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

pertaining to K-12 Computer Science content standards

)

NOTICE OF PUBLIC HEARING ON PROPOSED ADOPTION

TO:

TO: All Concerned Persons

1. On September 2, 2020, at 10:15 a.m., the Board of Public Education will hold a public hearing via ZOOM online meeting platform to consider the proposed adoption 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, Year, 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 COMPUTER SCIENCE (1) The content areas covered by the computer science standards may include:

(a) algorithms and programming;

(b) computing systems;

(d) impacts of computing; and

(e) computer science networks and the internet.

(2) When a district incorporates or integrates computer science content into district curriculum or offers a course in computer science, the following skills at each grade level apply:

(a) fostering an inclusive computing culture;

(b) collaborating around computing;

(d) developing and using abstractions;

(e) creating computational artifacts;

(f) testing and refining computational artifacts; and

(g) communicating about computing.

AUTH: Mont. Const. Art. X, sec. 9, 20-2-121, MCA

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

NEW RULE II COMPUTER SCIENCE CONTENT STANDARDS FOR KINDERGARTEN (1) Computer science algorithms and programming standards for kindergarten are:

(a) follow step-by-step instructions; and

(b) recognize that numbers and symbols represent information.

(2) Computer science computing systems standards for kindergarten are:

(a) identify computing devices; and

(b) identify examples of common hardware and software.

(3) Computer science data and analysis standards to kindergarten are:

(a) collect and categorize data;

(b) retrieve information; and

(4) Computer science impacts of computing standards for kindergarten are:

(a) work respectfully and responsibly in groups; and

(b) keep login information private and log off devices appropriately.

AUTH: Mont. Const. Art. X, sec. 9, 20-2-121;

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

NEW RULE III COMPUTER SCIENCE CONTENT STANDARDS FOR FIRST GRADE (1) Computer science algorithms and programming standards for first grade are:

(a) retell step-by-step instructions to complete a task;

(b) use numbers and symbols to represent information; and

(2) Computer science computing systems standards for first grade are:

(a) identify tasks that can be performed by computing devices;

(b) use appropriate terminology in identifying common hardware and software problems; and

(3) Computer science data and analysis standards for first grade are:

(a) collect and categorize data in up to three categories;

(b) retrieve, arrange and modify information; and

(4) Computer science impacts of computing standards for first grade are:

(a) work respectfully and responsibly in groups; and

(b) keep login information private and log off devices appropriately.

AUTH: Mont. Const. Art. X, sec. 9, 20-2-121, MCA

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

NEW RULE IV COMPUTER SCIENCE CONTENT STANDARDS FOR SECOND GRADE (1) The computer science algorithms and programming standards for second grade are:

(a) model daily processes by creating and following sets of step-by-step instructions to complete tasks;

(b) model the way programs store and manipulate data by using numbers or other symbols to represent information;

(d) break down the steps needed to solve a problem into a precise sequence of instructions.

(2) Computer science computing systems standards for second grade are:

(a) select and operate appropriate tools to perform a variety of tasks;

(b) use appropriate terminology in identifying and describing the function of common hardware and software; and

(3) Computer science data and analysis standards for second grade are:

(a) collect and present the data in various visual formats;

(b) define data as gathered and stored information; and

(4) Computer science impacts of computing standards for second grade are:

(a) identify how computing technology has changed how people live and work;

(b) work respectfully and responsibly online; and

(5) Computer science networks and the internet standards for second grade are:

(a) explain what passwords are and why they are used; and

(b) recognize that computing devices and the internet enable people to connect with other people, places, information, and ideas.

AUTH: Mont. Const. Art. X, sec. 9, 20-2-121, MCA

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

NEW RULE V COMPUTER SCIENCE CONTENT STANDARDS FOR THIRD GRADE (1) Computer science algorithms and programming standards for third grade are:

(a) compare and contrast multiple algorithms to complete the same task;

(b) break down problems into smaller, manageable subproblems to facilitate the program development process;

(d) identify intellectual property rights and give appropriate credit when creating or remixing programs.

(2) Computer science computing systems standards for third grade are:

(a) identify the internal and external parts of computing devices; and

(b) determine potential solutions to solve simple hardware and software problems using common troubleshooting strategies.

(3) Computer science data and analysis standards for the third grade are:

(a) collect data from multiple sources and display the data in graphs;

(b) describe multiple types of data; and

(4) Computer science impacts of computing standards for third grade are:

(a) collect diverse perspectives for the purpose of improving computational artifacts;

(b) identify rules associated with the appropriate use of digital information when creating computational artifacts; and

(5) Computer science networks and the internet standards for third grade are

to identify how personal information can be protected.

AUTH: Mont. Const. Art. X, sec. 9, 20-2-121, MCA

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

NEW RULE VI COMPUTER SCIENCE CONTENT STANDARDS FOR FOURTH GRADE (1) Computer science algorithms and programming standards for fourth grade are:

(a) compare and refine multiple algorithms for the same task and determine which is the most appropriate;

(b) break down problems into smaller, manageable subproblems to facilitate the program development process; and

(2) Computer science computing systems standards for fourth grade are:

(a) explain the function of individual internal and external parts; and

(b) determine potential solutions to solve simple hardware and software problems using common troubleshooting strategies.

(3) Computer science data and analysis standards for fourth grade are:

(a) select and use appropriate non-digital and digital tools to collect and represent data;

(b) identify and use multiple types of data to complete a task; and

(4) Computer science impacts of computing standards for fourth grade are:

(a) collect diverse perspectives for the purpose of improving computational artifacts;

(b) identify rules associated with the appropriate use of digital information when creating computational artifacts; and

(5) Computer science networks and the internet standards for fourth grade are to identify cybersecurity problems.

AUTH: Mont. Const. Art. X, sec. 9, 20-2-121, MCA

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

NEW RULE VII COMPUTER SCIENCE CONTENT STANDARDS FOR FIFTH GRADE (1) Computer science algorithms and programming standards for fifth grade are:

(a) compare and refine multiple algorithms for the same task and determine which is the most appropriate;

(b) create programs that use variables to store and modify data;

(d) modify, remix, or incorporate portions of an existing program to develop something new or add more advanced features; and

(e) describe choices made during program development.

(2) Computer science computing systems standards for fifth grade are:

(a) describe how internal and external parts of computing devices function to form a system;

(b) model how computer hardware and software work together as a system to accomplish tasks; and

(c) determine potential solutions to solve simple hardware and software problems using common troubleshooting strategies.

(3) Computer science data and analysis standards for fifth grade are:

(a) organize and present collected data visually to highlight relationships and support a claim;

(b) demonstrate how to store, copy, search, retrieve, modify, and delete information using a computing device; and

(c) use accurate and relevant data to highlight or propose cause-and-effect relationships, predict outcomes, or communicate an idea.

(4) Computer science impacts of computing standards for fifth grade are:

(a) explain how computing technologies have changed Montana and the world, and express how those technologies influence, and are influenced by, cultural practices;

(b) identify ways to improve the accessibility and usability of technology products for the diverse needs and wants of users;

(d) apply laws associated with digital information and intellectual property; and

(e) describe ethical issues that relate to computing devices and networks.

(5) Computer science networks and the internet standards for fifth grade are:

(a) explain cybersecurity problems; and

(b) explain how personal information can be protected.

AUTH: Mont. Const. Art. X, sec. 9, 20-2-121, MCA

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

NEW RULE VIII COMPUTER SCIENCE CONTENT STANDARDS FOR SIXTH THROUGH EIGHTH GRADE (1) Computer science algorithms and programming standards for sixth through eighth grades are:

(a) use algorithms to address complex problems;

(b) create clearly named variables that represent different data types and perform operations on their values;

(d) decompose problems and subproblems into parts to facilitate the design, implementation, and review of programs;

(e) create procedures with parameters to organize code and make it easier to reuse;

(f) seek and incorporate feedback from team members and users to refine a solution that meets user needs;

(g) incorporate existing code, media, and libraries into original programs, and give attribution;

(h) systematically test and refine programs using a range of test cases;

(i) distribute tasks and maintain a project timeline when collaboratively developing computational artifacts; and

(j) document programs in order to make them easier to follow, test, and debug.

(2) Computer science computing systems standards for sixth through eighth grades are:

(a) recommend improvements to the design of computing devices, based on an analysis of how users interact with the devices;

(b) design projects that combine hardware and software components to collect and exchange data; and

(3) Computer science data and analysis standards for sixth through eighth grades are:

(a) collect data using computational tools and transform the data to make it more useful and reliable;

(b) represent data using multiple formats; and

(4) Computer science impacts of computing standards for sixth through eighth grades are:

(a) compare tradeoffs associated with computing technologies that affect people's everyday activities and career options in Montana and the world, urban, rural, and reservation communities;

(b) discuss issues of bias and accessibility in the design of existing technologies;

(d) describe tradeoffs between allowing information, personal or intellectual, to be public and keeping information private and secure.

(5) Computer science networks and the internet standards for sixth through eighth grades are:

(a) explain how physical and digital security measures protect electronic information;

(b) apply multiple methods of encryption to demonstrate how to securely transmit information; and

(c) demonstrate how information is broken down and transmitted through multiple devices over networks and the internet and reassembled at the destination.

AUTH: Mont. Const. Art. X, sec. 9, 20-2-121, MCA

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

NEW RULE IX COMPUTER SCIENCE CONTENT STANDARDS FOR NINTH THROUGH TWELFTH GRADE (1) Computer science algorithms and programming standards for ninth through twelfth grades are:

(a) create prototypes that use algorithms to solve computational problems by leveraging prior student knowledge and personal interests;

(b) describe how artificial intelligence drives many software and physical systems;

(d) use and adapt classic algorithms to solve computational problems;

(e) evaluate algorithms in terms of their efficiency, correctness, and clarity;

(f) use lists to simplify solutions, generalizing computational problems instead of repeatedly using simple variables;

(g) compare and contrast fundamental data structures and their uses;

(h) justify the selection of specific control structures when tradeoffs involve implementation, readability, and program performance, and explain the benefits and drawbacks of choices made;

(i) design and iteratively develop computational artifacts for practical intent, personal expression, or to address a societal issue by using events to initiate instructions;

(j) decompose problems into smaller components through systematic analysis, using constructs such as procedures, modules, or objects;

(k) create artifacts by using procedures within a program, combinations of data and procedures, or independent but interrelated programs;

(l) construct solutions to problems using student-created procedures, modules, or objects;

(m) analyze a large-scale computational problem and identify generalizable patterns that can be applied to a solution;

(n) demonstrate code reuse by creating programming solutions using libraries and application programming interfaces;

(o) systematically design and develop programs for broad audiences by incorporating feedback from users;

(p) evaluate and refine computational artifacts to make them more usable and accessible;

(q) design and develop computational artifacts working in team roles using collaborative tools;

(r) document design decisions using text, graphics, presentations, or demonstrations in the development of complex programs;

(s) plan and develop programs for broad audiences using a software life cycle process;

(t) explain security issues that might lead to compromised computer programs;

(u) develop programs for multiple computing platforms;

(v) use version control systems, integrated development environments, and collaborative tools and practices in a group software project;

(w) develop and use a series of test cases to verify that a program performs according to its design specifications;

(x) modify an existing program to add additional functionality and discuss intended and unintended implications;

(y) evaluate key qualities of a program through a process such as a code review; and

(z) compare multiple programming languages and discuss how their features make them suitable for solving different types of problems.

(2) Computer science computing systems standards for ninth through twelfth grades are:

(a) explain how abstractions hide the underlying implementation details of computing systems embedded in everyday objects;

(b) compare levels of abstraction and interactions between application software, system software, and hardware layers;

(d) develop guidelines that convey systematic troubleshooting strategies that others can use to identify and fix errors; and

(e) illustrate ways computing systems implement logic, input, and output through hardware components.

(3) Computer science data and analysis standards for ninth through twelfth grades are:

(a) create interactive data visualizations using software tools to help others better understand authentic phenomena;

(b) use data analysis tools and techniques to identify patterns in data representing complex systems;

(d) translate between different bit representations of authentic phenomena, including characters, numbers, and images;

(e) evaluate the tradeoffs in how data elements are organized and where data is stored;

(f) create computational models that represent the relationships among different elements of data collected from a phenomenon or process; and

(g) evaluate the ability of models and simulations to test and support the refinement of hypotheses.

(4) Computer science impacts of computing standards for ninth through twelfth grades are:

(a) evaluate the ways computing technologies, globally and locally impact personal, ethical, social, economic, and cultural practices;

(b) evaluate the ways computing technologies impact American Indian communities in Montana;

(d) demonstrate ways a given algorithm applies to problems across disciplines;

(e) evaluate computational artifacts to maximize their beneficial effects and minimize harmful effects on society;

(f) evaluate the impact of equity, access, and influence on the distribution of computing resources in a global society, including the impact on American Indians living in urban, rural, and reservation communities;

(g) predict how computational innovations that have revolutionized aspects of our culture might evolve;

(h) use tools and methods to connect and work with others on a project including people in different cultures and career fields;

(i) explain the beneficial and harmful effects that intellectual property laws can have on innovation;

(j) explain the privacy concerns related to the collection and generation of data through automated processes that may not be evident to users;

(k) evaluate the social and economic implications of privacy in the context of safety, law, or ethics; and

(l) debate laws and regulations that impact the development and use of software.

(5) Computer science networks and the internet standards for ninth through twelfth grades are:

(a) recommend security measures to address various scenarios based on factors including efficiency, feasibility, and ethical impacts;

(b) explain tradeoffs when selecting and implementing cybersecurity recommendations;

(d) evaluate the scalability and reliability of networks by describing the relationship between routers, addressing, switches, servers, and topology;

(e) give examples to illustrate how sensitive data can be affected by malware and other attacks;

(f) compare various security measures, considering tradeoffs between the usability and security of a computing system; and

(g) discuss the issues that impact functionality.

AUTH: Mont. Const. Art. X, sec. 9, 20-2-121, MCA

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

NEW RULE X COMPUTER SCIENCE PROGRAM DELIVERY STANDARDS

(1) In general, a basic program in computer science education shall:

(a) meet the following conditions:

(i) provide a well-articulated integrated curriculum that challenges students to learn increasingly more sophisticated computer science concepts across all grade levels and content areas wherever appropriate; and

(ii) foster a collaborative environment that embraces creativity, communication, and problem solving;

(b) include the following practices:

(i) ensure students become informed citizens who can critically engage in public discussion on computer science related topics;

(ii) ensure students develop as learners, users, and creators of computer science knowledge and artifacts;

(iii) ensure students understand the role and impact of computing in the world around them, leveraging computer technology to create solutions; and

(iv) increase career and college readiness.

AUTH: Mont. Const. Art. X, sec. 9, 20-2-121, MCA

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

4. Statement of Reasonable Necessity: The Board of Public Education has determined it is reasonable and necessary to adopt rules relating to computer science standards. 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 adoption of the Montana computer science standards. In order to benefit students, it is important to implement standards that are based on current knowledge and understanding of best practices in computer science 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.

5. 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. Sixty-nine percent of respondents indicated that their district would not be able to implement the proposed standards using existing resources. A majority of the respondents in this group indicated that they need additional instructional materials, personnel, and professional development. Eighty-three percent noted that they will have a shortage of teachers endorsed in computer science.

The OPI has identified $1,305 to support the implementation of the proposed computer science 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.

As these are a new set of standards, there will be additional costs for professional development. An additional $1,783,375 has been identified as a one-time cost to expand access to computer science by offering a basic K-12 pathway in every school in the state.

6. 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.

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

8. 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 6 above or may be made by completing a request form at any rules hearing held by the department.

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

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

11. With regard to the requirements of 2-4-111, MCA, the board has determined that the adoption 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.