The Use of Educational Resources in Wyoming: Report to the Wyoming Legislature February 14, 2008 by Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 2 Ten Steps to “Double” Performance 1.Conduct a needs assessment 2.Set higher goals a. Double performance b. 90 percent of children at or above proficiency or advanced. 3.Adopt a new research-based curriculum a. Including a vision of effective instruction/pedagogy 4.Implement Data-based decision making a. Formative assessments b. Tailor instruction to exactly what students do and do not know

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 3 5.Invest in extensive, long-term professional development a. Summer institutes for teachers b. Instructional facilitators in schools c. Money for trainers 6.Use school time more efficiently a minute reading blocks b. Protected math blocks c. Replace electives with double reading or math periods for struggling students Ten Steps to “Double” Performance

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 4 7.Multiple extra-help strategies for struggling students a. 1-1 tutoring (by licensed teachers) b. Small group tutoring (by licensed teachers) c. Double periods during the regular day d. Extended day programs e. Summer school f. Extensive assistance for students with disabilities 8.Create professional learning communities that work together relentlessly to boost student performance Ten Steps to “Double” Performance

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 5 9.Support for improving instruction by a. Teachers – team leaders, coordinators, IFs b. School principal c. District leadership 10.Take advantage of external professional knowledge a. State department of education b. Regional service units c. Consultants d. Research-based curriculum programs e. Practice-based research findings f. Others Ten Steps to “Double” Performance

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 6 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

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 7 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

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 8 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

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 9

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 10 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?

Instructional Strategies and the Use of Resources At the School Level Updated Findings

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 12 Methodology 314 Schools visited in Year 1 (n=254) & Year 2 (n=60) 178 Elementary 67 Middle 69 High Schools 14 are alternative learning environment (ALE) schools Results based on 300 non-ALE, elementary, middle, & high schools. In-person interviews with principals & superintendents to collect schools’ staffing and fiscal resources Quantitative analyses and case studies

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 13 Updated Sample Characteristics DemographicsStatewide ( )Updated Sample Number of Students 85,332 Average ADM per School: ,416 Number of Students in Average School: 227 Number of Schools Elementary 196 Middle 80 High 83 Elementary 178 Middle 67 High 69 Percent Free and Reduced-Price Lunch 33%32% Percent ELL 4% Percent Special Education 14%

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 14 Average Number of Students in Updated Sample Schools* Elementary Schools < 49: : 72 >96: 270 Middle Schools < 49: : 59 >105: 395 High Schools < 49: : 80 >105: 448 *Does not include alternative schools data

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 15 Instructional Time* Average Instructional Day: 5 hrs, 56 min Average Class Length Math: 1 hr, 3 minutes Reading (Elementary): 1hr, 47 minutes English/LA (Mid/High): 1 hr, 3 minutes Soc. Studies & Science (each) (Elementary): 30 minutes (Mid/High): 51 minutes *Does not include alternative schools data

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 Principals Assistant Principals Core Teachers Specialist Teachers Instructional Aides Certified Tutors Librarians/Media Staff Pupil Support Staff Secretaries *Does not include alternative schools data

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 17 Average Resources in Elementary Schools* with Students StaffingFunding ModelSample Principals Assistant Principals Core Teachers Specialist Teachers Additional Teachers Instructional Aides Certified Tutors Librarians/Media Staff Pupil Support Staff Secretaries *Does not include alternative schools data

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 Principals Assistant Principals Core & Specialist Teachers Instructional Aides Certified Tutors Librarians/Media Staff Pupil Support Staff Secretaries Total Professional Staff *Does not include alternative schools data

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 Slightly more pupil support

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 Principals Assistant Principals Core Teachers Specialist Teachers Additional Teachers Instructional Aides Certified Tutors Librarians/Media Staff Pupil Support Staff Secretaries *Does not include alternative schools data

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 21 Average School-Level Resources in Middle Schools* with Students StaffingFunding ModelSample Principals Assistant Principals0.00 Core Teachers Specialist Teachers Additional Teacher Instructional Aides Certified Tutors Librarians/Media Staff Pupil Support Staff Secretaries *Does not include alternative schools data

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 Principals Assistant Principals Core & Specialist Teachers Instructional Aides Certified Tutors Librarians/Media Staff Pupil Support Staff Secretaries Total Professional Staff *Does not include alternative schools data

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

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 Principals Assistant Principals Core Teachers Specialist Teachers Additional Teacher Instructional Aides Certified Tutors Librarians/Media Staff Pupil Support Staff Secretaries *Does not include alternative schools data

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 25 Average School-Level Resources in High Schools* with Students StaffingFunding ModelSample Principals Assistant Principals Core Teachers Specialist Teachers Additional Teachers Instructional Aides Certified Tutors Librarians/Media Staff Pupil Support Staff Secretaries *Does not include alternative schools data

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 Principals Assistant Principals Core & Specialist Teachers Instructional Aides Certified Tutors Librarians/Media Staff Pupil Support Staff Secretaries Total Professional Staff *Does not include alternative schools data

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

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.

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 29 Students Per Core Teacher Medium and Large Elementary

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 30 Students Per Core Teacher Medium and Large Middle School

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 31 Students Per Core Teacher Medium and Large High School

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 32 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 Elementary2,147.51, Middle High TOTAL3,806.23, fewer core teachers than provided by the funding model

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 33 Number of Instructional Aides* Model does not fund instructional aides *Does not include small or alternative schools data

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 Elementary Middle High 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

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).

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 36 Updated Findings Related to Instructional Improvement (300 non-ALE schools) Fewer core teachers than model funds in large schools Specialist Teachers in large schools Elementary -- About 28% fewer than funded Middle schools -- About 27% more than funded High schools -- About 59% more than funded Large number of aides despite no funding Substantially fewer certified tutors than funded

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 37 Updated Findings Related to Instructional Improvement (300 non-ALE schools) Instructional facilitators Observed at almost 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

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

State-Level Expenditure Analysis Findings

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 40 Total Expenditures: to

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 41 Total Expenditures Per Pupil: to

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 42 Expenditures by Function: to

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 43 Percent of Expenditures By Function: to

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 44 Total Compensation as a Percent of Instruction

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 45 General Conclusions and Implications Large increases in salaries Fewer teacher positions in schools than model funds Could lead to future pressure for more money

Salary Analysis Findings

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 47 Changes in Student Enrollment: to

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 48 State Total Teacher FTE: to

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 49 Annual Percent Change in Enrollment Compared to Change in Total FTE Teachers

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 50 Composition of Teaching* Staff: to

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 51 Percent Change in Enrollment and FTE Teachers by Type

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 52 Model v. Actual FTE Teachers (W/O Special Ed.)

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 53 Average Teacher Salary: to

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 54 Percent Change in Average Teacher Salary: to

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 55 Beginning Teacher Salary Schedules (BA + 0 Years Exp.) 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%

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 56 Middle Salary Schedule Steps

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 57 Top of Salary Schedule

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 58 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

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 59 Discussion and Questions Lawrence O. Picus and Associates