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 IX and the repeal of ARM 10.54.8010 through 10.54.8013, 10.54.8020 through 10.54.8023, 10.54.8030 through 10.54.8033, 10.54.8040 through 10.54.8043, 10.54.8050 through 10.54.8053, 10.54.8087 through 10.54.8098,

10.54.9510 through 10.54.9513,

10.54.9520 through 10.54.9523,

10.54.9530 through 10.54.9533,

10.54.9540 through 10.54.9543,

10.54.9550 through 10.54.9553,

10.54.9560 through 10.54.9563, and

10.54.9587 through 10.54.9598, pertaining to K-12 Career and Technical Education content standards

)

NOTICE OF PUBLIC HEARING ON PROPOSED ADOPTION AND

REPEAL

TO: TO

TO: All Concerned Persons

1. On September 2, 2020, at 10:00 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, 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 pdonovan@mt.gov.

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

NEW RULE I MONTANA CONTENT STANDARDS FOR CAREER AND TECHNICAL EDUCATION (1) The content areas covered by the career and technical education standards may include:

(a) act as a responsible and contributing citizen and employee;

(b) apply appropriate academic and technical skills;

(d) communicate clearly, effectively, and with reason;

(e) consider the environmental, social and economic impacts of decisions;

(f) demonstrate creativity and innovation;

(g) employ valid and reliable research strategies;

(h) utilize critical thinking to make sense of problems and persevere in solving them;

(i) model integrity, ethical leadership, and effective management;

(j) plan education and career path aligned to personal goals;

(k) use technology to enhance productivity; and

(l) work productively in teams while using cultural/global competence.

(2) Students will learn career and technical education content across programs of study, also known as Career Pathways, and integrated with academic content.

(3) Programs of study may include:

(a) agriculture, food, and natural resources;

(b) architecture and construction;

(d) business management and administration;

(e) education and training;

(f) finance;

(g) government and public administration;

(h) health sciences;

(i) hospitality and tourism;

(j) human services;

(k) information technology;

(l) law, public safety, corrections and security;

(m) manufacturing;

(n) marketing;

(o) STEM (science, technology, engineering, math); and

(p) transportation, distribution and logistics.

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 CAREER AND TECHNICAL EDUCATION STANDARDS FOR KINDERGARTEN (1) The career and technical education standards for kindergarten are that each student will:

(a) act as a responsible and contributing citizen and employee by exploring roles of employees, citizens, and community members;

(b) demonstrate creativity and innovation by exploring more than one way to solve a problem;

(i) look for and make use of patterns; and

(ii) try several methods to solve a problem;

(d) plan education and career path aligned to personal goals by identifying various careers.

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 III CAREER AND TECHNICAL EDUCATION STANDARDS FOR FIRST GRADE (1) The career and technical education standards for first grade are that each student will:

(a) act as a responsible and contributing citizen and employee by identifying the characteristics of citizenship across jobs and communities;

(b) communicate clearly, effectively, and with reason by recognizing effective communication and active listening skills to foster positive relationships;

(d) utilize critical thinking to make sense of problems and persevere in

solving them:

(i) look for and make use of patterns; and

(ii) try several methods to solve a problem;

(e) plan education and career path aligned to personal goals:

(i) identify and describe various careers; and

(ii) work successfully in small and large groups to accomplish tasks within a time frame;

(f) use technology to enhance productivity by exploring how technology is used in different jobs and careers; and

(g) work productively in teams while using cultural/global competence by exploring an awareness of cultural differences to develop a sense of inclusion.

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 IV CAREER AND TECHNICAL EDUCATION STANDARDS FOR SECOND GRADE (1) The career and technical education standards for second grade are that each student will:

(a) act as a responsible and contributing citizen and employee by recognizing the rights and responsibilities of citizenship;

(b) communicate clearly, effectively, and with reason by practicing compromise and conflict resolution with support;

(i) compare and contrast safety procedures for different environments and tasks; and

(ii) identify and explain the reasons for personal protective equipment for personal use;

(d) demonstrate creativity and innovation by discussing ways people work

together to solve problems;

(e) utilize critical thinking to make sense of problems and persevere in solving them:

(i) outline and explain the steps to complete a task; and

(ii) try several methods to solve a problem;

(f) model integrity, ethical leadership, and effective management by describing the role of a leader;

(g) plan education and career path aligned to personal goals by identifying and describe basic work skills that contribute to the success of a team;

(h) use technology to enhance productivity by investigating how technology in school and at work enhances learning and connections with others; and

(i) work productively in teams while using cultural/global competence by working cooperatively to examine issues from multiple viewpoints.

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 V CAREER AND TECHNICAL EDUCATION STANDARDS FOR THIRD GRADE (1) The career and technical education standards for third grade are that each student will:

(a) act as a responsible and contributing citizen and employee by identifying characteristics of being a productive employee;

(b) attend to personal health and financial well-being by describing how consumer actions influence the use of resources;

(c) communicate clearly, effectively, and with reason by applying active listening, compromise, and conflict resolution skills;

(d) consider the environmental, social and economic impacts of decisions:

(i) adapt to different environments by adjusting behavior to promote personal and group safety; and

(ii) identify and explain the reasons for personal protective equipment for personal and classroom use;

(e) demonstrate creativity and innovation by exploring the design cycle;

(f) employ valid and reliable research strategies by representing data in multiple formats;

(g) utilize critical thinking to make sense of problems and persevere in solving them:

(i) compare and explain similarities and differences of patterns and operations;

(ii) plan and execute activities to develop a solution or complete a project; and

(iii) test and refine methods to solve a problem;

(h) model integrity, ethical leadership, and effective management:

(i) explain how actions and attitudes impact others; and

(ii) define and give examples of leadership roles;

(i) plan education and career path aligned to personal goals:

(i) explore career options that align with a variety of personal interests; and

(ii) explore how work relates to meeting needs for goods, clothing, shelter, and other necessities for living;

(j) use technology to enhance productivity by explaining how technology is used in homes, schools, and jobs; and

(k) work productively in teams while using cultural/global competence by recognizing and understanding barriers to productive communication.

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 VI CAREER AND TECHNICAL EDUCATION STANDARDS FOR FOURTH GRADE (1) The career and technical education standards for fourth grade are that each student will:

(a) act as a responsible and contributing citizen and employee by exploring consequences of actions in communities and workplace;

(b) attend to personal health and financial well-being by investigating advertising and media that influence behavior;

(d) consider the environmental, social and economic impacts of decisions:

(i) adapt to different environments by adjusting behavior to promote personal and group safety;

(ii) predict potential outcomes of various decisions in a complex environment; and

(iii) identify and explain the consequences of both proper and improper personal protective equipment use;

(e) demonstrate creativity and innovation by exploring innovations and inventions and their originators;

(f) employ valid and reliable research strategies by mapping data for a culture, community, or state;

(g) utilize critical thinking to make sense of problems and persevere in solving them:

(i) identify models that organize and analyze patterns of information; and

(ii) test and refine methods to solve a problem;

(h) model integrity, ethical leadership, and effective management by contributing constructively to teams assuming various roles and responsibilities to work effectively toward a common goal;

(i) plan education and career path aligned to personal goals:

(i) describe how work relates to meeting needs for goods, clothing, shelter, and other necessities for living; and

(ii) prepare personal communications based upon the intended audience;

(j) use technology to enhance productivity by selecting appropriate tools to create and communicate

(k) work productively in teams while using cultural/global competence:

(i) engage with learners from diverse cultures through use of available technology; and

(ii) explain how personal and cultural histories can influence team approaches to completing tasks and projects.

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 VII CAREER AND TECHNICAL EDUCATION STANDARDS FOR FIFTH GRADE (1) The career and technical education standards for fifth grade are that each student will:

(a) act as a responsible and contributing citizen and employee:

(i) identify activities and behaviors that build and strengthen community; and

(ii) define employability skills;

(b) apply appropriate academic and technical skills:

(i) read and comprehend a variety of resources to explain procedures, ideas, or concepts in Career Pathways;

(ii) construct charts, tables, and graphs using mathematical data; and

(iii) apply scientific methods including data gathering, direct and indirect observation, and prediction to solve workplace problems;

(c) attend to personal health and financial well-being by modeling the interrelationships between mental, emotional, social, cultural, intellectual, and physical health;

(d) communicate clearly, effectively, and with reason:

(i) apply safety, responsibility, and ethical use of information to communicate knowledge of Career Pathways; and

(ii) demonstrate employability skills to interact with team members to accomplish group goals;

(e) consider the environmental, social and economic impacts of decisions by evaluating the effectiveness of safety procedures for different environments and tasks;

(f) demonstrate creativity and innovation by communicating complex ideas in creative ways;

(g) employ valid and reliable research strategies by identifying valid data from multiple sources for a variety of career-related research projects;

(h) utilize critical thinking to make sense of problems and persevere in solving them:

(i) interpret data to observe and explain trends;

(ii) compare and contrast multiple approaches to solving a problem or completing a project; and

(iii) test and refine methods to solve a problem;

(i) model integrity, ethical leadership, and effective management by leading a group activity;

(j) plan education and career path aligned to personal goals:

(i) explore education expectations for different career options; and

(ii) performs basic tasks for personal and workplace communication;

(k) use technology to enhance productivity by demonstrating how to work cooperatively and collaboratively with peers when using technology tools; and

(l) work productively in teams while using cultural/global competence by

collaborate across cultures when setting teamwork roles and goals.

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 VIII CAREER AND TECHNICAL EDUCATION STANDARDS FOR SIXTH THROUGH EIGHTH GRADE (1) The career and technical education standards for sixth through eighth grades are that each student will:

(a) act as a responsible and contributing citizen and employee:

(i) defend choices related to positive, safe, legal, and ethical behavior; and

(ii) practice employability skills;

(b) apply appropriate academic and technical skills:

(i) develop a product using oral, illustrative, or multimedia communications;

(ii) compose well-organized written documents for the workplace;

(iii) communicate mathematical data using charts, tables, and graphs; and

(iv) integrate and translate scientific methods to technical data using oral, written, and multimedia communications;

(i) investigate the connection between work and financial well-being;

(ii) identify how peers positively or negatively influence personal well-being; and

(iii) develop a personal budget and savings plan;

(d) communicate clearly, effectively, and with reason:

(i) apply employability skills to productively interact with all team members to accomplish group goals; and

(ii) integrate a variety of multimedia applications to effectively organize and present information.

(e) consider the environmental, social and economic impacts of decisions:

(i) evaluate peer behaviors and exhibit personal responsibility to promote personal and group safety in all environments; and

(ii) identify personal protective equipment for workplace, classroom, and personal use, determining when and where it should be utilized;

(f) demonstrate creativity and innovation by developing or modifying an existing innovation to improve the workplace;

(g) employ valid and reliable research strategies:

(i) evaluate the accuracy, credibility, perspective, and relevance of information, media, data, and other resources;

(ii) curate information from multiple sources to make meaningful connections and draw conclusions; and

(iii) apply fair use and copyright laws;

(h) utilize critical thinking to make sense of problems and persevere in solving them:

(i) analyze trends to draw conclusions and explore solutions to problems;

(ii) analyze and explain how individual behaviors influence processes and environments; and

(iii) evaluate resources in testing and refining solutions to problems before asking for assistance;

(i) model integrity, ethical leadership, and effective management:

(i) examine the importance of professional ethics, cultural, and legal responsibilities of the workplace;

(ii) evaluate alternative responses to workplace situations; and

(iii) describe the diversity of workplace environments;

(j) plan education and career path aligned to personal goals:

(i) develop programs of study for various Career Pathways, examining outlook, salary, education, job duties, and lifestyle; and

(ii) identify job opportunities, and organize and synthesize information about career skills and requirements for applications.

(k) use technology to enhance productivity:

(i) explain how scientific and technological changes impact specific careers; and

(ii) describe the role of technology within a community in maintaining safe and healthy environments;

(l) work productively in teams while using cultural/global competence:

(i) evaluate local and global challenges; and

(ii) evaluate diversity and inclusion language in documents and policies.

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 IX CAREER AND TECHNICAL EDUCATION STANDARDS FOR NINTH THROUGH TWELFTH GRADE (1) The career and technical education standards for ninth through twelfth grades are that each student will:

(a) act as a responsible and contributing citizen and employee:

(i) engage in positive, safe, legal, and ethical behavior; and

(ii) model industry-identified, career-ready skills;

(b) apply appropriate academic and technical skills:

(i) compose clear and coherent documents and presentations appropriate to task, purpose, and audience;

(ii) demonstrate knowledge of mathematical operations needed to succeed in a selected Career Pathway;

(iii) apply appropriate scientific methods in qualitative and quantitative analysis in a selected Career Pathway;

(i) evaluate validity of health and financial information, products, and services;

(ii) analyze financial practices including budgeting, banking, savings, investments;

(iii) explain significance in achieving personal and business short and long term goals; and

(iv) develop financial goals based on lifestyle expectations, education plans, and career choices;

(d) communicate clearly, effectively, and with reason:

(i) model integrity, ethical leadership, and effective employability skills in all communication;

(ii) evaluate and use information systems to prepare technical documents for the workplace;

(iii) model appropriate strategies for communicating persuasively in professional settings to effectively interact with individuals from various cultural, ethnic, and language backgrounds; and

(iv) employ awareness of world cultures and languages in work-based learning opportunities;

(e) consider the environmental, social, and economic impacts of decisions:

(i) design and construct safe working environments according to government and industry standards;

(ii) create plans and policies that reflect deep understanding of individual histories and societal complexities in a work environment; and

(iii) integrate personal protective equipment use regularly in necessary

environments;

(f) demonstrate creativity and innovation:

(i) design and implement an innovation; and

(ii) evaluate peer innovations and provide feedback;

(g) employ valid and reliable research strategies:

(i) use evidence from multiple sources to defend a position;

(ii) determine various research methodologies based on a defined problem/purpose; and

(iii) identify research protocols required to ensure legality, validity, and reliability;

(h) utilize critical thinking to make sense of problems and persevere in solving them:

(i) devise forecasts or solutions to problems that reflect analysis of trends;

(ii) utilize understanding of resources and culture to devise collaborative solutions to problems; and

(iii) utilize multiple resources to test and refine solutions to a problem;

(i) model integrity, ethical leadership, and effective management:

(i) apply laws, regulations, and policies to personnel situations that help employees perform their jobs according to employer rules and expectations;

(ii) apply insight to positively influence others’ actions, attitudes, and beliefs based on the needs of the workplace; and

(iii) create and modify procedures to most effectively function within laws, regulations, and policies;

(j) plan education and career path aligned to personal goals:

(i) execute a program of study following a Career Pathway, evaluating the opportunities for personal and professional lifelong learning;

(ii) explore the benefits of having a personal or career mentor;

(iii) construct and complete resumes, applications, and other necessary work-related documents;

(iv) evaluate job descriptions that align to a selected Career Pathway and the necessary skill set; and

(v) prepare and practice for, and demonstrate skills needed for job interviews in a selected Career Pathway;

(k) use technology to enhance productivity:

(i) describe how job market changes have resulted from scientific advancements and the increased use of technology in the global economy;

(ii) evaluate the purpose of technology tools and multimedia to analyze their impact on productivity in homes, schools, and workplaces;

(iii) safely and ethically use current industry-standard and emerging technologies; and

(iv) model appropriate communication and technological skills to seek, obtain, and change jobs/careers; and

(l) work productively in teams while using cultural/global competence by collaborating to address geographic, economic, cultural, or political issues considering multiple perspective.

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

4. The department proposes to repeal the following rules:

10.54.8010 CAREER AND VOCATIONAL/TECHNICAL EDUCATION CONTENT STANDARD 1, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.8011 BENCHMARK FOR CAREER AND VOCATIONAL/TECHNICAL EDUCATION CONTENT STANDARD 1 FOR END OF BENCHMARK 1, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.8012 BENCHMARK FOR CAREER AND VOCATIONAL/TECHNICAL EDUCATION CONTENT STANDARD 1 FOR END OF BENCHMARK 2, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.8013 BENCHMARK FOR CAREER AND VOCATIONAL/TECHNICAL EDUCATION CONTENT STANDARD 1 FOR END OF BENCHMARK 3, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.8020 CAREER AND VOCATIONAL/TECHNICAL EDUCATION CONTENT STANDARD 2, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.8021 BENCHMARK FOR CAREER AND VOCATIONAL/TECHNICAL EDUCATION CONTENT STANDARD 2 FOR END OF BENCHMARK 1, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.8022 BENCHMARK FOR CAREER AND VOCATIONAL/TECHNICAL EDUCATION CONTENT STANDARD 2 FOR END OF BENCHMARK 2, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.8023 BENCHMARK FOR CAREER AND VOCATIONAL/TECHNICAL EDUCATION CONTENT STANDARD 2 FOR END OF BENCHMARK 3, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.8030 CAREER AND VOCATIONAL/TECHNICAL EDUCATION CONTENT STANDARD 3, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.8031 BENCHMARK FOR CAREER AND VOCATIONAL/TECHNICAL EDUCATION CONTENT STANDARD 3 FOR END OF BENCHMARK 1, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.8032 BENCHMARK FOR CAREER AND VOCATIONAL/TECHNICAL EDUCATION CONTENT STANDARD 3 FOR END OF BENCHMARK 2, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.8033 BENCHMARK FOR CAREER AND VOCATIONAL/TECHNICAL EDUCATION CONTENT STANDARD 3 FOR END OF BENCHMARK 3, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.8040 CAREER AND VOCATIONAL/TECHNICAL EDUCATION CONTENT STANDARD 4, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.8041 BENCHMARK FOR CAREER AND VOCATIONAL/TECHNICAL EDUCATION CONTENT STANDARD 4 FOR END OF BENCHMARK 1, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.8042 BENCHMARK FOR CAREER AND VOCATIONAL/TECHNICAL EDUCATION CONTENT STANDARD 4 FOR END OF BENCHMARK 2, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.8043 BENCHMARK FOR CAREER AND VOCATIONAL/TECHNICAL EDUCATION CONTENT STANDARD 4 FOR END OF BENCHMARK 3, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.8050 CAREER AND VOCATIONAL/TECHNICAL EDUCATION CONTENT STANDARD 5, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.8051 BENCHMARK FOR CAREER AND VOCATIONAL/TECHNICAL EDUCATION CONTENT STANDARD 5 FOR END OF BENCHMARK 1, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.8052 BENCHMARK FOR CAREER AND VOCATIONAL/TECHNICAL EDUCATION CONTENT STANDARD 5 FOR END OF BENCHMARK 2, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.8053 BENCHMARK FOR CAREER AND VOCATIONAL/TECHNICAL EDUCATION CONTENT STANDARD 5 FOR END OF BENCHMARK 3, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.8087 ADVANCED CAREER AND VOCATIONAL/TECHNICAL EDUCATION PERFORMANCE STANDARDS FOR END OF BENCHMARK 1, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.8088 PROFICIENT CAREER AND VOCATIONAL/TECHNICAL EDUCATION PERFORMANCE STANDARDS FOR END OF BENCHMARK 1, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.8089 NEARING PROFICIENCY CAREER AND VOCATIONAL/TECHNICAL EDUCATION PERFORMANCE STANDARDS FOR END OF BENCHMARK 1, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.8090 NOVICE CAREER AND VOCATIONAL/TECHNICAL EDUCATION PERFORMANCE STANDARDS FOR END OF BENCHMARK 1, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.8091 ADVANCED CAREER AND VOCATIONAL/TECHNICAL EDUCATION PERFORMANCE STANDARDS FOR END OF BENCHMARK 2, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.8092 PROFICIENT CAREER AND VOCATIONAL/TECHNICAL EDUCATION PERFORMANCE STANDARDS FOR END OF BENCHMARK 2, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.8093 NEARING PROFICIENCY CAREER AND VOCATIONAL/TECHNICAL EDUCATION PERFORMANCE STANDARDS FOR END OF BENCHMARK 2, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.8094 NOVICE CAREER AND VOCATIONAL/TECHNICAL EDUCATION PERFORMANCE STANDARDS FOR END OF BENCHMARK 2, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.8095 ADVANCED CAREER AND VOCATIONAL/TECHNICAL EDUCATION PERFORMANCE STANDARDS FOR END OF BENCHMARK 3, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.8096 PROFICIENT CAREER AND VOCATIONAL/TECHNICAL EDUCATION PERFORMANCE STANDARDS FOR END OF BENCHMARK 3, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.8097 NEARING PROFICIENCY CAREER AND VOCATIONAL/TECHNICAL EDUCATION PERFORMANCE STANDARDS FOR END OF BENCHMARK 3, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.8098 NOVICE CAREER AND VOCATIONAL/TECHNICAL EDUCATION PERFORMANCE STANDARDS FOR END OF BENCHMARK 3, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.9510 WORKPLACE COMPETENCIES CONTENT STANDARD 1, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.9511 BENCHMARK FOR WORKPLACE COMPETENCIES CONTENT STANDARD 1 FOR END OF GRADE 4, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.9512 BENCHMARK FOR WORKPLACE COMPETENCIES CONTENT STANDARD 1 FOR END OF GRADE 8, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.9513 BENCHMARK FOR WORKPLACE COMPETENCIES CONTENT STANDARD 1 UPON GRADUATION, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.9520 WORKPLACE COMPETENCIES CONTENT STANDARD 2, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.9521 BENCHMARK FOR WORKPLACE COMPETENCIES CONTENT STANDARD 2 FOR END OF GRADE 4, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.9522 BENCHMARK FOR WORKPLACE COMPETENCIES CONTENT STANDARD 2 FOR END OF GRADE 8, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.9523 BENCHMARK FOR WORKPLACE COMPETENCIES CONTENT STANDARD 2 UPON GRADUATION, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.9530 WORKPLACE COMPETENCIES CONTENT STANDARD 3, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.9531 BENCHMARK FOR WORKPLACE COMPETENCIES CONTENT STANDARD 3 FOR END OF GRADE 4, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.9532 BENCHMARK FOR WORKPLACE COMPETENCIES CONTENT STANDARD 3 FOR END OF GRADE 8, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.9533 BENCHMARK FOR WORKPLACE COMPETENCIES CONTENT STANDARD 3 UPON GRADUATION, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.9540 WORKPLACE COMPETENCIES CONTENT STANDARD 4, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.9541 BENCHMARK FOR WORKPLACE COMPETENCIES CONTENT STANDARD 4 FOR END OF GRADE 4, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.9542 BENCHMARK FOR WORKPLACE COMPETENCIES CONTENT STANDARD 4 FOR END OF GRADE 8, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.9543 BENCHMARK FOR WORKPLACE COMPETENCIES CONTENT STANDARD 4 UPON GRADUATION, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.9550 WORKPLACE COMPETENCIES CONTENT STANDARD 5, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.9551 BENCHMARK FOR WORKPLACE COMPETENCIES CONTENT STANDARD 5 FOR END OF GRADE 4, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.9552 BENCHMARK FOR WORKPLACE COMPETENCIES CONTENT STANDARD 5 FOR END OF GRADE 8, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.9553 BENCHMARK FOR WORKPLACE COMPETENCIES CONTENT STANDARD 5 UPON GRADUATION, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.9560 WORKPLACE COMPETENCIES CONTENT STANDARD 6, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.9561 BENCHMARK FOR WORKPLACE COMPETENCIES CONTENT STANDARD 6 FOR END OF GRADE 4, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.9562 BENCHMARK FOR WORKPLACE COMPETENCIES CONTENT STANDARD 6 FOR END OF GRADE 8, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.9563 BENCHMARK FOR WORKPLACE COMPETENCIES CONTENT STANDARD 6 UPON GRADUATION, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.9587 ADVANCED WORKPLACE COMPETENCIES PERFORMANCE STANDARDS FOR END OF GRADE 4, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.9588 PROFICIENT WORKPLACE COMPETENCIES PERFORMANCE STANDARDS FOR END OF GRADE 4, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.9589 NEARING PROFICIENCY WORKPLACE COMPETENCIES PERFORMANCE STANDARDS FOR END OF GRADE 4, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.9590 NOVICE WORKPLACE COMPETENCIES PERFORMANCE STANDARDS FOR END OF GRADE 4, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.9591 ADVANCED WORKPLACE COMPETENCIES PERFORMANCE STANDARDS FOR END OF GRADE 8, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.9592 PROFICIENT WORKPLACE COMPETENCIES PERFORMANCE STANDARDS FOR END OF GRADE 8, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.9593 NEARING PROFICIENCY WORKPLACE COMPETENCIES PERFORMANCE STANDARDS FOR END OF GRADE 8, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.9594 NOVICE WORKPLACE COMPETENCIES PERFORMANCE STANDARDS FOR END OF GRADE 8, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.9595 ADVANCED WORKPLACE COMPETENCIES PERFORMANCE STANDARDS UPON GRADUATION, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.9596 PROFICIENT WORKPLACE COMPETENCIES PERFORMANCE STANDARDS UPON GRADUATION, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.9597 NEARING PROFICIENCY WORKPLACE COMPETENCIES PERFORMANCE STANDARDS UPON GRADUATION, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.9598 NOVICE WORKPLACE COMPETENCIES PERFORMANCE STANDARDS UPON GRADUATION, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

5. Statement of Reasonable Necessity: The Board of Public Education has determined it is reasonable and necessary to adopt and repeal rules relating to career and technical education content standards pursuant to ARM 10.54.2503 Standards Review Schedule and ARM 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 2001. In order to benefit students, it is important to implement standards that are based on current knowledge and understanding of best practices in career and technical 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.

6. 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 could implement the proposed standards using existing resources. Of the remaining respondents, many of these districts face challenges in meeting the current standards and are concerned with the additional professional development needed with the expansion of the standards to K-6. A majority of the respondents in this group indicated that they need additional instructional materials, personnel, and professional development. Fifty-seven percent noted that they will have a shortage of teachers endorsed in career and technical education.

The OPI has identified $1,305 to support the implementation of the proposed career and technical education 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. For those districts that are having trouble meeting the current standards, the statewide trainings and model curriculum guide may provide more support than the districts are presently receiving.

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.

7. The proposed effective date of these rules is July 1, 2021.

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 pdonovan@mt.gov and must be received no later than 5:00 p.m., September 9, 2020.

9. Peter 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 department has determined that the adoption 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.