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Purpose of the Montana Common Core Standards. “These Standards are not intended to be new names for old ways of doing business. They are a call to take the next step. It is time for states to work together to build on lessons learned from two decades of standards based reforms.”

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Purpose of the Montana Common Core Standards

“These Standards are not intended to be new names for old ways of doing business. They are a call to take the next step. It is time for states to work together to build on lessons learned from two decades of standards based reforms.”

-Common Core State Standards for Mathematics



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Overview Topics

  • Journey to Montana Common Core Standards

  • Structure and Content of Standards

  • Assessment of Student Learning


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Common Core State Standards Initiative (CCSSI)

Led by the Council of Chief State School Officers and the National Governors Association

May 2009, State Superintendent Juneau and Governor Schweitzer signed a Memorandum of Agreement

Montana involved educators from across the state in a thoughtful process


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Common Core State Standards: A New Foundation for Student Success

Hunt Institute and CCSSO Common Core Implementation Video Series


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Common Core State Standards SuccessInitiative Criteria

  • Fewer, higher, and clearer for effective policy and practice;

  • Aligned with college and career expectations for all students’ success upon graduation;

  • Inclusive of rigorous content and applications of knowledge for 21st century skilled students;

  • Internationally benchmarked for success in our global economy and society; and

  • Research- and evidence-based.



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The Montana Common Core Standards for Math and ELA establish high expectations for student learning and achievement that will enable all students to be competitive on a district, state, national and global scale.


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Common Core is Right for Montana high expectations for student learning and achievement that will enable all students to be competitive on a district, state, national and global scale.

  • Establish high expectations for student learning and achievement in Math and English Language Arts

  • Set literacy goals for History/Social Studies, Science and Technical subjects

  • Provide clear, nationally consistent guidelines

  • Maintain Montana's values and priorities, including Indian Education for All


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Montana’s Legal, Ethical, Instructional Responsibility high expectations for student learning and achievement that will enable all students to be competitive on a district, state, national and global scale.

  • Process for inclusion of Indian Education standards January– May 2011 :

    • K-20 content and IEFA experts from across the state

    • Purposeful placement of IEFA language embedded in existing standards for most effective inclusion

    • Reviewed by Montana educators

http://www.opi.mt.gov/Programs/IndianEd/Index.html


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Montana’s Legal, Ethical, Instructional Responsibility high expectations for student learning and achievement that will enable all students to be competitive on a district, state, national and global scale.

  • “In regard to the National Common Core Standards, MACIE recommends that the Board of Public Education accepts the Indian Education for All additions.” (Ms Norma Bixby)

http://www.opi.mt.gov/Programs/IndianEd/Index.html


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Implementation high expectations for student learning and achievement that will enable all students to be competitive on a district, state, national and global scale.

Assessment

The Montana Process

Board of

Public Education

adopted the 2011 Montana

Common Core Standards for Mathematics and English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects

July 2013

Spring 2015

Board of Public Education approved the

Recommen-

dation

to follow

process

for adoption of standards based

on Common

Core State

Standards

May 2011

November 4, 2011

Fall 2011

Notice

of

Public Hearing


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Montana Common Core Standards Timeline high expectations for student learning and achievement that will enable all students to be competitive on a district, state, national and global scale.


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How are these components related in Standards-Based Education

Determine a graphic that best describes

the relationship between these

components:

  • Content Standards

  • Curriculum

  • Instruction

  • Assessment


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Reflection Questions Education

  • What does it mean to be standards-based?

  • Where are students as we examine the relationships?

  • Explain the possible shifts in thinking that may need to occur for the relationship to be part of a dynamic process?

  • What is your role in the school system as it relates to standards, curriculum, instruction, assessment?


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Overview Topics Education

  • Journey to Montana Common Core Standards

  • Structure and Content of Standards

  • Assessment of Student Learning




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Specific Grade Level Expectations Education

  • Balance reading informational text and literature

  • Write to inform or persuade using evidence

  • Literacy in History/Social Studies, Science, and Technical Subjects

  • Standards for Mathematical Practice

  • Focus and coherence with “Big Ideas” that progress from year to year

  • Deep understanding and application of math




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ELA Education Learning Progressions




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Topics Education

Strand

Standard Statement


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Domain Education

Grade and Domain

Cluster

Standard


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Overview Topics Education

  • Journey to Montana Common Core Standards

  • Structure and Content of Standards

  • Assessment of Student Learning


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The Purpose of the Consortium Education

  • To develop a set of comprehensive and innovative assessments for grades 3-8 and high school in English language arts and mathematics aligned to the Common Core State Standards

  • To ensure that all students leave high school prepared for postsecondary success in college or a career through increased student learning and improved teaching.

  • The assessments shall be operational across consortium states in the 2014-15 school year.


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Benefits Education of a Multi-State Consortium

  • Less cost and more capabilities through scope of work sharing and collaboration

  • More control through open-source software platforms for online adaptive testing and test items/questions

  • Better service for students with disabilities and EL students through common, agreed-upon protocols for accommodations


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SMARTER Balanced Education Assessment Consortium


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Assessment System Components Education

Summative Assessment

  • Mandatory comprehensive assessment in grades 3-8 and 11 that supports accountability and measures growth

  • Selected response, short constructed response, extended constructed response, technology enhanced, and performance tasks

  • Computer – adaptive format

    Interim Assessment

  • Available for administration throughout the year

  • Selected response, short constructed response, extended constructed response, technology enhanced and performance tasks

    Formative Process and Tools


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Assessment Between Now and School Year 2014-15 Education

  • CRT based on “old” standards

    • Reporting stays the same

  • Field testing

    • Items aligned to proposed Montana CCS

    • Progressive release of field test items aligned to proposed Montana CCS


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To Education learn more ...

  • SMARTER

    • www.k12.wa.us/SMARTER

  • Proposed standards

    • http://www.opi.mt.gov/Curriculum/Index.html?gpm=1_9#gpm1_7

  • Resources

    • http://www.opi.mt.gov/Curriculum/MontCAS/MontCAS_Presents.html

    • Select “Getting Ready”

    • Assessment Conference: Jan. 18-20, 2012, Helena

    • http://www.opi.mt.gov/curriculum/MontCAS/#p7GPc1_5


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“Public education is open to all children - no matter their ability, heritage, or economic background. It is the promise of our future”

Denise Juneau, Montana Superintendent of Public Instruction”


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Three things you learned today. their ability, heritage, or economic background. It is the promise of our future”

Two pieces of prior knowledge that was confirmed today.

One fact you will share with a colleague.


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Contact Information their ability, heritage, or economic background. It is the promise of our future”


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