Reports & Data

Welcome to the Montana Office of Public Instruction's Reports & Data web page. This site provides resources and information about OPI's data collection tools, formats, and schedules. It also links to reports on student achievement, such as Montana's NCLB Report Card and the National Assessment of Educational Progress (NAEP), and to financial information reported by school districts.

OPI Core Data These files contain financial data reported to the Office of Public Instruction by school districts, special education cooperatives and counties.

County Treasurers' Reports FP-6b /FP-10a/School Levies FP-9 (Countywide School Funds) Revenues and disbursements from the countywide funds for schools, including the county equalization funds, county transportation fund, and the county retirement funds.

District Expenditures & Revenues Core Files Annual data collected for school district revenues and expenditures, compiled from the Trustees' Annual Financial Summary (TFS).

District Budget Data Data compiled from annual adopted budgets for school districts from the Final Budget, including mill levies by fund, anticipated revenues by fund, and adopted budgets for each Montana School District.

School Profile Revenue and Expenditure Per ANB

Statewide Special Education Data & Reports
Special Education Report to the 61st Montana Legislature

Special Education Report to the Board of Public Education - July 2009

2009 Data
2008-09 Child Count Data
2008-09 Educational Environment Data
2008-09 Exiting Data

Prior Year Data

Continuous School Improvement Plan/Annual Progress Report

The Board of Public Education established the goal that all school districts develop, implement, evaluate, and revise a single five-year comprehensive education plan to ensure continuous education improvement for all students and all schools.

District Plan - The ultimate goal is for a district to generate a single comprehensive education plan that meets local needs and the needs of all state and federal programs, with specific program amendments as necessary.
School Plan - To foster continuous education improvement throughout the district and to meet the needs of all students in every school, every school in the district will develop and have on file in the district office, a five-year school comprehensive education plan following the district plan requirements.

The comprehensive education plan includes five components:

a school district level education profile, provided in guidance by the OPI;
district educational goals;
a description of planned progress toward implementing all content, performance, and program areas standards;
a description of strategies for assessing student progress toward meeting all content and performance standards; and
a professional development component.

Yearly Action Plan – Each year of the five-year cycle districts and schools will develop and implement a yearly action plan that systematically moves those districts and schools toward accomplishing the five-year plan. The plan provides a set of specific goals for the coming year that include measurable objectives, identified strategies to meet the objectives, any needed professional development to support those strategies and a summary of the resources required.

Yearly Effectiveness Report – A report to the Office of Public Instruction

Continuous School Improvement Plan (CSI Plan/5YCEP) Development Process Data Entry

Tutorial on Navigating the Data Graph Portion of the CSI Plan

Next five year plans for all districts and schools need to be completed by January 29, 2015.

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:

2010 Summary of Schools and Districts AYP Statistics: This file provides a summary of All Montana Schools and Districts

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

Citrix - Annual Data Collection

PRincipal and Teacher Evaluation survey

Quality Educator Report

Annual Data Collection

The Annual Data Collection (ADC) takes place every Fall, and collects and reports a variety of non-fiscal data used in School Accreditation and State and Federal Reporting. You can print the forms below, and use them as worksheets for collecting your data. For assistance with completing the Annual Data Collection, phone 406.444.4050.

School Forms

District Forms

Special Education Coop Forms

Other Resources

School Forms

Annual Data Collection - Personnel Assignment of teachers and specialized school personnel
Accreditation Data Reporting regarding compliance with accreditation standards
Alternative Education Programs Reporting of alternative education programs to serve at-risk students
Highly Qualified Teacher Summary - Reporting of HQT Qualifications by Teacher, by Assignment Code
Indian Education for All - School Reporting of school efforts to implement the requirements of MCA 20-1-501
Pupil Instruction-Related Days Reporting of the first and last day pupils attend school and pupil instruction-related days (PIR)
School Aggregate Hours Reporting of pupil instruction time
Technology Use Report Report to assist OPI in planning future staff development and technical assistance delivery options across the state.

District Forms

Authorized Signatures and Checklist Authorized signature and checklist to confirm complete submittal
Distance Learning Report Information about use and delivery of distance, on-line, and technology delivered learning
Dual Enrollment Opportunities Identifies which districts offer dual enrollment opportunities, and provides specific information about those programs.
Homeless Liaison This person coordinates services to ensure that homeless children and youth enroll in school
Indian Education for All - District Reporting of district efforts to implement the requirements of MCA 20-1-501
Personnel Recruitment This information will help identify shortage areas and provide support data for efforts undertaken to address those shortages.
Principal and Teacher Evaluation Survey
Technology Integration Report Reporting regarding Montana Technology Content and Performance Standards.
Testing Coordinators This person is responsible for the successful communication, coordination, and execution of spring CRT testing.

Special Education Coop Forms

Coop Authorized Signature and Checklist Authorized signature and checklist to confirm complete submittal
Special Education Coop - Personnel Assignment of special education cooperative personnel

Resources

Manuals
Annual Data Collection Manual - Includes Glossary of Terms
Principal and Teacher Evaluation Survey Instructions

Additional Resources
Table of Contents
Quality Educator Report
Job Codes List with Definitions
Job Codes List With Data Use Detail
Quality Educator Payment Summary for ADC 2010-2011
Worksheet for Naming Periods/FTE and Calculating FTE

Policy Resources
Policies guiding school accreditation and other data collected in the ADC should be carefully reviewed. A cross-section of such policies includes:
Administrative Rules of the State of Montana, Chapter 55, Standards of Accreditation
Highly Qualified Teachers
Title I Instructional Paraprofessionals Qualifications

Montana Code Annotated (MCA)
20-1-301. School Fiscal Year
20-1-501 Indian Education: 20-1-501
20-4-202. Teacher and Specialist Certification Registration
20-7-1201. Montana Virtual Academy -- Purposes – Governance
20-9-327. Quality Educator Payment

Enrollment Information
Enrollment, dropout and graduate data and other student counts are now collected through AIM. Click here for the AIM website.

For questions about ADC or Citrix call 444-4050

Indian Student Achievement Data, Research & Reports

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. To view the full report, go to: http://www.all4ed.org/publication_material/fact_sheets
American Indian Education Data Fact Sheet
Assessment and Enrollment Data/Reports for Download
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://www.centerforcsri.org/files/Center_IB_Sept06B.pdf
Increasing Student Attendance - Strategies from Research and Practice
http://www.nwrel.org/request/2004june/nwsampler.html
This is a link to a data presentation by Chris Lohse, former OPI Federal Liaison and Policy Director. This presentation demonstrates the achievement gap between Indian and white students across several states, including Montana.http://www.ccsso.org/content/pdfs/AmInd_Chris_Lohse.ppt
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/topics/Mathematics/products/228/
"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/programs/statetribe/strivingtoachieve.htm 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 journaling 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/topics/products/264/
SACNAS News - Society for Advancement of Chicanos and Native Americans in Science Summer/Fall 2008 Newsletter
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.nuifc.org/

The National Assessment of Educational Progress

The National Assessment of Educational Progress (NAEP) is a congressionally mandated project overseen by the National Center for Education Statistics (NCES) to continuously monitor knowledge, skill, and performance of the nation's children and youth. As the "Nation's Report Card," NAEP measures and reports on a regular basis what America's students know and can do in core subjects like reading, mathematics, writing, and science. For more information, visit http://nationsreportcard.gov
Under the No Child Left Behind Act of 2001, states receiving Title I funds must participate in the NAEP Assessment in grades 4 & 8 in reading and mathematics.

Click here for NAEP results

An Overview of NAEP
NAEP Facts for Principals
NAEP Facts for Districts

NAEP INformation

NAEP 2011 in Montana

Document Downloads

Montana NAEP Results

NAEP 2011 in Montana

Who will participate in the NAEP 2011 Assessment?
Between January 24 and February 28, 2011, the NAEP 2011 assessment will be given in reading and math in grades 4 and 8, and science in grade 8. Students will spend about 90 minutes completing the assessment in one subject and student background questionnaires.

What are the end results of NAEP testing?
• NAEP produces a valid profile of student achievement in numerous sub-groupings for individual states and the nation as a whole.
• NAEP results are also used in conjunction with international testing to provide an estimate of relative standing of the U.S. in the world
• NAEP provides several powerful, publicly available online tools for the analysis of NAEP data, available at http://nces.ed.gov/nationsreportcard.

Document Download

NAEP 2011 Facts for Districts
NAEP 2011 Facts for Principals
NAEP-TIMSS 2011 Linking Study Fact Sheet

Spring 2010 Measure Up Assessment News - Grade 4
Spring 2010 Measure Up Assessment News - Grade 8
Spring 2010 Measure Up Assessment News - Grade 12

NAEP 2010 MySchool Brochure Grades 4 and 8
NAEP 2010 MySchool Brochure Grade 12

Montana NAEP Results

Montana Highlight Reports for the 2009 NAEP Administration
Mathematics: Grade 4
Mathematics: Grade 8
Reading: Grade 4
Reading: Grade 8

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 webpage 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).

Modern Web Browsers such as FireFox, Chrome, Opera and Safari do not need a plug-in to view Scalable Vector Graphics (SVG) files.

Windows Internet Explorer users will need to download and install the Adobe SVG Viewer to use this form:

Free Win 98-XP, Vista, Windows 7 SVG plugin

Please select a report from any of the pop-up menus below:

Report Type:

Report Level:

District:

School:

Year:

Grade:

(Only applies to the "Academic Indicator by Grade & Subject" report)

(Report will open in a new window)

School Discipline Data Collection 2009-2010

These resources have been developed to provide all necessary information for school discipline data collection. Reporting agencies will be made aware of any updates, changes, or provide clarification, if needed, throughout the year.

School Discipline Data Collection Application Opens October 5.
The school discipline data collection application for the 2009-10 school year opens October 5 and will stay open through the closing date of June 30, 2010. This will allow schools and/or districts to enter data on an ongoing basis throughout the school year. School district administration is responsible for ensuring that every school within the district has submitted a completed report. A school with no incidents to report at the end of the year must check the "no incidents" box on the Out-of-School Suspension/Expulsion Data Entry Screen for that school. The submittal process will not be available until after May 14, 2010. Please see the September 2009 instruction memo.

The school discipline application is a collection of all suspension and expulsion incidents that occur between July 1, 2009 and June 30, 2010 that:

result in an out-of-school suspension or expulsion, regardless of the length of time, for any enrolled student; or
involve weapons, drugs or violence in which the perpetrator is a non-student; or
result in an in-school suspension of a student with disabilities.

THIS YEAR: There are no new requirements this year. However, this is a reminder of the requirement to use of the 9-digit student's state ID number from the AIM system to identify student perpetrators. The additional security step implemented last year to require an additional password to get into the application itself is still in place. New passwords will be sent to you as soon as the updated user report is returned.

As always, if you have further questions or need help getting into or navigating the application, contact Karen Crogan, 444-0685, kcrogan@mt.gov

Resources

Security memo for 2009-2010
Instruction memo for 2009-2010
School Discipline Instruction Manual
2009-2010 Codes At A Glance
2009-2010 Glossary of Terms
Out-of-School Worksheet
In-School Worksheet
School Discipline Login Request