- Welcome to ...
- Continuous School Improvement Plan/Annual Progress Report
- Adequate Yearly Progress
- Indian Education Data, Research & Reports
- Measurement & Accountability
- National Assessment of Educational Progress (NAEP)
- NCLB Report Card
- School Discipline Data Collection
- School Staffing
- Youth Risk Behavior Survey
OPI Core Data
These files contain financial data reported to the Office of Public Instruction by school districts, special education cooperatives and counties.
Treasurers' Reports FP-6b /FP-10a/School Levies FP-9
(County-wide School Funds) Revenues and disbursements from the county-wide funds for schools, including the county equalization funds, county transportation fund, and the county retirement funds.
District Expenditures & Revenues Core Files
Annual data collected for school district revenues and expenditures, compiled from the Trustees' Annual Financial Summary (TFS).
Data compiled from annual adopted budgets for school districts from the Final Budget, including mill levies by fund, anticipated revenues by fund, and adopted budgets for each Montana School District.
Montana Public Schools Enrollment Data
- Enrollment Booklet - Fall 2011-12
- Enrollment Booklet and Graduate Data - 2010-11
- Enrollment Booklet - Fall 2010-11
- Enrollment Booklet and Graduate Data - 2009-10
- Enrollment Booklet - Fall 2009-10
- Enrollment Booklet - Fall 2008-09
- Enrollment Booklet - Fall 2007-08
- Enrollment Booklet - Fall 2006-07
- Enrollment Booklet - Fall 2005-06
- Enrollment Booklet - Fall 2004-05
- Enrollment Booklet - Fall 2003-04
- Enrollment Booklet - Fall 2002-03
- Enrollment Booklet - Fall 2001-02
- Enrollment Booklet - Fall 2000-01
- Enrollment Booklet- Fall 1999-00
Continuous School Improvement Plan/Annual Progress Report
The Board of Public Education established the goal that all school districts develop, implement, evaluate, and revise a single five-year comprehensive education plan to ensure continuous education improvement for all students and all schools.
- District Plan - The ultimate goal is for a district to generate a single comprehensive education plan that meets local needs and the needs of all state and federal programs, with specific program amendments as necessary.
- School Plan - To foster continuous education improvement throughout the district and to meet the needs of all students in every school, every school in the district will develop and have on file in the district office, a five-year school comprehensive education plan following the district plan requirements.
The comprehensive education plan includes five components:
- a school district level education profile, provided in guidance by the OPI;
- district educational goals;
- a description of planned progress toward implementing all content, performance, and program areas standards;
- a description of strategies for assessing student progress toward meeting all content and performance standards; and
- a professional development component.
Yearly Action Plan – Each year of the five-year cycle districts and schools will develop and implement a yearly action plan that systematically moves those districts and schools toward accomplishing the five-year plan. The plan provides a set of specific goals for the coming year that include measurable objectives, identified strategies to meet the objectives, any needed professional development to support those strategies and a summary of the resources required.
Yearly Effectiveness Report – A report to the Office of Public Instruction
Adequate Yearly Progress
The following report the status of all Montana schools and districts in meeting the federal requirements of the No Child Left Behind Act:
2013 Summary of Schools and Districts AYP Statistics : This file provides a summary of All Montana Schools and Districts
All Montana Public Schools: This file provides a list of the status of all Montana schools meeting the "adequate yearly progress" (AYP) requirements of the federal "No Child Left Behind" Act
All Montana Public School Districts: This file provides a list of the status of all Montana school districts in meeting the "adequate yearly progress" (AYP) requirements of the federal "No Child Left Behind" Act
The public site masks or hides data for groups with fewer than 10 students to protect confidential information about individual students as required by federal law. The data is displayed and analyzed at the state, district, and school level. To view statewide aggregate data, you will also go to the public site. This site does not require a login to run reports or download documentation and is located at: http://gems.opi.mt.gov.
For all inquiries and technical support, please contact the GEMS Help Desk
Phone: (406) 444-5222
The secured website displays unmasked school district data and is available only to authorized individuals, primarily Montana’s school and district officials. This site requires a secured login and is located at: https://securegems.opi.mt.gov.
To request access to the GEMS secure site, please use this form:
GEMS Secure Access Request Form
Indian Student Achievement Data, Research & Reports
- Montana American Indian Student Achievement Data Report Fall 2013
- Indian Education in Montana – Closing the Achievement Gap & Implementing Indian Education For All. Presentation by Mandy Smoker Broaddus (Director of Indian Education) and Michael Munson (Indian Student Achievement Specialist) at MSU Bozeman – April 19, 2011.
- "Engaging Native American Learners with Rigor and Cultural Relevance" Article by Abner Oakes, senior program associate, and Traci Maday, program associate, The Center for Comprehensive School Reform and Improvement
- Montana Statewide Dropout and Graduate Report 2008-09 School Year
- 2010 MIEA Keynote Address “Challenging the Status Quo”
- 2009 MIEA Keynote Address "Raising the Bar: Improving the Educational Experience and Outcomes for American Indian Students"
- "Reaching Out to Diverse Populations: What Can Schools Do to Foster Family-School Connections?" by Chris Ferguson A Strategy Brief of the National Center for Family and Community Connections with Schools
- The Dignity of Self Sufficiency by Bill Yellowtail
- American Indian and Alaska Native Students and U.S. High Schools Fact Sheets - from the Alliance for Excellent Education. There are an estimated 4.4 million American Indian and Alaska Native people living in the continental United States, representing 1.5 percent of the total population. They are citizens of the United States, and many are also citizens of the respective tribal nations to which they belong. Unfortunately, many American Indian and Alaska Native students do not receive the support they deserve from their respective learning communities. The nation must commit to ensuring the well-being of these students and the quality of the education they receive, particularly given the clear evidence of striking disparities in their educational achievement and attainment levels. To view the full report, go to: http://www.all4ed.org/publication_material/fact_sheets
- Indian Education Policies in Five Northwest Region States
This study examines state policies that govern the education of American Indian and Alaska Native (referred to collectively as Native American) students in the five Northwest Region states of Alaska, Idaho, Montana, Oregon, and Washington. This investigation is the most comprehensive effort to date to study Indian education policies. Indian Education Policies in Five Northwest Region States
This report is available on the regional educational laboratory web site at www.ies.ed.gov/ncee/edlabs
- In "Using Data: The Math's Not the Hard Part," author Craig Jerald
highlights research on collecting and using data to increase student achievement. Access the report at: http://www.centerforcsri.org/files/Center_IB_Sept06B.pdf
- Increasing Student Attendance - Strategies from Research and Practice
- From Where the Sun Rises - Addressing the Educational Achievement of Native Americans in Washington State December 2008 http://www.goia.wa.gov/
- "Mathematics Lesson Interactions and Contexts for American Indian Students in Plains Region Schools: An Exploratory Study" from the Mid-continent Research for Education & Learning (McRel) In an effort to reduce the achievement gap and improve the quality and outcomes of mathematics education for American Indian students, a variety of mathematics initiatives have been adopted in classrooms and schools across the nation. This study focuses on three different approaches to mathematics teaching and the current and potential impact of each approach on classroom practice and American Indian student achievement.http://www.mcrel.org/products-and-services/products/product-listing/01_99/product-22
- "A Report Card on Comprehensive Equity: Racial Gaps in the Nation's Youth Outcomes" from the College of Education at the University of Michigan. http://www.epi.org/content.cfm/racial_gaps The "achievement gap" usually refers to the difference between black and white students' basic skills test scores. But education and youth development consists of more than basic skills -- it also includes critical thinking, social skills and a work ethic, citizenship and community responsibility, physical health, emotional health, appreciation of the arts and literature, and preparation for skilled work. Greater equity in outcomes requires narrowing the achievement gap in each of these areas.
- "Striving to Achieve – Helping Native American Student Success" National Conference of State Legislators http://www.ncsl.org/programs/statetribe/strivingtoachieve.htm This report details the overall school experience for American Indian, Alaska Native and Native Hawaiian students. Included are discussions of the Native student and information about where Native students live and attend school. Data showing the number of students in specific states is included, with information about which states have the largest populations of American Indian/Alaska Native and Native Hawaiian students.
- "Examining American Indian perspectives in the Central Region on parent involvement in children's education" REL Centra – Regional Education Laboratory at McREL & Institute of Education Sciences, USDE
- "A Teacher's Tool for Reflective Practice: Racial and Cultural Differences in American Indian Students' Classrooms" from the Mid-continent Research for Education and Learning
This tool is designed to help teachers explore how or if cultural differences and responsiveness are affecting student motivation. Although teachers may have the best of intentions in educating students from cultural backgrounds different from their own, it is important that they understand that their values, beliefs, and cultural practices can be very different from those of their students. Through keeping a journal and small study groups, teachers can reflect on their day-to-day work, the school context, and alternative interaction styles and contexts for learning. Available at: http://www.mcrel.org/products-and-services/products/product-listing/01_99/product-35
- SACNAS News - Society for Advancement of Chicanos and Native Americans in Science http://sacnas.org/about/stories/sacnas-news
- Analysis of Title IIB Mathematics and Science Partnerships in the Northwest from the REL Northwest & the USDE Institute of Education Sciences This report describes the first year of the funded professional development activities in the Title IIB Math and Science Partnership projects in the Northwest Region and the evaluation models. The analysis is structured around the factors of professional development associated with changes in teacher knowledge and practice.
- Parent involvement activities in school improvement plans in the Northwest Region from the REL Northwest & the USDE Institute of Education Sciences This report addresses the fact that although the No Child Left Behind Act of 2001 spells out parent involvement requirements for schools in need of improvement, the majority (54 percent) of the 84 percent of Northwest Region school improvement plans reviewed failed to include such provisions. Many schools rely on communication as the primary way to involve parents-despite the wide range of parent involvement practices discussed in the literature.
- "Urban Indian American - The Status of American Indian & Alaska Native Children & Families Today" - A Report to the Annie E. Casey Foundation by the National Urban Indian Family Coalition The paper provides a summary of the historical factors that created a large urban population and the role that urban organizations have played in providing resources and services. Current demographics on urban Indians are presented and the implications of these numbers for the urban Indian population, tribal governments, and future research are explored.http://www.aecf.org/
Montana's No Child Left Behind Report Card (NCLB)
Welcome to Montana's "No Child Left Behind Report Card". The "Report Card" is required by the Elementary and Secondary Education Act as reauthorized by the No Child Left Behind Act of 2001. The information is helpful in determining how Montana schools and districts are meeting the requirements of this federal legislation. It should not be considered a comprehensive report on the quality of education provided by any Montana school or district.
The Montana Office of Public Instruction strongly recommends interested parents or citizens take the time to visit with their local trustees and educators to gain a more complete understanding of the schools within their community.
The Report Card web page provides you with information on education indicators required by the federal education law. Its simple format allows you to generate custom reports for specific schools and districts as well as on a statewide basis.
Information is provided on student academic performance for math and reading tests; the "adequate yearly progress" status of schools and districts; classes taught by highly qualified teachers; attendance, graduation and enrollment; emergency authorization of employment; and improvement status of schools. Also, please note the link below to the Montana results for the National Assessment of Educational Progress (NAEP).
School Discipline Data Collection 2013-2014
These resources have been developed to provide all necessary information for completing the school discipline data collection. All schools in each public school district in the state, including publicly-funded schools, must submit a completed report. Reporting agencies will be made aware of any updates, changes, or provided clarification, if needed, throughout the year.
School Discipline Data Collection Application Availability
The school discipline application for the 2013- 2014 school year is scheduled to open September 25, 2013 and will remain open through June 30, 2014. Administrators are responsible for ensuring that every school within their district has submitted a completed report, even if there were no incidents to report.
The submittal process will be available after May 15, 2014.Use the School Discipline Data Collection to report all incidents occurring between the start and the end of each district's school year that:
- result in an out-of-school suspension or expulsion of any enrolled student, regardless of removal length;
- result in an in-school suspension of a student with a disability; or
- involve weapons, drugs, or violence in which the perpetrator is a non-student.
Note: Districts may choose to enter in-school suspensions for regular education students.
Authorized Representatives decide who should be granted access to the School Discipline application. Approved users will receive a memo with their User Name and some instructions via e-mail. OPI does not provide passwords. Passwords are generated upon request from within the application and e-mailed to the requestor. Click on the "Forgot password" link on the login screen.
School-level access is necessary to perform data entry. District-level users can view reports and submit discipline data at the end of the school year.
New Methodology for Determining Sped Status (SY 2014) using Student Data in AIM
A student is determined to be special ed according to the answers to the following questions:
- Is the plan (IEP) locked, and was it active on the incident date? (No = not special ed)
- Is the evaluation report (ER) locked? Are disabilities checked on the ER? (No = not special ed)
- Was the student found to be ineligible on the ER? (Yes = not special ed)
- Was the student exited from special ed (enrollment record) before the incident date? (Yes = not special ed)
- Is there a setting of service (enrollment record)? (No = not special ed)
Schools are encouraged to enter data as soon as possible after an incident. The practice of waiting until the end of the school year to enter all incidents can be problematic because the application uses AIM data that are current as of the date of data entry. Enrollment and program changes that occur between the date of the incident and the date of data entry can affect the school's ability to enter data. Missing or incorrect student data must be corrected in AIM before proceeding, so communication between Sped and AIM staff is important.
Links to documents of interest are located in the "Resources" area on this page.
If you have other questions or need help accessing or navigating the application, contact Anne Rainey, 444.4430, or e-mail to email@example.com.
School Staffing Project
Since 2010, OPI has made significant strides in developing Montana’s statewide longitudinal data system for K‐12 education. Our efforts are focused on making reliable data and timely information more readily accessible to educators and the public, with the goal of promoting successful outcomes for students in Montana’s K‐12 schools.
The School Staffing Project is an integral component of the K-12 Data System being developed in Montana. The project integrates with GEMS, Montana’s data warehouse for K‐12 education.
The School Staffing Project includes:
Montana State Educator Information System (MSEIS)
The new system was implemented in 2013. The system automates and improves many tasks related to licensing of educators. School district personnel will have greater electronic access to the educator licensure system, including a feature for school administrators to inform licensure staff when schools are trying to hire someone with a pending licensure application.
Assignment of School Employee Identifiers (SEIDs)
Montana school districts will begin reporting salary and benefit information for each school employee for the 2012‐13 school year. As part of the set‐up for this collection, districts will submit requests in TEAMS to generate unique identifiers for school district employees.
TEAMS ‐ Terms of Employment, Accreditation, and Master Schedule
These collections will fulfill a number of new and anticipated reporting requirements in addition to replacing the previous Annual Data Collection (ADC). In the Terms of Employment collection, districts will report information on the employment status of each employee of the district, including position code, FTE portion, base salary, employment start and end dates, total annual days and hours, Full‐time/Part‐time status, and permanent/temporary status. The Accreditation component will include questions regarding compliance with the Montana School Accreditation Standards. The “Master Schedule” part of TEAMS includes the Teacher-Class data collection, which contains information on course catalog, and teaching assignments at the class level.
K‐12 Course Codes and Mapping Tool
Beginning in 2013-14, schools/districts will submit course information using new standardized K‐12 Course Codes and then link courses to the teachers assigned to these courses. As Montana continues to build its statewide longitudinal data system for P‐20 education, it is increasingly important to use a standardized system for reporting school programs and course offerings. A standardized code list will facilitate longitudinal information about students’ coursework and enable exchange of meaningful records as students transfer from one school to another, or to postsecondary education. OPI adapted the course coding system developed by the National Center for Education Statistics (NCES).
School Employee Salary and Benefit (“Compensation”) Information
Beginning in the fall of 2013, OPI will collect salary and benefit information for each school employee. Districts will upload or enter actual expenditure information, by employee (SEID), for salaries and benefits using a standard set of expenditure codes. The MAEFAIRS school finance data system will be used to collect this financial data.
If you have questions or comments about these projects and developments, please contact one of the following individuals:
Danielle Murphy, School Staffing/TEAMS Project Manager, 406.444.1625
Elizabeth Keller, Educator Licensure Unit Manager, 406.444.3150
Teri Wing, Accreditation Specialist, 406.444.4436
Jamey Ereth, GEMS Project Manager, 406.444.4409
Madalyn Quinlan, Chief of Staff, 406.444.3168
Send email to: OPITEAMS@mt.gov
In 2007, the National Center for Education Statistics (NCES) within the US Department of Education released the Secondary Course Classification System: School Codes for Exchange of Data. In 2011, the USED released the Prior-to-Secondary School Course Classification System.