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A
A
Right
we'd
kind
of
like
to
keep
this
on
track
and
be
out
of
here
by
12
30.
there's
a
couple
of
us
who
have
yep
there's
a
couple
of
us
who
have
things
going
on,
so
we
need
to
keep
going
so
we'll
aim
on
getting
out
of
here.
Chairman
Nicholas,
you
have
anything
you'd
like
to
add
all
right.
Do
we
have
roll
call?
Please.
D
C
A
F
A
A
Right
Senator
Brandon
just
walked
in
okay,
so
I
hope
that,
with
this
crowd,
I
don't
need
to
talk
about
decorum,
we're
all
going
to
act
like,
ladies
and
gentlemen
and
nobody's
going
to
burst
out
and
we'll
all
be
good.
So
with
that
we're
gonna
move
directly
to
Mr
Matt
Wilmarth.
Who
will
talk
about
the
monitoring?
Go
ahead?
Matt.
H
Thank
you
Mr
chairman
and
members
of
both
the
joint
Appropriations
and
Joint
education
committees.
My
name
is
Matt
wilmart
I'm,
an
lso
senior
School
Finance
analyst.
The
purpose
of
this
meeting
today
is
Chairman.
Northrop
indicated
is
for
the
joint
education
committee
to
make
its
recommendation
to
the
Joint
Appropriations
Committee
on
an
external
cost
adjustment
for
next
school
year
to
the
K-12
education
resource
block
grant
model.
H
We
in
the
past
few
years
have
had
a
joint
meeting
between
the
two
committees,
so
we
can
have
a
more
efficient
dialogue
of
Consultants
staff
and
other
state
agency
and
in
public
testimony
to
hear
the
same
information
same
questions
and
then
at
the
October
25th
and
26th
meeting
The
Joint
Appropriations
Committee
will
make
its
own
independent
recommendation
to
the
governor
and
the
legislature
on
its
recommendation
and
receive
the
joint
education
committee's
formal
recommendation
on
the
external
cost
adjustment.
H
So
really,
if
you're,
trying
to
orient
yourself
today.
What's
the
purpose
of
today,
it's
to
hear
the
information
from
your
staff
consultants
and
the
Department
of
Education
and
public
testimony
on
the
necessity
of
any
necessary
inflation
adjustment
to
the
K-12
funding
model
joint
education
committee's
role.
Today
would
then
be
to
make
its
own
independent
recommendation
on
any
inflationary
adjustment
for
next
school
year
to
be
school
year,
24
25
or
fiscal
year,
25
the
first
year
of
the
next
biennium.
H
H
So
back
in
the
2010
recalibration
effort,
the
legislature
as
part
of
that
process
adopted
during
the
2011
session,
a
monitoring
process
to
better
inform
policy
makers
on
inflationary
pressures
on
the
K-12
Finance
system
and
it
consulted
at
school
Finance
experts
on
how
to
best
do
that.
H
Previously,
it
really
just
picked
from
a
series
of
cost
indices
on
inflation
that
measured
inflation,
whether
that
was
the
Wyoming
cost
of
living
index
and
several
other
National
indices,
and
they
picked
an
inflation
adjustment
and
applied
that
to
the
to
the
K-12
funding
model
and
the
legislature
really
wanted
some
more
robust
data
that
evaluated
cost
pressures
on
certain
components
or
categories
of
the
of
the
K-12
funding
model.
H
So
it's
charged
its
Consultants
to
identify
categories
of
the
model
that
could
be
adjusted
by
different
levels
of
inflation,
cost
indices
and
then
also
wanted
additional
information
on
how
to
measure
cost
pressures.
And
so
today,
you'll
hear
from
not
only
the
lso.
But
it's
legislature.
H
It's
consultant
Dr
Christina
Stoddard
on
the
teacher
labor
market
and
the
last
nature
and
years
between
recalibration
really
only
focuses
on
the
teacher
labor
market,
not
the
other
non-teacher
sector
positions
and
then
the
Department
of
Education
has
historically
put
together
an
analysis
of
how
districts
allocate
the
K-12
funding
model
resources
as
compared
to
how
the
model
allocates
it
to
the
districts
that
was
initially
completed
by
the
state's
consultants
in
before
the
2010
recalibration
in
the
department
of
education
has
continued
that
work
since
that
time,
and
so
the
the
legislature
has
asked
for
that
information
to
be
presented
on
an
annual
basis.
H
So
with
that
background,
Mr
Mr,
chairman
I'll,
begin
my
presentation
on
page
two
of
the
of
the
report
in
front
of
you
and
I'll
focus
on
table
one,
and
this
just
is
to
kind
of
remind
the
Committees
what
the
legislature
did
last
year
in
terms
of
an
external
cost
adjustment
and
historically
has
done
on
it
on
external
cost
adjustments
at
the
bottom
of
table.
One
you'll
see
that
last
last
session
the
legislature
adopted
an
external
cost
adjustment
to
the
four
categories
that
are
targeted
for
professional
staff.
H
4.254
inflation
adjustment
to
the
professional
staff
category,
the
non-professional
staff
category,
a
5.377
percent
adjustment
was
provided
for
educational
materials
at
19.477
percent,
external
cost
adjustment
was
provided
and
then
on
energy,
a
38.996
external
cost
adjustment
was
provided
great.
B
Question
on
the
various
categories:
what's
what's
the
weighting
of
of
the
the
several
categories?
So
if,
if
say
you
put
to
make
the
math
simple
one
percent
increase
in
inside
non-professional
staff,
what
would
that
do
to
the
overall
percentage
that
there
was,
as
you
summed
it
all
up,
go.
H
Mr
chairman
and
chairman
Scott,
the
professional
staff,
make
approximately
two-thirds
of
the
K-12
funding
model
category
non-professional
staff
is
approximately
13
percent.
H
Sorry
Mr
chairman
and
represent
Larson
professional
staff
is
two-thirds
66
points.
Seven
percent.
H
Okay
with
that
Mr
chairman
and
one
important
point
about
the
external
cost
adjustment
last
year
in
the
previous
I
think
three
sessions
or
three
times
that
the
legislature
has
provided
actual
cost
adjustments.
They
were
not
what
we
call
sustained
or
they
weren't
ongoing,
and
last
year's
ECA
was
a
sustained
ongoing
cumulative
ECA
to
the
K-12
funding
model.
So
that's
an
important
aspect
of
your
external
cost
adjustment
that
was
provided
last
year.
H
Chairman
chairman
Scott,
for
example,
in
school
year,
2022-23,
if
you
look
in
in
table
one,
the
5.958
and
the
8.935
percent,
were
one
time
the
language
within
the
budget
bill
that
provided
that
adjustment
indicated
that
that
was
only
for
that
school
year
was
not
sustained,
not
ongoing,
and
so
it
essentially
was
a
one-time
allocation
of
funding
for
that
adjustment.
H
H
Mr,
chairman
good
good
question,
so
your
recalibration
how
that
works
is
in
in
maybe
that's
an
important
aspect,
I
miss.
In
my
my
background.
This
process
only
happens
in
years
in
between
recalibrations
and
the
purpose
of
your
recalibration
is
to
re-cost
reprice
your
funding
model,
and
so
in
years
between
your
recalibrations,
you
adjust
for
inflation
and
after
recalibration,
you
repriced
your
model
and
you
don't
adjust
that
for
the
first
year
after
it's
implemented.
B
A
H
H
It
is
then
up
to
the
legislature
to
either
adopt
a
piece
of
legislation
that
reprices
everything
modifies
the
quantities
of
the
number
of
teachers,
Central
Administration
staff
prices
for
materials
that
was
not
adopted
during
the
2021
session
in
a
perfect
world.
The
legislature
would
recast
everything
after
its
recalibration
and
have
a
new
price
and
perhaps
new
sets
of
quantities
of
educational
goods
and
goods
and
services
in
its
model.
H
But
essentially,
what
happened?
Is
you,
after
the
2020
recalibration
in
the
2021
session,
just
continued
with
your
current
law,
as
is
all
right,
so
that
recalibration
had
no
effect
on
the
model
or
the
or
the
prices?
Everything
just
carried
forward.
D
H
Yeah
Mr,
chairman
and
representative
Larson
good
question.
This
is
done
annually
by
law,
so
under
Wyoming
statute,
2113
309,
subsection
U
this
process
is
prescribed
annually
in
the
joint
education
committee
has
to
make
its
recommendation
annually
and
then
under
2113
309
subsection,
o
That's
the
charge
to
the
Joint
Appropriations
Committee
to
make
its
recommendation
annually
to
the
governor
and
the
legislature.
J
Good
morning,
Mr,
chairman
and
committee,
my
question
is:
we've
talked
about
not
binding
future
legislatures
and
I
thought.
That's
why
we
always
put
that
in
the
budget
for
a
two-year
limitation
rather
than
going
through
this
and
making
it
permanent,
because
we
hadn't
done
recalibration
yet
so
could
you
speak
to
that
as
to
if
I'm
misunderstood
or
how
that
would
all
work
as
far
as
binding
future
legislatures.
H
Yeah
Mr
chairman
and
Senator
assignments,
so
I
would
look
at
this
like
the
raises
for
state
employees
you
adopted
last
year,
those
raises
you
provided
state
employees
are
going
to
be
continued
in
through
their
standard
budget,
and
so
it's
not
a
discussion
Point
going
forward
that
you
look
back
to
your
last
sessions
raises
and
those
are
back
on
the
table.
H
Those
just
continue
forward
as
part
of
the
standard
budget,
and
so
the
ECA
you
gave
to
the
K-12
School
Finance
system
last
year
was
a
sustained
cumulative
ECA,
essentially
off
the
table,
not
not
to
be
it'll,
be
part
of
the
standard
budget
going
forward.
So
that's
that's
kind
of
how
I
look
at
that.
That
process.
K
Thank
you,
and
just
to
to
kind
of
clarify
the
the
question
from
the
good
senator
the
re.
The
primary
reason
that
we
only
did
one-time
funding
on
those
two
years
was
because
there
was
a
just.
There
was
a
difference
of
opinion
between
the
respective
bodies
on
whether
or
not
to
make
it
sustaining
or
not,
and
so
that
that
was
essentially
the
compromise
we
came
to
during
those
two
processes
to
basically
to
get
funding
provided
for
that
year.
That's
that's
my
recollection.
H
Great
thank
you
Mr
chairman
members
of
the
Committees
on
page
four
and
page
five.
This
is
really
the
meat
of
the
report.
H
Lso
has
been
charged
by
the
legislature
to
continue
to
observe
the
difference
between
its
Consultants
recommendations
from
the
prior
recalibrations,
starting
in
2005
forward
and
its
current
funding
levels,
and
so
we
put
together
analysis
that
compares
the
total
funding
as
if
the
legislature
were
to
fund
under
the
consultant's
peer
recommendations
from
its
recalibrations
and
then
also
what
has
actually
taken
place
under
current
law
and
so
Mr
chairman
on
on
page
five
in
figure
two
and
in
table
two.
H
We
identify
the
total
funding
levels
under
the
legislators
consultant
evidence
what
we
call
the
evidence-based
model
and
then
the
statutory
model,
which
is
what's
being
funded
under
Wyoming
law
and
historically
between
school
years,
2006,
seven
to
approximately
2016-17
the
legislative
or
the
statutory
model,
had
a
significant
difference
between
what
the
evidence-based
model
called
for
in
terms
of
total
funding,
and
it
had
a
higher
level
of
funding
than
what
its
Consultants
had
recommended
beginning
in
school
year.
H
2017-18
that
difference
shrank
for
various
reasons,
changes
to
the
to
the
K-12
funding
model
and
beginning
in
the
2000
and
2021
school
year
after
the
or
during
the
2020
recalibration
the
difference
between
the
evidence-based
model
and
the
statutory
model
reversed,
and
at
that
point
the
total
funding
recommended
from
the
legislative
legislatures
Consultants
exceeded
what
the
legislative
models
current
total
funding
is,
and
so
the
purpose
of
this
this
figure
and
this
table
is
to
identify
what
that
current
difference
is
and
then
estimate
for
next
school
year,
the
school
year,
24
25,
what
the
total
difference
is
with
and
without
an
ECA.
H
So
what
we
have
done
in
school
year,
24
25
we've
extended
that
forecast
under
the
evidence-based
model,
assuming
that
the
evidence-based
model
is
inflated
based
upon
the
cost
indices
that
have
been
recommended,
and
then
the
difference
between
that
and
the
statutory
model
has
increased.
As
you
can
see,
by
approximately
68
million
dollars
and
under
the
statutory
model,
we
don't
presume
any
ECA
until
the
legislature
acts,
and
so
you
see
that
difference
increase
from
30.2
million
dollars
this
year
up
to
approximately
98
million
dollars
next
year.
H
The
reason
for
that
is,
we
have
inflated
the
evidence-based
model
by
the
recommended
cost
indices.
We
have
not
done
that
same
process
to
the
statutory
model,
because
we
don't
want
to
presume
that
the
legislature
will
adopt
those
specific
cost
indices.
H
So
Mr
chairman
on
on
page
six
I,
provided
a
table
that
illustrates
the
amount
of
the
inflation
adjustment
to
both
the
evidence-based
model
and
then,
if
those
same
adjustments,
those
same
cost
indices
were
to
be
used
for
the
statutory
model.
It's
slightly
different
68
million
dollars,
as
opposed
to
69
million
dollars
under
the
evidence-based
model.
But
that
gives
you
an
idea
of.
If
you
were
to
adopt
the
same
cost
indices
or
the
inflation
adjustments
that
are
presumed
under
the
evidence-based
model,
it
would
cost
approximately
68
million
dollars
next
year.
L
Thank
you
Mr
chairman,
but
Matt,
to
be
clear.
The
approach
that
you
used
is
the
same
that
we
supported
last
year,
which
is
it's
based
on
where
we
are
now,
which
has
a
30
million
dollar
difference
from
between
the
statutory
and
the
evidence-based,
so
you're,
effectively
propagating
that
30
million
dollar
difference
with
inclusion
of
the
recommended
ecas
that
are
provided
by
our
Consultants
this
year.
Is
that
accurate.
H
Mr
chairman
in
Center
office,
that
is
correct.
So
if
the
legislature
were
to
inflate
based
upon
the
same
constances
that
are
being
utilized
in
the
evidence-based
model,
you
would
be
essentially
back
at
status
quo,
where
you
are
today,
a
30
million
dollar
difference
and
that
30
million
dollar
difference
is
really
differences
in
the
salary
portion
of
your
model.
Your
professional
and
non-professional
staff-
and
that
is
a
whole
host
of
reasons.
H
It's
different
quantities
of
teachers
and
staff
across
different
areas,
and
those
are
decisions
that
the
legislature
has
made
historically,
where
legislature
has
smaller
class
sizes,
for
example,
than
what
your
Consultants
call
for.
We
don't
need
to
get
in
the
details
and
weeds
today
on
that,
but
the
re,
the
real
difference
in
that
cost
is
on
the
salary
side.
It's
not
on
the
non-non-personnel
side.
L
And
Mr
chairman
quick
follow-up
on
that.
Do
you
have
prepared
numbers
that
would
basically
zero
out
that
differential
on
what
the
ECA
would
be,
which
I
assume
needs
to
go
towards
the
professional
staff
calculation
and
the
non-professional
staff
calculation
as
I?
Understand
it?
What
those
would
be
to
appropriately
bring
the
evidence-based
model
into
inequality
position
with
the
statutory
model.
H
H
H
You
would
call
it
eight
percent,
essentially
eight
percent
for
non-professional
staff
and
then
professional
staff
3.871,
approximately
7.9
percent.
B
On
the
yeah
As
I
understood
from
your
explanation,
we're
focusing
in
for
salaries
we're
focusing
really
on
the
teachers
at
this
point
and
that's
what
the
presentation
is
following
aimed
at.
If
we
give
a
ACA
that's
aimed
at
staff,
is
there
it
just
goes
into
the
block
grant?
Doesn't
it
we
don't?
Can
we
dictate
it
under
the
current
system
to
to
just
teachers,
or
is
it
just
going
to
block
grant.
A
H
Chairman,
historically
the
the
legislature,
if
they
provide
a
national
cost
adjustment,
they
put
it
within
the
block
grant,
but
there
doesn't
there's
nothing
that
prohibits
you
from
isolating
that
cost
or
that
amount
and
allocating
that
separately
to
each
individual
district
and
require
them
to
apply
that
to
salaries.
You
know
shaker
has
done
in
the
past
bonuses.
You
know
a
separate
allocation
or
appropriation
for
bonuses
that
must
be
allocated
to
staff.
H
For
that
purpose,
it
would
be
a
little
awkward
if
you
sustain
an
ECA
and
you
keep
it
outside
the
block
grant,
because
that
would
be
part
of
the
standard
budget
going
forward.
You
know
money's
fungible
across
districts,
so
they
can.
You
know
that
small
amount
out
of
the
1.6
billion
dollars
it
may
or
may
not
have
any
real
effect,
but
you
you
could
certainly
isolate
that
and
require
it
to
be
spent
on
salaries.
B
That's
an
issue
we're
going
to
have
to
pay
attention
to,
because
this
in
one
of
the
charts,
I
think
the
Dr
Stoddard
will
have.
There
was
there's
an
indication
that,
compared
to
the
model,
the
administrative
side
of
the
the
house
and
school
districts
is
doing
a
lot
better
than
the
teacher's
side.
And,
if
we're
concerned
about
particularly
teachers
as
a
result
of
of
working
the
CCA,
we
may
have
to
take
precautions
to
make
sure
that's
where
it
goes.
H
D
You
Matt,
it
seems
to
me,
based
on
what
Senator
Scott
said,
that
that's
a
delicate
thing
to
do
in
dictating.
It
seems
like
if
you
were
going
to
dictate
that
this
money
had
to
be
used
for
a
specific
Purpose
with
inside
within
the
block.
Then
you
flirt
with
how
that's
administered
moving
forward
within
the
block.
It
seems,
like
you'd,
almost
have
to
pull
that.
H
Mr
chairman
president
Larson
I,
think
so
you
know
the
the
the
more
granular
you
dictate
it
to
districts.
It
becomes
a
lot
more
challenging
for
them
to
administer
it
and
even
a
report
on
it.
I
Mr
chairman,
yes,
thank
you.
Matt
I
had
a
question
on
page
five
on
table
two
for
the
2022-23
school
year.
The
statutory
model
provides
one
billion,
505
million
31
482
dollars.
It's
a
really
specific
number.
My
question
is
it:
is
that
the
budgeted
amount
or
is
that
the?
If
I
looked
at
all
of
the
Bank
deposits
that
came
into
this
every
school
district
from.
F
K
H
Yeah
Mr,
chairman
and
representative
Stith,
it's
the
it's
the
latter.
So
it's
it's
the
what
we
call
the
Foundation
program
guarantee
and
and
the
additional
off-model
funding
that
they
receive
it's
it's
a
culmination
of
their
state
and
local
revenues
capped
out
what
they're
guaranteed
under
the
formula.
H
Mr
chairman,
that's
correct,
representative.
This
is
the
amount
that
the
total
funding
that
school
districts
received
under
state
law
made
up
of
both
state
and
local
revenues.
I
J
H
Thank
you,
Mr
chairman
I'll,
move
to
page
seven
and
as
I
kind
of
indicated
in
my
earlier
comments
that
30-point
eight
million
dollar
difference
for
for
this
school
year
is
really
isolated
in
the
in
the
professional
staff
and
non-professional
staff.
H
Page
seven
identifies
the
differences
by
non-personnel
components
for
both
educational
materials
and
energy
and
table
four
illustrates
that
for
each
of
those
components
you
can
see
at
the
bottom
of
table
four
for
school
year,
23
24.
That
difference
is
at
the
statutory
model
funds
approximately
250
000
fewer
than
what
the
evidence-based
model
does
in
total.
H
And
then,
if
when,
when
you
apply
the
ECA
evidence-based
model
for
next
school
year,
that
increases
by
approximately
30
mil
or
37
million
dollars
about
30
million
dollars
for
or
sorry
27
million
dollars
for
educational
materials
and
supplies,
and
then
eight
million
dollars
for
energy.
H
That
we,
that
is
a
much
easier
comparison
than
the
other
areas
for
the
Personnel,
where
there
are
many
other
differences.
What
we
do
for
the
Personnel
comparison,
Mr
chairman,
is
on
page
nine
and
table
five
We
compare
the
salary
levels
that
are
called
for
under
the
evidence-based
model
and
the
statutory
model,
and
there
are
various
differences
on
each
of
those
salary
or
salary
categories,
and
we
provide
them
for
all
of
the
components.
Today,
you'll
hear
from
Dr
starter
starter
specifically
on
the
teachers
salaries.
H
You
can
see
under
the
evidence-based
model
this
school
year.
It
would,
it
would
call
for
approximately
fifty
seven
thousand
nine
hundred
dollars
under
the
statutory
model.
The
teacher's
salary
on
average
is
approximately
fifty
five
thousand
seven
hundred
and
sixty
three
dollars,
and
then
it
compares
the
differences.
What
the
ecas
apply
to
the
evidence-based
model
next
year
and
holding
your
statutory
model
constant.
H
Finally,
Mr
chairman,
the
last
piece
of
this
report,
is
to
talk
about
the
costs
indices.
Dr
Laurie
Taylor
has
advised
the
legislature
on
this
since
2010
we've
included
a
report
updated
report
for
her
from
her
this
year
and
as
part
of
your
materials
as
I
indicated,
there's
four
categories
that
are
focused
on
for
the
purposes
of
a
national
cost
adjustment.
Again,
it's
professional
labor
that
recommendation
from
Dr
Taylor
is
the
Wyoming
comparable
wage
index
that
looks
at
comparable
occupations
for
teachers,
not
including
teachers
and
their
annual
change
in
their
salary
levels.
H
The
same
is
done
for
non-professional
labor.
These
are
your
custodians
clerical,
secretarial
staff.
Again
it's
why
I
mean
specific
index
that
Dr
Laurie
Taylor
has
updated
this
year,
energy,
which
is
primarily
made
up
of
utility
expenditures.
She
has
recommended
a
national
index
on
this
weighted
using
a
producer
price
index
for
electrical
power,
natural
gas
and
light
fuel
oils,
and
then
the
last
category
is
educational
materials.
Again,
a
national
index
on
the
producer
price
index
for
office
supplies
and
accessories.
H
The
annual
change
and
I've
kind
of
said
this
before
but
I'll
just
reiterate
it
on
table
seven
and
table
eight.
The
change
that
has
been
applied
to
the
evidence-based
model
and
what
would
be
recommended
to
the
statutory
model
if
it
were
to
be
a
mirrored,
would
be
a
21.852
increase
on
educational
materials,
a
14.669
percent
increase
on
energy
and
then
on
table
eight.
That's
where
the
professional
and
non-professional
cost
an
aces
are
for
professional
staff.
M
Thank
you,
Mr
chairman
Mr
Wilmarth
on
the
educational
materials
within
that
component
instructional
materials,
and
does
that
take
into
account
the
the
going
from
actual
textbooks
to
basically
everything
being
online
now
or
are
we
still
factoring
in
that
we're
assuming
kids
are
receiving
textbooks
instead
of
everything
being
on
a
tablet
or
a
Chromebook
accurate.
H
Yeah
Mr
chairman,
there
are
two
you
bring
up
a
point.
I
wanted
to
highlight
as
well
two
separate
categories
for
kind
of
what
you
discussed
technology
would
be
the
purchase
of
Chromebooks
or
computers
for
students
and
staff.
That
is
a
separate
component
than
instructional
materials.
Instructional
materials
is
a
a
separate
component
that
is
inflated
there.
H
There
is
one
adjust
or
one
category
that
does
not
get
adjusted
under
the
under
either
model,
and
that
is
the
technology
equipment
cost
that
is
held
constant
at
250
dollars
per
student,
and
that
is
not
subject
to
an
external
cost
adjustment.
M
H
D
Mr
chairman,
yes,
thank
you
Matt,
looking
from
2011
to
2012
weeks,
we
just
don't
see
the
sharp
increases
in
education,
materials
and
energy
that
we
see
in
the
last
two
years
really
significant.
We,
we
kind
of
understand,
with
this
Statewide
conversation
on
energy
pricing
in
utilities
that
that
we're
facing
we
kind
of
understand
that
but
I'm
I've
not
seen
anything.
That
explains
why
the
education
material
increases
are
as
sharp
as
they
are.
Well,
we
hear
that
later.
Can
you
share
that
with
us.
H
N
That
what
we're
we're
picking
up
here
with
the
office
materials
producer,
Price
Index,
is
some
of
the
coveted
hangover
with
respect
to
supply
chain
issues
on
paper
and
paper.
Goods
on
the
the
various
office
supplies.
So
whatever
you
you
would
Supply
your
office
with,
is
what's
being
picked
up
here,
and
so
it's
not
an
index
that
is
specific
to
the
the
education
sector,
but
it
is
very
highly
correlated
historically
with
the
Bureau
of
economic
analysis
index
for
educational
materials.
They
don't
produce.
They
produce
that
annually.
N
The
most
recent
data
available
there
is
from
2021,
but
because
it
tracked
the
office
supply
producer
price
index
so
nicely.
Historically,
we
use
that
to
provide
the
state
of
Wyoming
with
more
up-to-date
measure
of
what's
going
on
with
office
supply
costs,
Nationwide
and
presumably
because
you
know
the
the
suppliers
to
Wyoming
are
going
to
be
shipping
product
from
all
over
the
country.
That
National
price
level
is
a
good
measure
of
the
price
pressures
facing
Wyoming
school
districts
with
respect
to
educational
materials,
office
supplies.
A
E
Go
ahead
thanks,
Mr
chairman
and
just
to
switch
gears
a
little
bit
here,
Matt.
My
my
question
is
when,
when
we
talk
about
professional
staff
or
non-professional
staff
increases
to
the
model,
does
that
include
not
only
salaries
but
benefits
as
well?.
O
H
Mr
Mr
chairman
and
Reser
Burger
good
good
question,
so
one
piece
that
does
not
get
inflated
through
this
process
is
health
insurance.
H
Health
insurance
is
tied
to
the
state
health
insurance
plan,
so
any
increases
or
decreases
slight
decrease
has
occurred
in
the
past,
but
any
any
change
in
the
state's
premium
rate
is
then
folded
into
the
state
model
without
any
change
by
the
legislature.
It
looks
back
to
the
prior
January
1st
rates
so
for
next
school
year,
24.25
it'll
look
to
the
January
1st
2024
premium
rates
for
state
employees,
so
it
is
a
automatic
adjustment
through
statute
that
accounts
for
any
changes
in
the
State
state
plan.
H
H
And
Mr
chairman
the
other
pieces
of
benefits,
you
know
Social
Security
Medicare,
they
would
be
a
percentage
of
whatever
the
salary
increase
would
be
if
that
were
to
occur.
One
one
minor
note
on
the
educational
materials
and
energy.
These
are
preliminary
numbers
and
I.
Think
I
indicated
that
in
the
report
the
BLS,
the
Bureau
of
Labor
Statistics,
has
preliminary
data
and
it's
subject
to
change
four
months
after
publication.
So
the
last
three
months
that
have
been
utilized
in
in
updating
these
I've
still
not
been
finalized
and
I.
H
Don't
anticipate
those
would
be
finals
until
sometime
in
in
November.
So
when
that
happens,
very
slight
changes
may
occur,
but
that's
just
a
caveat.
I
always
wanted
to
provide
on
on
those
amounts.
So
if
the
legislature
does
want
to
adjust
those,
we
always
put
in
the
caveat
or
use
those
as
as
the
as
the
amounts
we
always
put
in
the
caveat
that
they
may
change
slightly
due
to
finalize
published
data
from
the
US
Bureau
of
Labor
Statistics.
O
Thank
you
Mr
chairman,
so
earlier
the
Specter
of
federal
money
was
introduced
into
this
conversation.
This
Federal
money
compete
in
the
same
space
as
we're
talking
about
here.
How
should
we
think
about
Federal
money
in
relation
to
the
ECA
topic
that
we
have
today
greatness.
A
H
Mr
chairman,
are
you
entitled,
in
terms
of
the
federal
money
that
the
school
districts
receive.
O
Right
I'm
just
trying
to
understand
earlier
the
there
was
the
Federal,
the
idea
of
federal
money
coming
in
as
somehow
yeah
the
coveted
money
and
how
we,
and
so
we
have.
This
extra
money
is,
and
somehow
that
was
introduced
as
an
element
of
our
discussion
of
ecas
is
that
an
element
is
not
an
element.
What
what
is
help
us
out.
A
H
Mr
chairman
arrives
of
over
Mueller
this
decision,
or
this
discussion
point
is
independent
of
that
analysis.
We
don't
observe
any
federal
dollars
in
the
in
the
cost
that
have
been
provided
in
in
table
two.
H
We
yeah,
we
don't.
We
don't
presume
any
any
inflation
adjustment
that
is
adopted
here
would
go
towards
the
federal
funding,
but
I
do
think
you
know.
Chairman
Nicholson
and
chairman
have
Scott
have
indicated.
You
know
part
of
the
East
decisions
of
the
recalibration
discussion
in
the
2021
decision.
Journal
session
relied
upon
potential
increases
in
in
federal
money
from
the
cover
relief
funds
and
so
I
think
that
did
influence
some
one-time
ecas
or
no
decision
on
recalibration
elements,
but
that's
been
a
policy.
A
decision
of
the
members
chairman.
B
Mr,
chairman
and
and
what
I
was
really
referring
to,
there
was
the
uncertainty
that
came
with
the
federal
money
as
to
what
their
maintenance
of
effort
and
maintenance
of
equity
requirements
we're
going
to
do
to
our
our
funding,
and
we
just
did
not
understand
those
at
that
time
and
my
so
I'm
correct
in
understanding
that
this
is
independent
of
all
federal
money.
Not
only
that
one-time
stimulus
money,
but
also
the
ongoing
title
one
and
that
sort
of
thing.
H
Thank
you
Mr
chairman,
so
the
next
step
here
is
as
Dr
Stoddard
will
join
us
and
I
believe
she's
on
on
zoom
and
then
after
her,
the
Department
of
Education
will
be
prepared
to
present
their
information
and
then
public.
Testimony.
Thank.
K
We
go
on
Matt,
I,
think
that
four
Appropriations
in
October.
K
We
would
like
to
get
some
type
of
information
of
just
a
a
quick
synopsis
of
all
of
the
federal
dollars
received
when
it
were
received,
how
much
the
respective
school
districts
received
and
as
as
best
we
can,
where
those
dollars
went
and
what
they
were
used
for
any
remaining
dollars
or
additional
dollars
they
may
receive
just
so.
We
have
all
that
in
front
of
us.
H
K
D
Thank
you,
Mr
chairman
and
Matt
I
just
want
to
make
sure
I'm
understanding
the
process
you
use,
as
you
guys
kind
of
look
at
this
report
in
as
our
Consultants
look
at
this.
Do
they
take
into
consideration
the
impact
of
the
federal
dollars
in
providing
education
to
the
students
in
Wyoming
when
making
this
recommendation,
or
is
this.
H
Mr,
chairman
and
representative
Larson,
this
is
separate
and
independent.
They
don't
observe
any
any
of
the
kova
dollars
that
have
made
that
may
have
had
influence
or
either
you
know
the
regular
federal
dollars
they
they
look
at
that
independently.
This.
This
analysis
is
to
provide
information
on
any
pressures
that
maybe
exerted
on
the
cost
of
the
Wyoming
statutory
model
and
I
the
the
data's
tied
to
just
to
that
follow.
D
Would
it
be
a
fair
argument
to
think
that
the
federal
dollars
would
have
an
influence
on
money
available
to
educate
the
kids
that
could
perhaps
influence
how
much
we
need
to
provide
on
an
annual
basis?
So
if
you
had
one-time
dollars
that
came
for
like
the
s
or
one
after
two
s,
whatever
those
was
one-time
dollars
that
this
that
the
districts
could
use
for
specific
purposes,
would
that
not
influence
that
year?
D
H
Yeah
Mr,
chairman
and
Reps
and
Larson
I,
don't
know
how
to
answer
that.
You
know
I,
think
you
know
the
48
school
districts
probably
allocated
those
dollars
on
48
different
tracks
and
how
they
needed
to
use
those
dollars
to
manage
learning
losses
across
covid
or.
H
If,
if
they
had
any
influence,
you
may
observe
that
in
perhaps
different
programming
through
the
recalibration
process,
you
know
we
may
be
able
to
if
they
if
they
implemented
a
program
that
they
saw
success.
You
know
and
they've
continued
that
on
through
years
after
those
one-time
dollars
have
been
expended,
maybe
that's
something
that
is
yielded
through
a
recalibration
process,
and
but
all
of
that
money
is
independent
of
this
decision.
B
A
J
I
Given
year
about,
if
I
understand
it
right
about
half
the
money,
the
schools
get
comes
from
the
state
and
about
half
is
generated
from
their
local
property
tax,
Nolan
roughly
on
average
across
the
state.
So
we
set
our
State's
share
in
the
budget,
say
in
March
of
2022,
and
then
after
that
you
know
local
revenues
from
property
taxes
and
to
alarm
taxes.
You.
O
A
I
H
Thank
you,
Mr
chairman
and
I'll.
Just
repeat
the
question
in
case
somebody
didn't
been
trying
to
make
sure
I'm
tracking
it
really
you're
asking
you
know
the
legislature
sets
its
budget
and
how
does
it
account
for
changes
in
in
property?
Tax
revenue
from
both
mineral
and
non-mineral
and
simply
put
the
school
districts
are
required
to
estimate
their
local
revenues
from
all
43
Mills
annually
is
part
of
their
reporting
to
the
Department
of
Education
and
they
utilize
the
most
recent
certified
valuations
from
the
State
Board
of
Equalization.
H
If
that
is
different
than
what
the
legislature
is
utilized
in
its
consensus,
Revenue
estimating
group
forecast
and
the
revenues
in
excess
of
what
we
forecast
that
excess
is
captured
by
the
state
in
two
ways.
The
first
is
in
the
recapture
District
stance
where
a
local
local
school
districts,
Foundation
program
funding,
is
fully
paid
by
its
local
property
taxes
or
local
revenues.
H
The
state
recaptures
that
excess
difference
and
it's
deposited
within
the
school
Foundation
program
account.
So,
for
example,
let's
just
take
Teton
County
as
one
example.
If
the
state
missed
its
forecast
and
the
district
also
missed
its
forecast
on
its
local
Revenue,
that
excess
will
still
be
captured
by
the
state
and
deposited
within
the
school
Foundation
program
account
same
thing
with
the
mineral
wealthy
counties,
for
example
in
Campbell
County.
H
If
the
state's
forecast
of
and
the
school
district's
forecast
of
local
revenues
exceeded
what
was
budgeted
for
that
excess
will
be
captured
by
the
state
through
the
recapture
process.
The
same
is
on
an
entitlement
School
District.
If
the
states
and
the
local
revenues
forecasted
by
the
school
district
are
greater
than
the
forecast,
then
the
state
will
pay
less
money
to
those
school
districts
and
that
reduction
in
payment
will
be
reverted
back
to
the
school
Foundation
program
account.
P
Thank
you,
Mr
chairman
I'm,
just
gonna
share
my
PowerPoint
with
you
all
that
I
believe
is
in
your
packet,
but
that
I'll
be
going
through
so
good
to
see
you
all
and
I
hope
you're
having
as
beautiful
a
fall
as
we
are
up
here
in
Montana.
P
P
So
the
first
slide
here
is
just
providing
a
little
bit
of
extra
context
just
to
give
a
sense
of
throughout
this
presentation.
There
are
a
lot
of
different
salaries
to
keep
track
of
so
you'll
see
in
the
dashed
line.
P
These
are
the
model
salaries
that
are
by
Statute,
so
these
model
weighted
average
salaries
take
into
account
the
you
know,
experience
mix
and
education
mix
of
teachers
and
calculate
what
what
the
average
salary
would
be
in
each
year,
and
so
you
can
see
you
know
between
the
2021
and
2022
school
years,
that
slight
decline
in
the
model
weighted
average,
and
so
the
black
solid
line
is
indicating
that
actual
weighted
average.
P
So
if
we
look
across
school
districts,
what
they're
actually
paying
that's
that
solid
line
I've
put
in
here
that
increase
to
the
2023-24
school
year,
we
don't
have
the
data
yet
for
this
whole
school
year
in
terms
of
what's
actually
being
paid
since
the
school
year
isn't
finished.
P
K
Sorry,
Dr
Stoddard,
with
regards
to
the
could
you
give
us
the
approximate
date
when
that
information
will
be
available
in
terms
of
of
how
the
school
districts
implemented?
The
four
percent
increase
in
into
actual
salary
increases.
I
I
just
asked,
because
that
will
be
an
important
question
in
October
and
November
end
of
February.
P
Yeah
Mr
chairman
I,
believe
that
that
there
are
Staffing
files,
I
believe
that
and
and
the
Department
of
Education
are
or
Mr
Wilmarth
could
speak
to
this.
That
capture
fall
data.
The
the
files
that
I'm,
given
that
I'm
typically
given
in
August,
are
the
ones
that
run
up
through
an
entire
school
year.
So
so
you
know
I'm
not
actually
sure
when
this
those
602
files
are
available
each
year,
but
I
believe
it's
sometime
in
August
that
they're
finalized
I
don't
know
if.
H
Go
ahead:
yeah
Mr
chairman
and
chairman
Scott
or
chairman
Nicholas,
the
school
districts
report
that
fall
snapshot,
I
believe
as
of
October
1st
of
each
school
year.
It's
really
not
cleaned
until
probably
December
January
time
frame,
so
we
probably
can
have
information
to
you
before
session,
but
I'll.
Let
the
Department
of
Education
speak
to
how
how
quickly
that
data
can
be
turned
around
if
that
would
be
available
during
their
budget
discussions.
P
All
right,
so
then,
this
next
slide
just
shows
that
percentage
difference
between
actual
and
model
salaries,
and
you
can
see
that
in
the
last
several
years,
there's
been
an
an
escalation
of
that
difference.
That
has
those
model
salaries
have
remained
flat.
School
districts
have
increased
salaries,
which
means
they're.
You
know,
drawing
from
other
parts
of
the
block
grant
in
order
to
be
able
to
fund
those
salary
increases,
so
just
to
provide
a
little
bit
of
context
for
how
this
report
works.
L
Just
referencing
back
to
the
earlier
discussion
about
requiring
that
districts
apply
the
ECA
to
salaries.
You
can
see
from
this
graph
that
more
than
the
ECA
gets
applied
to
salaries.
I
think
it's
important
to
realize
that
that
data
already
exists
so
that
policy
consideration
that
was
discussed
earlier
is
obviated
by
this
graph.
P
Mr
chairman,
so
continuing
on
this
report
is
thinking
about
these
questions
of
What
kinds
of
cost
pressures
are
districts
experiencing
which
might
lead
them
to
be
increasing
salaries,
and
the
overall
context
is
that
those
pressures
matter
in
that
they
affect
the
quality
of
teachers,
so
I
the
way
I
think
about
cost
pressures.
P
As
an
economist
is
this
sort
of
supply
and
demand
framework,
so
cost
pressures
would
be
these
forces
that
would
require
higher
salaries
in
order
to
maintain
the
quality
of
the
teaching
pool,
both
in
terms
of
individuals
who
are
deciding
to
teach
to
remain
in
teaching
or
considering
teaching
as
a
career
say
as
college
students.
So
you
know,
students
are
deciding
whether
or
not
to
become
teachers
based
on,
of
course,
their
skills
and
interests.
P
Maybe
there
are
some
people
that
you
know
always
want
to
be
a
teacher,
no
matter
what,
but
a
number
of
some
are
considering
their
other
employment
options,
and
so
part
of
this
report
is
going
to
look
at.
You
know
what
salaries
look
like
for
other
professions,
that
students
may
be
considering
High
teaching
salaries,
presumably
can
attract
individuals
that
have
these
better
alternative
employment
options
and
provide
you
know
a
larger
teaching
pool
from
which
districts
can
choose
higher
quality
teachers.
P
I'd
like
to
point
out
that
there's
not
a
right
level
of
these
indicators
as
we
go
through,
there's,
not
a
magic
teacher,
salary
number,
but
more
that
we're
thinking
about
this
process
of
as
high
as
salaries
are
more
competitive.
That
there's
a
larger
pool
to
choose
from
and
change
is
relative
to
historical
patterns
are
going
to
Signal
these
cost
pressures
on
districts.
So
this
report
is
going
to
combine
data
from
a
number
of
different
sources,
which
means
you
know
some
of
the
data
will
run
up
through
2022.
P
D
P
You
bet
so
Mr
chairman,
we'll
we'll
start
by
looking
at
kind
of
the
broader
labor
market,
so
look
at
wages,
both
within
teaching
and
outside
of
teaching,
to
kind
of
think
about
that
supply
of
individuals
into
teaching
and
whether
teachers
may
be
exiting
for
other
kinds
of
professions,
we'll
look
at
demographic
indicators
that
might
lead
school
districts
to
need
to
hire
more
teachers.
P
P
Does
that
indicate
that
there
may
be
more
pressures
on
district
and
the
last
set
of
recruitment
indicators
will
look
at
the
training
of
teachers
so
looking
at
the
University
of
Wyoming's
program
and
what
other
places
that
you're
pulling
teachers
from
and
what
those
look
like
in
in
order
to
kind
of
give
us
some
sense
of
what's
happening
to
the
pipeline
of
new
teachers?
P
Okay,
so
moving
on,
then,
let's
dive
into
these
labor
market
indicators.
We're
going
to
look
at
a
couple
of
different
ways
of
thinking
about
this.
So
the
first
will
be
to
look
at
how
teaching
wages
compare
to
the
wages
of
other
professionals,
so
other
occupations
that
a
college
student
might
choose
or
other
occupations
that
a
teacher
might
choose
to
leave
and-
and
you
know,
pursue
a
different
profession.
Then
we'll
also
look
at
comparison
with
other
locations.
P
So
we're
thinking
about
I
am
a
teacher,
do
I
teach
in
Wyoming
or
do
I
teach
in
Montana,
and
so
comparisons
between
Wyoming
salaries
and
the
salaries
of
other
states
in
the
region
is
also
going
to
influence
kind
of
the
teaching
pool.
P
Then,
like
I,
said,
we'll,
go
on
and
talk
about
these
demographic
indicators
and
then
the
Recruitment
and
Retention,
looking
at
new
hires
looking
at
retention
rates
and
looking
at
enrollment
and
teacher
training
programs
all
right,
so
starting
then
with
when
I'm
thinking
about
kind
of
this
supply
side,
what
what
what's
happening
with
the
labor
market,
so
the
labor
market
indicators.
Unfortunately,
many
of
these
are
going
to
lag
a
little
bit.
P
So
the
Bureau
of
Labor
Statistics
does
quarterly
surveys
of
establishments
so
surveys,
businesses,
schools
and
vets,
occupational
data
and
that's
going
to
allow
us
to
compare
teachers
to
other
occupations
and
I'm
going
to
go
through
a
couple
of
different
comparisons.
I'll
talk
about
that
as
we
go
through
those
data
from
the
Bureau
of
Labor
Statistics
are
the
most
up-to-date
that
we
have,
but
they
don't
tell
us.
You
know
how
old
was
a
teacher.
What
are
the
hours
and
weeks
of
work
benefits,
so
I'll
provide
a
little
information
about
that.
P
As
we
you
know,
once
we
look
at
those
wages
in
recalibration
years,
we
also
turn
to
census
data
that
lags
a
little
bit
more,
but
look
a
little
bit
at
the
age
profile,
the
hours
and
weeks
profile
across
States
and
and
in
comparison
with
other
occupations.
So
there
are
two
sets
of
comparisons
that
I'm
going
to
look
at
here.
A
broad
set,
these
kind
of
what
the
Bureau
of
Labor
Statistics
terms,
professional
and
Technical
occupations.
P
So
teaching
is
one
of
these
professional
and
Technical
occupations,
I've
just
listed
out
all
of
the
Bureau
of
Labor
Statistics
categories
here
and
then
I.
Also
because
that's
such
a
broad
set
of
occupations,
I
also
narrow
in
on
a
more
closely
comparable
set
of
occupations,
so
these
are
occupations
that
you
know
other
researchers
have
looked
at
and
have
identified
as
having
attributes
that
are
most
similar
to
teachers,
so
kind
of
similar
education
requirements,
similar
kinds
of
duties.
P
Obviously,
none
of
these
are
perfect,
and
so
I've
listed
those
closely
comparable
occupations,
the
biggest
ones
as
we'll
see
as
we
go
through
in
Wyoming,
are
going
to
be
registered
nurses
and
some
of
these
business
occupations,
so
accountants
and
Auditors.
You
know
human
resource,
Personnel,
training,
those
kinds
of
occupations
are,
are
going
to
turn
out
to
be
the
most
dominant
ones
in
in
Wyoming.
P
So,
looking
at
that
comparison,
then
the
most
recent
data
that
we
have
from
the
Bureau
of
Labor
Statistics
then
is
for
May
of
2022.,
so
lags
a
little
bit
and
you
can
see
the
actual
wages,
as
reported
in
that
those
statistics
in
Wyoming
they're
in
Black.
So
this
is
the
teaching
salary.
P
You
can
see
that
you
know
in
2006.
You
know
the
early
versions
of
of
the
model
when,
when
salaries
increased
quite
rapidly
and
then
have
remained
relatively
flat
with
some
little
bits
of
increases,
you
know
from
kind
of
2018
on
and
that's
in
contrast
to
what's
happening
in
that
broad
group
of
professional
and
Technical
occupations.
So
the
blue
line
at
the
top
with
the
X's
shows
in
Wyoming.
How
much
do
other
workers
in
these
professional
and
Technical
occupations
make?
P
And
you
can
see
that
those
track
teacher
salaries
more
closely
until
about
2012
and
then
diverged?
And
then
the
red
dotted
line
shows
salaries
in
comparable
occupations,
and
you
can
see
a
quite
sharp
increase
going
from
2021
to
2022
and
that
has
largely
been
driven
by
really
sharp
inflation,
really
sharp
wage
increases
in
health
and
in
these
business
occupations.
So
both
of
those
professions
in
Wyoming
and
and
really
nationally,
particularly
in
the
health
sector,
have
seen
really
sharp
wage
increases,
and
so
that's
related
to
potential
cost
pressures
for
school
districts.
B
P
P
You
know
here:
she's
trying
to
decide,
do
I
stay
in
teaching,
do
I,
do
I
or
do
I
pursue
another
profession,
and
what
we're
seeing
is
that
wages
in
Wyoming
for
these
professional
and
Technical
occupations
or
for
you
know,
more
narrow,
set
of
occupations
that
they've
increased
much
more
rapidly
than
teacher
wages
have
increased
since
2012,
and
particularly
sharp
increases
in
the
up
through
2022.
Mr
chairman.
K
Doctor
I
do
have
a
question
because
on
on
page
13,
you
have
20,
essentially
20
20
21,
a
decline
in
teacher
salaries
for
the
next
year,
between
20
kind
of
in
between
20
and
22.,
and
I
I'm
wondering
how
you
get
a
actual
decline
in
wages.
The
only
way
that
can
happen,
I
presume,
is,
if
you
have
senior
folks
retiring
and
new
teachers
coming
on.
P
Yeah
Mr
chairman,
that's
correct.
So,
as
I
mentioned
before
these
data,
don't
let
us
look
at
those
age
adjustments
they're
just
looking
at
you
know
the
Bureau
of
Labor
Statistics
serving
school
districts
in
Wyoming.
What
are
you
actually
paying?
What's
the
average
salary?
So
yes,
that's
also
true
for
comparable
occupations.
You
know
so
for
both
professional
and
Technical
occupations,
other
ones
we're
not
looking
at
any
kind
of
adjustment
based
on
seniority
or
any
of
that.
So
that's
important
to
remember
as
a
caveat
here,
but
unfortunately
that's
the
most
recent
data.
Q
You
Mr
chairman
Dr,
just
out
of
curiosity,
I,
guess
and
I
think
we
get
into
this
a
little
bit
later,
so
you
can
touch
on
this
later
if
you'd
like.
But
you
look
at
strictly
Wyoming
data
here.
My
my
curiosity
is
when
you
start
looking
at
the
contiguous
states
and
I
know:
you'll
go
into
that
been
through
this
numerous
times,
but
just
on
a
consensus
level.
Q
What
does
our
contiguous
states
look
like
in
that
same
time
frame
that
representative
Nicholas
was
looking
at
just
briefly
and
then,
if
you
want
to
touch
on
this,
more
importantly,
later
on,
I
would
appreciate
that
go.
P
Yeah
Mr
chairman,
if
you,
if
you
don't
mind
representative
Brown
I'll,
touch
on
that
in
like
three
slides,
so
so
yeah.
So
let
me
hold
off
on
that
because
it's
a
it's
a
more
complex
answer
than
a
one
one
sentence:
I
guess
I
can
say
briefly
that
salaries
in
Wyoming
have
remained
flatter
than
they
have
for
teachers
than
in
the
contiguous
states,
where
they've
they've
increased
over
this
period
more
than
in
Wyoming
all
right
so
because
that
data
were
up
through
2022.
P
Obviously
you
folks
are
having
to
make
decisions
for
later
than
that.
P
I
pulled
additional
data
that
looks
at
Labor
markets
as
a
whole,
so
this
is
not
based
on
occupation,
so
this
is
just
looking
at
kind
of
all
all
workers
in
Wyoming
and
in
other
contiguous
states,
what's
happening
in
the
non-teacher
labor
market
up
through
2023,
so
the
First
Column
is
just
showing
what
happened
between
March
of
2021
and
March
of
2022.
P
What
happened
and
as
we
all
I
think
are
aware.
You
know
the
labor
market
in
general
has
experienced.
You
know
rap
much
more
rapid
wage
growth
than
we
had
for
a
number
of
years.
Prior
to
that,
and
then
what's
happened
in
this
last
year,
so
you
can
see
that
in
Wyoming,
particularly
between
2021
and
2022,
a
pretty
sharp
11
increase
in
average
weekly
wages
for
workers
in
Wyoming
continuing
on
into
2023.
So.
D
About
questions,
thank
you
Mr
chairman
Dr
Stoddard,
just
because
of
Wyoming's
sparse
population.
How
much
of
that
sharp
increase
in
2122
and
2223
would
be
impacted
by
the
the
the
wage
adjustments
we've
given
state
employees
go
ahead.
Dr
Stoddard,
yeah.
P
Mr
chairman,
potentially
some
of
it
for
sure
now
this
is
this-
is
looking
at
all
workers
in
Wyoming,
but
particularly
when
you
look
at
you
know
these
non-teachers,
you
know
some
of
those
are
going
to
be
related
to
when
we
look
at
non-teachers
in
these
professional
occupations.
Certainly
some
of
that
may
be
related
to
you
know:
salary
increases
for
state
workers,
I,
don't
have
offhand
the
percentage
of
workers
in
Wyoming
that
are
state
employees,
but
certainly
those
workers
are
included
in
this
briefly.
L
I
have
a
couple
more
questions,
just
briefly
on
that
on
that
point,
I
wanted
to
point
out
Mr
chairman
that
we
gave
lower
raises
than
11.2
percent
7.8
percent,
so
the
raises
we
gave
to
State
Employees
would
actually
reduce
those
numbers,
not
increase
those
numbers
based
on
the
math
behind
us.
Thank
you.
You.
B
Mr
chairman,
it
would
seem
to
me
and
I'd,
want
to
see
what
Dr
Stoddard
thought
that
you
might
well
be
looking
at
the
health
of
the
mineral
industry,
particularly
without
11.2
percent.
Those
were
drilling
permits
issued
during
the
Trump
Administration
that
eventually
got
implemented,
and
then
that
falls
off
as
the
more
restrictive
regime
comes
in
and
those
are
very
high
paid
occupations
out
there.
It's
not
necessarily
those
occupations
got
to
raise,
but
they're
simply
less
employed
in
them
is.
Is
that
a
reasonable
analysis?
Dr
Stoddard?
Well.
P
Mr
chairman
I,
think
that
the
nation
as
a
whole
has
definitely
seen
you
know:
wage
increases
that
have
been
pretty
rapid
in
the
post
covid
period,
so
lots
of
places
talking
about
Labor
shortages,
as
I
mentioned.
You
know
the
the
sharpest
wage
increases
in
the
data
that
I
was
looking
at
were
really
in
the
health
occupations
that
were
hit
the
hardest,
I
think
by
covid,
so
you've
you've.
P
Also,
if
you're
kind
of
thinking
about
you
know
the
minerals
industry,
that's
one
reason
why
I
include
North
Dakota,
even
though
it's
not
you
know
exactly
adjacent,
but
because
it
has
a
similar
economy.
In
terms
of
you
know,
oil
and
gas
and
minerals-
and
you
can
see
Wyoming's
was
even
more
rapid.
I
mean
these
are
always
you
know
these
always
change
change
a
little
bit
from
from
year
to
year,
but
so
from
the
2021
to
2022
period.
P
The
change
in
weekly
wages
in
Wyoming
was,
you
know,
particularly
rapid,
if
we're
looking
at
2022
to
2023
it's
well
in
line
and
maybe
even
a
little
slower
than
some
of
these
states,
maybe
because
some
of
those
wage
increases
happened
earlier
in
Wyoming.
P
This
one
is
looking
at
National
Data
if
you
want
to
again,
if
you're
thinking
about
particular
Industries,
if
we
look
at
just
individuals
that
have
a
bachelor's
degree
or
higher,
which
of
course
is
where
teachers
would
sit.
If
we
look
nationally
and
again,
this
Education
data,
this
splits
It
Out
by
education,
but
we
don't
have
education
by
state
if
we're
looking
up
through
2023.
P
So
you
can
see
that
for
bachelor's
degree
or
higher,
pretty
rapid
increase
going
up
through
2022
a
more
moderating
increase
in
this
last
year,
so
up
through
2023,
but
we're
seeing
again
kind
of
across
the
board
increases
in
sorry.
I
just
realized,
there's
a
a
row
at
the
bottom
of
the
table,
which
I
think
should
be
the
average
I
apologize
there
I'm,
not
sure
why
this
says
ba
or
higher
twice
so,
but
at
any
rate
we've
had
these
increases
in
wages
in
general
nationally.
P
It's
been
quite
rapid
for
Less
educated
workers.
So,
as
we've
seen
like
in
the
service
industry,
you
know
really
rapid
wage
increases
going
up
through
2022.
Some
of
that
is
starting
to
modulate,
like
I
said
in
this
last
year,
for
which
we
have
data.
A
P
So
Mr,
chairman
and
and
referring
back
to
how
does
Wyoming
look
in
comparison
to
other
states.
This
chart
is
looking
at
the
ratio
between
teachers,
wages
and
the
wages
of
other
workers.
So
in
other
words,
you
know
these
were
the
figures
that
I
gave
you
before.
If
we
look
at
the
ratio
of
these
teacher
wages,
that
black
line
to
the
blue
line
so
kind
of
what
percentage
of
the
average
professional
and
Technical
worker
are
are
teaching
wages,
and
then
we
compare
that
in
Wyoming
and
with
other
states.
P
That's
what
this
graph
is
showing
us,
so
you
can
see
in
Wyoming
in
terms
of
actual
salaries,
starting
back
in
2006.
They
were
close
to
about
95
percent
teaching.
Wages
were
close
to
about
95
percent
of
the
wages
of
other
professional
and
Technical
workers,
and
that
that
has
declined
over
time
and
now
sits
at
about
82
percent.
So
as
of
2022,
the
average
teacher
in
Wyoming
was
making
about
82
percent
of
what
that
average,
professional
and
Technical
worker
was
making
the
dotted
line,
takes
the
model
salary.
P
So
not
what
districts
are
actually
paying,
but
what
the?
What
the
legislative
model
stipulates
and
takes
that
rate
same
ratio
so
model
salaries
in
relation
to
the
salaries
of
other
professional
and
Technical
workers.
The
Blue
Line
shows
where
adjacent
States
sit,
and
so
you
can
see
that
over
this
period
in
surrounding
states,
as
well
as
in
the
United
States
as
a
whole
teacher
wages
or
closer
to
about
77
of
what
the
average
worker
who
had
a
professional
or
technical
occupation
made,
you
can
see
that
model
salaries
initially
had
a
much
higher
ratio.
P
So
the
model
was
stipulating.
You
know
higher
wages
relative
to
what
a
professional
and
Technical
worker
made,
but
that
that's
converged
so
since
2018
that
sits
well
in
line
with
adjacent
States
and
the
U.S
as
a
whole.
So
this
kind
of
competitive
advantage
in
Wyoming
for
the
model
salaries
has
been
erased,
and
you
can
also
see
that
as
salaries
in
other
professional
and
Technical
occupations
have
increased
rapidly
in
the
last
couple
of
years
that
teaching
wages
have
not
kept
pace
in
many
other
states
as
well.
P
D
Dr
Stoddard,
you
know
kind
of
going
back
to
representative
Brown's
question
I
I,
think
being
more
specifically
is
really
interested
in
seeing
purely
the
comparison
between
teacher
salaries
in
Wyoming
versus
teachers,
salaries
in
other
states,
not
the
combination
of
professional
and
Technical,
which
would
be
all
inclusive.
Do
you
have
that
information
good.
P
Yes,
Mr
chairman
yep,
that's
coming
next,
so
this
is
again.
This
is
kind
of
saying
how
competitive
is
the
teaching
occupation
compared
to
other
occupations?
Are
your
college
students
going
to
be
attracted
into
teaching
based
on
salaries
or
not?
How
does
that
look
in
Wyoming
in
comparison
to
other
states,
but
doesn't
tell
you
yet
about
specific
salaries,
but
that's
coming
this
next
graph
is,
is
showing
you
the
breakout
for
adjacent
States,
so
here's
that
ratio
again
of
actual
salaries
in
comparison
to
salaries
of
other
professional
and
Technical
workers.
P
The
dotted
line
again
is
your
model,
salary
ratio,
and
then
each
of
these
shows
the
ratio
in
other
states,
and
so
you
can
see
that,
while
the
ratio
in
Wyoming
you
know
in
the
first
part
of
this
period,
was
much
higher
than
in
adjacent
States.
You
know
other
states
are
starting
to
catch
up
and
that
the
model
ratio
is
is
kind
of
in
the
middle,
so
that
ratio
is
lower
than
it
is
in
Idaho,
in
Montana
and
in
Utah,
but
above
that
ratio
in
South
Dakota
and
in
Colorado.
B
Mr
chairman
question
is:
we've
got
the
the
actual
and
the
model
salaries
for
Wyoming
actual
is
what
our
school
districts
have
really
done.
Does
the
do
the
model
salaries
really
have
any
significant
meaning
in
any
of
these
calculations?.
P
So
Mr
chairman,
so
one
point
is
to
note
that
other
states
don't
have
model
salaries,
so
some
of
them
have
like
a
minimum
salary,
but
the
funding
structure
is
different.
So
that's
the
reason
why
we
just
have
the
model
salaries
for
Wyoming
as
compared
to
you
know
having
model
sellers
in
other
states.
P
To
your
other
question,
part
of
the
reason
that
I
put
the
model
salaries
in
here
is
that
obviously
the
ECA
anyeca
that
would
be
applied
would
be
applied
to
the
model
salaries,
so
it
seemed
like
it
would
be
relevant
to
give
you
both
what
districts
are
actually
doing
and
and
what
your
model
stipulates.
O
You
Mr
chairman,
just
I,
need
to
be
taught
something
about.
The
Wyoming
model
are,
is
that
based
on
an
estimate
of
actual
number
of
teachers,
or
is
that,
based
on
a
model
on
the
modeling
number
of
teachers,.
P
Mr
chairman,
this
is
based
on
the
model
salary.
So
the
fact
that
districts
are
paying
higher
salaries
than
the
model
salaries
in
part
is
related
to
them.
Spending
less
than
the
model
stipulates
on
other
things.
So
one
example
which
which
I
believe
Mr
Wilmarth
alluded
to
already
was
that
this
many
districts
hire
fewer
teachers
than
the
model
stipulates,
but
pay
them
higher
salaries,
and
you
know
I
think
why
that's
happening
you
know.
Certainly
districts
could
could
be
informative
about
that.
P
One
potential
reason
might
be
if
districts
feel
like
there
are
cost
pressures
they're
unable
to
hire
enough
teachers
or
higher
higher
quality
enough
teachers
based
on
the
model
salaries
that
they
feel
the
need
to
increase
salaries
above
that,
but
there
may
be
other
reasons
for
why
they're
hiring
fewer
teachers
but
paying
higher
salaries.
Let's.
H
Yeah
Mr
chairman,
just
to
add
on
to
Dr
Stoddard's
comments,
the
the
model
salary
that
you
see
here
accounts
for
the
quantity
or
the
number
of
positions
allocated
through
the
model,
and
it
also
accounts
for
each
District's
characteristics
on
experience,
education
and
Regional
cost
adjustment.
So
it's
a
combination
of
all
that
together
that
produces
that
model
weighted
average
salary.
O
Yeah,
thank
you
Mr
chairman,
so
Matt.
My
question,
I
guess
just
kind
of
summarizes
on
those
two
lines:
the
solid
line
and
the
dotted
line.
Those
aren't
necessarily
the
same
number
of
of
teachers
that
are
in
those
calculations,
Mr.
H
H
P
So
one
question
that
sometimes
comes
up
you
know
in
talking
about
this
ratio
is
sort
of
like
what's
the
right
ratio
and
noting
the
fact
that
you
know,
teachers
both
in
Wyoming
and
in
other
states,
do
tend
to
be
paid
less
than
other
professional
and
Technical
workers,
and
part
of
that
is
likely
related
to
the
fact
that
hours
and
weeks
of
work
differ.
So
looking
at
census
data
when
teachers
report
how
many
hours
they
work
non-teachers
report
how
many
hours
they
work
per
week
in
the
in
a
usual
week.
P
Those
hours
of
work
tend
to
be
quite
similar,
so
44
hours
per
week
reported
on
average
by
teachers,
45
hours
per
week,
reported
on
average
by
non-teachers,
but
obviously
teachers
have
fewer
weeks
of
work
so
in
Wyoming
with
185
contract
days
and
that
works
out
to
about
37
weeks
of
work,
most
teachers.
When
you
look
at
the
census
data
and
they
say
how
how
many
weeks
they
work
most
of
them
report
40
40
weeks
per
year.
P
So
you
know
the
37
weeks
of
work,
but
also
you
know
weeks
in
the
summer
spent
preparing
or
or
in
in
other
activity
that
they
view
as
related
to
work,
the
national
compensation
survey.
Again,
a
survey
by
the
Bureau
of
Labor
Statistics
looks
at
Private,
Industry
workers
and
and
for
them
vacation
days
tend
to
vary
based
on
experience.
So
if
we're
looking
at
at
folks
who
are
have
worked
for
at
least
five
years,
they
tend
to
have
somewhere
between
15
and
20
days
of
vacation.
So
we
could
say:
okay.
P
Well,
then
a
private
worker
tends
to
work
48
to
49
weeks
per
year.
You
know
based
on
holidays
and
vacation.
They
have
some
time
off.
Teachers
tend
to
work
between,
let's
say
37
and
40
weeks
per
year,
and
so,
if
we
take
that
ratio,
you
know
we're
getting
a
ratio
of
about
76
to
83
percent
in
terms
of
weeks
of
work.
So
looking
at
a
ratio,
as
we
saw
you
know
back
here,
currently
the
ratio
in
Wyoming
is
about
82
percent.
The
model
ratio
is
at
about
77
percent.
P
You
know
that
that
lies
within
kind
of
that
range.
In
terms
of
you
know
how
much
are
teachers
working
per
year
in
comparison
to
other
workers?
P
So
there
was
a
question
earlier
this
summer
about
benefits
and
what
benefits
look
like
for
teachers
in
comparison
to
other
workers.
So
I
pulled
some
information
on
employee
compensation.
This
is
as
of
March
of
2023
what
the
benefits
look
like
for
teachers,
the
Bureau
of
Labor
Statistics
breaks
this
out
for
all
management,
professional
and
related
occupations,
and
then
they
provide
teachers
and
registered
nurses.
P
So
this
is
again
this
is
National
Data,
but
gives
you
a
sense
of
how
benefits
compare
for
teachers
and
and
other
occupations,
and
so
you
can
see
that
for
teachers,
benefits
related
to
paid
leave
and
supplemental
pay
tend
to
be
lower,
benefits
for
insurance
and
for
retirement
and
savings
programs
tend
to
be
higher.
The
legally
required
benefits
related
to
Medicare
and
sorry,
yeah,
Medicare
and
Social.
Security
are
lower,
obviously,
because
of
social
security.
F
I
P
So
moving
sorry.
P
Yes,
so
moving
on
to
labor
market
indicators
that
look
at
I
I
believe
there
was
a
question
about
this
earlier
about
how
do
teaching
wages
in
Wyoming
compare
to
teaching
wages
in
other
states.
This
data
comes
from
the
National
Education
Association.
They
do
a
survey
of
State
education
agencies
and
also
look
at
contracts
negotiated
between
teachers,
unions
and
and
districts,
and
so
this
will
tell
us
something
about
how
attractive
is
Wyoming
as
a
teaching
profession
in
comparison
to
teaching
in
another
state.
P
P
The
blue
line
at
the
top
with
the
circles,
is
showing
what
salaries
are
for
the
average
teacher
in
the
United
States
and
then
the
orange
line
is
showing
what
average
teachers
are
in
adjacent
states
in
North
Dakota.
So
you
can
see
that
in
general
salaries
in
Wyoming
tracked
U.S
salaries,
the
average
up
through
about
2015-16
school
year.
Since
then,
what
teaching
salaries
in
Wyoming
have
not
grown
at
the
same
rate
as
teaching
salaries
in
the
US
as
a
whole?
You
can
also
see
that
Wyoming
salaries
were
quite
competitive.
P
P
So
again
this
this
data
runs
up
through
up
through
2022-23
I,
just
put
in
as
a
DOT
the
model
average
that
reflects
the
4.25
ECA,
so
there's
the
dot
of
where
Wyoming's
going,
and
so
you
can
see
that
that
model
average
has
increased.
P
What's
going
to
happen
in
adjacent
States,
isn't
you
know
we?
Don't?
We
don't
have
data
on
that
just
yet.
P
So
this
graph
is
then
breaking
that
out
for
each
of
the
adjacent
States.
So
we
can
see
that
for
the
first
time
since
I've,
you
know
been
doing
this
series
that
we
now
have
other
states
that
are
surpassing
the
average
salary
of
Wyoming,
so
in
this
last
year
of
data,
so
up
through
2022-23
salaries
in
Utah,
on
average
now
exceed
salaries
in
Wyoming,
as
well
as
salaries.
In
Colorado,
so
both
of
those
are
above
and
salaries
in
Wyoming
still
are
higher
than
in
the
other
states
in
the
region.
You
can
see.
P
Model
salaries
now
are
only
lie
above
the
salaries
in
South
Dakota,
that
they're
below
all
of
the
salaries
of
states
in
the
region,
with
the
exception
of
of
South
Dakota
foreign
just
tells
us
something
about
the
average.
P
Obviously
districts.
Individual
salaries
vary
some
and
so
this
year,
in
response
to
questions
by
the
committee,
I
did
a
little
bit
more
work,
trying
to
look
at
how
do
districts
in
Wyoming
individually,
compare
to
districts
in
this
state
or
sorry
in
other
states.
So
this
is
kind
of
a
new
graph,
and
so
let
me
just
talk
it
through
for
a
minute
here,
so
these
white
bars
are
showing
the
percentage
of
districts
that
are
paying
different
salary
levels.
P
So
we
can
see
you
know,
here's
Teton
County
at
the
top
as
the
highest
paid
District
in
the
state,
and
you
can
see
that
all
of
the
salaries
for
districts
in
Wyoming
for
the
2021-2022
school
year
lie
above
fifty
thousand
dollars.
If
we
look
at
adjacent
States,
so
not
all
of
them
provide
this
data
in
a
public
way
that
I
could
access
so
Colorado
Idaho,
North,
Dakota,
South,
Dakota
and
Utah.
P
You
know
post
District
salaries,
the
latest
data,
some
of
those
States
posted
for
was
2021
2022.
So
just
as
a
reminder
that
would
be
looking
back
a
couple
of
years
on
this
graph.
So
looking
at
at
this
position
here
so.
P
And
you
can
see
whoops
sorry,
you
can
see
that
most
of
these
adjacent
states
have
much
more
dispersion
in
their
salaries.
So
there
were
a
few
districts
in
these
adjacent
States
that
had
salaries
that
were
as
high
as
some
of
the
highest
paid
districts
in
Wyoming.
P
There
were
quite
a
few
districts
that
had
salaries
below
where,
where
Wyoming
was
paid
so
much
more
dispersion,
the
the
model
in
Wyoming,
really,
you
know
kind
of
cuts
off
the
number
of
districts
that
have
really
low
salaries,
and
so
because
you
might
be
interested.
If
you
want
to
look
at
you
know
the
very
highest
paid
districts.
P
So
here
is
what
Teton
County
actually
was
paying
in
the
2021-2022
school
year.
This
gives
the
model
salary
for
Teton
County,
based
on
the
regional
cost
adjustment,
and
then
this
shows
that
there
was
districts
a
couple
of
districts
in
Colorado
that
paid
more
in
2021-22,
but
other
districts
in
these
other
states
were
below
those
top
paid
districts.
If
we
look
at
the
top
10
percent
of
districts,
we
can
see
that
there
Wyoming
was
a
little
bit
closer
to
several
of
these
other
states.
P
So
the
high
end,
the
way
I
interpret
this
is
the
highest
paid.
Districts
in
Wyoming
are
competitive
with
the
highest
paid
districts
in
other
states,
they're
more
similar.
As
of
2021-2022.
You
know
competitive.
P
The
bottom
paid
districts
in
Wyoming,
though,
do
much
better
than
the
bottom
paid
districts
in
other
states,
as
I
mentioned.
You
know,
that's
that
data
is
now
a
couple
of
years
back.
Only
Colorado
and
Idaho
had
posted
their
data
for
2022
2023,
and
you
can
see
pretty
rapid
increases
for
both
Colorado
and
Idaho
in
that
year,
and
so
now
Colorado
has
a
significant
premium.
P
If
we're
looking
at
their
highest
paid
District,
you
can
also
see
that
Idaho
really
moved
up
in
comparison
to
where
they
were
in
the
previous
year,
so
they're
looking
much
more
competitive
in
terms
of
their
top
paid
districts
and
their
top.
You
know
10
percent
of
districts
looking
much
more
competitive,
and
particularly
that's
true.
If
we
compare
the
model
salaries
with
what
these
other
states
are,
paying.
M
Thank
you
Mr
chairman,
thank
you.
Dr
Stoddard,
with
regards
to
Colorado
and
Idaho,
is
that
in
in
large
part,
due
to
their
massive
population
growth
in
the
last
10
years,
I
started.
P
So
Mr
chairman
I,
couldn't
speak
to
exactly
why
those
salaries
have
increased
so
rapidly,
so
certainly
Idaho
and
Colorado
have
both.
You
know,
like
Idaho
in
particular,
has
has
made
some
real
efforts
to
increase
teacher
salaries.
You
know
they
used
to
be
a
much
lower
paid
State
and
have
really
put
more
resources
into
increasing
teacher
salaries.
You
know,
obviously
both
of
those
states
are
states
that
yeah
have
experienced.
P
You
know:
Rising
property
prices,
I
I,
expect
that
that's
gonna
relate
to
appraised
values
and
and
how
much
they're
able
to
raise
in
tax
revenue.
But
you
know
I
didn't
dig
into
each
of
these
states
and
exactly
what
what's
going
on.
B
It
seems
to
me
that
that,
and
and
the
graphic
chart
show
is
that
Wyoming
has
achieved
a
lot
greater
equality
in
terms
of
teachers,
salaries
and,
if
that
relates
to
Performance,
then
we're
achieving
more
should
be
achieving
more
equality
and
performance
it
does.
It
does
seem
Mr
chairman,
if
you're,
that
the
other
states,
where
you
have
the
the
old
model,
that
it
depends
on
good
part
on
the
wealth
of
the
district.
B
P
Mr
chairman,
that's
accurate,
so
Wyoming
has,
because
you
have
this
state
model
that
really
you
know,
equalizes
resources
to
a
much
greater
extent
across
districts.
You
you
have
a
much.
You
have
much
less
disparities
in
in
what's
available
for
different
districts.
I
think
that's,
that's
absolutely
correct.
How
that
translates
into
student
performance
isn't
something
that
I've
looked
at,
but
certainly
it
does
suggest
that
your
lowest
paid
districts
are
are
much
more
competitive
than
they
are
in
other
states.
B
Chairman,
we
have
looked
at
that
as
starting
to
in
terms
of
performance
in
the
the
primary
grades,
and
there
is
tremendous
inequality
among
the
various
districts
in
both
reading
and
math.
So
we're
we're
trying
to
figure
that
out
at
this
point
and
we'd
be
happy
to
furnish
you
with
some
of
that
data.
If
you
wanted.
P
Yeah
Mr
chairman
I
I.
That
doesn't
surprise
me
that
there's
a
lot
of
disparity,
certainly
a
lot
of
student
performance,
you
know,
relates
to
a
lot
of
factors
that
are
beyond
the
control
of
schools,
whether
that
disparity
is
less
in
Wyoming
than
in
other
states.
I,
don't
know
that,
but
I'd
certainly
be
happy
to
look
at
that
data.
If
that
was
of
interest
to
the
committee.
P
All
right,
Mr
chairman,
so
this
next
section
is
going
to
be
much
less
interesting,
so
again
we're
thinking
about
these
kind
of
factors
that
influence
cost
pressure.
So
one
of
the
factors
influencing
cost
pressure
is
pressure
from
other
occupations,
wage
growth
and
other
occupations
or
wage
growth
in
other
states.
A
Second
Source
might
be
changes
in
demographics
if
there
were
changes
in
student
enrollment
or
in
teacher
retirement,
that
might
lead
districts
to
need
to
increase
salaries
more,
but
it
turns
out
there's
very
little
pressure.
P
That's
coming
from
demographics,
so
student
enrollment
has
been
relatively
flat,
is
predicted
to
decline
so
that
that
suggests
that
there's
not
going
to
be
a
big
need
to
you
know,
recruit
a
whole
lot
of
teachers
for
increasing
student
populations.
Of
course,
those
predictions
are
always
you
know,
subject
to
change
and
then,
in
terms
of
teacher
retirement,
again
we're
not
seeing
big
changes
in
you
know
large
fractions
of
teachers,
retiring
or
changes
in
in
that
so
a
declining
number
of
teachers
who
are
60
and
older
and
and
so
we're
not
anticipating.
B
Mr
chairman,
as
as
I
talked
to
teachers-
and
this
is
anecdotally,
I'm
hearing
a
lot
of-
we
want
to
get
out
of
the
profession
because
of
frustrations
in
not
being
able
to
get
professional
satisfaction.
The
system
just
isn't
working
kind
of
thing.
Is
there
any
way
to
tease
that
out
in
the
data,
or
is
that
just
anecdotal
observation.
P
So
Mr
chairman,
yes,
so
it
planted
that
question
there
to
segue
into
the
next
part,
so
the
next
part
I'm
going
to
look
at
well.
This
is
saying:
are
there
a
lot
of
older
teachers
who
are
going
to
retire
just
because
they've
reached
the
end
of
their
career?
This
next
section,
where
we're
thinking
about
what
other
kinds
of
pressures
are
on
districts
would
be
if
there
are
a
lot
of
teachers
who
leave.
P
So
what
have
we
seen
that
way,
how
many
teachers
are
leaving
and
how
many
of
them
appear
to
be
leaving
early
on
in
their
career?
How
many
of
them
are
leaving?
Who
are
you
know,
closer
to
retirement
and
how
many
are
leaving
that
are
kind
of
in
the
middle
in
the
middle
of
their
their
tenure?
So
so
this
graph
is
showing
the
percentage
of
new
hires.
So
in
2022
we
have
the
highest,
although
just
by
a
little
bit
highest
percentage
of
new
hires,
so
indicating
more
more
turnover
or
more
hiring.
P
For
other
reasons
than
in
previous
years,
you
can
see
that
turnover
rates
were
you
know
about
10
percent.
There
was
kind
of
a
dip
in
2017
but
kind
of
remained
at
about
10
percent
and
have
increased.
P
You
know
in
this
last
year,
so
I'm
going
to
look
at
that,
in
particular,
focusing
on
new
teachers,
so
teachers
with
zero
to
three
years
experience
and
the
reason
for
that
is
first,
you
know
there's
a
lot
of
training
costs
and
recruitment
costs
for
a
district
if
they
have
a
lot
of
high
turnover
of
these
young
teachers,
and
the
other
thing
is
that
the
research
has
shown
really
conclusively
that
teachers
gain
an
Effectiveness
quite
a
bit
through
those
first
three
years
of
their
career.
P
So
after
three
years
of
experience
you
know
kind
of
gains
you
know
continue,
but
but
not
as
strikingly
as
in
those
first
three
years
of
experience,
so
having
a
lot
of
churn
of
young
teachers
is
going
to
indicate
that
students
are,
you
know,
having
to
experience
much
less
prepared
teachers
on
average
and
that's
more
concerning
when
we
think
about
student
performance
beyond
that,
there's
not
very
much
information
about
kind
of
the
quality
of
individual
teachers.
So
in
terms
of
determining
who
is
it
that's
leaving
Wyoming?
P
You
know
I
can't
speak
to
that,
but
we
can
say
something
about
new
and
inexperienced
teachers
in
their
turnover
foreign.
So
this
slide,
then,
is
breaking
out
turnover
rates
based
on
either
age
or
experience,
so
the
Top
Line.
Let
me
just
start
with
that
is
looking
at
teachers
who
are
close
to
retirement
age,
and
so
definitely
teachers
who
had
been
working
in
2020.
Many
of
them
who
are
close
to
retirement
age
retired
in
2021..
P
So
that's
not
surprising,
so
covid
led
to
you
know
kind
of
an
increase
in
the
number
of
older
teachers
who
exited
the
profession,
and
so
that
was
a
pretty
high
rate.
Last
year,
when
I
reported
to
this
committee,
that's
come
down.
So
if
we
look
at
teachers
it
who
were
a
teacher
in
the
2021-2022
school
year,
how
many
of
them
stayed
in
the
following
year?
P
P
How
many
teachers
in
this
school
year
weren't
there
the
next
year
and
you
can
see
since
2019
that's
edged
up
a
little
bit
and
in
particular,
we've
seen
kind
of
you
know
not
huge,
but
sustained
increases
for
these
new
teachers,
something
that
I
think
the
committee
it's
worth
paying
attention
to
is
we're
also
seeing
this
increase
in
exit
rates
for
teachers
in
the
middle
of
their
careers,
so
that
rate
tends
to
be
quite
low,
a
teacher
who's
already
stuck
it
out
for
four
years
most
of
those
teachers
stay.
P
You
know
that,
historically
you
know
five
six
seven
percent
of
those
teachers
would
leave
in
any
given
year,
probably
for
a
variety
of
reasons.
Maybe
their
spouse
got
a
job
in
a
different
state,
and
so
they
exited,
but
we've
seen
that
creep
up
to
much
closer
to
ten
percent
and
so
I
think
that's
a
data
point
that's
worth
being
concerned
about,
because
I
think
that
does
speak
to
larger
reasons.
Why
why
teachers
may
be
exiting.
B
A
Okay
and.
P
Yeah
in
terms
of
vacancies,
you
know,
there's
been
a
lot
of
discussion
in
the
news
media
in
general
nationally
about
teacher
shortage
and
difficulties
in
in
attracting
teachers.
Wyoming
doesn't
keep
track
of
vacancy
data
in
in
a
comprehensive
way.
So
there
are
some
states
that
don't
Wyoming
is
one
of
them.
So
it's
difficult
to
say
you
know:
is
there
teaching
shortage
in
Wyoming?
Certainly
we
know
from
National
Data
that
teacher
shortages
tend
to
be
more
acute
in
certain
teaching.
Fields
special
education
is
one
that
comes
up
a
lot.
P
I'll
note
that
you
know
Laramie
I
think
is
I
believe
just
past
bonuses
for
teachers
in
special
education
in
part,
because
I
think
it
is
a
difficult
field
to
recruit
in,
but
there
isn't
comprehensive
data
on
vacancies.
P
A
M
A
P
All
right,
so
the
last
section
of
this
report
just
briefly
looks
at
the
preparation
and
training
pipeline
for
teachers,
so
what
programs
are
hires
coming
from
and
what
can
we
say
about
the
pipeline
for
future
teachers?
P
So
this
is
looking
at
new
newly
minted
Bas.
Basically
so,
teachers
who
earned
their
bachelor's
degree
in
the
last
five
years
were
hired
somewhere
between
2018
and
2022.
P
Where
are
they
coming
from
so
about
45
of
new
hires
in
Wyoming,
who
had
recently
received
a
ba
came
from
the
University
of
Wyoming,
so
obviously
the
largest
institution,
the
next
largest
institution,
is
Western
Governors
University,
with
about
12
percent
of
your
teachers.
Coming
from
there,
six
percent
from
Black
Hills
State
University,
the
other
kind
of
big
contributors
are
Valley,
City,
State,
Chadron,
State
and
Grand
Canyon
University.
P
So
you
can
see
that
very
few
of
your
teachers
are
coming
from
kind
of
state
institutions
in
other
states,
although
you
have
about
one
to
two
percent
coming
from
Brigham
Young
University,
Idaho,
University
of
Northern
Colorado
and
Utah
State
University.
So
those
are
the
main
places
where
teachers
are
coming
from
in
Wyoming.
P
This
shows
you,
then
the
number
of
people
that
are
being
trained
at
the
University
of
Wyoming,
so
how
many
of
them
are
earning
bachelor's
degrees.
Like
many
other
states,
you
know,
Wyoming
has
seen
a
decline
somewhat
in
the
percentage
of
students
who
are
who
are
majoring
in
education.
So
if
we
look
at
graduates
with
some
kind
of
a
degree
in
education,
you
know
back
in
2015.
It
was
about
10
percent.
P
That's
Fallen
somewhat
over
this
period
to
be
currently
the
2023
graduates
about
8.6
percent.
So
you
know
about
20
fewer
students
on
average
in
each
year
that
are
graduating
in
education.
Then
you
know
about
10
years
ago,
doctor.
F
B
Miss
chairman,
the
of
these
various
universities,
do
we
have
any
fix
on
how
many
of
these
graduates
are
coming
from
Strictly
online
programs,
as
as
opposed
to
more
traditional
in-person
instruction.
P
Yeah
Mr
chairman
a
number
of
these
institutions
that
I've
put
up
here,
Grand
Canyon
University,
you
know
several
of
these
other
ones
are-
are
largely
online
programs,
so
you
know
large
online
components
at
Western,
Governors
at
Chadron,
State
at
Grand,
Canyon
I
believe
also
Valley
City
University,
it's
a
little
bit
hard
to
say
exactly
because
a
number
of
universities
these
days
also
are
expanding
their
online
options.
So
so
you
could
be
graduating
from
kind
of
a
traditional
University
but
still
have
an
online
degree,
but
that's
correct.
P
P
Mr,
chairman
yeah,
so
this
is
showing
that
same
data
kind
of
going
back
through
2010.
So
you
can
see
that
the
bulk
of
the
decline,
you
know
a
much
sharper
decline
between
2010
and
2015
in
terms
of
the
number
of
teaching
degrees
from
the
University
of
Wyoming.
You
know
it's
kind
of
flattened
out
since
then
been
more
stable,
but
but
currently
you
know,
as
you
saw
about
170
to
180
students
in
each
year,
graduating
with
a
degree
in
teaching
as
compared
to
you
know,
250.
P
Very
small
recent
uptick,
but,
like
I
said
this
is
looking
at
number
of
Majors,
now
not
number
of
graduates.
So,
potentially
you
know
you'll
see
more
graduates
in
the
coming
years,
but
you
know
obviously,
students
change
their
Majors,
so
we'll
be
continuing
to
watch
that
foreign
in
terms
of
other
ways.
Teachers
are
prepared,
so
this
is
now
looking
at.
You
know
what
does
that
pipeline?
P
Look
like
in
Wyoming
as
compared
to
other
states,
so
many
other
states
have
some
other
alternative
way,
other
than
kind
of
a
traditional
teacher
preparation
program
like
the
University
of
Wyoming,
where
teachers
can
get
certified
to
teach,
and
so
this
is
looking
at
Wyoming
here.
You'll
see
these
two
bars
are
showing
what's
the
percentage
change
in
the
number
of
teachers
who
are
being
prepared,
the
number
of
teaching
candidates
who
are
prepared
in
a
traditional
program
versus
the
total
number.
P
Those
are
the
same
in
Wyoming,
because
that
up
through
2021
was
the
only
way
that
teachers
could
become
prepared
in
the
state
of
Wyoming
to
to
be
a
teaching
candidate
and,
like
many
other
states,
with
the
exception
of
North
Dakota,
you
can
see
that
there
were
declines
in
these
sort
of
tradition,
preparation
programs,
both
in
the
United
States
and
in
other
states.
P
You
know
that
was
a
little
bit
offset
by
the
fact
that
there
were
these
kind
of
alternative
ways
to
be
certified,
and
you
can
see
that's
especially
true
in
a
state
like
Nebraska,
which
has
really
expanded
the
the
other
kinds
of
ways
that
a
teacher
can
be
prepared.
Many
of
these
are
kind
of
grow.
Your
own
programs
that
you
know
allow
options
for,
say,
prayer
professionals
to
become
certified
or
alternative
ways
of
becoming
certified
other
than
attending
a
traditional
teacher
preparation
program.
You
can
also
see
that
Idaho
is
another
state.
P
So
several
different
ways
a
teacher
can
be
prepared,
one
is
to
you
know,
attend
the
University
of
Wyoming
and
in
Most
states.
Then
teachers
take
the
a
Praxis
exam
or
a
similar
kinds
of
teacher
certification
exam.
So
we
can
look
at
okay
here,
all
the
kids
that
attended
University
graduated
when
to
take
that
exam
and
passed,
and
you
can
see
that
past
rates
on
the
Praxis
exam
in
many
of
the
adjacent
states
are
pretty
high.
P
So
of
this,
the
teacher
candidates
who
are
sitting
for
the
teaching
exam
you
know
most
of
them
passing
Wyoming
that
pass
rate
is
much
lower
and
you
know
not
not
being
an
expert
in
this
particular
area.
I
can't
exactly
explain
why
it
is
that
Pass
rates
in
Wyoming
are
so
low.
P
One
thing
I
will
note
is
that
Wyoming
and
Colorado
are
two
states
where
you
don't
have
to
take
the
process:
Praxis
exam
for
all
of
the
different
teaching
positions,
so
in
Wyoming
the
teachers
sitting
for
the
practice
teachers
have
to
sit
for
the
practice
exam
for
elementary
education
and
I
believe
it's
social
studies.
P
So
perhaps
there
are
candidates
sitting
for
that
exam
that
don't
really
need
it
and
aren't
studying
as
much
I
I'm,
not
sure
what
what
why
it
is
that
the
number
of
individuals
that
are
taking
that
exam
in
Wyoming
the
number
that
are
passing
as
a
percentage
is
so
low,
but
that
potentially
could
be
something
that
influences
you
know,
influences
your
pipeline
of
teachers.
P
So
in
conclusion,
I'll
just
sum
up
kind
of
the
give
you
the
bullet
points.
What
have
we
learned
from
all
of
this?
P
So
to
summarize
all
the
labor
market
indicators
as
I,
see
it
Wyoming
teacher
salaries,
both
model
and
actual
salaries,
but
model
salaries
in
particular,
have
shown
very
little
growth
since
2012
2013.,
actual
salaries
have
grown,
but
not
at
the
same
rate
as
in
other
states.
So,
consequently,
teacher
salaries
have
fallen
relative
to
salaries
and
other
comparable
occupations
in
Wyoming.
So
the
high
was
a
ratio
of
96
percent.
P
The
the
rate
in
2021
was
87,
that's
fallen
down
to
a
ratio
of
83
percent
in
2022,
so
a
significant
decrease
in
the
ratio
of
teaching
wages
relative
to
the
wages
of
other
occupations,
the
2021
to
2022
decline
that
decline
from
87
to
83
percent.
That
was
pretty
sharp,
and
that
was
largely
due
to
really
rapid
wage
increases
in
health
and
in
business.
That
ratio
is
still
higher
than
in
other
states,
so
the
ratio
and
surrounding
states
is
74
and
is
72
percent
nationally.
P
P
Those
actual
salaries
have
grown
quite
slowly,
so
grew
at
less
than
one
percent
per
year.
Over
the
last
five
years,
where
average
salaries
in
other
states
have
been
increasing
one
to
two
percent
per
year,
so
consequently,
that
premium,
how
much
more
are
Wyoming
teachers
paid
compared
to
other
states?
They
were
paid
about
26
percent
more
in
the
2010-11
school
year.
It
was
about
10
percent,
more
in
2021,
22
and,
as
I
said,
that's
Fallen
to
6.6
percent
in
the
last
year,
for
which
we
have
data.
P
So
for
the
first
time
since
I've
been
doing
this
report
and
I've
been
doing
it
for
a
lot
of
years.
Now,
for
the
first
time,
other
states
in
the
region
now
have
average
wages
that
lie
above
Wyoming
and
that's
true
for
Utah
and
Nebraska,
and
other
states
in
the
region
are
still
lower.
But
as
I
mentioned,
their
salaries
have
tended
to
increase
more
rapidly,
so
salaries
in
the
model.
P
P
There
are
very
few
low-paid
districts
in
Wyoming
where,
if
we
look
at
the
comparison
States
for
which
we
have
data
half
of
those
districts
and
those
other
states
had
salaries
that
that
lied
below
if
we're
looking
at
the
highest
paid
districts.
At
this
point,
the
highest
paid
districts
in
Wyoming
have
salaries
that
are
much
more
similar
to
the
highly
paid
districts
in
Colorado,
Idaho,
Utah
and
North
Dakota.
D
Go
ahead,
thank
you.
Mr
chairman
Dr
Stoddard
help
me
understand
in
a
little
more
detail.
What
that
means,
when
you
say
all
districts
paid
above
fifty
thousand
is
that
is
that
that
they
had
a
wage
that
was
50
000
or
that
that
was
starting
wage
or
that
was
average
wage.
What
does
that
mean?
Okay,
Doctor,
sorry,
yeah.
P
P
District
was
right
about
50
000,
where,
if
we
look
at
these
comparison
states,
there
are
a
number
where
their
average
salary
in
the
district
was
was
below
that,
and
that
was
that
figure
that
had
the
green
bars
and
the
you
know
kind
of
hollow
white
bars
that
that
showed
that
so
Wyoming
has
a
much
more
compressed,
much
more
equality
across
districts
in
terms
of
teacher
salaries
than
other
states.
P
So
Mr
chairman
to
then
just
continuing
in
terms
of
demographic
indicators,
we're
not
seeing
cost
pressures
coming
from
that
the
cost
pressures
are
really
coming
from
the
broader
labor
market
and
from
wages
in
other
states.
So
again,
continued
projections
that
student
enrollment
is
projected
can
continue
to
decline,
not
seeing
any
increases
in
terms
of
retirement
pressures.
There
was
kind
of
a
spike
in
turnover
rates
for
teachers
close
to
retirement
in
2021,
but
that's
kind
of
Fallen
back
to
normal.
P
However,
we
are
seeing
increases
in
turnover
in
general,
so
about
12
percent
of
teachers
in
2022-23
were
new
hires
slight
rise
exit
rates
right
about
in
line
with
that.
Not
surprisingly,
since
there
aren't
these
big
changes
in
in
student
enrollment,
so
exit
rates
were
about
12,
12,
so
again,
a
slight
rise.
We
are
seeing
exit
rates
for
new
teachers
that
are
upticking
to
closer
to
16
percent
and
mid-career
teachers,
again
exit
rates
up
ticking
to
about
nine
percent.
P
B
Mr
chairman
on
that
highest
in
Wyoming
or
highest
in
the.
P
Highest
in
Wyoming,
yeah,
yeah,
Mr,
chairman
I,
can't
speak
to
what
exit
rates
look
like
in
other
states,
because
I
don't
have
their
Staffing
data.
I
can
say
that
Utah
I
I
did
look
a
little
bit
to
see
if
I
could
find
other
kinds
of
data.
Speaking
to
that
and
I
did
see,
you
know
Utah
posted,
that
their
exit
rates
are
about
10
percent,
but
I
didn't
find
comprehensive
data
from
that
for
the
other
states
in
the
region.
P
So
these
rates
of
being
the
highest
or
the
highest
in
Wyoming
that
I've
recorded.
You
know
when
I
look
back
over
the
exit
rates.
You
know
going
back
to
2000
and
well
really
2008.
P
O
You
Mr
chairman,
these
upticks
that
you
referred
to
perhaps
relate
to
the
whole
area
of
job
satisfaction
and
teacher
morale.
Do
you
do
any
measurements
in
the
the
area
of
of
those
two
job
satisfaction
and
teacher
morale,
Dr,
Stoddard,
yeah,.
P
Mr
chairman,
no,
that
you
know
the
in
these
monitoring
reports
up
until
now,
I
just
relied
on
external
data
that
you
know
are
are
easy
to
access
in
each
year
and
that's
certainly
something
that
you
know
the
Department
of
Education
or
you
know
others
could
survey
teachers
and
and
get
more
information
about
that.
But
but
I
can't
speak
to
that
directly.
A
E
Ahead
representative
thanks
Mr,
chairman
and
representative,
the
department
of
Ed
had
those
surveys
this
year
and
they
went
over
early
in
our
one
of
our
first
meetings
that
that
data
and
those
those
are
quite
a
few
people
that
took
those
those
surveys.
The
first
Department
of
Ed
I
believe
Miss
Maloney,
Mrs
Maloney
could
could
offer
us
that
information
again
right.
A
P
And
then
so
then,
Mr
chairman,
just
just
concluding
what
we
just
heard,
which
is
that
the
number
and
fraction
of
bachelor's
degrees
in
education
at
the
University
of
Wyoming
has
been
trending
downward,
has
remained
relatively
stable
in
the
last
five
years.
P
Perhaps
a
slight
increase
in
the
number
of
Majors
and
again
noting
that
two
potential
recruitment
challenges
in
terms
of
building
up
a
more
robust
pipeline
of
teachers
in
Wyoming
has
been
the
lack
of
alternative
Pathways
into
teaching
and
potentially
a
concern
about
the
low
pass
rate
on
the
certification
exam.
So
that
concludes
my
presentation.
R
Thank
you,
Mr,
chairman
and
I
think,
particularly
with
recruitment
indicators.
Are
there
any?
Is
there
any
information
in
your
data
that
would
tell
us
how
housing
pressures
influence
teachers
and
graduates
that
would
be
coming
into
teaching.
I
know
I've
heard
from
multiple
districts
in
this
state
that
they
are
trying
to
find
ways
creative
ways
to
figure
out
housing
for
teachers,
because
there
just
simply
isn't
any
so
I'm
curious
if
there's
anything
that
you
have
from
your
data.
That
would
indicate
this
in
other
states.
Is
this
a
western
problem
or
a
Wyoming
problem?
R
P
Certainly
so
so
that's
not
data
that
I
have
collected
I
will
say
that,
yes,
that
that's
definitely
a
problem
that
a
number
of
western
states
are
talking
about.
I
know
in
Montana,
that's
also
becoming.
P
Becoming
an
issue
is,
as
housing
prices
have
escalated,
really
rapidly,
I,
don't
know
of
any
comprehensive
State
programs
that
address
that
I
I
believe
right
now
in
Wyoming.
Your
best
way
to
address
it
at
the
moment
has
been
through
the
regional
cost
adjustment
and
I.
Think
Dr
Taylor
can
speak
to
that
more
comprehensively,
but
I
don't
know
of
any
kind
of
state
programs,
although,
as
you
mentioned,
you
know,
certainly
districts
are
kind
of
thinking
about
that
and
how
to
handle
it.
E
Representative
Berger
thanks
Mr
chairman,
and
do
you
have
any
information
on
as
far
as
what
districts
and
even
across
the
country
and
individual
districts
here
in
Wyoming
how
much
they're
spending,
how
much
of
their
total
budgets
that
they're
spending
towards
teachers
and
well
all
staff
and
salaries
and
benefits?
What
are
what
are
those
numbers
like
or
percentages,
and
how
does
that
compare
maybe
to
oil
field
is
pretty
much
everybody
about.
What
are
we
spending
like
80,
two
to
eighty
six
percent
of
your
total
budgets.
E
P
Mr,
chairman
I,
think
Mr
Wilmarth
could
provide
you
that
information,
I
I,
believe
Matt.
You,
you
gave
a
number
about
how
much
staff
and
salaries
are,
as
as
a
percentage
of
the
total.
A
H
Man
Mr
chairman
and
represent
Berger.
We
can
certainly
pull
that
for
each
School
District.
They
report
salaries
and
benefits
and
their
expenditures
the
Department
of
Education
annually.
We
can
compare
that
to
what
the
block
grant
allocates,
I'm,
sure,
they're
very
similar,
and
it's
you're
right.
It's
it's
in
the
80ish
percent.
E
H
Chairman
representative,
Berger
I,
don't
know
and
I
know,
you'd
have
to
look
at
budgets
and
you
would
have
to
exclude
Capital
outlay.
You
know
purchases
for
you
know,
equipment
or
construction
costs.
We
would
not
include
that
in
our
analysis,
but
I
you
know
we
would
have
to
have
to
do
some
research
to
see
how
other
states
report
that
or
other
Industries
report
that
we
can
certainly
look
into
it.
But
I
think
Personnel
are
your
highest
costs.
Obviously,
in
most
budgets,.
C
Chairman
representative
closton
has
this
hand
raised
representative.
G
Thank
you
Mr
chairman,
and
thank
you
Dr
stodder.
This
was
great
information.
I
still
do
have
a
question.
You
did
show
the
benefits
of
teachers
nationally
compared
to
other
professions,
especially
nurses,
but
not
specifically
to
Wyoming
and
our
neighboring
states,
but
you
do
talk
about
in
other
throughout
most
of
the
rest
of
the
presentation.
So
you
know
I'm,
looking
at
North
Dakota
as
the
rule
of
90
for
retirement
and
their
teachers
contribute
11.75
of
their
salary,
Wyoming,
seven
percent
and
Rule
of
85..
G
P
Yeah
Mr
chairman
I,
could
certainly
look
into
that
information,
a
little
bit
more.
What
I
have
seen
so
far
and
again
it's
been
isolated,
States
rather
than
kind
of
a
comprehensive
picture.
You
know,
Wyoming
didn't
look
dramatically
different,
but
but
I'd
be
happy
to
provide
you.
The
data
points
that
I
have
like
I
said:
different
states
report
this
differently
and
have
different
measures
so,
but
I
could
certainly
collect.
You
know
a
a
set
of
of
information
about
that.
Thank.
G
T
All
right
good
morning,
Mr
chairman
members
of
the
Committees
I'm
Trent
Carroll
with
me,
is
Leslie
zimmerscheid,
and
we
are
both
from
the
Wyoming
Department
of
Education,
and
we
are
here
today
to
provide
you
with
our
annual
report
on
the
continued
review
of
educational
resources
in
Wyoming.
This
is
what
we
call
the
crew
report.
T
T
Most
of
the
data
in
our
report
today
is
for
the
prior
school
year,
but
I
did
want
to
mention
that
we
have
historical
data
going
all
the
way
back
to
school
year,
2005-2006
available
on
our
website
for
these
same
figures
that
Leslie
will
present
in
a
minute
through
the
link.
That's
provided
in
your
packet.
T
I
would
also
mention
that
we
are
currently
in
the
process
of
upgrading
our
online
reporting
system.
We've
been
working
on
that
over
the
last
year
and
we
hope
to
wrap
that
up
in
the
coming
months
we're
going
through
some
final
testing
at
this
time,
but
we
feel
like
that
reporting
tool
will
be
a
lot
more
user
friendly
than
the
current
system,
I
clicked
on
on
our
link
a
little
bit
earlier
this
morning,
and
it
took
several
minutes
just
for
the
home
page
to
load.
T
S
Okay,
good
morning,
Mr
chairman
again
I'm
Leslie
zimmerscheid
from
the
Department
of
Education
and
I'm
here
to
present
on
our
memo
in
your
packet,
the
wde
collaborates
with
the
lso,
the
school
Finance
State
advisory
committee
and
all
the
school
districts,
especially
the
business
officers,
to
produce
this
report.
S
This
report
is
intended
to
be
a
comparison
of
model,
funded
components
to
their
actual
expenditures,
so
Mr
chairman,
if
we
could
look
at
figure
one
on
page
two,
this
shows
the
number
of
schools
within
Wyoming
by
their
type
and
most
of
the
data.
Actually
all
of
the
data
in
this
report
will
refer
to
2223,
where
we
had
342
active
schools,
but
we
left
23-24
in
the
report,
so
you
can
see
where
we're
headed
in
the
future.
S
Moving
on
to
figure
number
two
ADM
has
decreased
slightly
in
the
2324
model
year.
The
funding
model
uses
either
the
greater
of
the
district
prior
year
actual
ADM
or
the
three-year
average.
The
three-year
average
has
smoothed
some
of
the
inconsistencies
that
we
saw
from
covid,
but
ADM
has
declined
a
little
bit.
B
Quick
quick
question:
what
was
the
actual?
Do
you
have
actual
ADM
for
each
of
those
years.
S
On
moving
on
to
figure
number
three
on
the
third
page
in
both
figure
three
and
figure,
four,
the
first
two
columns
are
the
model
FTE
compared
to
the
actual
FTE.
The
third
column
shows
the
difference
between
the
model
and
the
actual.
S
The
four
columns
to
the
right
of
that
are
the
model
average
salary
and
the
average
actual
salary,
the
salary
difference
in
dollars,
and
then
the
difference
in
percent
figure.
Three
shows
the
staff
included
in
the
non-professional
ECA
category
and
figure.
Four
is
what
we
call
the
professional
category,
so
you're
non-professional
positions
are:
those
are
assignments
that
do
not
require
a
teaching
certificate.
S
S
S
U
You
Mr
chairman
I'm,
just
looking
at
figure
three
under
operations
and
maintenance
and
I'm
wondering
if
there's
any
insight
into
the
FTE
difference.
It
seems
kind
of
striking
to
me
in
terms
of
you
know
what
we're
paying
our
operations
and
maintenance
folks
to
take.
Take
care
of
these
spaces
for
us
and
so
yeah
any
insight
onto
why
that
difference
seems
so
dramatic
and
compared
to
some
of
these
other
positions.
Thank
you.
S
S
Okay,
Mr
chairman
figure:
five
at
the
top
of
page
four
contains
class
sizes
by
school
type
for
all
the
grades,
and
there
was
a
bit
of
a
fluctuation
in
the
2021
school
year
because
of
enrollment
and
Staffing
changes
due
to
covid.
But
it
appears
that
they
have
since
returned
to
pre-pandemic
levels.
S
And
then
below
that
Mr
chairman
figure,
six,
this
contains
our
reimbursed
amounts.
These
were
expenditures
in
the
2223
school
year
that
will
be
paid
out
in
the
23-24
school
year.
B
Mr
chairman
I
was
expecting
to
see
special
ed
in
in
this
category.
Where
is
that?
How
does
that?
How
does
that
not
work
same
as
transportation.
S
Mr
chairman
and
Senator
Scott
last
year
during
the
2023
session,
Senate
file
52
modified
the
way
that
special
education
is
distributed.
If
you
look
at
the
top
of
page
five,
the
first
paragraph
you'll
see
we've
estimated
special
education
reimbursement
for
the
23-24
school
year
to
be
around
just
slightly
under
267
million
dollars,
but
it
is,
it
has
been
moved
away
from
the
funding
model,
and
so
it's
not
included
in
this
report
because
it's
no
longer
part
of
the
model.
B
B
Mr
chairman,
so
the
the
special
ed,
it's
still,
it's
still
on
a
reimbursement
basis.
Is
it
not
it's?
It's
just
not
we're,
just
not
counting
for
it.
In
the
model.
S
S
Mr
chairman,
just
to
conclude
the
the
figure:
six
six,
oh
figure,
seven
reimbursements
I
just
want
to
point
out
in
the
operations
and
maintenance
Staffing
is
included
in
there
with
the
supplies.
All
of
the
other
categories
are
non-staffing,
but
in
in
figure
seven
we
exclude.
We
include,
we
include
Staffing
in
with
the
supplies,
and
that
is
because
of
the
the
tendency
to
Outsource
operations
and
maintenance
duties.
D
S
Mr,
chairman
and
representative
I,
think
that's
a
question
better
for
school
districts,
business
managers
and
superintendents.
So.
L
Ahead,
Senator
Rothwell.
Thank
you,
Mr,
chairman
to
the
representative's
question,
though.
If,
if
you
look
at
the
data,
that's
provided
in
figure
four,
where
you're
looking
at
the
number
of
model
FTE
teachers,
for
example,
versus
the
actual
ftes,
and
then
you
look
at
the
model
weighted
average
salary
and
the
average
regular
salary.
If
you
just
multiply
those
numbers,
you
get
basically
the
same
number,
so
it
it
it's
it's
pretty
much.
Teacher
number
versus
teacher
salary
is
a
pretty
close
to
even
trade-off.
It's
not
perfect.
S
Mr
chairman,
that's
the
end
of
our
our
prepared
remarks
and
we're
available
for
questions.
B
Mr
chairman,
going
back
to
Mr
wilmarth's
presentation
on
your
table.
Two.
Those
figures
all
would
include
the
special
ed.
Would
they
not.
H
Mr
chairman,
they
do,
it
is
all
state
funding,
so
it's
the
block,
grant
Foundation
program
guarantee
and
off
model
and
I
outlined
the
amounts
on
page
four.
The
second
paragraph
is
a
statutory
model.
Funding
levels
under
the
current
law
include
the
Foundation
program
guarantee
plus
Appropriations
outside
of
the
model
special
education.
H
This
is
historical
food
program,
enhancement,
School,
Bus,
video
camera,
reimbursements,
distance
education,
there's
a
portion
of
retirement,
that's
outside
the
block,
grant
tuition
for
out-of-state
students,
other
salary
enhancements
and
the
national
board
certified
teacher
program.
So
it's
all
inclusive.
M
M
So,
if
I'm,
following
so
with
regard
to
professional
development,
there's
a
major
difference,
the
model
resource,
12
million,
they
paid
6
million
and
then
obviously
there's
a
bump
out
in
Student
Activities,
which
is
135
percent
more
so
that
just
kind
of
shows
where
the
money
is
actually
being
spent.
When
we
sold
out
the
block
grant
they're,
putting
more
emphasis
in
Student
Activities
versus
professional
development,
is
that
am
I?
Reading
that
correctly.
F
Chairman
I
have
a
question
on
the
Student
Activities,
the
45
million.
Is
that
include
the
transportation
or
is
that
in
operations
and
maintenance,
good.
S
Question
Mr
chairman:
that
is
a
great
question,
so
on
figure
seven
Transportation
costs
are
not
included
there
for
the
Student
Activities,
so
that
would
be
other
expenses
related
to
Student
Activities
Transportation
costs
for
sanctions.
Student
Activities
would
be
included
in
the
transportation
reimbursement
in
figure.
Six.
G
Thank
you,
Mr
chairman.
My
question
is
similar.
I
guess:
do
we
have
what
the
transportation
and
reimbursements
have
been
over
the
last
several
years
versus
just
looking
at
this
preliminary
I'm
just
curious
on
fuel
changes,
salary
changes
that
kind
of
thing
how
all
those
costs
have
changed
over
the
last
say,
five
or
six
years,
Mr.
S
S
Year
before
that,
Mr
chairman
was
82.4
Million.
H
Mr,
chair
I
think
what
we
can
do
is
we
can
get
Leslie
to
send
a
you
know.
Maybe
a
10-year
look
back
on
Transportation
expenditures,
broken
up
by
Student,
Activity
and
daily
routes,
and
then
also
labor
costs,
as
opposed
to
non-labor
costs
and
kind
of
show
what
those
costs
are.
Would
that
be
appropriate.
A
A
All
right
so
now
we
are
at
the
point
of
public
comment.
Unless
you
guys
have
further
questions.
Does
the
committee
have
a
general
questions
before
we
get
there
all
right,
we're
gonna
open
up
the
public
comment?
Please
try
not
to
repeat
yourselves:
it's
11
18
and
we've
got
some
time
so.
F
H
Well,
Mr
chairman
no
I
Dr
Taylor
was
on
earlier
with
us.
Her
report
was
just
supplemental
for
this
year.
It's
duplicative
of
the
testimony
if
I
I've
already,
provided
it
just
supplements
and
provides
further
background
on
how
the
cost
indices
were
arrived
at,
why
the
recommendations
are
why
they
are
oh.
V
Mr
chairman
Boyd
Brown
Wyoming
school
boards,
Association
want
to
go
through
and
do
just
a
little
bit
of
math,
similar
to
what
Senator
rothfuss
was
talking
about.
If
you
will
go
to
page
number,
three
or
figure
number
three,
where
it
talks
about
the
which
report.
A
V
And
so
figure
three
would
say
that
the
model
average
teacher
salary
is
fifty
three
thousand
five
hundred
six
dollars
and
that
teachers
are
that
the
actual
average
salary
is
sixty.
Two
thousand
sixty
two
thousand
sixty
one
dollars
and
again
the
difference.
There
is
eight
thousand
five
hundred
fifty
five
dollars
and
the
the
FTE
difference
is
a
negative
859.37
FTE.
V
If
you
go
to
the
if
you
go
down
and
then,
if
you
multiply
the
model
average,
which
is
53
506
right
off
their
report
times
the
number
of
FTE,
which
is
6730,
ft,
0.67
FTE,
you
would
get
360
million
dollars,
360
million
one
hundred
and
thirty
one
thousand
two
hundred
and
twenty
nine
dollars.
V
If
you
take
the
actual
average,
which
is
62
061
times
the
the
5871.3
FTE,
you
would
get
364
million
367
378
749
dollars
for
a
total
difference
in
four
thousand
or
four
million.
Two
hundred
and
forty
seven
thousand
two
hundred
and
fifty
dollars,
so
the
actual
difference
is
about
three
million
dollars
left
less
than
the
total
for
the
actual
and
I'll.
Send
you
the
figures.
If
you
want
but
I
think
it
goes
back
to
what
Senator
rothfuss
was
saying.
G
Thank
you
Mr
chairman,
thank
you,
chairman
Brown
and
then
Dr
Brown.
Do
you
have
an
idea?
I
mean
you,
you
just
kind
of
talked
about
this,
but
where
is
that
extra
money
being
taken
from?
Do
you
have
a
from
your
experience
in
your
position
currently,
do
you
have
an
idea
where
that
money
from
the
salaries
is
is
being
taken
from
good.
V
Mr,
chairman,
Senator
or
representative
Clausen
I
believe
that
the
money
comes
from
different
places.
I
think
that
Senator
biteman
found
one
place
that
it
may
have
come
from.
Some
of
it
comes
from
the
professional
development
and
I'm
going
to
speak
from
when
I
was
a
superintendent,
at
least
is
that
we
do
get
some
money
from
the
the
federal
government
for
for
professional
development
as
well.
So
I
think
that
might
be
one
place
where
we
steal
a
little
money
for
salaries
there
and
I
think
that
that
there
are
different
places.
V
As
the
report
States
in
most
areas,
we
spend
more
money
on
salaries
than
than
we
get
in
the
model,
so
you're
stealing
from
different
places.
To
do
that
so
I
I
guess
there's
not
exactly
one
spot
that
each
district
would
do,
because
each
district
negotiates
with
their
their
staff
or
at
least
speaks
with
their
staff
about
whether
they
want
more
money
in
in
actual
salaries
or
more
money
in
and
benefits,
and
so
they,
each
one
of
them,
have
a
different
contract
for
that.
V
You
know
you
have
48
great
business
managers
out
there
that
are
helping
guide,
that
with
the
the
the
work
of
the
the
board
and
and
then
the
working
with
each
one
of
the
labor
unions
in
each
one
of
the
districts
or
negotiating
with
each
one
of
the
the
groups
out
there.
So
it's
going
to
be
different
in
each
district,
but
they
each
find
it
in
a
different
way.
Q
Question
yeah:
thank
you.
Mr
chairman
Boyd
I,
just
out
of
curiosity,
when
I
look
at
figure
seven
on
this
table
from
the
from
the
career
report.
Q
Here,
it
is
pretty
alarming
that
we're
spending
less
than
50
percent
of
our
money
on
professional
development,
for
professional
development
and
and
I
understand
what
you're,
saying
and
I
and
I
kind
of
understand
where
you
have
to
beg
and
borrow
from
from
certain
pots
of
money
to
make
things
happen,
but
one
of
the
things
that
I
have
heard
loud
and
clear
in
my
district
and
through
a
lot
of
my
constituents
that
are
teachers
is
that
there's
not
enough
professional
development
going
on
and
so
I
guess.
Q
My
question
is,
as
we
look
at
this
and
I
know
we're
we're
kind
of
diverging
a
little
bit
from
from
the
ECA
discussion.
But
can
you
give
me
an
understanding
of
why
the
48
business
managers
collectively
is?
Is
your
position
as
a
school
boards?
Association
are
collectively
spending
less
than
half
the
money
on
professional
development
and
allocating
those
resources
in
that
direction.
V
Chairman
representative,
Brown
again
I
would
I
would
go
back
to
the
amount
of
money
that
we
get
for
professional
development
in
our
Consolidated,
Grant
and
I
can't
say
that
is
specifically
across
all
districts.
I
would
say
that
we
probably
have
some
small
districts
or
districts
out
there
that
are
using
a
lot
of
their
professional
development
money
to
take
care
of
that,
but
I
think
again
it's
it
comes
back
to
trying
to
balance
everything
out
in
the
block
grant.
Just
like
you,
like
I
shouldn't,
say
you
like.
V
The
state
has
to
do
with
with
their
budget.
You
have
to
balance
it
out
all
somewhere
and
you're,
robbing
from
Peter
to
pay
Paul
at
different
times,
and
I
would
suggest
that
if,
if
there's
a
district
out
there,
who
feels
like
they're
not
getting
enough
professional
development,
I
would
suggest
that
they
get
a
hold
of
their
superintendent
business
manager
and
have
that
discussion
with
them.
A
I
Mr
chairman,
thank
you
very
much.
Mr
Brown.
K
I
I
If
you
could
comment
on,
for
example,
central
office
admin,
it
looks
like
there's
just
a
lot
more
people
there
about
50
percent,
more
people
working
in
central
office,
admin
than
the
model
of
allocates
and
then
for
assistant.
Superintendents
we've
got
the
model
allocates
48,
but
they're
only
actually
17..
I
Could
you
just
comment
on
you
know
the
sort
of
the
same
analysis
you're
doing
about
teacher
sellers
teacher
numbers?
Why
is
it
so?
Why
is
on
Central
officer
model.
V
Mr,
chairman
representative
Stith,
I,
I,
think
what
I
heard
you
say
was
you
wanted
me
to
do
some
of
the
same
analysis
with
the
the
central
office
and
assistant
superintendent
and
business
managers,
as
I
had
done
with
the
teachers.
I
could
do
that,
but
I.
Don't
think
you
want
me
to
do
that
right
here
and
one
of
the
things
I
think
you
asked
was
the
at
men.
V
The
opposite,
men
is
less
yet
some
of
the
other
ones
are
more
and
I
think
some
of
that
goes
back
to
how
some
districts
categorize
what
they
call
different
things
and
how
how
their
their
districts
are
put
together.
So
it
would
be
a
district
by
District
decision
as
to
whether
it
was
a
central
office
administrator
or
an
assistant
superintendent,
or
even
a
a
business
manager
so
and
I
could
go
through
the
math
but
I,
but
I.
Don't
think
you
guys
want
me
to
do
that,
while
I'm
sitting
here
in
front
of
you
well.
I
I
V
You
know
and
I
I
can't
answer
that
from
the
the
school
boards
Association
perspective.
I
will
give
you
a
look
at
at
least
a
couple
of
different
districts
when
I
was
a
superintendent
in
Laramie.
One
I
believe
that
we
had
eight
fewer
central
office
administrators
than
we
did.
Then
the
model
allowed
us
and
I
think
that
we
were
right
on
whenever
I
was
in
Campbell.
V
I
V
I
guess
next
I'd
like
to
just
comment
a
little
bit
in
general
about
the
the
what
the
the
the
external
cost
adjustment
is.
If
you
go
back
to
Dr
Pikes
and
Dr
rodden's
prepared
report
from
the
October
2020
recalibration
report,
the
external
cost
adjustment
is
on
page
267
and
268
and
I'm
going
to
just
read
it.
It's
very
short.
It
says,
in
addition
to
making
adjustments
for
regional
variations
and
costs,
the
price
of
all
the
educational
elements
in
the
education
block
grant
are
likely
to
change
over
time.
V
Wyoming
has
recognized
this
by
including
an
external
cost
adjustment
in
the
funding
model.
In
theory,
the
the
ECA
should
be
computed
and
applied
on
an
annual
basis
to
ensure
that
the
model
accuracy
captures
the
cost
of
each
element
in
the
basket
of
Education
goods
and
services
and
to
ensure
that
the
model
funding
remains
adequate
and
then
it
goes.
V
And
then
it
talks
a
little
bit
about
Dr
Taylor's
work
and
where,
where
and
just
doing
the
the
four
different
indices
and
then
at
the
end
it
says
we
recommend
that
the
ECA
for
each
of
the
four
General
components
be
applied
to
the
funding
model.
Each
year
and
again,
I
did
my
doctoral
dissertation
with
Dr
Pikes
and
Dr
rodden
regarding
the
Wyoming
funding
model,
and
they
would
continue
to
tell
us
that
the
external
cost
adjustment
is
to
keep
purchasing
power
at
the
same
level
each
year
between
recalibrations.
A
W
W
Smith
business
manager
Sheridan
one
just
to
perhaps
answer
some
questions
on
figure.
W
Four,
it's
a
little
bit
and
this
is
regarding
the
other
central
office
admin
Physicians
I
think
what
is
important
to
note
is
that
there
are
less
assistant,
superintendents
hired
and
it's
really
just
an
issue
of
categorization
and
so
in
the
fall
Staffing
data
in
the
follow-up
spring
data,
the
last
question
of
who's,
your
maintenance
supervisor,
you
know
who
who
might
who
might
be
in
charge
of
Maintenance
in
your
facilities,
who
might
be
in
charge
of
your
food
service
director
positions,
those
kinds
of
things
those
are
categorized
in
that
central
office
admin,
even
though
they're
not
central
office
administrators
at
the
same
level.
W
So
sometimes
it's
just
simply.
It's
a
catch-all
place
to
put
everybody
else
if
that
makes
sense,
Mr
chairman,
so
it's
not
they're,
not
specific
they're,
not
associate
superintendents
or
super
you
know
to
that
level,
but
but
the
way
the
fall
and
spring
Staffing
data
collects
what
these
people
do.
It
kind
of
plunks
them
into
that
category,
so
I
I
hope
that
helps
resolve
a
little
bit
of
it.
We
don't
consider
our
Tongue
River.
You
know
maintenance,
supervisor,
central
office,
admin
or
Bighorn.
W
You
know
maintenance,
supervisor,
central
office
admin,
but
that's
where
the
system
puts
them
at
the
end
of
the
day,
if
that
makes
sense
so
same
thing
with
Transportation
Mr
chairman,
so
in
some
districts
they
have
a
different
level
of
responsibility.
Perhaps
they
are
central
office
admins,
but
in
a
district
like
mine,
they're,
not
right
so
I
hope
that
I
hope
that
clarifies
I
think
the
question
a
little
bit.
Mr
chairman
I
certainly
stand
for
any
other
questions.
Jeremy.
A
W
Chairman,
that's
a
great
question,
and-
and
certainly
that
is,
is
you
know,
District
specific,
but
I
mean
in
my
district
I
am
the
business
manager
and
the
food
service
director
right,
but
I'm
also
the
admin
in
charge
of
Maintenance
and
the
admin
in
charge
of
Transportation
right.
So
you
do.
You
know
you
wear
a
lot
of
hats.
Another
category
Mr
chairman
occurs
to
me:
that's
not
captured
somewhere,
specifically
is
curriculum
directors.
W
You
know
that
they're
not
specifically
listed
in
there
and
they
are
central
office
admins,
but
they
might
not
be
assistant
superintendents
in
every
District.
That
that's
true
in
Sheridan
one
Lee
Zimmer
is
a
is
a
very
competent
and
professional
person,
but
she's,
not
an
assistant
superintendent
right.
That's
not
the
title
given
to
her,
but
she
is
the
central
office
admin
and
I
and
I
think
since
2005,
that
position
has
changed
radically
across
districts.
W
You
know
even
small
and
medium-sized
districts,
with
the
complexities
of
implementing
state
standards
and
and
other
requirements
has
just
made
that
a
burden
that
most
superintendents
themselves
can't
take
on,
and
so
that's
how
they
kind
of
get
categorized
in
these
spaces.
So
I
just
I
wanted
to
clarify
the
the
nomenclature.
The
wording
that
we
used
in
2005
doesn't
perfectly
capture.
What's
the
reality
in
2023
anymore,
that
makes
sense
so
and
then
Mr
chairman,
one
last
thing,
I
would
say
on
the
question
of
I
think
was
in
figure
seven
on
professional
development.
W
Some
districts
like
ours.
We
hire
instructional
coaches
right,
so
so
we're
not
going
to
categorize
them
as
professional
development,
expenditures,
they're
they're
on
the
teacher
or
slash
tutor,
Side
Of,
The
Ledger,
but
that's
the
function
they're
providing.
So
you
just
have
to
understand
that
that
the
reality
of
of
what
we're
trying
to
capture
at
such
a
granular
level
to
use
their
word.
W
It's
true,
Most
states
don't
capture
this
data
to
this
extent,
and
so
what
you
have
available
to
you,
as
policy
makers,
is
vastly
different
than
what
other
policy
makers
in
other
states
would
have,
and
so
sometimes
we
kind
of
get
lost
in
those
weeds.
But
it's
just
sometimes
just
it's
just
a
function
of
how
can
you
effectively
collect
good
data
over
48
districts
and
hundreds
of
schools
and
thousands
of
employees
it
just
you
just
gotta
kind
of
at
some
point
put
it
somewhere.
W
If
we
have
food
service
subsidies,
for
instance,
you
know
to
support
our
food
programming
because
of
you
know
the
the
necessity
of
that
across
every
District
in
the
state
that
that's
where
that
goes,
and
so
you
you
want
to
know
how
or
what
that's
reflective
of
it's
sort
of.
They
should
just
literally
put
miscellaneous
other
stuff,
but
we
label
it
central
office
and
it
sort
of
gets
that
negative
connotation
where
you're
like
look,
we
actually
have
to
make
these
expenses
so
just
wanted
to
clarify
a
few
things.
E
Thanks
Mr
chairman
and
thanks
Jeremy
we're
as
far
as
professional
development.
You
see
a
lot
of
most
of
your
professional
development.
Coming
from
at
a
a
Title
II
funds
from
your
District
or
more
of
a
shared
expense
between
block
grant
and.
W
Mr,
chairman
and
representative
Berger
it
it
varies
annually.
So
recently,
lots
of
our
professional
development
has
come
from
the
Esser
funds
right,
and
so,
when
you,
when
you
look
at
a
snapshot
like
this
on
a
one-year
basis,
please
don't
make
snap
judgments
about
districts.
Aren't
spending
money
on
PD.
Well
we're
spending
an
enormous
amount
of
money
right
now
on
PD
right
and
so
so
that's.
The
point
is
that
you
got
to
look
at
over
time.
W
Howard
districts,
allocating
resources
to
be
efficient
and
effective
on
Stu
for
student
achievement,
and
so
I
would
tell
you
right
now
we're
not
spending
very
much
of
our
state
money
on
PD,
because
we're
spending
a
whole
lot
of
federal
money
on
PD.
Well,
that's
not
going
to
be
true
in
two
years
and
it's
not
true
five
years
ago
right,
so
we
spend
title
two
Title
One
title
Six
B
title
four
I
mean
anywhere:
we
can
rob
Peter
to
pay
Paul
for
PD,
for
our
staff
to
to
improve
their
effectiveness
as
Educators.
W
We
do
every
single
day,
but
but
one
of
the
most
effective
methods
we've
found
is
hiring
internal
instructional
coaches
to
be
there
to
support
teachers
every
single
day
right,
the
one
and
done
the
One-Shot,
PDS
I
think
any
educator
in
the
room
will
tell
you
not
sometimes
necessary,
but
not
by
and
large.
The
most
effective
means
possible
right.
So
so
that's
not
accurately
reflected
sometimes
in
these
one
year,
One-Shot
kind
of
pieces
of
data
for
U.S
policy
makers,
and
that
can
make
it
difficult.
Oh.
E
If
it's
sorry,
especially
if
it's
research-based
professional
development,
yeah.
W
Mr,
chairman
and
and
representative
Berger
100
I
mean
it.
You
know
if
you're
hiring
a
consultant
to
come
in
to
to
start.
You
know
your
PD.
Their
their
prices
are
up
the
hotel
fees.
The
transportation
I
mean
it.
You
know
fuel
oil
prices,
you
guys
know
this
drive
every
component
of
our
economy
in
every
way.
Fat.
You
know
possible,
so
yeah,
100
percent.
B
W
Fair
Mr,
chairman
and
Senator
Scott
I
think
if
you
have
a
1.6
billion
dollar
budget,
11
million
dollars
doesn't
matter
very
darn
much
so
yes,
that's
exactly
what
I'm
telling
you
is
that
these
are.
These
are
one-offs
and
nuances
that
are
not
even
possible
in
most
other
states
in
the
union.
They
couldn't
tell
you
that
information
I
can
tell
you
how
much
we
spend
on
fuel
mulling
Lawns
at
Tongue,
River,
High
School,
you
know
in
Dayton,
Wyoming
I
promise
you
most
other
states
in
the
union
could
not
tell
you
how
much
they
spent
on
maintenance.
M
Thank
you,
Mr,
chairman,
more
of
a
general
comment.
Thank
you.
This.
This
information
is
probably
the
best
information
we've
received
all
day.
Thank
you
and
it
really
does
help
us
and
I
would
encourage.
Maybe
for
the
next
meeting
like
this
to
have
the
business
managers
give
be
part
of
the
presentation
because
they
can
provide
color
and
context
to
a
lot
of
this
data.
That
is,
is
not
very
useful
to
us,
but
you
make
it
useful
and
thank
you
for
what
you
do.
Thank
you.
W
Mr,
chairman
and
representative
Berger,
it's
a
very
large
question
and
I'm
going
to
give
you
a
very
short
answer.
We
we
are
unable
to
pay
competitive
salaries
against
all
Market
types
period.
We
are
short
two
drivers
in
Sheridan,
County,
School
District
number
one.
We
are
short
a
couple:
maintenance
people
we're
Court
short
a
couple
of
food
service.
Folks,
if,
if
we
have
an
opening
in
a
teaching
position
in
several
components,
we
have
one
two,
our
IAD
Corridor
districts
are
suffering
enormously
Faithfully.
W
We
live
in
Sharon
County,
it's
generally
considered
to
be
a
beautiful
place
on
the
planet.
Housing
costs
are
eating
our
lunch
for
our
staff
members.
They
have
no
place
to
live.
Even
if
we
could
hire
them,
they
don't
have
a
place
they
can
afford
to
live
based
on
the
current
salaries,
we're
able
to
pay
in
the
model
other
districts
at
times
and
other
states
I'm
assuming
are
able
to
to
stuff
more
kids
in
a
classroom.
W
Well,
they
don't
exist
for
us
right,
and
so
so
the
reality
is
is
is
as
policy
makers
across
all
sectors
of
your
government
state,
local
school
district.
It
doesn't
matter
we
are
under
resourcing
every
Department
in
the
state
to
hire
the
most
effective
and
efficient
people
you
can
find
period
so
so
hold
your
nose
and
vote
for
it,
but
give
salary
increases
of
a
substantial
amount.
I
mean
that
look
you're
either
going
to
do
it
yourself,
as
policy
makers
or
you're
going
to
be
told
to
do
it
by
other
people.
So.
E
X
We
don't
spend
our
budget
that
we're
allocated
in
the
model
for
PD
and
because
it
is
used
in
other
places.
Title
II
is
where
we
spend
our
our
PD.
We
have
ongoing
PD
in
the
professional
learning
communities
that
is
a
ongoing
budgeted
allocation.
Every
year
we
have
the
literacy.
Grant
I
was
at
a
jec
meeting
and
we
were
talking
about
how
eight
districts
were
in
the
literacy,
Grant
or
aborted
that
well
immediately
after
that,
I
called
up
Shelly
Hamill
and
said:
hey
I'm
interested.
X
We
got
the
grant
that
comes
with
strings
on
required,
PD
and
trainings.
Because
of
that
initiative,
that's
where
RPD
comes
from
6B
special
ed.
My
sped
director
spends
all
of
her.
You
know
Budget
on
some
of
the
salaries,
but
mostly
PD
title
IV,
safe
and
drug-free
schools.
We
just
had
a
vendor
in
on
active
shooter
training.
That's
how
I
pay
for
that
stuff,
because
I
need
extra
counselors
I,
need
extra
nurses
and
that's
where
the
model
goes
I'm
just
so
we
have
PD.
We
have
all
those
things
where
our
teachers
are
not
hurting.
X
I
think
we
have
to
you
know,
be
a
little
bit
more
deliberate
to
do
more
of
good
training.
That's
more
ongoing
and
eliminate
the
initiatives
that
are
ongoing
with
some
of
these
Esser
buns
and
just
do
good
things,
and
so
I
just
wanted
to
provide
some
context
from
a
small
District
that
we
don't.
We
don't
use
our
PD
from
the
model
that
doesn't
mean
we
don't
give
PD.
That
doesn't
mean
that
I
value
something
over
the
other.
X
It's
just
I
am
trying
to
be
very,
very
smart
with
the
money
that
you
allocate
us,
because
83
to
84
percent
of
our
money
does
go
to
salaries
and
I'm
gonna
Echo.
What
Jeremy
said
salaries?
That's
where
we're
hurting
trying
to
get
the
best
teachers,
we
don't
need
a
lot
of
them.
We
just
need
the
best
ones
and
to
attract
those
good
ones
comes
at
all
at
that
price
point
that
we
need
to
be
there.
So
I
I
mean
I'll,
be
glad
to
answer
any
questions
on
some
some
facts
in
Converse
too
go
ahead.
B
Chairman
we're
not
experts
here.
What's
title
two,
oh.
X
Sorry,
it's
just
staff
development
teacher
quality,
so
that's
part
of
the
Consolidated
grant
that
we
get
it's
federal
funds,
and
so
you
know,
let's
Consolidated
Federal,
grant
yep
title
two
Title
One
title
four:
there's
some
ell
districts
that
get
money.
We
don't
we
have
to
have
a
program,
but
no
money
and
6B
are
all
part
of
that
Consolidated
Grant.
X
Those
are
things
that
are
pretty
ongoing,
that
we
apply
for
every
year,
but
Esser
literacy
grants
and
some
of
these
other
initiatives
are
they're
going
to
go
away,
and
so
we
try
to
utilize
those
one-time
funds.
We
do
not
attach
them
to
people,
because
when
they
go
away,
that
means
we
lose
our
people.
So
we
are
trying
to
pay
for
PD
and
some
of
these
one-time
costs
out
of
federal
funds
so
that
we
can
keep
our
people
around
and
that's
where
your
block
ground
is
so
valuable.
A
A
Q
You
are
you
ready
for
motions
at
this
point,
or
would
you
like
to
open
this
up
for
discussion
at
the
diocese.
A
Q
Okay,
Mr
chairman
I,
would
move
for
the
adoption
of
the
full
ECA
as
presented,
including
all
components
at
the
recommended
or
I
guess
not
recommended.
But
at
the
at
the
notion
given
to
us
by
Mr
Wilmarth.
L
Q
Mr
chairman,
if
I
can
give
just
a
few
quick
seconds
here,
I
I
think
there's
a
couple
of
things
here.
Number
one
I
want
to
make
sure
I
correct
my
my
statement
there.
These
were
not
recommendations
by
lso
in
any
way,
shape
or
form.
These
are
just
the
the
information
provided
to
us,
so
I
want
to
make
sure
that
that
was
not
misconstrued
by
anybody.
Secondarily,
I
I
think
it's
pretty
clear
where
we're
at
and
what's
what's
occurring
across
the
state.
Q
Q
Think
what's
imperative
to
understand
is
exactly
what
we've
heard
and
I
I,
don't
necessarily
like
the
terminology
of
robbing
Peter
to
pay
Paul,
but
that
that's
part
of
the
issue
that
we
have
with
a
block
grant
right,
and
so
at
this
point
in
time,
I'm
going
to
support
the
CCA
strictly,
because
what
we
started
off
with
the
questions
at
the
very
beginning
of
the
meeting
of
the
non-sustaining
ecas
that
we've
had
in
the
past
and
I
would
also
motion
this
to
be
a
sustained
ECA
move
that
forward
as
well
and
move
that
as
the
recommendation
to
the
Joint,
Appropriations
Committee,
but
I
think
the
schools
are
still
reeling
from
what
we
saw
in
2020
and
I
think
the
the
inflation
that
we
saw
and
some
of
the
information
that
we
saw
over
the
past
couple
of
years.
Q
I
think
we
are
far
we're
starting
to
lose
ground
on
these
teachers
and
I.
Think
that's
the
biggest
area
that
these
school
districts
need
help
with.
Is
attracting
or
attaining
these
good
teachers
and
the
best
way
to
do
that
is
providing
them
the
flexibility
by
providing
them
a
little
bit
more
money
to
attract
these
teachers,
so
I'll
be
in
full
support
of
this
Mr
chairman.
Thank
you.
B
Just
questions
so
we
know
for
sure
what
we're
doing,
which
numbers
are
you
relying
on
from
which
of
the
multiple
projections
that
we've
gotten?
Could
you
you
be
specific.
H
Mr,
chairman
chairman
Scott
I,
believe
if
you
look
at
page
11
of
the
LSL
report,.
H
H
M
You
and
since
it's
on
the
table
now
I'd
like
to
know
more
about
why
education
materials
are
have
gone
up
21.852
when,
as
I
alluded
to
a
lot
of
the
schools,
don't
use
textbooks
anymore
and
everything's.
You
know
on
on
tablets
and
computers,
so
I
can't
imagine
that
that
would
be
more
expensive
than
a
textbook.
M
So
now
that
we're
now
that
this
is
on
the
table-
and
this
is
a
big
amount-
I
think
we
need
to
have
a
more
thorough
discussion
on
this
particular
component.
Energy
I
understand
professional
staff.
Non-Professional
staff
I
get
that,
but
this
is
the
problem.
This
is
the
part
that
I
have
the
biggest
problem
with
so
before
I
can
vote
on
it.
I
need
to
know
more
about
it
and
where
that
number
comes
from
go.
H
Ahead,
yeah
Mr
chairman
and
Senator
biteman,
if
you
hearken
back
to
Dr
Taylor's
testimony
she
spoke
to
this
specifically
earlier
this
morning,
and
this
is
based
upon
the
national
producer
price
index
for
supplies,
materials
and,
as
she
indicated
in
her
testimony,
this
closely
aligns
with
education,
materials,
Bureau
of
economic
analysis
index,
which
is
delayed
a
couple
years.
So
this
is
cost
for
paper
goods
which
would
align
to
educational,
con
or
educational
material
costs
that
districts
have
so
that
was
her
recommendation
for
the
2020
recalibration
to
tie
it
to
this
index.
L
Senator
office
go
ahead.
Thank
you,
Mr
Man,
you
know.
One
overall
theme
we
have
to
contend
with
is
is
the
fact
that
we,
we
had
adopted
specific
indicators
a
number
of
years
ago,
so
that
there
would
be
some
objectivity
to
it
and
I
think
each
of
them
when
we
don't
like
the
numbers,
are
easy
to
indict
individually
when
I
look
at
the
idea
that
a
a
four
percent
salary
increase
is
going
to
account
for
the
eight
to
ten
percent
inflation
over
the
last
year.
L
I
I
struggle
with
that
too,
but
we're
looking
at
indicators
that
were
adopted,
indicators
that
are
the
cost-based
models,
so
I
think
it's
appropriate
for
us,
even
though
we
will
individually
agree
disagree
with
different
aspects
of
this
and
recognize
this
different
districts
will
be
doing
different
things.
L
Even
though
I
I
do
question
the
same
thing.
I
kind
of
Wonder
I
will
why?
Why
did
that?
Go
up
that
much
this
year?
Which
things
are
we
talking
about?
I,
wonder
that?
But
my
my
curiosity,
I,
don't
think
is
enough
to
to
dive
into
the
the
weeds
and
start
undermining
specific
numbers,
because
we
don't
like
those
numbers
as
well
as
we
like
other
numbers,
so
I
think
I
think
we
should
support
this.
B
Mr
chairman,
as
I'm,
quickly
doing
my
math
on
this,
it
looks
like
we're
talking
about
and
over
we
got
a
1.6
billion
expenditure.
We're
talking
about
something
that's
a
little
over
four
percent
increase
is.
Is
that
accurate
am
I
missing
something
here
right.
M
Y
Thanks
Mr
co-chair
this
having
been
my
first
joint
education,
Appropriations
Committee
dealing
with
this
topic.
It's
not
clear
to
me
the
significance
of
voting
on
this
motion
and
approving
the
ECA
report
at
this
time.
So
can
staff
or
fellow
co-chairman
help
and
for
me
and
I'm
sure
others
on
The
Joint
Committee
the
significance
of
voting
on
this
motion
at
this
time,
because
quite
candidly
I
mean
I,
certainly
I'm
not
supporting
this
type
of
appropriation
in
the
budget
at
this
time
right
and
so
what
is
the
significance
of
the
vote
in
September
23.
H
Yeah,
chairman
Northrop
and
Madam
chair,
North
nethercott.
So
today's
purpose
and
the
significance
of
today
is
really
isolated
to
your
joint
education
committee
members.
They
are
going
to
make
a
recommendation
to
your
committee,
The
Joint,
Appropriations
Committee,
for
its
consideration
at
its
October
25th
and
26th
meeting,
and
at
that
time
you
will
make
your
own
independent
recommendation.
H
You'll
receive
their
formal
recommendation,
but
at
that
time
you'll
make
your
own
independent
recommendation
as
a
joint
Appropriations
Committee,
and
the
significance
of
that
motion
in
October
from
your
committee
will
be
to
the
governor
and
the
legislature
in
total.
The
significance
today
is
the
you
know
the
beginning,
discussion
of
what
The
Joint
education
committee
believes
it
wants
to
adjust
for
in
terms
of
inflation
to
K-12
education
for
next
school
year,
and
they
want
to
kind
of
signal
what
they're
feeling
to
the
Joint
Appropriations
Committee
to
join.
H
A
corporations
Committee
in
October
will
signal
to
the
legislature
in
total
and
the
governor
what
their
fillings
are:
they're,
they're,
what
their
policy
position
is
on
on
inflation
costs.
Y
B
Mr
chairman,
it
seems
to
me
that,
as
we,
we
look
at
the
what
we're
dealing
with
here
in
the
range
of
funding
we've
been
seeing.
B
Our
results
that
we're
getting
out
of
our
school
systems
appear
to
me
to
be
independent
of
the
funding
that,
but
we've
got
inflation
in
the
society
at
Large
that
is
been
running
quite
higher,
but
has
been
running
in
the
four
percent
plus
range
is
still
there
and
in
the
past
I've
said.
Okay,
the
the
recommendations
were
Justified,
but
the
school
districts
had
enough
funding
already
so
that
they
could.
They
could
take
care
of
the
problems.
B
I'm
no
longer
convinced,
that's
true,
Mr
chairman
we're
going
to
need
a
recalibration,
but
but
I
think
just
in
reality
keeping
keeping
up
with
the
inflation.
Even
though
there's
some
specifics
here
that
I
think
we
would
slightly
say
that
one's
out
of
line,
but
we're
talking
about
a
block
grant
here
and
I'd,
be
a
lot
more
concerned,
Mr
chairman,
if
it
was
much
higher
than
the
inflation
rate,
but
four
percent
seems
to
me
to
be
somewhat
in
line
with
the
general
inflation
rate
and
I'm
afraid.
B
If
we
don't
do
at
least
something
here,
something
significant,
we
are
going
to
start
falling
behind
other
places
and
are
we're
going
to
start
to
seeing
an
impact
on
the
finances
of
the
finances
on
the
results
which
we
have
not
seen
today.
So
Mr
chairman
I've
got
some
reservations
about
some
of
the
details.
If
Appropriations
comes
back
and
says
well,
it
should
have
been
3.8
percent
instead
of
four
I'm
not
going
to
argue
about
that.
B
But
I
do
think
we
need
to
do
something
Miss
chairman
and
something
that's
in
line
with
the
general
inflation
rates,
probably
a
good
place
to
start
well.