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:

All Montana Public Schools: This file provides a list of the 2015 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 2015 status of all Montana school districts in meeting the "adequate yearly progress" (AYP) requirements of the federal "No Child Left Behind" Act

Continuous School Improvement Plan/Annual Progress Report

To ensure continuous education improvement, the Montana Board of Public Education established the requirement for a continuous school improvement plan.  The school district and each of its schools shall develop, implement, and evaluate continuous school improvement plans and make the plans available to the public. These plans shall be reviewed on a yearly basis to reflect a continuous improvement process. Administrative Rules of Montana (ARM) 10.55.601

Each plan shall include:

• a school district level educational profile;
• the school district’s educational goals;
• a description of strategies for assessing student progress toward meeting all content standards; and
• a professional development component.

The yearly CSIP template is composed of two sections:

• The Annual Progress Report is a review of the previous year plan results and evaluation of the plan’s effectiveness.
• The Yearly Action Plan is a plan for the current school year that includes goals, measureable objectives, instructional strategies, professional development and student assessment.

 

Public site:

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
Email: opigemshelpdesk@mt.gov

Secured site:

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

For researchers requesting access to confidential student information:
Research Proposal Application

Indian Student Achievement Data, Research & Reports

• Montana American Indian Student Achievement Data Report Fall 2016
• Montana American Indian Student Achievement Data Report Fall 2014
• 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.
• 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://eric.ed.gov/?id=ED494094
• Increasing Student Attendance - Strategies from Research and Practice
  http://www.nwrel.org/request/2004june/nwsampler.html
• 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/research/state-tribal-institute/striving-to-achieve-helping-native-american-stude.aspx 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
  http://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=159&productid=108
• "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).

No new AYP or achievement data is available for these reports for 2013-2014 since all students participated (in the spring of 2014) in the field test for a new assessment to be administered in the spring of 2015. AYP and improvement statuses shown remain in effect for the current school year.

 Generate NCLB Reports

School Discipline Data Collection 2015-2016

 School Discipline Application

These resources have been developed to provide all necessary information for completing the school discipline datacollection. 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 2015- 2016 school year is scheduled to open September 28, 2015 and will remain open through June 30, 2016. 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 16, 2016.

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 2016) 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 Mary Graff, 444-0685, or e-mail to mgraff@mt.gov.