to boost student achievement Less professional development More electives More classroom aides dealing with academic needs Are different from evidence-based resource use patterns to double student performance observed in Wyoming and other states Slide 39 State-Level Expenditure And Salary Analysis Summary of Findings Slide 40 Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 40 Expenditure Analysis: General Conclusions and Implications Five year change in total expenditures is 44% Five year change in expenditures per pupil is 43.5% Percent spent on instruction has remained about the same Compensation as a percent of instruction has increased by 1.42% Slide 41 Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 41 Findings on Salaries Dramatic increase in teacher salaries in last two years Model funds more positions than districts employ with block grant funds Difference may have led to higher salaries than anticipated in the model Slide 42 State-Level Expenditure Analysis Findings Slide 43 Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 43 Total Expenditures: 2002-03 to 2006-07 Slide 44 Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 44 Total Expenditures Per Pupil: 2002-03 to 2006-07 Slide 45 Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 45 Expenditures by Function: 2002-03 to 2006-07 Slide 46 Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 46 Percent of Expenditures By Function: 2002-03 to 2006-07 Slide 47 Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 47 Total Compensation as a Percent of Instruction Slide 48 Salary Analysis Findings Slide 49 Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 49 Changes in Student Enrollment: 2002-03 to 2006-07 Slide 50 Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 50 State Total Teacher FTE: 2002-03 to 2006-07 Slide 51 Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 51 Annual Percent Change in Enrollment Compared to Change in Total FTE Teachers Slide 52 Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 52 Composition of Teaching* Staff: 2002-03 to 2006-07 Slide 53 Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 53 Percent Change in Enrollment and FTE Teachers by Type Slide 54 Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 54 Model v. Actual FTE Teachers 2006-07 (W/O Special Ed.) Slide 55 Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 55 Average Teacher Salary: 2002-03 to 2006-07 Slide 56 Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 56 Percent Change in Average Teacher Salary: 2003-04 to 2006-07 Slide 57 Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 57 Beginning Teacher Salary Schedules (BA + 0 Years Exp.) 02-0303-0404-0505-0606-075 Yr Chg. Minimum$22,000$22,500$23,000$24,310$24,638$2,638 Maximum$32,000$32,320$32,820$35,000$50,000$18,000 Range$10,000$9,820 $10,690$25,363$15,363 Average$26,251$26,706$27,729$29,261$35,924$9,673 % Increase1.73%3.83%5.53%22.77%36.85% Slide 58 Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 58 Middle Salary Schedule Steps Slide 59 Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 59 Top of Salary Schedule Slide 60 Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 60 Discussion and Questions Lawrence O. Picus and Associates lpicus@lpicus.com arodden@lpicus.com mmangan@lpicus.com aportela@lpicus.com megoetz@lpicus.com