1. “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 Purpose of the Montana Common Core Standards August 2011

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

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

4. Why Common Core State Standards? 4  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 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 Common Core State Standards Initiative (CCSSI)

7. Adoption of Common Core State Standards

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

9. 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. Indian Education for All (IEFA) Background

10. 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. … Indian Education for All (1999) MCA 20-1-501

11. 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. “Quality Education” includes IEFA

12. May 2011 Board of Public Education approved the Recommen- dation to follow adoption process for adoption of standards based on Common Core State Standards Fall 2011 Notice of Public Hearing November 2011 Implementation July 2013 Assessment Spring 2015 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 The Adoption Process

13. Transition Timeline

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

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

16. Transition Timeline

17. SMARTER Balanced Assessment 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. Standards Development Assessment of Student Learning Structure and Content of Standards Level 1 Overview Topics

21. Standards Vocabulary Montana Standards ELAMathematics StrandDomain TopicCluster Standard

22. English Language Arts Document Structure Comprehensive Section ELA Section Literacy in Science and Social Studies and Technical Subjects Section

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

24. StrandStrand TopicsTopics Standard Statement

25. Mathematics Standards K – 12 Content Standards K – 8 Critical Areas by Grade Level HS Conceptual Categories Standards for Mathematical Practice (Apply daily to all grade levels) Number and Quantity Algebra Functions Geometry Probability and Statistics Modeling K12 345 6 7 8 Mathematics Common Core Structure

26. 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. Standards for (Student) Mathematical Practice (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. DomainDomain ClusterCluster StandardStandard Grade and Domain

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. StandardStandard DomainDomain ClusterCluster Category and Domain

33. Kindergarten12345678 HS Counting and Cardinality Number and Quantity Number and Operations in Base Ten Ratios and Proportional Relationships Number and Operations - Fractions The Number System Operations and Algebraic ThinkingExpressions and EquationsAlgebra Functions Geometry Measurement and DataStatistics and Probability 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