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Contact us via email or call us in-state toll-free between 9:00am and 5:00pm MT at 1.888.231.9393, Local 406.444.3095

MAIN CONTACTS

  • Jean Howard, Mathematics Curriculum Specialist, 406.444.0706
  • Cynthia Green. English Language Arts Curriculum Specialist, 406.444.0729
  • Judy Snow, State Assessment Director, 406.444.3656

SECONDARY CONTACTS

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MCCS

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.

families teachers school leaders
higher ed business legislature

 

 

Coming Soon.....

 

Montana Content Standards
and Assessments

English Language Arts & Literacy

NOTE: To find MCCS sequential planning resources, please visit Getting Started.

Appendices...

Montana Common Core Standards: English Language Arts

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.

 

Secondary

Montana Common Core Standards: English Language Arts

Coming Soon

 

Elementary

Montana Common Core Standards: English Language Arts

Comming Soon

Montana Content Standards
and Assessments

Mathematics

NOTE:
For sequential planning resources for Parents, Teachers, School Districts, Business, Higher Education, and Legislators, please visit Getting Started.

 

Montana Common Core Standards Professional Learning Guide

Montana Common Core Standards for Mathematical Practice & Content...

Montana Common Core Standards: Mathematics

Grade-Level K-12

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: Mathematics

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...

Montana Common Core Standards: Mathematics

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

  1. This document does not include the Montana Common Core Standards with Indian Education for All standards.
  2. 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
  3. 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.
  4. 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.
  5. 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.
  6. 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...

Montana Common Core Standards: Mathematics

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.

 

Stages of Implementation: Learning and Teaching with MCCS...

How to Use the Stages of Implementation for Mathematics Webinar - 16:00

Montana Common Core Standards: Mathematics

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.

The Stages of Implementation Continuum: View | Download

Understand MCCS

STAGE 1, the Montana Common Core Standards for each grade and subject area have been thoroughly studied and are understood.

Procedures & Resources

Ceating an Action Plan for Mathematics

Procedures & Resources
The suggested procedures and listed resources are outlined to complete the steps for STAGE 1 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. 

Teachers and leaders understand the language and structure of the MCCS.

  • A leader explains the learning progression at a cluster and/or domain level and knows what MCCS expectations look like in a classroom.
  • A teacher explains specific learning expectations and best practices at the grade level she/he teaches and explains at a cluster level the learning expectations prior to and subsequent to the grade level he/she teaches.

Understand mccs

procedures & resources

1. Complete the Montana Common Core Standards (MCCS) self assessment and developed an action plan based on the results Complete mathematics self assessment with staff and develop an action plan based on results.
2. View and discuss the MCCS Getting Ready Webinar.  Read the Mathematics MCCS standards to understand language and structure of domain, cluster, standards, as well as, the footnotes, glossary, and tables.

View and discuss In a staff meeting, professional learning community, or group of educators the 27 minute OPI Webinar Updated Getting Ready-Webinar, April 2012 and Getting Ready-PowerPoint. Guiding questions to facilitate the discussion are included in the Math Facilitate a Staff Meeting document.

Distribute copies of the Mathematics MCCS document that best meets the purpose of your group, K-12 and Grade Specific Mathematics MCCS documents. Read and study the MCCS using the Treasure Hunt
Treasure Hunt Answer Key

View and discuss short videos from Hunt Institute to clarify language and structure of the standards. Hunt Institute Channel on You Tube or Hunt Institute on Vimeo

Facilitate the use of materials from Education Northwest :

A Closer look at the Common Core State Standards for Mathematics. Orientation Module, Understanding Cluster Organization, and Exploring Domains
Facilitate the viewing and discussion of Standards Overview PowerPoint presentation from Student Achievement partners, Student Achievement Partners: achievethecore.org
3. Understand the application of Mathematical Practices in connection with content within a classroom setting.

View in a staff meeting, professional learning community, or group of educators the 25 minute OPI Webinar Mathematical Practices: Highlights Webinar,  Spring 2012. This site contains the Webinar, PowerPoint, and resources and related links.

Facilitate the three parts on slide 15, Talk About It, Take a Look At The Resources, and Try Something Now.

4. Study the focus, Critical Areas; coherence, progressions; and rigor.

View in a staff meeting, professional learning community, or group of educators the 34 minute OPI Webinar Mathematics Focus and Coherence: Critical Areas and Progressions Highlights Webinar, Spring 2012. This site contains the Webinar, PowerPoint, and resources and related links

Facilitate the three parts on slide 20, Talk About It, Take a Look At The Resources, and Try Something Now.

Understand mccs

procedures & resources

5. Participate in an in-depth Mathematical Practices workshop that engages the participants in rich problems and strategies to engage students in Mathematical Practices. In-depth study of the Mathematical Practices call for a workshop facilitated by a qualified educator(s).

A three hour OPI workshop Mathematical Practices Workshop, winter 2011:

This workshop can be organized several ways: hour sessions, half-day, or all day.

A series of modules with PowerPoints, facilitator guides, and materials is available from Education Northwest.

They include: A Closer Look at the Common Core State Standards for Mathematics and Exploring the Standards for Mathematical Practice K-High School.


Mathematical Practices Module Course work is available (modules will be created from the MCTM Academies in September)
6. Study and use the Critical Areas K-12 to understand the focus for each grade level and the K-12 progression. In-depth study of the shifts in focus and coherence call for a workshop facilitated by a qualified educator(s).

A three plus hour OPI workshop  Mathematics Focus and Coherence: Critical Areas and Progressions Workshop, winter 2011:

This workshop can be organized several ways: hour sessions, half-day, or all day.

A series of modules with PowerPoints, facilitator guides, and materials is available from Education Northwest.

They include: A Closer Look at the Common Core State Standards for Mathematics, Exploring Critical Areas in Grades K-8, Exploring Critical Areas in High School, Exploring the Domains in Grades K-8, Matching Clusters of Standards to Critical Areas, Exploring Standards progressions across high School Courses.

 

The Mathematics Common Core Toolbox, Resources for Implementation page, sampler shows the structural aspects of the standards.

Student Achievement Partners: Collection of Articles and Websites

Professional Development Modules
Includes facilitator’s guide, presentation slides, handouts and activities.

Math Shifts Module
is designed to provide participants with a deep understanding of the key shifts required by the Common Core State Standards for Mathematics.

Instructional Leadership Module
is designed to guide and support principals, content supervisors, central office leaders, and coaches in the work of planning and carrying out the implementation of the Common Core State Standards.

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

Ceating 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

1. Understand components of a  coherent curriculum
  1. Understand the Critical Areas
  2. Understand the Learning Progressions
  3. Understand the curriculum development process
  1. Montana Planning Process: K-8 Critical Areas Lead to Coherent Curriculum
  2. A three plus hour OPI workshop  Mathematics Focus and Coherence: Critical Areas and Progressions Workshop, winter 2011 PowerPoint, Facilitator’s Guide, materials and related resources and links are suggested. This workshop can be organized several ways: hour sessions, half-day, or all day.
  3. Montana Guide to Curriculum Development
2. Revise or create a district MCCS curriculum
  1. Examine the Montana Grade Level Curriculum Organizers for use in planning a scope and sequence, units of study, pacing and other materials that support a focused, coherent and rigorous study of mathematics Kindergarten through High School
  2. Provide school wide professional development and support for implementation of your curriculum
  1. Montana Grade Level Curriculum Organizers
  2. Assessing and Advancing Template: A Set of Strategic Levers for Planning
  3. Education Northwest Professional Development + Resources
3. Understand what the standards look like in a classroom
  1. Study tasks that illustrate the standards
  2. Study learning progressions
  3. View and discuss classroom videos
  1. To illustrate what each specific standards means, view a set of tasks on Illustrative Mathematics Webinar: Navigating the Illustrative Mathematics
  2. To understand standards as they progress across grades and domains, use the Learning Trajectories Hexagon Map Webinar: Navigating the Turn on Common Core Math website
  3. Videos
4. Identify and/or develop documents that are coherent, consistent and comprehensive to support the district MCCS curriculum
(e.g., scope and sequence, units, guides for sequencing, course outline, and timelines).

Understand mccs

procedures & resources

5. Plan how to use existing resources to support the intended curriculum. 
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.

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).

Purpose
Aligning student progress measures begin with understanding a balanced assessment system, the mathematical practices and content standards and the learning progression for each grade level and grade band. Stage 3 focuses on using formative assessment for multiple measures with clearly established goals to improve instruction.

Teachers and leaders implement the MCCS into every classroom.

  • A leader (e.g., principal, department chair, math coach)understands the critical areas and learning progressions to support a balanced assessment system for the school, recognizes formative assessment concepts and skill, and supports teachers creation and use of common formative assessments
  • A teacher understands the critical areas and learning progressions to establish matching goals for the school’s balanced assessment system, recognizes formative assessment concepts and skills, creates and uses common formative assessments and implements assessment strategies.

Essential Steps

Understand mccs

procedures & resources

1. Teachers understand and continually assess students' progress toward the standards using multiple assessment practices
  1. Understand the component of a balanced assessment program
  2. Understand the purpose, relevance and appropriate uses of summative and formative assessment
Smarter Balanced Assessment Consortium Common Core State Standards for Mathematics Part 2
Scroll down to video

Smarter Balanced Assessment Consortium Building a System to Support Improved Teaching and Learning

Education Northwest Teachers Planning for Effective District Implementation
Scroll down to click on the + Resources under Assessment
2. Determine clear long and short term learning goals for all students in the grade level critical areas based on the learning progressions
  1. Review the learning progressions of the critical areas for the given grade level and grade bands
  2. Determine the design of appropriate assessment (e.g., short response, constructed response, performance task, technology enhanced)
Montana Planning Process: K-8 Critical Areas Lead to Coherent Curriculum

Learning to Teach the Common Core: Mathematical Practices, Deborah Loewenberg Ball Webinar and PowerPoint
Learning Progression Documents (located on Stage 1 Resources Tab) Montana Grade Level Curriculum Organizers

Mathematics Assessment Project  
3. Leadership teams will...
  1. Develop a shared understanding of key common formative assessment concepts and skills
  2. Assess the capacity of a group of teachers to create and use common formative assessments
  3. Identify how the team can support a group of teachers in implementing common formative assessments
Common Formative Assessment

  • Facilitator Guide
  • Multimedia presentation with video, activities and discussion questions
  • Additional resources and facilitator tools
4. Teachers will implement assessment strategies
  1. Check for understanding
  2. Guide Self-Assessment
  3. Review Homework
  4. Structure Peer-Assessment
  5. Use Rubrics
Checking for Understanding
  • Videos
  • Additional resources to build knowledge of this strategies
Guide Self-Assessment
  • Videos
  • Additional resources to build knowledge of this strategies
Review Homework
  • Videos
  • Additional resources to build knowledge of this strategies
Structure Peer-Assessment
  • Videos
  • Additional resources to build knowledge of this strategies
Use Rubrics
  • Videos
  • Additional resources to build knowledge of this strategies

Digging Deeper

Understand mccs

procedures & resources

5. Educators will understand the Smarter Balanced Assessment Consortium assessments aligned to Common Core Standards that are designed to help prepare all students to graduate high school college- and career-ready
  1. How Smarter Balanced assessment contributes to student success
  2. What Smarter Balanced Assessment Consortium will provide for interim/benchmark assessments
  3. How to use the formative process digital library
  4. How  to use the data from Smarter Balanced Assessment Consortium
OPI Assessment

Smarter Balanced Assessment Consortium

 

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

Purpose
Implementing in the classroom began prior and will continue after this stage of the continuum. However, the focus of this stage is to begin and maintain instructional expertise and contribute to the successful implementation of new programs.

Teachers and leaders implement the MCCS into every classroom.

  • A leader (e.g., principal, department chair, math coach) is prepared to advocate for quality instruction, identifies and uses instructional expertise to improve teaching and learning.
  • A teacher uses content, instruction, assessment and support structures strategies to strengthen classroom learning, spark student interest and improve student outcomes.

Essential Steps

Understand mccs

procedures & resources

1. Leadership teams will...
  1. Build awareness of what quality instruction means and looks like
  2. Analyze how to promote quality instruction
  3. Explore practices that help the team stay focused on quality instruction
Module 1: Leadership Teams and Quality Instruction
  • Facilitator Guide
  • Multimedia presentation with video, activities and discussion questions
  • Additional resources and facilitator tools
2. Leadership teams will...
  1. Develop a common understanding of instructional expertise
  2. Examine how to use instructional expertise to address teachers’ needs
  3. Identify how staff with instructional expertise can share their knowledge with peers
Module 5: Instructional Expertise
  • Facilitator Guide
  • Multimedia presentation with video, activities and discussion questions
  • Additional resources and facilitator tools
3. Learning experience will...
  1. Build a shared understanding of how the implementation process works
  2. Explore how teachers can move through each phase of implementation process
  3. Identify how the team can advocate for new program implementation
Module 6: Implementing New Programs
  • Facilitator Guide
  • Multimedia presentation with video, activities and discussion questions
  • Additional resources and facilitator tools

Digging Deeper

Understand mccs

procedures & resources

4. Educators understand and implement strategies to strengthen classroom instruction, spark student interest and improve student outcomes.
  1. Content strategies
  2. Instruction Strategies
  3. Support Structures Strategies
  4. Assessment Strategies
Teacher Development Strategies
  • 24 strategies organized into the four categories (content, instruction, support structures, assessment)
  • Videos for each strategy
  • Additional resources  to build knowledge of each strategy

Additional Resources

Student Achievement Partners
Voices of educators doing the work of common core

Inside Mathematics
Classroom video visits

 

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

Purpose 
Implementing in schools and districts began prior and will continue after this stage of the continuum. However, the focus of this stage is to begin and maintain professional learning that improves instruction.

Teachers and leaders implement the MCCS into every classroom.

  • A leader (e.g., principal, department chair, math coach) will foster professional learning and professional learning groups, as well as, support teachers in meeting the goals of their professional learning plan that improves instruction.
  • A teacher will engage in quality professional learning, become an active participant in professional learning groups and strive to reach goals outlined in their professional learning plan that improves instruction.

Essential Steps

Understand mccs

procedures & resources

1. Leadership teams will...
  1. Develop a common understanding of the key features of quality professional development
  2. Examine the goals of quality professional development and strategies needed to achieve them
  3. Create a professional learning action plan
Professional Development
  • Facilitator Guide
  • Multimedia presentation with video, activities and discussion questions
  • Additional resources and facilitator tools
2. Professional Learning will...
  1. Develop capacity to facilitate school-based collaborative professional learning
  2. Develop professional learning policies
  3. Meet the promise of through leadership, investment, requirements
Learning Forward’s Transforming Professional Learning to Prepare College- and Career-Ready Students: Implementing the Common Core
  • Comprehensive system of professional learning
  • Four units supporting development of professional learning facilitators
  • Models to guide districts
  • Workbook supporting review of professional learning policies
  • Documents addressing priorities for principals, needs for schools and required elements for effective professional learning

Digging Deeper
Check back for updates.

Additional Resources
Check back for updates.

 

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

Purpose
Collecting, analyzing and decisions based on data began prior and will continue after this stage of the continuum. However, the focus of this stage is how to use multiple data sources to improve instruction.

Teachers and leaders implement the MCCS into every classroom.

  • A leader (e.g., principal, department chair, math coach) articulates how to support teachers’ use of data and guides the school in using data to improve instruction.
  • A teacher collects and uses multiple data sources, analyzes data to determine causes and find solutions and contributes to the data based decisions for the school.

Essential Steps

Understand mccs

procedures & resources

1. Leadership teams will...
  1. Develop an understanding of how the use of multiple data sources can improve instruction
  2. Analyze data to trace the causes of and find solutions to low achievement
  3. Articulate how the team can support teachers’ use of data to improve instruction
Module 2: Using Data Effectively
  • Facilitator Guide
  • Multimedia presentation with video, activities and discussion questions
  • Additional resources and facilitator tools
2. Teachers will implement assessment strategies
  1. Check for understanding
  2. Guide Self-Assessment
  3. Review Homework
  4. Structure Peer-Assessment
  5. Use Rubrics
Checking for Understanding
  • Videos
  • Additional resources to build knowledge of this strategies
Guide Self-Assessment
  • Videos
  • Additional resources to build knowledge of this strategies
Review Homework
  • Videos
  • Additional resources to build knowledge of this strategies
Structure Peer-Assessment
  • Videos
  • Additional resources to build knowledge of this strategies
Use Rubrics
  • Videos
  • Additional resources to build knowledge of this strategies

Digging Deeper

Understand mccs

procedures & resources

3. Educators will understand the Smarter Balanced Assessment Consortium assessment aligned to Common Core Standards that are designed to help prepare all student to graduate high school college- and career-ready
  1. What the Smarter Balanced Assessment Consortium is
  2. How Smarter Balanced assessment contributes to student success
  3. What Smarter Balanced Assessment Consortium will provide
  4. How  to use the data from Smarter Balanced Assessment Consortium
OPI Assessment

Smarter Balanced Assessment Consortium

Additional Resources

Students Achievement Partners
Coming Soon: CCSS Rubric for Interim/Benchmark Assessment Webinar

 

 

Montana Content Standards
and Assessments

Indian Education for All Connections with
the Montana Common Core Standards

Connecting Indian Education for All and the Montana Common Core Standards

Indian Education for All Connections with the Montana Common Core Standards and AssessmentsIntroduction

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.

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.

Indian Education for All Connections with the
Montana Common Core Standards Companion Guides

English Language ArtS By Grade:

K | 1 | 2 | 3 | 4
5 | 6 | 7 | 8

Mathematics:

Check back for updates