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Purpose of the Montana Common Core Sta ndards

Purpose of the Montana Common Core Sta ndards. “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 Sta ndards

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  1. 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 August 2011

  2. Montana K-12 Content Standards forEnglish Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects andMathematics and K-12 Standards for Mathematical Practices Informed by the Common Core State Standards

  3. Level 1 Overview Topics • Standards Development • Assessment of Student Learning • Structure and Content of Standards

  4. Why Common Core State Standards? • Promote College and Career-Readiness • Ensure Montana students are ready to compete, not only with their peers across the country, but globally. • Provide accountability tools for teachers, parents, and students with a very clear set of expected knowledge and skills at each grade level. • Create a larger pool of resources, expertise, curricular tools, professional development, common assessments, and other materials. • Ensure content area integrity is not compromised due to student relocation. • "They give every student, no matter where they live, the opportunity to receive an education that will prepare them for college or to enter the workforce.“ (Denise Juneau, Montana State Superintendent)

  5. 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

  6. Common Core State Standards Initiative (CCSSI) Common Core Standards are: • Clearer and more rigorous • Aligned vertically • Aligned with college and work expectations • Aligned with successful international standards • Based on evidence and/or research

  7. Adoption of Common Core State Standards

  8. Legal, Ethical, Instructional http://www.opi.mt.gov/Programs/IndianEd/Index.html

  9. Indian Education for All (IEFA)Background In the 1972 Constitution (Article X, Section 1(2) the State of Montana recognized the distinct and unique cultural heritage of American Indians and committed to provide education preserving the cultural integrity of each Montana tribe.

  10. Indian Education for All (1999)MCA 20-1-501 • Every Montanan, whether Indian or non-Indian, should be encouraged to learn about the distinct and unique heritage of American Indians in a culturally responsive manner. • Every educational agency and all educational personnel will work cooperatively with Montana tribes … when providing instruction and implementing an educational goal. …

  11. “Quality Education” includes IEFA Mont. Code Ann. sec. 20-9-309 A "basic system of free quality public elementary and secondary schools" means: (c) educational programs to implement the provisions of Article X, section 1(2), of the Montana constitution and Title 20, chapter 1, part 5, through development of curricula designed to integrate the distinct and unique cultural heritage of American Indians into the curricula, with particular emphasis on Montana Indians.

  12. Assessment Implementation The Adoption Process • Board of • Public Education • takes action • on the • adoption of 2011 Montana • K-12 Content 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 • adoption process • for adoption of standards based • on Common • Core State • Standards • May 2011 • November 2011 • Fall 2011 • Notice • of • Public Hearing

  13. Transition Timeline

  14. Standards, Curriculum, Assessment, and Instruction Define and describe the relationship of these components: • Standards • Curriculum • Assessment • Instruction

  15. Level 1 Overview Topics • Standards Development • Assessment • Structure and Content of Standards

  16. Transition Timeline

  17. SMARTER BalancedAssessment Consortium

  18. Purpose of SBAC • 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 • Assure that students leave high school prepared for postsecondary success in college or a career through increased student learning and improved teaching • Prepare assessments that shall be operational across Consortium states in the 2014-15 school year

  19. Assessment System Components • Summative Assessment – Mandatory • Comprehensive assessment in grades 3-8 and 11 • Selected response, short constructed response, extended constructed response, technology enhanced, and performance tasks • Interim Assessment - Optional • Available for administration throughout the year • Selected response, short constructed response, extended constructed response, technology enhanced, and performance tasks • Formative Process and Tools

  20. Level 1 Overview Topics • Standards Development • Assessment of Student Learning • Structure and Content

  21. Standards Vocabulary

  22. English Language Arts Document Structure Comprehensive Section K-5 ELA Section Literacy in Science and Social Studies and Technical Subjects Section 6-12

  23. English/Language ArtsStandards • Reading for Literature • Reading for Informational Text • Reading: Foundational Skills • Writing • Speaking and Listening • Language • Literacy in History/Social Studies & Science

  24. Topics Strand Standard Statement

  25. Mathematics Common Core Structure

  26. Standards for (Student) Mathematical Practice 1. Make sense of complex problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. (CCSS, 2010)

  27. Critical Areas

  28. K-8 Content Standards Overview • The K-5 standards provide students with a solid foundation in whole numbers, addition, subtraction, multiplication, division, fractions and decimals. • The 6-8 standards describe robust learning in geometry, algebra, and probability and statistics. • Modeled after the focus of standards from high-performing nations, the standards for grades 7 and 8 include significant algebra and geometry content.

  29. Domain Grade and Domain Cluster Standard

  30. 9-12 Content Standards Overview • Call on students to practice applying mathematical ways of thinking to real world issues and challenges. • Require students to develop a depth of understanding and ability to apply mathematics to novel situations, as college students and employees regularly are called to do. • Emphasize mathematical modeling, the use of mathematics and statistics to analyze empirical situations, understand them better, and improve decisions. • Identify the mathematics that all students should study in order to be college and career ready.

  31. 9-12 Content Standards Overview • High school standards are organized around five conceptual categories: Number and Quantity, Algebra, Functions, Geometry, and Statistics and Probability. • Modeling standards are distributed under the five major headings and are indicated with a () symbol. • Standards indicated as (+) are beyond the college and career readiness level but are necessary for advanced mathematics courses, such as calculus, discrete mathematics, and advanced statistics. Standards with a (+) may still be found in courses expected for all students.

  32. Domain Category and Domain Standard Cluster

  33. Mathematics Learning Progressions

  34. Jean Howard (406) 444-0706 jhoward@mt.gov For a look at the Montana Common Core Standards: http://www.opi.mt.gov/Curriculum/Index.html?gpm=1_7#gpm1_7

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