The Great Work of Montana's Public Schools, Volume III

A j o i n t p u b l i c a t i o n o f t h e f o l l o w i n g e d u c a t i o n a d v o c a c y g r o u p s

T h e G r e a t W o r ko f M o n t a n a ’ s

P u b l i c S c h o o l s

V o l u m e I I I O c t o b e r 2 0 1 5

“ It is the goal of the people to establ ish a system of education which

wil l develop the full educational potential of each person. Equal ity of

educational opportunity is guaranteed to each person of the state .”Article X , Sect ion 1 , Montana Const itut ion

D E N I S E W I L L I A M SExecutive DirectorMontana Associationof School Business [email protected](406) 461-3659

D I A N N E B U R K EExecutive Director

Montana Quality Education Association

[email protected](406) 449-4594

D AV E P U Y E A RExecutive Director

Montana Rural Education [email protected]

(406) 443-2626

E R I C F E AV E RPresidentMEA-MFT

[email protected](406) 442-4250

K I R K M I L L E RExecutive Director

School Administrators of [email protected]

(406) 442-2510

L A N C E M E LT O NExecutive Director

Montana School Boards [email protected]

(406) 442-2180

W e a r e u n i t e d b y

o u r s h a r e d i n t e r e s t s i n

t h e b e s t i n t e r e s t s

o f s t u d e n t s .

This information has been presentedfor the use of parents, state policymakers,our members and the public at large.

I n t r o d u c t i o n a n d E x e c u t i v e S u m m a r yThe Montana Association of School Business Officials (MASBO), MEA-MFT,Montana Quality Education Coalition (MQEC), Montana Rural EducationAssociation (MREA), Montana School Boards Association (MTSBA)and School Administrators of Montana (SAM) are proud to collaboratein spreading the word about the Great Work of Montana’s PublicSchools.

Through careful stewardship, engagement of communitiesand inspiration provided through the Montana Constitution,Montana’s Public Schools have evolved over the last150 years into community owned centers of excellence,life-readiness and opportunity. Along the way, our publicschools have earned a well-deserved reputation as placeswhere tradition is treasured and communities are connected,futures are readied and potentials are realized, children arecherished and kindness is kindled, students are stimulatedand inspired, and where excellence is encouraged.

We invite you to join us in the important and inspiring workof ensuring individualized excellence for each child educatedin Montana’s Public Schools.

Learn more at mt-pec.org.

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M o n t a n a ’ s P u b l i c S c h o o l s a r e g ov e r n e d b y e l e c t e d s c h o o l t r u s t e e s

Local school boards are made up of over 1,400 Montanans that comefrom all walks of life - including accountants, bankers, farmers, ranchers, retirees, aunts, uncles, mothers, fathers, friends and neighbors.

What binds this diverse group of volunteer leaders together is their desire to serve their community and help prepare children for a lifetime of success and happiness.

Elected trustees in Montana volunteer nearly 750,000 hours each year in pursuit of increased student achievement, taking on complex and some-times controversial challenges with no compensation whatsoever. Elected trustees contribute the equivalent of 360 FTE positions provided free of charge each year, providing taxpayers over $14 million in savings each year compared to what those positions would cost if filled by employees.

Elected trustees oversee the employment of over 25,000 public employees who educate, support, transport, supervise, feed and protect the safety of over 147,000 children, in virtually every community in the state, every day of the week throughout the school year. School boards govern for excel-lence and efficiency in equal measures and the results of their efforts speak for themselves. Montana’s Public Schools provide performance that compares favorably by any measure, nationally or even internationally and elected trustees deliver these results for below average costs when com-pared to other states in our Nation. Elected trustees ensure preservation and fulfillment of important constitutional guarantees afforded Montana's citizens.

“ . . .Most of our ongoing conversat ions

wi th our const i tuents have regarded

classroom space.. . we are becoming

very overcrowded in our elementary

and our middle school . . . So classroom

space has been a premium for us. . .

Also we’re very conscious of what the

publ ic wants f rom curr iculum, so we’re

constant ly adapt ing curr iculum to

provide for those publ ic needs and

hopeful ly fu l f i l l ing jobs in the

Flathead.”— M a r y R u b y, K a l i s p e l l P u b l i c

S c h o o l s Tr u s t e e

“ Our local ly elected board

of t rustees sets a v is ion for

our school d istr ict . . . that

means that al l k ids are

engaged in learning today

for l i fe tomorrow. They

provide the wind beneath

our wings.. . they set the

direct ion for the school

d istr ict . We move forward

with their guidance and

support and their knowledge

of our community. . . and

most of a l l wi th their spir i t

for the chi ldren.. . they are

volunteers, they are elected

to serve and they get no

“compensat ion”. . . their only

compensat ion is to see

chi ldren succeed.. . so they

push us forward al l the t ime

to make sure that

happens.”— Ta m m y L a c e y,

S u p e r i n t e n d e n t

G r e a t F a l l s P u b l i c S c h o o l s

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Our constitutional founders got it right when they designed the governance

of Montana’s public schools. Our school districts are generally supervised

by the Board of Public Education and funded by the Legislature, but they

are also community owned through elected school boards, which are

vested with “supervision and control” of all publicly-funded K-12 education

in Montana.

M o n t a n a ’ s P u b l i c S c h o o l s a r e r e s p o n s i v e t o t h e n e e d s o f e a c h c o m m u n i t y

“ Our high school board has spent the last f ive years real ly

focusing on being responsive to our community ’s needs.. . that

our school board needs to be effect ive, our meet ings need to be

effect ive, and that we get away from the idea that average was

OK.. . we’ve worked the last three years wi th strategic planning

to put programs in place, give teachers the resources they need

in the c lassroom, to put us in the top 20 percent of schools in

the nat ion by every academic measure.”— S a b r i n a S t e k e t e e , J e f f e r s o n H i g h S c h o o l T r u s t e e

Additional safeguards employed to ensure each community’s voice in

how its schools are governed and run include the constitutional rights

of the public’s right to know, influence, and participate in the operations

and activities of its public schools. These constitutional guarantees

afforded Montana citizens cannot be replicated in the private sector

and provide an assurance that each community has a voice and a seat

at the table when it comes to public education.

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Montana’s average 8th grade science score is 163, ranked 1st in the nation

Montana’s average 8th grade reading score is 272, ranked 6th in the nation

Montana Public Schools had the second best (lowest) white/Hispanic achievement gap in the nation

$700,000 automobile

sales

M o n t a n a ’s P u b l i c S c h o o l s a r e d e s i g n e d f o r excel lence

*Recent NAEP-TIMSS linking study

Montana’s public school students were found to be the4th best in the world in science6th best in the worldin math *

“ Educat ion is what makes a di fference in our society. I bel ieve in the game changer,

the door opener, the opportuni ty maker. . .The enterpr ise that we cal l publ ic educat ion. . .”— Ta m m y L a c e y, S u p e r i n t e n d e n t , G r e a t F a l l s P u b l i c S c h o o l s

According to calculations made by the Alliance for Excellent Education, Montana is likely to see significant economic gains as a result of increases

$5.9 million annual

boost toMontana’s economy $12.3

million home sales

in its high school graduation rate over the period of 2009 to 2014, which resulted in 520 additional high school graduates. The Alliance estimates Montana will see a $5.9 million annual boost to the state’s economy going forward and an increase of $12.3 million in spending on homes and a $700,000 increase in automobile sales.Collectively, the additional graduates will likely earn an additional $95 million over

the course of their lifetimes, compared to if they had not graduated from high school. Additional earning equals additional tax revenues

and less reliance on public assistance programs. This benefits all citizens.

Assessment/Test Scores

Test Scores 2012 2013 2014 MT Natl MT Natl MT NatlSAT*

VERBAL 536 496 538 491 555 497

MATH 536 514 541 503 552 513

WRITING 511 488 513 480 530 487

* Scholastic Aptitude Test-- High Score 800. In 2014, 17 percent of Montana graduating seniors took the SAT. Nationally, 43 percent of graduating seniors took the SAT.

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Montana’s graduation rates on the rise

M o n t a n a ’ s P u b l i c S c h o o l s a r e e f f i c i e n t

M o n t a n a p u b l i c s c h o o la d m i n i s t r a t o r s t a f f i n gi s e f f e c t i v e a n d e f f i c i e n t :

➤ per superintendent

➤ per principal

➤ per administrator(Superintendents and Principals)

➤ per administrator

1,051 students

327 students

249 students

20.4employees

P e r P u p i lE x p e n d i t u r e s

Ranked29th

$850below national average

Annual Savings of$123 million

to Montana taxpayers each year compared to

national averages

M o n t a n a ’ s P u b l i c S c h o o l s


Per GraduateE x p e n d i t u r e s *

Ranked38th

$2,204below national average

Graduation represents

the universal benchmark for success of K-12

public education and Montana’s public schools

produce graduates at a cost lower than all

but a handful of statesin the nation.

*Derived from a combination of graduation rates and per pupil

expenditures


Per CapitaE x p e n d i t u r e s

Ranked41st

$292below national average

SchoolRevenues

Ranked29th

per $1,000 in personal income in the nation

Montana’s costs are:

11.7 employees

Compare to other Montana industries*:

➤ per healthcare administrator

6.5 employees ➤ per construction

manager5.6

employees ➤ per manufacturing manager

* U.S. Bureau of Labor Statistics/Educational Research Service



“ I became an educator for the s imple opportuni ty that i t a l lows me the focus to be able to

touch the future . . . i t ’s my way of being able to know I can make a posi t ive impact in those

indiv iduals l ives as they make their choices for their educat ion.”— Andrew Ho lm lund , Super in tenden t , Ronan Pub l i c Schoo ls

Licensed K-12 Staff (Full-Time Equivalent) 2014-15

Teachers-Classroom, Title I, Special Ed................................10,364

Superintendents and Assistant Superintendents .......................158

Principals and Assistant Principals .............................................505

Other Administrative Staff .............................................................. 91

Education Specialists (Library, Guidance Counselors) .............939

Licensed Professional (Noneducator) .........................................390

Total Licensed Staff FTE .........................................................12,447

Paraprofessionals.......................................................................2,445

Total Licensed and Paraprofessional Staff ...........................14,892

Student/Teacher Ratio 2010-11 2011 -12 2012 -13

Montana average 13.8 14 14

National average 15.7 16 16

Data from Common Core of Data, U.S. Department of Education

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M o n t a n a ’ s P u b l i c S c h o o l s a d a p t a n d i n n o v a t et o e n s u r e s t u d e n t s u c c e s s

“ . . . we have to teach much more than just the

academics, . . . I ’ve been foster ing growth mindsets,

perseverance, and developing gr i t . . .”— Anne Kei th, 2010 Montana Teacher of the Year

“ . . .before school ever starts, I go on home vis i ts wi th al l of my students. I have a chance

to meet them and their fami l ies on their home turf . We just have a connect ion and relat ion-

ship f rom the beginning of school . . . That ’s a pret ty innovat ive program and I ’m very happy

to be a part of that . . . I t ry new and di fferent th ings each year.” — Jane Shawn, First Grade Teacher

• Four day school weeks in many communities throughout the state that have embraced theconcept in collaboration with parents and othersin the community

• Distance learning options through the Montana Digital Academy that fully integrate technology and learning and which provide an expansive breadthof curriculum in all participating public schools while retaining community ownership and local control

• Proficiency-based learning opportunities free from seat time restrictions where high level learning is the constant and time is the variable

• Advanced Placement

• Dual High School/College Credit

• Vocational, computer and business classes in additionto college prep classes

• Part time enrollment options for home school students

• Credit recovery optionsfor students who have fallen behind

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M o n t a n a ’ s P u b l i c S c h o o l s e a r n t r u s t t h r o u g h t r a n s p a r e n c y

“ Even as a young school d istr ict . . . we’ve already had the modern issues that school d istr icts face

that can be qui te di ff icul t . . . transparency and trust has remained with the school and with the

community, as a resul t of Montana open meet ing laws.. . the most powerful statement we can make

to our const i tuents is that , i f they care enough, they can be a part of every meet ing and therefore

every decis ion that happens in the distr ict . . .”— Loren Bough, Big Sky Publ ic Schools Trustee

Montana voters trust local educators the most when it comes to doing what is right academically for children in our public schools. That trust should come as no surprise as it has been hard earned and preserved through the transparency of Montana’s Public Schools. Public meetings, public comments, and the right for public participation on each voted item, help make Montana’s public schools transparent, but our public schools do much more than that!

Our schools are governed and operated in a manner that not only upholds Montana constitutional guarantees of openness and public participation but which also actively engages communities in fully developing the potential of each student. Montana’s Public Schools are committed to working hand in hand with and in their communities in creating a bright future for Montana’s children.

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Who do Montana voters t rust to do

what is best academical ly for

students in publ ic schools?

A V i s i o n f o r t h e S u c c e s s o f M o n t a n a ’s S t u d e n t s

“It is the goal of the people to establish a systemof education which will develop the full educational

potential of each person.”A r t i c l e X , S e c t i o n 1 , M o n t a n a C o n s t i t u t i o n , 1 9 7 2

— M O N T A N A ’ S K - 1 2 V I S I O N G R O U P C O R E P U R P O S E —

8 |

A V i s i o n f o r t h e S u c c e s s o f M o n t a n a ’s S t u d e n t s — M O N T A N A ’ S K - 1 2 V I S I O N G R O U P C O R E V A L U E S —

Montana’s public school districts share the authority and responsibility with the Legislature, Governor, Board of Public Education and State Superintendent to provide a system of public education that affords children, their families and Montana’s citizens each of the guarantees

of Article X of the Montana Constitution.

Ensuring the preservation of a basic system of free quality public elementary and secondary schools

throughout Montana thatis capable of developing the full

educational potential of each person served

Ensuring qualityand equality

of educational opportunity for

each child

Ensuring thepreservation of

the distinct and unique cultural heritage of American Indians

Ensuring against direct or indirect aidto parochialeducation

Ensuring againstdiscrimination on account

of sex, race, creed, religion, political beliefs, or national origin in Montana’s Public

Schools

Ensuring eachcommunity’s ownershipof its schools, exercised through supervision and

control by elected trustees

Ensuring generalsupervision of Montana’s

Public Schools by an appointed Board of Public Education

Ensuring the properand exclusive use

of state land revenuesfor Montana’sPublic Schools

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Independent Elementary

ISBC

WHITEFISHPublic

Schools

GREAT FALLSPublic Schools

MISSOULA COUNTY

Public Schools

DUTTON/BRADYK-12 Schools

LIBBYK-12 Schools

HELENAPublic

Schools

BROWNINGPublic Schools SHELBY

Public Schools HAVREPublic Schools

WIBAUXK-12 Schools

SIDNEYPublic Schools

FRAZERPublic Schools

LEWISTOWNPublic Schools

CASCADEPublic Schools

CULBERTSONPublic Schools

RONANPublic

Schools

PLEVNAK-12 Schools

HARRISONPublic Schools

BOZEMANPublic Schools

DILLONElementary

POPLARPublic Schools

MALTAK-12 Schools

POWELL COUNTY

High School

SUNBURSTPublic Schools

EVERGREENElementary

KALISPELLPublic Schools

CORVALLISK-12 Schools

JEFFERSON High School

CONRADPublic Schools

ANDERSONElementary

LOCKWOOD Elementary

EAST HELENA

Elementary

ASHLANDElementary

BILLINGSPublic Schools

MT CITY Elementary

BIGFORKPublic Schools

DODSONPublic Schools

NASHUA K-12 Schools

AA A B C


8 | 10 |

M O N T A N A ’ S K - 1 2 V I S I O N G R O U P S T A T E W I D E R E P R E S E N T A T I O N

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A V i s i o n f o r t h e S u c c e s s o f M o n t a n a ’s S t u d e n t s W H E R E A R E W E G O I N G ? O U R E N V I S I O N E D F U T U R E F O R T H E Y E A R 2 0 2 5

Montana’s Public Schools

work collaboratively with each other,

with state policymakers, and with their

communities to successfully develop

the full potential of each child.


Policymakers at all levels:

• Consistently recognize, honor and support the goal of the people to establish a system of education which will develop the full educational potential of each person and use that goal to drive policymaking decisions; • Consistently support each community’s ownership of its public schools and each district’s ability to develop the full potential of each child through supervision and control by locally elected school boards; • Adequately and rationally provide the resources needed by Montana’s Public Schools; and • Support the budgetary and other flexibilities needed by Montana’s Public Schools to be responsive to community and student needs.

Montana’s public school districts are student-centered, focused, adaptable, innovative, engaging,safe and secure, and driven to:

• Ensure that public school students’ knowledge and skills match contemporary needs; • Use innovation and technology to link each student to the world in which he/she will learn and succeed; • Operate in well-designed, modern and updated facilities that enhance learning; • Engage families, the community, and each other to develop the full potential of each child;• Empower and engage students to actively participate in their education and set high expectations for themselves; • Design and use effective data systems to support and enhance each student’s success; and • Increase academic excellence through equitable availability of the full spectrum of educational resources and

opportunities.

Vivid Descriptions of our Envisioned Future:

As a result of the support of policymakers and the leadership of Montana’s public school districts, Montana’s public school students:

• Appreciate the intrinsic value of their education and are inspired to ensure the success of public education as stewards of the future;

• Succeed despite the circumstances of life that could otherwise interfere in achievement of their full potential; and • Use the knowledge and skills they develop in Montana’s Public Schools to think critically and engage and succeed as productive members of society.

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Policymakers at all levels:

• Consistently recognize, honor and support the goal of the people to establish a system of education which will develop the full educational potential of each person and use that goal to drive policymaking decisions; • Consistently support each community’s ownership of its public schools and each district’s ability to develop the full potential of each child through supervision and control by locally elected school boards; • Adequately and rationally provide the resources needed by Montana’s Public Schools; and • Support the budgetary and other flexibilities needed by Montana’s Public Schools to be responsive to community and student needs.

Montana’s public school districts are student-centered, focused, adaptable, innovative, engaging,safe and secure, and driven to:

• Ensure that public school students’ knowledge and skills match contemporary needs; • Use innovation and technology to link each student to the world in which he/she will learn and succeed; • Operate in well-designed, modern and updated facilities that enhance learning; • Engage families, the community, and each other to develop the full potential of each child;• Empower and engage students to actively participate in their education and set high expectations for themselves; • Design and use effective data systems to support and enhance each student’s success; and • Increase academic excellence through equitable availability of the full spectrum of educational resources and

opportunities.

As a result of the support of policymakers and the leadership of Montana’s public school districts, Montana’s public school students:

• Appreciate the intrinsic value of their education and are inspired to ensure the success of public education as stewards of the future;

• Succeed despite the circumstances of life that could otherwise interfere in achievement of their full potential; and • Use the knowledge and skills they develop in Montana’s Public Schools to think critically and engage and succeed as productive members of society.

Vivid Descriptions of our Envisioned Future:

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H O W D O W E P L A N T O G E T T H E R E ? O U R 5 - Y E A R G O A L S

Student Success: Intended Success for the year 2020 Continued growth in student success in Montana’s Public Schools is evident through multiple measures, including but not limited to: • 100% of Montana’s students earning a high school diploma or equivalent; • A continued increase in students graduating with post-secondary credits; • Continued improvement in narrowing achievement gaps through targeted intervention and other strategies; • Increased achievement on standardized tests; • Enhanced and expanded opportunities for dual enrollment; and • Wide availability of a well-rounded education, including items such as all day kindergarten, gifted and talented, music, art, physical education, technology, career and vocational technical education and advanced placement courses.

Teaching and Learning: Intended Success for the year 2020 Through a widely held, intrinsic trust in educators and strong local control, Montana’s Public School educators and students thrive. Montana’s Public Schools have the resources they need to succeed, allowing teachers and administrators to consistently avail themselves of the latest research and the innovative use of technology and other evolving teaching and learning strategies to provide personalized instruction for each child.As a result, Montana’s Public Schools are a magnet for the recruitment and retention of quality educators.

As a result of these achievements, students in Montana’s Public Schools complete their K-12 education ready for a lifetime of post-secondary success as productive and engaged citizens, pursuing the full spectrum of college and career options.

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Governance, Leadership And Accountability: Intended Success for the year 2020 Locally elected school boards, administrative leaders, teachers and other staff collaboratively focus on the interests of each child educated in our public schools. This collaboration and focus is also reflected in the relationships among the statewide public education advocacy groups representing teachers, trustees, administrators, and school business officials. The Legislature, Governor, Board of Public Education, and State Superintendent all actively support and collaborate to continually improve and enhance a system that develops the full educational potential of each student in Montana’s Public Schools. As a result, Montana schools are nationally recognized for excellence.


H O W D O W E P L A N T O G E T T H E R E ? O U R 5 - Y E A R G O A L S

Culture, Climate And Social Values: Intended Success for the year 2020 The independent spirit and unique values of Montanans are well recognized and reflected in each of Montana’s Public Schools. Through our collective dedication to maximizing our resources for excellence, our commitments to quality public education in each community, and the preservation of personalized learning environments, all students, regardless of personal circumstance or ability, feel supported and fully prepared for a successful future. Montanans recognize their public schools as the key to the state’s future success.

Community Engagement: Intended Success for the year 2020 Increased recognition of the great work of Montana’s Public Schools has caused Montana’s communitiesto engage and support success for each child served. As a result, Montana’s Public Schools and theircommunities have collaborated to energize and effectively individualize public education to increase student success in Montana’s Public Schools.

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M T- P E C / Z o g b y P o l l R e f l e c t s S t r o n g S u p p o r t f o r M o n t a n a P u b l i c S c h o o l s A m o n g M o n t a n a Vo t e r s

In October 2015, the Montana Public Education Center released results of a recent poll of Montana voters’ opinions on K-12 publiceducation issues. The poll was conducted by respected international polling and research company Zogby Analytics, using industry-standard methodologies with a margin of error of +/-4.5%. The poll results reveal a strong sentiment of support among Montana voters for K-12 public education on a wide range of issues.

0

1 0

2 0

3 0

4 0

5 0

6 0

7 0M o n t a n a v o t e r s ’ o p i n i o n s

r e g a r d i n g t h e q u a l i t y o f t h e i r

o w n l o c a l c o m m u n i t y p u b l i c

s c h o o l s :

When asked to grade their localcommunity public schools, 62.9 percentof Montana voters would give their local schools an A or a B grade.

62.9%

2 0 . 8 %

A a n dB C D FN o t s u r e

7 . 6 %5 . 1 % 3 . 7 %

D o M o n t a n a v o t e r s t h i n k p u b l i c e d u c a t i o n

s h o u l d b e w e l l r o u n d e d o r b a s i c ?

89.2%Well rounded

7 . 8 %Basics only

3 . 0 %Not sure

16 |

0 5 10 15 20 25 30 35 40

W h o d o M o n t a n a v o t e r s t r u s t t o d o w h a t

i s b e s t a c a d e m i c a l l y f o r s t u d e n t s i n

p u b l i c s c h o o l s ?

0.2%

1.3%

1.4%

2.4%

5.7%

5.7%

5.8%

7.9%

11.4%

18.4%

39.9%

— Congress

— Legislators

— Governor

— U.S Dept. of Education

— Not Sure

— School Superintendents

— School Principals

— State Superintendent

— State Board of Public Education

— Locally Elected School Boards

— Classroom Teachers

M o n t a n a v o t e r s s u p p o r t e l e c t e d

o f f i c i a l s w h o s u p p o r t i n c r e a s e d

f u n d i n g f o r p u b l i c e d u c a t i o n

o v e r e l e c t e d o f f i c i a l s s u p p o r t i n g

a d e c r e a s e o r f r e e z e i n p u b l i c

e d u c a t i o n f u n d i n g :

60.5%Support elected

officials who support increased funding for K-12 public education

1 6 . 2 %Support elected official’s position on this matter doesn’t matter to me

11 . 8 %Not sure

11 . 5 %Support elected officials who supports decreas-ing or freezing spending in K-12

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M o n t a n a v o t e r s ’ o p i n i o n s r e g a r d i n g w h o

s h o u l d d e c i d e w h e t h e r t w o o r m o r e

s c h o o l d i s t r i c t s m u s t c o n s o l i d a t e :

65.4% responded that it should be the voters in the school districts affected by the change in the structure.

65.4%

2 1 . 4 %Elected school boards of the districts affected by the change in structure

7 . 7 % Not sure

2 . 9 % Executive Branch (Governor, State Superintendent)2 . 6 %

State Legislature

Voters in school districts affected.

M o n t a n a v o t e r s s u p p o r t e l e c t e d

o f f i c i a l s w h o s u p p o r t i m p r o v e m e n t

a n d i n n o v a t i o n i n p u b l i c e d u c a t i o n

o v e r e l e c t e d o f f i c i a l s s u p p o r t i n g p u b l i c

f u n d i n g o f p r i v a t e s c h o o l a l t e r n a t i v e s :

65.0%Supports elected officials who support improvement and innovation in public

education 1 8 . 5 %Supports elected officials who support provid-ing taxpayer funding of private school alternatives

1 0 . 1 %Not sure

6 . 4 %Position of elected officials on this issues does not matter to me

18 |

0

10

20

30

40

50S t a t e b u d g e t p r i o r i t i e s f o r M o n t a n a v o t e r s

When it comes to how state government spends tax dollars, which of the following areas do you think should be the highest priority?

48.9%K-12

public

schools

24.4%Public health and human

services(services for

children, aged and disabled)

1 0 . 6 %Corrections, public safety

and law enforcement

8 . 1 %Not sure

8 . 0 %Higher

education

S h o u l d t h e L e g i s l a t u r e p r i o r i t i z e f u n d i n g t o a d d r e s s

$ 3 6 0 m i l l i o n i n d e f e r r e d m a i n t e n a n c e i d e n t i f i e d i n

i t s 2 0 0 8 s c h o o l f a c i l i t i e s s t u d y ?

7 . 7 %Not sure

1 5 . 6 %Oppose

76.7%Support prioritization of

funding to address$360 million in deferred

maintenance

M o n t a n a v o t e r s ’ o p i n i o n s r e g a r d i n g s c h o o l

f a c i l i t i e s a n d s t u d e n t a c h i e v e m e n t

89.4%Connection of condition of school facilities to student achievement considered

important

1 5 . 6 %Unimportant

1 . 9 %Not sure

| 19

M o n t a n a v o t e r s ’ c h e r i s h t h e i r c o n s t i t u t i o n a l g u a r a n t e e s .

Percent identifying as important.

0 20 40 60 80 100

89.6%

83.7%

83.2%

82.3%

74.1%

53.0%

Adequate and equitable funding of public schools by the Legislature

Supervision and control of public education by locally elected school boards

General supervision of public education and developmentof standards by the Board of Public Education

Prohibition on discrimination on account of sex, race,creed, religion, political beliefs or national origin

Preservation of cultural heritageof American Indian Peoples and Tribes

Prohibition on direct or indirect aid for parochial schools

20 |

The Montana Constitution provides enforceable constitutional guarantees that substantially benefit all Montana citizens.

Will devote themselves to developing the full educational potential of each person

Will provide equality of educational opportunity to each child

Will be adequately and equitably funded by the Legislature

Will be generally supervised by an appointed board of public education

Will be governed by local trustees, subject to popular election in each community

Will preserve the distinct and unique cultural heritage of American Indian Peoples and Tribes

Will afford citizens a right to attend and participate in decisions of the school board and access public documents

Will protect the privacy interests of students

Will be nonsectarian and otherwise free from discrimination on account of sex, race, creed, religion, political beliefs, or national origin

T h e M o n t a n a C o n s t i t u t i o n p r o v i d e s t h a t o u r p u b l i c l y f u n d e d K - 1 2 s c h o o l s :

The founding of Montana’s Public Schools pre-dates Montana’s state-hood by 25 years. The creation of a system of public schools was one of the first actions of the First Montana Territorial Legislative Assembly in 1864.

Since the first public school opened in Virginia City in 1865, Montana’s Public Schools have been preparing Montana children for a future of success over the last 150 years, governed by community-elected trustees all along the way.

MTSBA863 Great Northern BlvdSuite 301Helena, MT 59601

“ I t i s the goa l o f the peop le to es tab l i sh a sys tem o f educat ion wh ich w i l l deve lop the fu l l educat iona l po ten t ia l o f each person. ”

Ar t i c le X , Sec t ion 1 , Montana Const i tu t ion , 1972

T h e G r e a t W o r k o f M o n t a n a ’ sP u b l i c S c h o o l s

V o l u m e I I I O c t o b e r 2 0 1 5

Learn more at mt-pec.org

All photographs in this publication are of students, teachers, administrators and trustees from Montana’s Public Schools.

Documents

The Great Work of Montana's Public Schools, Volume III