Administrative Rules of the State of Montana

BEFORE THE BOARD OF PUBLIC EDUCATION

OF THE STATE OF MONTANA

In the matter of the adoption of New Rules I through X, the amendment of ARM 10.53.101 and 10.54.2501, and the repeal of ARM Title 10, chapter 54, subchapters 75 and 76 pertaining to technology integration content standards

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NOTICE OF PUBLIC HEARING ON PROPOSED ADOPTION, AMENDMENT, AND REPEAL

TO: All Concerned Persons

1. On September 2, 2020, at 10:45 a.m., the Board of Public Education will hold a public hearing via ZOOM online meeting platform to consider the proposed adoption, amendment, and repeal of the above-stated rules. Because there currently exists a state of emergency in Montana due to the public health crisis by the novel coronavirus, COVID-19, there will be no in-person hearing. Interested parties may access the remote conferencing in the following ways:

(a) Join Zoom meeting, https://mt-gov.zoom.us/j/93162327751?pwd=WFRSQzhLK044S2J1OVJLUThQUVFsUT09

Meeting ID: 931 6232 7751

Password: 838190

(b) Dial by Telephone, +1 646 558 8656 or +1 406 444 9999

Meeting ID: 931 6232 7751

Password: 838190

The hearing will begin with a brief introduction by board staff to explain the use of the videoconference and telephonic platform. All participants will be muted except when it is their time to speak.

2. The Board of Public Education will make reasonable accommodations for persons with disabilities who wish to participate in this rulemaking process or need an alternative accessible format of this notice. If you require an accommodation, contact the Board of Public Education no later than 5:00 p.m. on August 26, 2020, to advise us of the nature of the accommodation that you need. Please contact Peter Donovan, Executive Director, 46 North Last Chance Gulch, P.O. Box 200601, Helena, Montana, 59620-0601; telephone (406) 444-0302; fax (406) 444-0847; or e-mail [email protected].

3. The rules proposed to be adopted provide as follows:

NEW RULE I MONTANA CONTENT STANDARDS FOR TECHNOLOGY INTEGRATION FOR K-12 (1) The content areas covered by the technology integration standards include skills for:

(a) empowered learners;

(b) digital citizens;

(d) innovative designers;

(e) computational thinkers;

(f) creative communicators;

(g) global collaborators; and

(h) reflective users.

AUTH: Mont. Const. Art. X. sec. 9, 20-2-114, MCA

IMP: Mont. Const. Art. X. sec. 9, 20-2-121, 20-3-106, 20-7-101, MCA

NEW RULE II CONTENT STANDARDS FOR TECHNOLOGY INTEGRATION FOR KINDERGARTEN (1) The empowered learner content standards for kindergarten are that each student will identify a variety of technologies that will help in learning.

(2) The digital citizen content standards for kindergarten are that each student will:

(a) practice appropriate use of devices;

(b) share information and respect the work of others; and

(3) The innovative designer content standards for kindergarten are that each student will use a design process with digital and non-digital tools.

(4) The computational thinker content standards for kindergarten are that each student will identify how technology is used to make a task easier.

AUTH: Mont. Const. Art. X. sec. 9, 20-2-114, MCA

IMP: Mont. Const. Art. X. sec. 9, 20-2-121, 20-3-106, 20-7-101, MCA

NEW RULE III CONTENT STANDARDS FOR TECHNOLOGY INTEGRATION FOR FIRST GRADE (1) The empowered learner content standards for first grade are that each student will identify a variety of technologies that will help in learning.

(2) The digital citizen content standards for first grade are that each student

will:

(a) practice responsible use of technology;

(b) practice appropriate use of devices;

(d) recognize the importance of keeping personal information private.

(3) The innovative designer content standards for first grade are that each student will:

(a) use a design process to develop ideas or creations; and

(b) use digital and non-digital tools to design a product.

(4) The computational thinker content standards for first grade are that each student will break down a problem into parts and identify ways to solve the problem.

AUTH: Mont. Const. Art. X. sec. 9, 20-2-114, MCA

IMP: Mont. Const. Art. X. sec. 9, 20-2-121, 20-3-106, 20-7-101, MCA

NEW RULE IV CONTENT STANDARDS FOR TECHNOLOGY INTEGRATION FOR SECOND GRADE (1) The empowered learner content standards for second grade are that each student will identify a variety of technologies that will help in learning.

(2) The digital citizen content standards for second grade are that each student will:

(a) practice responsible use of technology;

(b) practice appropriate use of devices;

(d) explain the importance of keeping personal information private and how to be safe online.

(3) The knowledge constructor content standards for second grade are that each student will use a tool to organize information.

(4) The innovative designer content standards for second grade are that each student will:

(a) use a design process to develop ideas or creations; and

(b) use digital and non-digital tools to design a product.

(5) The computational thinker content standards for second grade are that each student will:

(a) break down a problem into parts and identify ways to solve the problem; and

(b) explain how technology can make a task easier.

(6) The creative communicator content standards for second grade are that each student will use tools to create something that communicates an idea to others.

AUTH: Mont. Const. Art. X. sec. 9, 20-2-114, MCA

IMP: Mont. Const. Art. X. sec. 9, 20-2-121, 20-3-106, 20-7-101, MCA

NEW RULE V CONTENT STANDARDS FOR TECHNOLOGY INTEGRATION FOR THIRD GRADE (1) The empowered learner content standards third grade are that each student will:

(a) use appropriate tools to set and support a personal learning goal; and

(b) recognize how skills can be transferred between tools.

(2) The digital citizen content standards for third grade are that each student will:

(a) practice responsible use of technology;

(b) demonstrate appropriate use of devices;

(d) identify ownership of information and acknowledge the work of others; and

(e) recognize the importance of keeping personal information private.

(3) The knowledge constructor content standards for third grade are that each student will:

(a) identify digital tools and resources to find information on topics of interest;

(b) explore the accuracy, credibility, and relevance of sources; and

(4) The innovative designer content standards for third grade are that each student will:

(a) define questions, find solutions, test ideas to solve problems and share learning; and

(b) use digital and non-digital tools to design a product with a step-by-step design process.

(5) The computational thinker content standards for third grade are that each student will:

(a) define a problem and select appropriate technology tools to explore and find solutions;

(b) identify patterns and categories in a data set;

(d) evaluate how technology is used to make a task easier or repeatable.

(6) The creative communicator content standards for third grade are that each student will:

(a) use strategies for remixing or repurposing resources to create new works; and

(b) create digital objects to communicate ideas visually and graphically.

(7) The global collaborator content standards for third grade are that each student will practice working with others using collaborative technologies.

AUTH: Mont. Const. Art. X. sec. 9, 20-2-114, MCA

IMP: Mont. Const. Art. X. sec. 9, 20-2-121, 20-3-106, 20-7-101, MCA

NEW RULE VI CONTENT STANDARDS FOR TECHNOLOGY INTEGRATION FOR FOURTH GRADE (1) The empowered learner content standards fourth grade are that each student will:

(a) develop learning goals and choose the appropriate technology tools to achieve them; and

(b) explore technologies and transfer learned skills to different tools or earning environments.

(2) The digital citizen content standards for fourth grade are that each student will:

(a) recognize the role an online identity plays in the digital world and in real life;

(b) practice safe, legal and ethical behavior when using technology and interacting online;

(d) identify what personal data is, the importance of keeping it private, and how it might be shared online.

(3) The knowledge constructor content standards for fourth grade are that each student will:

(a) use research techniques to locate digital resources;

(b) explore the accuracy, perspective, cultural sensitivity, credibility, and relevance of sources; and

(4) The innovative designer content standards for fourth grade are that each student will:

(a) practice using digital and non-digital tools to plan and manage a design process; and

(b) use design process to solve a problem.

(5) The computational thinker content standards for fourth grade are that each student will:

(a) solve problems by selecting technology, analyzing data, and creating models; and

(b) break down problems into smaller parts, identify key information, and propose solutions.

(6) The creative communicator content standards for fourth grade are that each student will:

(a) identify the features and functions of a variety of creation or communication tools;

(b) create original works by practicing strategies for remixing or repurposing; and

(7) The global collaborator content standards for fourth grade are that each student will use collaborative technologies to connect with people from different backgrounds or cultures, including peers, experts and community members, to explore different points of view on various topics.

AUTH: Mont. Const. Art. X. sec. 9, 20-2-114, MCA

IMP: Mont. Const. Art. X. sec. 9, 20-2-121, 20-3-106, 20-7-101, MCA

NEW RULE VII CONTENT STANDARDS FOR TECHNOLOGY INTEGRATION FOR FIFTH GRADE (1) The empowered learner content standards fifth grade are that each student will:

(a) develop learning goals, select the technology tools to achieve them and reflect on and revise the learning process as needed to achieve goals; and

(b) transfer learned skills to different tools or learning environments.

(2) The digital citizen content standards for fifth grade are that each student will:

(a) demonstrate an understanding of the role an online identity plays in the digital world and the permanence of decisions when interacting online;

(b) engage in safe, legal and ethical behavior when using technology and interacting online;

(d) explain what personal data is, how to keep it private, and how it might be shared online.

(3) The knowledge constructor content standards for fifth grade are that each student will:

(a) employ appropriate research techniques to locate digital resources;

(b) evaluate the accuracy, perspective, cultural sensitivity, credibility, and relevance of sources; and

(4) The innovative designer content standards for fifth grade are that each student will:

(a) use digital and non-digital tools to plan and manage a design process; and

(b) use design process to develop and test prototypes.

(5) The computational thinker content standards for fifth grade are that each student will:

(a) explore or solve problems by selecting technology for data analysis, modeling and algorithmic thinking;

(b) break down problems into smaller parts, identify key information, and propose solutions; and

(6) The creative communicator content standards for fifth grade are that each student will:

(a) identify and use the features of a variety of creation or communication tools;

(b) use a variety of strategies for remixing or repurposing to create new works; and

(7) The global collaborator content standards for fifth grade are that each student will:

(a) use appropriate digital tools to work with people from a variety different backgrounds or cultures; and

(b) perform a variety of roles within a team using age-appropriate technology to complete a project or solve a problem.

AUTH: Mont. Const. Art. X. sec. 9, 20-2-114, MCA

IMP: Mont. Const. Art. X. sec. 9, 20-2-121, 20-3-106, 20-7-101, MCA

NEW RULE VIII CONTENT STANDARDS FOR TECHNOLOGY INTEGRATION FOR SIXTH THROUGH EIGHTH GRADE (1) The empowered learner content standards sixth-eighth grade are that each student will:

(a) define personal learning goals, select and manage appropriate technologies to achieve them and reflect on successes and areas of improvement in working toward those goals; and

(b) navigate a variety of technologies and transfer personal knowledge and skills to learn how to use new technologies.

(2) The digital citizen content standards for sixth-eighth grade are that each student will:

(a) manage digital identities and demonstrate an understanding of how the digital footprint is permanent and can impact reputation;

(b) demonstrate positive, safe, legal and ethical habits when using technology and interacting with others online;

(c) demonstrate and model the appropriate use of intellectual property of print and digital media, including copyright, permission and fair use, by creating a variety of media products that include appropriate citation and attribution elements; and

(d) demonstrate how to keep personal data secure and understand how data-collection technologies work.

(3) The knowledge constructor content standards for sixth-eighth grade are that each student will:

(a) use research strategies effectively to locate appropriate digital resources in support of learning;

(b) evaluate the accuracy, perspective, cultural sensitivity, credibility, and relevance of resources;

(d) locate and collect resources from a variety of sources and organize into collections for a range of projects and purposes.

(4) The innovative designer content standards for sixth-eighth grade are that each student will:

(a) select and use digital tools to support design processes, identify constraints and trade-offs and weigh risks;

(b) engage in design process to develop, test and revise prototypes or create innovative products; and

as potential opportunities for improvement.

(5) The computational thinker content standards for sixth-eighth grade are that each student will:

(a) investigate and practice solving problems by using data analysis, modeling or algorithmic thinking;

(b) organize data and use technology to display, analyze, solve problems and make decisions;

(d) demonstrate an understanding of how automation works and use algorithmic thinking to design and automate solutions.

(6) The creative communicator content standards for sixth-eighth grade are that each student will:

(a) select appropriate platforms and tools to create, share, and communicate work;

(b) create original works or responsibly remix and repurpose other digital resources into new creative works; and

(c) communicate complex ideas clearly using various digital tools to convey the concepts in a variety of accessible formats.

(7) The global collaborator content standards for sixth-eighth grade are that each student will:

(a) identify and use collaborative technologies to connect with others; and

(b) identify and select a role within a team to meet goals, based on knowledge of technology and content, as well as personal preference.

(8) The reflective user content standards for sixth-eighth grade are that each student will evaluate personal preferences for use of technology tools for different tasks or purposes.

AUTH: Mont. Const. Art. X. sec. 9, 20-2-114, MCA

IMP: Mont. Const. Art. X. sec. 9, 20-2-121, 20-3-106, 20-7-101, MCA

NEW RULE IX CONTENT STANDARDS FOR TECHNOLOGY INTEGRATION FOR NINTH THROUGH TWELFTH GRADE (1) The empowered learner content standards ninth-twelfth grade are that each student will:

(a) set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process to improve learning outcomes;

(b) build personal learning networks and customize learning environments in ways that support the learning process;

(c) use technology to seek feedback that informs and improves practice and to demonstrate learning in a variety of ways; and

(d) demonstrate the ability to choose, use, and troubleshoot current technologies, and transfer knowledge to explore emerging technologies.

(2) The digital citizen content standards for ninth-twelfth grade are that each student will:

(a) cultivate and manage a positive digital identity and demonstrate an understanding of how the digital footprint is permanent and can impact reputation;

(b) engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices;

(d) manage personal data to maintain digital privacy and security.

(3) The knowledge constructor content standards for ninth-twelfth grade are that each student will:

(a) use research strategies to locate information and resources for intellectual or creative pursuits;

(b) evaluate the accuracy, perspective, cultural sensitivity, credibility, and relevance of information, media, data, or other resources;

(d) curate information from digital resources using a variety of tools and methods to create collections of artifacts that are connected to a theme or support a thesis.

(4) The innovative designer content standards for ninth-twelfth grade are that each student will:

(a) initiate a deliberate design process for generating ideas, testing theories, creating innovative artifacts, or solving authentic problems;

(b) select and use digital tools to plan and manage design process that considers design constraints and calculated risks; and

(5) The computational thinker content standards for ninth-twelfth grade are that each student will:

(a) identify problems suited for technology-assisted methods for data analysis, abstract models, and algorithmic thinking;

(b) collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making;

(c) break down problems into component parts, extract key information and develop descriptive models to understand complex systems or facilitate problem-solving; and

(d) explain how automation works and use algorithmic thinking to develop a sequence of steps to create and test automate solutions.

(6) The creative communicator content standards for ninth-twelfth grade are that each student will:

(a) choose the appropriate platforms and tools for meeting the desired objections of the creation or communicate;

(b) create original works or responsibly repurpose or remix digital resources into new creative works;

(c) communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations; and

(d) publish, present, and defend content that customizes the message and medium for the intended audiences.

(7) The global collaborator content standards for ninth-twelfth grade are that each student will:

(a) identify and use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in ways that broaden mutual understanding and learning others;

(b) identify and use collaborative technologies to work with others to examine global and local issues, problems and solutions from multiple viewpoints; and

(c) contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.

(8) The reflective user content standards for ninth-twelfth grade are that each student will:

(a) evaluate historical, cultural, and social impacts of technology innovations on individuals and groups, including urban, rural and reservations communities; and

(b) reflect on and explain how technological innovations influence selection of tools and resources appropriate to a task.

AUTH: Mont. Const. Art. X. sec. 9, 20-2-114, MCA

IMP: Mont. Const. Art. X. sec. 9, 20-2-121, 20-3-106, 20-7-101, MCA

NEW RULE X TECHNOLOGY INTEGRATION PROGRAM DELIVERY STANDARDS (1) In general, a basic program in technology integration education shall:

(a) meet the following conditions:

(i) development of skills that lead to lifelong pursuits;

(ii) provide opportunities for authentic application, work experience, and/or articulation with postsecondary education;

(iii) integrate and transfer technology skills across grade levels, content areas, and programs; and

(iv) provide access to emerging technology across grade levels, content areas, and programs;

(b) include the following practices:

(i) progression of skills and knowledge from basic to advanced;

(ii) integration of technology competencies with academic knowledge in a contextual setting; and

(iii) incorporate a range of instructional strategies, including personalized learning.

AUTH: Mont. Const. Art. X. sec. 9, 20-2-114, MCA

IMP: Mont. Const. Art. X. sec. 9, 20-2-121, 20-3-106, 20-7-101, MCA

4. The rules proposed to be amended provide as follows, new matter underlined, deleted mater interlined:

10.53.101 EXPLANATION OF THE CONTENT STANDARDS (1) The content standards shall be used by school districts to develop local curriculum and assessment in all the content areas including:

(a) English language proficiency;

(b) English language arts and literacy;

(d) arts;

(e) health and physical education; ~~and~~

(f) science;

(g) career and technical education;

(h) computer science;

(i) library media and information literacy;

(j) social studies; and

(k) technology integration.

(2) The K-12 content standards describe what students shall know, understand, and be able to do in these content standards. These K-12 standards define end-of-year expectations and a cumulative progression designed to enable students to meet college and career readiness expectations no later than the end of high school.

AUTH: Mont. Const. Art. X. sec. 9, 20-2-114, MCA

IMP: Mont. Const. Art. X. sec. 9, 20-2-121, 20-3-106, 20-7-101, MCA

10.54.2501 EXPLANATION OF THE CONTENT AND PERFORMANCE STANDARDS (1) The content and performance standards shall be used by school districts to develop local curriculum and assessment in content areas including: ~~library media; social studies; technology;~~ world languages~~; workplace competencies; and career and vocational/technical education~~. The K-12 content standards describe what students shall know, understand, and be able to do in these content areas. Benchmarks define the expectations for students' knowledge, skills, and abilities along a developmental continuum in each content area. Progress toward meeting these standards is measured at three points along that continuum: the end of grade 4, the end of grade 8, and upon graduation. Performance standards define the quality of student performance and describe the performance to be demonstrated. Performance level descriptions provide a picture or profile of student achievement at the four performance levels: advanced, proficient, nearing proficiency, and novice.

AUTH: Mont. Const. Art. X. sec. 9, 20-2-114, MCA

IMP: Mont. Const. Art. X. sec. 9, 20-2-121, 20-3-106, 20-7-101, MCA

5. The department proposes to repeal the following rules:

10.54.7510 TECHNOLOGY CONTENT STANDARD 1, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.7511 BENCHMARK FOR TECHNOLOGY CONTENT STANDARD 1 FOR END OF GRADE 4, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.7512 BENCHMARK FOR TECHNOLOGY CONTENT STANDARD 1 FOR END OF GRADE 8, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.7513 BENCHMARK FOR TECHNOLOGY CONTENT STANDARD 1 UPON GRADUATION, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.7520 TECHNOLOGY CONTENT STANDARD 2, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.7521 BENCHMARK FOR TECHNOLOGY CONTENT STANDARD 2 FOR END OF GRADE 4, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.7522 BENCHMARK FOR TECHNOLOGY CONTENT STANDARD 2 FOR END OF GRADE 8, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.7523 BENCHMARK FOR TECHNOLOGY CONTENT STANDARD 2 UPON GRADUATION, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.7530 TECHNOLOGY CONTENT STANDARD 3, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.7531 BENCHMARK FOR TECHNOLOGY CONTENT STANDARD 3 FOR END OF GRADE 4, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.7532 BENCHMARK FOR TECHNOLOGY CONTENT STANDARD 3 FOR END OF GRADE 8, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.7533 BENCHMARK FOR TECHNOLOGY CONTENT STANDARD 3 UPON GRADUATION, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.7540 TECHNOLOGY CONTENT STANDARD 4, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.7541 BENCHMARK FOR TECHNOLOGY CONTENT STANDARD 4 FOR END OF GRADE 4, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.7542 BENCHMARK FOR TECHNOLOGY CONTENT STANDARD 4 FOR END OF GRADE 8, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.7543 BENCHMARK FOR TECHNOLOGY CONTENT STANDARD 4 UPON GRADUATION, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.7601 GRADE 4 PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 1 AT THE ADVANCED LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.7602 GRADE 4 PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 1 AT THE PROFICIENT LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.7603 GRADE 4 PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 1 AT THE NEARING PROFICIENT LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.7604 GRADE 4 PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 1 AT THE NOVICE LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.7605 GRADE 8 PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 1 AT THE ADVANCED LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.7606 GRADE 8 PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 1 AT THE PROFICIENT LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.7607 GRADE 8 PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 1 AT THE NEARING PROFICIENT LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.7608 GRADE 8 PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 1 AT THE NOVICE LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.7609 UPON GRADUATION PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 1 AT THE ADVANCED LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.7610 UPON GRADUATION PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 1 AT THE PROFICIENT LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.7611 UPON GRADUATION PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 1 AT THE NEARING PROFICIENT LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.7612 UPON GRADUATION PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 1 AT THE NOVICE LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.7613 GRADE 4 PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 2 AT THE ADVNCED LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.7614 GRADE 4 PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 2 AT THE PROFICIENT LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.7615 GRADE 4 PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 2 AT THE NEARING PROFICIENT LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.7616 GRADE 4 PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 2 AT THE NOVICE LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.7617 GRADE 8 PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 2 AT THE ADVANCED LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.7618 GRADE 8 PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 2 AT THE PROFICIENT LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.7619 GRADE 8 PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 2 AT THE NEARING PROFICIENT LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.7620 GRADE 8 PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 2 AT THE NOVICE LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.7621 UPON GRADUATION PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 2 AT THE ADVANCED LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.7622 UPON GRADUATION PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 2 AT THE PROFICIENT LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.7623 UPON GRADUATION PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 2 AT THE NEARING PROFICIENT LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.7624 UPON GRADUATION PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 2 AT THE NOVICE LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.7625 GRADE 4 PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 3 AT THE ADVANCED LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.7626 GRADE 4 PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 3 AT THE PROFICIENT LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.7627 GRADE 4 PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 3 AT THE PROFICIENT LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.7628 GRADE 4 PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 3 AT THE NOVICE LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.7629 GRADE 8 PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 3 AT THE ADVANCED LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.7630 GRADE 8 PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 3 AT THE PROFICIENT LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.7631 GRADE 8 PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 3 AT THE NEARING PROFICIENT LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.7632 GRADE 8 PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 3 AT THE NOVICE LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.7633 UPON GRADUATION PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 3 AT THE ADVANCED LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.7634 UPON GRADUATION PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 3 AT THE NEARING PROFICINET LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.7635 UPON GRADUATION PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 3 AT THE NEARING PROFICIENT LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.7636 UPON GRADUATION PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 3 AT THE NOVICE LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.7637 GRADE 4 PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 4 AT THE ADVANCED LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.7638 GRADE 4 PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 4 AT THE PROFICIENT LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.7639 GRADE 4 PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 4 AT THE NEARING PROFICIENT LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.7640 GRADE 4 PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 4 AT THE NOVICE LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.7641 GRADE 8 PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 4 AT THE ADVANCED LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.7642 GRADE 8 PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 4 AT THE PROFICIENT LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.43 GRADE 8 PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 4 AT THE NEARING PROFICIENT LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.7644 GRADE 8 PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 4 AT THE NOVICE LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.7645 UPON GRADUATION PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 4 AT THE ADVANCED LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.7646 UPON GRADUATION PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 4 AT THE PROFICIENT LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.7647 UPON GRADUATION PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 4 AT THE NEARING PROFICIENT LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.7648 UPON GRADUATION PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 4 AT THE NOVICE LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

6. Statement of Reasonable Necessity: The Board of Public Education has determined it is reasonable and necessary to adopt, amend, and repeal rules relating to technology integration content standards pursuant to ARM 10.54.2503 Standards Review Schedule and 10.53.104 Standards Review Schedule. The board has determined that to stay consistent with the legislative intent of Senate Bill 152 of the 2005 Legislative Session it must review and make contemporary amendments to its standards. The Legislature recognizes the need to reassess educational needs on a cyclical basis and the board recognizes its standards represent the minimum standards. These standards are the basis upon which a quality system of education is built and maintained. The board strives to conform to a regular review cycle for every chapter of accreditation. The standards review process shall use context information, criteria, processes, and procedures identified by the Office of Public Instruction with input from representatives of accredited schools and in accordance with the requirements of 20-7-101, MCA.

Using a negotiated rulemaking process involving stakeholder groups, Superintendent of Public Instruction Elsie Arntzen has developed recommendations for the revision of the Montana Career and Technical Education Standards. The current standards were adopted in 2008. In order to benefit students, it is important to implement standards that are based on current knowledge and understanding of best practices in technology integration education.

The board also proposes to include in the authorizing and implementing statutes a citation to its constitutional authority requiring the board "to exercise general supervision over the public school system." This inclusion would recognize the board's constitutional authority to conduct rulemaking.

7. Economic impact statement summary: The Office of Public Instruction (OPI) surveyed school districts in winter and spring of 2020 about the impacts of the proposed standards on district resources for staffing, instructional materials, curriculum development, and professional development. There were only five responses. Sixty percent of respondents indicated that their district could implement the proposed technology integration standards using existing resources. The majority of the respondents in this group indicated that they need additional instructional materials (including technology) and personnel.

The OPI has identified $1,305 to support the implementation of the proposed technology integration standards. This funding will provide online professional development opportunities. The OPI will also develop a model curriculum guide to assist school districts with curriculum development.

Based on the analysis of the survey results and the advice of the negotiated rulemaking committee, the OPI has concluded that the school district expenditures required under the proposed standards are insubstantial expenditures that can be readily absorbed into the budgets of existing district programs.

8. Concerned persons may submit their data, views, or arguments either orally or in writing at the hearing. Written data, views, or arguments may also be submitted to: Peter Donovan, Executive Director, 46 North Last Chance Gulch, P.O. Box 200601, Helena, Montana, 59620-0601; telephone (406) 444-0302; fax (406) 444-0847; or e-mail [email protected] and must be received no later than 5:00 p.m., September 9, 2020.

9. Pete Donovan, Board of Public Education, has been designated to preside over and conduct this hearing.

10. The board maintains a list of interested persons who wish to receive notices of rulemaking actions proposed by this agency. Persons who wish to have their name added to the list shall make a written request that includes the name, e-mail, and mailing address of the person to receive notices and specifies for which program the person wishes to receive notices. Notices will be sent by e-mail unless a mailing preference is noted in the request. Such written request may be mailed or delivered to the contact person in 8 above or may be made by completing a request form at any rules hearing held by the department.

11. An electronic copy of this proposal notice is available through the Secretary of State's web site at http://sosmt.gov/arm/register.

12. The bill sponsor contact requirements of 2-4-302, MCA, do not apply.

13. With regard to the requirements of 2-4-111, MCA, the board has determined that the adoption, amendment, and repeal of the above-referenced rules will not significantly and directly impact small businesses.

/s/ Peter Donovan /s/ Darlene Schottle

Peter Donovan Darlene Schottle

Rule Reviewer Board Chair

Board of Public Education

Certified to the Secretary of State July 28, 2020.