What are the Montana Common Core Standards?
The Montana Common Core Standards, Montana’s English Language Arts and Mathematics standards, ensure that our students graduate prepared for college and the workforce. The standards reflect the knowledge and skills that students need to be successful in the 21st century economy such as problem-solving, critical thinking, communication, teamwork, research and use of technology.
The standards are higher and clearer than our previous standards and provide a grade-by-grade pathway that gives all students an opportunity for a high quality education. The new standards set an expectation that students graduating from high school will be capable of successfully completing first-year college courses.
Additionally, the clear, grade-by-grade standards allow parents to know how their child is doing in school today and trust the information. Parents will know if their child is keeping up and staying on track for their grade level.
Working together, we will meet the goal of graduating every Montana student from high school prepared for college, work and life.
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English Language Arts & Literacy
NOTE: To find MCCS sequential planning resources, please visit Getting Started
Montana Common Core Standards (MCCS) ...
MCCS for English Language Arts & literacy in History/social studies, science & technical subjects
Grade Specific
MCCS Standards by Strand - All Grades
Appendices...
These appendices are from the work that developed the Common Core State Standards. Teachers may find these documents useful for the implementation of literacy across content areas. See Appendices A and B for support with text complexity. The appendices were not adopted by the Montana Board of Public Education and so are not required to be used in any manner. The Office of Public Instruction has no position relative to any endorsement of these documents.
- Appendix A: Research Supporting Key Elements of the Standards Glossary of Key Terms: Appendix A shares research supporting key elements of the standards including text complexity.
- Appendix B: Text Exemplars and Sample Performance Tasks:
Appendix B shares text exemplars and sample performance tasks.
- Appendix C: Samples of Student Writing: Appendix C shares samples of student writing.
Secondary
Coming Soon
Mathematics
NOTE:
For sequential planning resources for Parents, Teachers, School Districts, Business, Higher Education, and Legislators, please visit Getting Started.
Montana Common Core Standards for Mathematical Practice & Content...
Grade-Band K-2, 3-5, 6-8, 9-12
Grade Specific:
Grade Level Standards by Domain and Cluster
Montana Common Core Standards: toward greater focus and coherence. William Schmidt and Richard Houang (2002) have said that content standards and curricula are coherent if they are: articulated over time as a sequence of topics and performances that are logical and reflect, where appropriate, the sequential or hierarchical nature of the disciplinary content from which the subject matter derives. That is, what and how students are taught should reflect not only the topics that fall within a certain academic discipline, but also the key ideas that determine how knowledge is organized and generated within that discipline. This implies that “to be coherent,” a set of content standards must evolve from particulars (e.g., the meaning and operations of whole numbers, including simple math facts and routine computational procedures associated with whole numbers and fractions) to deeper structures inherent in the discipline. These deeper structures then serve as a means for connecting the particulars (such as an understanding of the rational number system and its properties).
These Standards endeavor to follow such a design, not only by stressing conceptual understanding of key ideas, but also by continually returning to organizing principles such as place value or the laws of arithmetic to structure those ideas.
In addition, the “sequence of topics and performances” that is outlined in a body of mathematics standards must also respect what is known about how students learn. As Confrey (2007) points out, developing “sequenced obstacles and challenges for students…absent the insights about meaning that derive from careful study of learning, would be unfortunate and unwise.” In recognition of this, the development of these Standards began with research-based learning progressions detailing what is known today about how students' mathematical knowledge, skill, and understanding develop over time. (MCCS Grade Level K-12 page 2-3)
Mathematical Practices...
Montana Common Core Standards for Mathematical Practice
Mathematical Practices Professional Development
Montana Common Core Standards for Mathematical Practice At-A-Glance
MCCS Math Practice Grouping Chart
Math Practices Grade Band Descriptions
Grade 6 Math Practices Posters
The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with long-standing importance in mathematics education. The first of these are the NCTM process standards of problem solving, reasoning and proof, communication, representation, and connections. The second are the strands of mathematical proficiency specified in the National Research Council's report Adding It Up: adaptive reasoning, strategic competence, conceptual understanding (comprehension of mathematical concepts, operations and relations), procedural fluency (skill in carrying out procedures flexibly, accurately, efficiently and appropriately), and productive disposition (habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one's own efficacy). (MCCS Grade Level K-12 page 5)
H.S. Pathways...
Model High School Course Pathways based on the Common State Standards
Appendix A: Designing High School Mathematics Courses Based on the Common Core State Standards
Arranging the High School Standards
- This document does not include the Montana Common Core Standards with Indian Education for All standards.
- The pathways and courses are models, not mandates. They illustrate possible approaches to organizing the content of the CCSS into coherent and rigorous courses that lead to college and career readiness
- All college and career ready standards (those without a +) are found in each pathway. A few (+) standards are included to increase coherence but are not necessarily expected to be addressed on high stakes assessments.
- The course descriptions delineate the mathematics standards to be covered in a course; they are not prescriptions for curriculum or pedagogy. Additional work will be needed to create coherent instructional programs that help students achieve these standards.
- Units within each course are intended to suggest a possible grouping of the standards into coherent blocks; in this way, units may also be considered “critical areas” or “big ideas”, and these terms are used interchangeably throughout the document. The ordering of the clusters within a unit follows the order of the standards document in most cases, not the order in which they might be taught. Attention to ordering content within a unit will be needed as instructional programs are developed.
- While courses are given names for organizational purposes, districts are encouraged to carefully consider the content in each course and use names that they feel are most appropriate. Similarly, unit titles may be adjusted by states and districts.
Resources...
The Montana Common Core Standards for Mathematical Practice and Content 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 everyone to collaborate and build collective capacity. These resources support collaboration for the transition and implementation of these standards.
- Illustrative Mathematics
Description of standards and tasks - GISMO: Generating Increased Science and Math Opportunities
Learning trajectory with descriptions and more for each standard - MCCS: Math Learning Progressions by Domain
- Tools for the Common Core Standards
Mathematics standards progressions and blog for asking Bill McCallum clarification and description of specific standards
- Inside Mathematics
Classroom examples, tools for mathematics instruction, video tours - Lessons, Tasks, Assessments from MAP
- The Mathematics Common Core Toolbox
Middle and High school tasks - NCSM: Network Communicate Support Motivate
Illustrating the Standards for Mathematical Practice with videos and tasks - Video Library and Promising Practices
- CCSS Math
Common Core Standards Math Resources - Indian Education for All
OPI Indian Education for All Lessons - MCCS: Montana Common Core Standards Wiki
Several links to various resources - National Council of Teachers of Mathematics
A Variety of core math tools
Stages of Implementation: Learning and Teaching with MCCS...
How to Use the Stages of Implementation for Mathematics Webinar - 16:00
Montana Common Core Standards Stages of Implementation Continuum
The Montana Common Core Standards Stages of Implementation Continuum is a comprehensive resource for school districts to self-assess readiness, create action plans, and access targeted resources and processes for aligning curriculum, instruction and assessment.
Understand MCCS
STAGE 1, the Montana Common Core Standards for each grade and subject area have been thoroughly studied and are understood.
Procedures & Resources
Creating an Action Plan for Mathematics
Align Curriculum & Instruction
STAGE 2, district curriculum has been revised or created that aligns with the MCCS at each grade level and provides a common sequencing to facilitate teacher collaboration at the school level.
Educators have identified instructional materials that are coherent, consistent, and comprehensive and support effective learning of the ELA, literacy and Mathematics standards.
Procedures & Resources
Creating an Action Plan for Mathematics
Procedures & Resources
The suggested procedures and listed resources are outlined to complete the steps for Stage 2 as indicated in the Self-Assessment. In order to meet the needs of each district, the suggested procedures should be part of an established systems approach (e.g., one that includes professional learning communities, consistent staff meetings). Please contact OPI for information and/or assistance. Curriculum, instructional materials and resources support the learning progressions using big ideas and/or a unit approach in which students and instructors are engaged in attaining understanding and achievement of expectations aligned to the MCCS.
Curriculum, instructional materials and resources support the learning progressions using big ideas and/or a unit approach in which students and instructors are engaged in attaining understanding and achievement expectations aligned to the MCCS.
Teachers and leaders understand curriculum and instruction of the MCCS.
- A leader (e.g., principal, department chair, math coach) articulates the comprehensive, aligned curriculum and how the materials and resources support the intended curriculum across the school/district; and supports collaboration for teachers to reflect on and adjust curriculum and use of materials and resources.
- A teacher articulates the comprehensive, aligned curriculum and how the materials and resources are used within the school; collaborate across grade levels to reflect on and adjust curriculum and use of materials to make certain the intended curriculum is understood and implemented effectively.
Understand mccs |
procedures & resources |
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| 1. | Understand components of a coherent curriculum | |
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| 2. | Revise or create a district MCCS curriculum | |
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| 3. | Understand what the standards look like in a classroom | |
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| 4. | Identify and/or develop documents that are coherent, consistent and comprehensive to support the district MCCS curriculum | |
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Understand mccs |
procedures & resources |
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| 5. | Plan how to use existing resources to support the intended curriculum. |
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| 6. | Determine the needed resources to support the intended curriculum and follow the process for selection of standards-based materials. | |
| 7. | Align curriculum, materials and instruction with special education, Response to Intervention, Graduation Matter Montana, and other district initiatives to develop structures for struggling students. |
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A Tool for Observing
SERPA, The 5X8 Card is an observation tool that focuses observers’ attention on what students are saying and doing so that their work (their thinking) can be at the center of educators’ discussions.
Delaware’s Learning progression organizers
Indiana Curriculum maps
for each grade level, including vocabulary, assessment guidance, curriculum mapping templates
North Carolina “Unpacking Standards” Grade Level documents
Ohio’s Alignment Toolkit
and Ohio K-12 Model Curriculum
Utah Elementary Curriculum Guides
and Secondary Curriculum Guides
Align Student Progress Measures
STAGE 3, educators establish measurable conceptual learning progressions and how students' understandings of ideas develop, evolve, and progress to establish measurable goals.
Student assessments have been identified to measure the established goals.
A foundation of understanding for formative assessment is established.
Procedures and Resources
The suggested procedures and listed resources are outlined to complete the steps for Stage 3 as indicated in the Self-Assessment. In order to meet the needs of each district, the suggested procedures should be part of an established systems approach (e.g., one that includes professional learning communities, consistent staff meetings).
Implement in Classrooms
STAGE 4, educators design, adapt and use evidence-based best practices and guides to support effective delivery of the curriculum and assessment progress measures to support learning for all students through focused, coherent, and rigorous instruction.
Procedures and Resources
The suggested procedures and resources are outlined to complete the steps for Stage 4 using the Success at the Core (SaC), a free set of online materials. Although there are many quality resources available to support Stage 4, the steps below focus on the appropriate resource within SaC to best meet the needs of districts and schools. Success at the Core collaborates with Montana Office of Public Instruction (OPI), School Administrators of Montana (SAM), MEA/MFT, and the University of Montana to improve student achievement through professional learning for teachers and leadership teams.
Success at the Core Content Summary
Implement in Schools
STAGE 5, throughout the school year teachers engage in horizontal (e.g., grade level) and vertical (e.g., cross-grade level) conversations to be sure that every student has multiple learning opportunities and experiences to master standards required for student success at the next grade level.
Procedures & Resources
The suggested procedures and resources are outlined to complete the steps for Stage 5 using the Success at the Core (SaC), a free set of online materials. Although there are many quality resources available to support Stage 5, the steps below focus on an appropriate resource within SaC to best meet the needs of districts and schools. Success at the Core collaborates with Montana Office of Public Instruction (OPI), School Administrators of Montana (SAM), MEA/MFT, and the University of Montana to improve student achievement through professional learning for teachers and leadership teams. The other resource used is Learning Forward's Transforming Professional Learning to Prepare College- and Career-Ready Students: Implementing the Common Core.
Success at the Core Content Summary
Evaluate Assessment Data to Make School-wide Systematic Changes
STAGE 6, educators evaluate data collected from interim and summative assessments. Processes are established to make systematic changes based on data results.
Procedures & Resources
The suggested procedures and resources are outlined to complete the steps for Stage 6 using the Success at the Core (SaC), a free set of online materials. Although there are many quality resources available to support Stage 6, the steps below focus on the appropriate resource within SaC to best meet the needs of districts and schools. Success at the Core collaborates with Montana Office of Public Instruction (OPI), School Administrators of Montana (SAM), MEA/MFT, and the University of Montana to improve student achievement through professional learning for teachers and leadership teams.
Success at the Core Content Summary
Indian Education for All Connections with the Montana Common Core Standards
This resource is intended to provide guidance for instruction that incorporates the Indian Education for All (IEFA) resources aligned with the Montana Common Core Standards: English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects. Educators can be assured that by utilizing the units in their instruction, they are addressing the Standards. Indian Education connections provide the content that makes the standards come alive. Both the grade-specific Montana Common Core Standards (MCCS) and the OPI Essential Understandings Regarding Montana Indians (EU) connections with the OPI IEFA curriculum resources are identified throughout the Companion Guide, along with activities to meet standards.
IEFA units feature text dependent questions - those which specifically ask questions that can only be answered by referring explicitly back to the text being read – promoting close analytic reading. In support of the greater emphasis on proficient reading of complex informational text, each unit specifies the use of related informational texts (regardless of whether the unit focus is fiction or non-fiction), within the lessons and/or extension activities.
Please note that although the Montana Common Core English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects Standards that have been identified as facilitating information about American Indians are highlighted here, IEFA curriculum resources are aligned also with and incorporate the necessary complements of the College and Career Readiness Anchor Standards, as well as the grade specific ones. While the Indian Education for All recommended resources and units listed in this Companion Guide provide strong connections to the identified grade specific standards (standards approved by the Board of Public Education, Nov. 2011, that specifically reference Montana's commitment to Indian Education for All), the resources listed in this document are not meant to exclude other useful resources or activities.
Indian Education for All Connections with the Montana Common Core Standards Companion Guides
Teachers are free to provide students with whatever tools and knowledge their professional judgment and experience identity as most helpful for meeting the goals set out in the Standards, Montana teachers can use American Indian topics, resources, and literature to meet standards, even where Indian Education for All is not specifically mentioned. (English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects by Grade-Level; MT OPI. November 2011, pp. 4).
Please see the OPI website to access the depth and breadth of key and support information available regarding the Montana Common Core Standards: English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects.
Also see the OPI IEFA Curriculum Resources page for a complete listing of IEFA curriculum units.