Montana's system of differentiation under ESSA uses four federally required indicators plus Montana's own fifth indicator to identify schools as either Comprehensive, Targeted, or Universal. This system focuses on providing supports where they are most needed.
Montana ESSA Accountability
1-4 Federally Required Indicators
- Academic Achievement on Statewide Assessments: ELA/Reading & Math
- Academic Growth on Statewide Assessments ELA/Reading & Math (K-8 Only)
- English Learner Progress
- Graduation Rates (HS only)
5th Indicator for Montana Flexibility
- Attendance
- College & Career Ready (HS Only)
- Science Assessment (Grades 5 & 8)
Schools identified for Comprehensive Support and Improvement meet one or more of the following criteria:
- are in the lowest performing 5% of all Title I schools in the state;
- have a high school graduation rate of less than 67%; and/or
- have consistently underperforming subgroups.
Every three years, the OPI will identify schools for comprehensive support and improvement beginning with the 2018-2019 school year. The OPI will use data from the 2016-2017 school year in order to notify schools during the spring of 2018.
Schools identified for comprehensive support are working in partnership with the schools, district, and the OPI to conduct a comprehensive needs assessment of both operational (i.e., school board efficiency, school climate, and student engagement) and instructional components (i.e., leadership, professional development, and curriculum and standards).
All schools identified for comprehensive support and improvement are developing and implementing a Continuous School Improvement Plan based on the comprehensive needs assessment.
Specific strategies include:
- Building community capacity to support kindergarten transitions;
- Building school board efficiency through a school board coach;
- Engaging students in school improvement through youth voice and advocacy work;
- Supporting culturally responsive practices, particularly for American Indian communities;
- Implementing systemic literacy and math improvements through specialized instructional personnel including a variety of educators, as well as library media and digital literacy and math specialists; and
- Use of the Montana Early Warning System to identify students at risk of dropping out of school, apply targeted interventions based on student needs, and track interventions over time to determine if the interventions are working.
25-26 VIRTUAL SUMMIT MEETINGS
The purpose of ongoing summits is to foster communication and connections between stakeholders at CSI schools. This is also a way to give Tier 2 instruction and guidance while fostering regional relationships.
The December Virtual Summit will be held on Monday, January 9, from 4:00-6:00 PM. Please REGISTER HERE.
When: Monday, January 9 from 4:00-6:00 PM
Where: Teams Link
Who: Superintendents, Principals, Coaches, Teacher Leaders, Teachers
What: Data Review, MAST, Assessment, and Data Talks
Why: What your team will gain from this work session:
(Participants should bring Window #1 MAST data)
MAST
*Interpreting Data-Guidance on reading and understanding student performance data
*Summative Reports-Overview of end-of-year assessment reports available in MAST and how to use them to evaluate instructional effectiveness
*Parent Conferences-Using MAST data to communicate student progress clearly and accurately to families; translating scores into understandable next steps
*Growth-Examining individual and group growth metrics to identify strengths, gaps, and instructional priorities
*Data Talks-Structured conversations with teachers or teams using MAST data to inform instructional planning, interventions, and goal-setting
Q&A
*Open time for participants to ask clarifying questions about the tools, reports, or processes discussed, problem-solving around local data needs or implementation challenges
WIDA
*Overview of WIDA assessments (ACCESS, Screener) and how English Language Proficiency data informs instruction
ALT Assessments
*Explanation of Montana’s alternate assessment system for students with significant cognitive disabilities
*Ensuring alignment with IEP goals and appropriate accommodations
Recordings and other resources shared for past 25-26 Virtual Summits and the 24-25 Virtual Summits.
Please reach out to your School Improvement Specialist with any questions.
Additional Upcoming Events can be found here.
UPCOMING EVENT HIGHLIGHTS:
Indigenous Morning Greetings Project
Monday 9.8-Friday 12.18
Monday 10.13-Friday 12.5
Monday 12.1
Thursday 12.4, 10:00-11:30, Virtual