Montana Content Standards Archive
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Content Standards changed to Standards in Action
Standards in Action Committee
August 19 Helena
Presentation at MT ABLE Conference 2009
September 15 - 16 Helena
September October November December January February March April May June
In February, 2010, Margaret Bowles, Kathie Daviau, Byrdeen Warwood, and Sheri Wilson traveled to Washington D.C. for the Standards In Action Training. Montana was one of only seven states to be chosen for this grant! Math was chosen for our content area.
Byrdeen leads the Bozeman Regional team. Ellen Guettler, Sheila Jorenen, and Jan Huff are serving on the team.
Sheri leads the Deer Lodge Regional team. Cathy Rogers, Anne Dobney, Patrice Hoolshan, Shawn Maloughney, Jolene Foottii, and Mike Kallas are serving on the team.
Kathie leads the Billings team. Kathy Jackson, Henry Lemieux, Jesse Saukojus, Rose Steiner, and Rick Whitman are serving on the team.
In March, 2010, the Standards In Action Kick Off event was held in Bozeman. The regional teams received training on unpacking the standards, writing sample activities, and aligning our resources to the standards. The teams left with their assignments and anxious for our next meeting in May.
Click here to watch a video of the teams working. http://mtcontentstandards.blogspot.com/
And yet another video.
And some photos of the team.
Montana Content Standards Are User-Friendly
The Montana ABLE Content Standards are now user-friendly!
Each content area’s standards have been reduced to two pages in length. The Montana ABLE Content Standards Writing Team wrote this document to be used. Printing on both sides of a single sheet of paper gives us a convenient form that can be used by every ABLE practitioner in Montana.
Some possible uses for the condensed standards:
· check list for each student
· reference sheet for the student
· reference sheet for the teacher
· reference sheet for the administrator
· environmentally friendly, paper-saving document
· beginning of an information student bulletin board (warning: don’t print on both sides of the paper)
· visual tool for students and practitioners alike
Kathie Daviau, Billings
Condensed Versions of Content Standards
Click on each content area below to access the CS printouts.
· Math Condensed Standards
· Reading Condensed Standards
· Science Condensed Standards
· Social Studies Condensed Standards
· Writing Condensed Standards
Montana Content Standards Lessons
Montana Content Standards Lessons
Montana Content Standards Lessons
Montana Content Standards Lessons
Montana Content Standards Links to Lessons - More postings
«Montana ESOL Standards.
Montana Content Standards Links to Lessons
As requested by participants at Montana ABLE Conference 2009, MTLINCS has linked lessons to CS standards. CS standards with lessons are highlighted in yellow.
Click here go and go to Math 2.15 for an example. Then click on the standard description.
«Montana ABLE Content Standards Document
«Content Standards Blog
January 6 Helena
Introduction to Content Standards: Planning Session
September 16 - 17 Helena
Click on month to access topics.
June National Standards Discussion
- David Rosen Question: Should adult ed in all states have a common set of basic skills content standards?
- Bob Bickerton response
March Video of Team December
- Meeting Rescheduled
November Future Meetings Posted October Content Standard PowerPoint now posted
What to bring to DQ meeting and tentative agenda
Thoughts about Content Standards and National Standards by Bob Bickerton, MA Associate Commissioner of Education
Howard, et al,
As you articulate quite well, large scale initiatives look very different depending upon where one sits. I have come to think of public policy as a large house with many rooms and we are all on the outside looking in through different windows.
As a teacher, my view of students was very "up close and personal." Each student represented enormous potential emerging from a collection of experiences some of which were glorious and some quite terrifying. I worked hard to tailor my teaching to fit who they were and where they wanted to go.
As a program director, I came to appreciate that the student-teacher relationship revolved around the intersection of the history/experiences, knowledge, values and dreams of both parties. And the sum of the intersecting parts was quite different as one's view moved from classroom to classroom. I worked hard to forge common ground from the most effective practices each teacher brought to the teaching and learning process -- including what our students were teaching each of us.
As a state director of adult education, I saw some groups of students faring better than others. While many of our students leave our programs having achieved one or more of the goals that motivated them to enroll in adult education, too many others are leaving without achieving any of their own goals. In order to understand why, we pursued a number of approaches:
We started with extensive discussions and interviews with students, teachers, and program directors.
Based upon what we learned, we brought hundreds of teachers together to identify what was they and their students believed was most important to know and be able to do; the Massachusetts ABE Curriculum Frameworks emerged from this broad based enterprise.
Based upon what we learned, we built an extensive data collection and analysis system that is driven by a desire and need to understand what contributes to the successes and failures of our students (a data system that is not, as too often is the case, constructed simply to fill out reports for funding sources).
Based upon what we learned, we threw out the "one size fits all standardized tests" available from distant and disinterested publishers and built our own assessments, again with the support of hundreds of teachers and program directors, that are carefully aligned with what they had previously identified as most important for students to know and be able to do.
All of these statewide actions have taken place within a policy framework that insists that whether or not students achieve what motivated each of them to enroll in the first place must be the primary measure of our success.
In our state, there are many points of view about whether these approaches are too constraining, too burdensome, and may not ultimately serve each student as well as we all hope and expect would be the case. What I do know is that compared to what we know from other states, Massachusetts does an excellent job retaining students and more of them are achieving their own goals than ever before -- and that's a good indication that many more students today are finding their adult education experience valuable and rewarding since in the past when they did not, almost three times as many "voted with their feet" and left ABE. We also know that we are still not doing well enough.
My view into that large house of many rooms now includes K-12 as well as adult education. I see both promise and pitfalls in the current national efforts to forge common national standards and ultimately, common assessments. I too worry about "one-size-fits-all" solutions, particularly since it will be very difficult to forge a "common denominator" across so many variables that can still be tailored to regional, local and individual differences -- or as you so appropriately stated, our diversity.
At the same time I get that the more systematic use of standards and data to achieve higher levels of success for all of our students is working -- at least in some instances at the state level. And like the national policy leaders, I wonder why the wheel has to be reinvented so many times -- it certainly isn't an efficient use of scarce resources and so far, there's no clear answer as to the comparative cost:benefit of conducting this work at a small scale vs. a very large scale.
So, I have come to believe that larger scale efforts can work if we agree to use a multi-staged, multi-layered approach. Let's figure out what we as students, teachers and administrators believe is most important for our students to know and be able to do at a regional or even national level. Let's use this regional/national common ground as a starting point for additional discussions and development at the state and local levels -- a concentric circles approach that takes the best of what our field believes in its broadest configuration, and then increasingly tailor what is important at levels that come ever closer to our local communities. Given the state of today's data and assessment technologies, we should then be able to construct both formative and summative assessments that are adaptive to where each student is coming from / at, taking advantage of co-investment at the regional / national level, and then adding resources to tailor them at the state and local levels. The broader core of standards will also create sufficient market pressure on publishers to tailor they books and related materials to standards we believe in because we created them.
Where we sit helps define what these issues look like and how we might go about resolving them. But at the end of the day, I firmly believe the vast majority of us share many common values and even many of our dreams. I hope we can use that foundation of values and dreams to build bridges to some common destinations.
bob bickerton, MA associate commissioner of education
Taken from AAACE-NLA Discussion List June 2009
Content Standards Question Regarding National StandardsColleagues,An Education Week article, http://tinyurl.com/qxzbot , (http://www.edweek.org/ew/articles/2009/06/01/33standards.h28.html?tkn=OLSFMiMEtX62W3pmvC32l5ixVKicSASMnV9l ) reports that 46 states have signed on to common academic standards for K-12 math and English language arts through an effort led by the National Governors Association and the Council of Chief State School Officers. This includes standards for college- and career-readiness.
Should adult ed in all states have a common set of basic skills content standards? Some would argue we do, and have had them for several years, that the Equipped for the Future content standards, developed by the National Institute for Literacy are our common standards. Some might disagree, however, since not every state has signed on to them. In any case, now that state K-12 systems are trying to collaborate on common standards, I wonder if having a common set of standards has been discussed by OVAE and/or by the state directors of adult education. Does anyone know?David J. Rosen
Taken from AAACE-NLA Discussion List June 2009
Video of Content Standards Team
Click here for a video of the CS team at work!
ResourcesGood Morning,I know the holidays are rapidly approaching and you are thinking, what will I ever do with my free time. Well, I have a deal for you: http://online.onetcenter.org/skills. This is a Department of Labor site that you may want to refer to when you start filling in the work place skills dots. Also, http://ourfactsyourfuture.org has a link to"What Skills are most Profitable for the Montana Economy?"
by Barbara Wagner
"Who is paid more, a worker with a high level of science skills, or one with problem-solving skills? This article determines which skills are the most profitable in Montana."
Check out the Economy at a Glance publication or
Listen to the EAG PodcastThe article talks about onetcenter, and good information on workplace competencies. When I saw these sites, I instantly thought of the standards.I do want you to enjoy the holidays, so perhaps you can bookmark these sites and look at them after Christmas.Merry Christmas to an exceptional team of professionals,Margaret
Meeting Date RescheduledGood Morning:Content Standards are meeting at Red Lion all day January 6 and half day January 7. Sleeping rooms are set aside at Red Lion for January 5 and then rooms are set aside for January 6 for those Content Standards folks who will participate in the Distance Learning Training.On January 22 I have the 1201 Conference Room here at OPI reserved from 9:00 am to 3:00 pm for those who choose to meet. Sleeping rooms are blocked for January 21 at Red Lion. (Given folks wanted to meet January 6-7 in conjunction with the Distance Learning to save a trip to Helena, I'm not sure the Standards team will want to meet January 22 but I didn't want to cancel anything at this point.) Stay tuned!On February 19, the Content Standards will meet in the OPI 1201 Conference Room from 9:00 am to 3:00 pm and sleeping rooms are reserved at Red Lion for the evening of February 18.
Meetings Set for Content Standards Writing TeamsMARK YOUR CALENDARS!!!!We have set up two Content Standards Writing Team Meetings. One in January and one in February. Margaret will contact each content area to confirm who is coming in January.We will meet on January 22, 2009 in the OPI 1201 Conference Room from 9:00 am to 4:00 pm. I have reserved a block of sleeping rooms for the evening of January 21 at the Red Lion Colonial Hotel, 2310 Colonial Drive. Please call them at 443-2100 before December 31, 2008 to reserve your room.The second Content Standards Writing Team meeting will be February 19, 2009 from 9:00 and to 3:00 pm in the OPI 1201 Conference Room. I have reserved a block of sleeping rooms for the evening of February 18, 2009 at the Red Lion Colonial Hotel as well. Please call them at 443-2100 and guarantee your room no later than January 19, 2009.All ABLE teams should plan on attending; ESL may come if they wish to have this work time.Reimbursements and substitute pay will be the same as the last meeting.Thanks to everyone for their commitment to this project.
Content Standards Powerpoint
Things to Bring to DQ
As you can imagine, I am very excited to begin the content standards process. My work with our facilitator continues, and as you might expect, I did ask what you would need to bring to the conference. At this point in time, we would ask those of you that have access to a laptop to please bring it along. We will be using laptops on the 17th in the content standards break out room.
Below is a quick overview of the work we will do on the 16th and 17th:
DAY 1: September 16th
Overall Workshop Goal for Day 1
The goal of this presentation is to increase the awareness and knowledge of standards-based education and to recognize the importance of developing content standards for Montana’s adult learners. This will be achieved through a slide presentation with hand-outs and a participative discussion.
Specific Workshop Objectives-Day 1
- Recognize the importance of standards-based education
- Identify the goals of standards-based education for adults in Montana
- Define and differentiate commonly used terms (content standards, indicators or benchmarks, performance standards)
DAY 2: September 17th
Overall Workshop Goal for Day 2
The goal of this workshop is to assist the writing teams in the standards writing process. This will be achieved by:
- Organizing and orientating subject area writing teams for coordinating, developing and reviewing content standards
- Delegating team leaders who will be responsible for coordinating their content area teams
- Brainstorming how to adapt or develop content standards after review existing content standards in other states that use TABE as their assessment system
- Reviewing resources that will guide in the development of the standards
- Identifying potential challenges and solutions to obstacles so that contingency plans can be prepared if difficulties arise during the standards writing process
- Developing an action plan for estimating the timeframe when each subject area’s first draft of the content standards will be completed
Specific Workshop Objectives-Day 2
- Appoint a team leader for each writing team who will be responsible for coordinating the team
- Determine the specific roles of each team participant
- Decide which resources need to be reviewed before the standards writing process begins along with a timeframe for reviewing these resources
- Determine how often teams should meet during the standards writing process which should include the logistics (when, where, how long)
- Form a consensus on what needs to be aligned to Montana’s adult education content standards (NRS, GED test, TABE, college placement tests, EFF)
- Identify potential challenges and solutions to obstacles so that contingency plans can be prepared if difficulties arise during the standards writing process
- Develop an action plan for estimating the timeframe when each subject area’s first draft of the content standards will be completed
Enjoy these last few weeks of summer!
Margaret Bowles, Adult Literacy and Basic Education Specialist, Office of Public Instruction